AP 8 Term 2, Week 1-1 Katuturan at mga Sanhi ng Imperyalismong Kanluranin with PPT & DLL

Main Ideas & Concepts

1) Purpose and meaning of controlling borders (Japan as example: Sakoku / Tokugawa)

Some countries maintain peace and order not by open interaction, but by strictly controlling who can enter and leave.

Example: Tokugawa Japan

• Tokugawa Japan practiced Sakoku (Edict of Sakoku) to limit outside influence and maintain stability.
• Key features of Sakoku:
  • Limited foreign contact to maintain control and order.
  • Christian missionaries were expelled because Christianity was viewed as a threat to Tokugawa power (fear it could affect loyalty and challenge authority).
  • Ports were closed and foreign trade was banned, though Japan still had limited, tightly controlled trade, including with the Dutch and Chinese in Nagasaki.

Related internal control policy

• Under the alternate attendance policy (sankin-kotai), daimyo alternated residence between their domains and Edo to reduce rebellion risk and keep them under shogunate control.

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2) Defining “imperialism”

The lesson frames imperialism by linking these concepts over other lands:

• Power
• Territory
• Dominion
• Conquest
• Rule

Imperialism (definition): the expansion of power—control or influence of a powerful country over another country or territory. It can include occupation and interference in the lives of people under that power.

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3) Where imperialism extends its control

Imperialism can affect three main areas:

• Economy
  • Interference/control over resources and economic activities.
• Politics
  • Interference in leaders, laws, and government decisions.
• Society
  • Influence or change in beliefs, habits, education, culture, religion, and relationships.

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4) How control appears in situations (types of intervention)

Examples show whether intervention is primarily economic, political, or social:

• Economic interventions

  • Controlling mining and trade of conquered territories
  • Exporting a colony’s natural resources mainly to the controlling country
  • Dictating what the colony should grow and sell
  • Placing ports/trade routes under foreign control

• Political interventions

  • Requiring key laws to be approved by a foreign power
  • Selecting/approving important officials through the foreign ruler
  • Ensuring local government cannot decide without consent from foreign leadership

• Social interventions

  • Introducing the conqueror’s education, religion, and way of life
  • Using the conqueror’s language and educational system
  • Influencing clothing, customs, and beliefs

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5) Main causes of Western imperialism (especially 1870–1914 context)

A) Economic motive (linked to the Industrial Revolution)

Industrialization increased production, creating needs beyond Europe:

• Raw materials (natural resources for factories)
• Markets (buyers to purchase products)
• Cheap labor (lower wage costs in colonies to increase profits)

Therefore, Western industrialized countries sought control over other lands as sources of:

• wealth, labor, and consumers

B) Cultural motive (belief in superiority)

Some Europeans believed their race/culture were superior and justified spreading their:

• laws, education, culture, and “way of life”

Colonizers imposed their systems because they saw their culture as a model others should follow.

C) Religious motive (spreading Christianity)

Europeans also wanted to spread Christianity in:

• Asia, Africa, and the Pacific islands

Missionaries were sent to:

• preach and convert people
• change traditions considered contrary to Christianity

Some believed they had a duty to improve others, including ending practices viewed as wrong (such as the slave trade, as mentioned).

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6) Motives can overlap

Imperialism isn’t always driven by one motive. In real history, motives may coincide:

• A country may seek wealth and markets while also trying to spread culture and religion.

Lesson emphasis: to analyze imperialism, it’s not enough to ask what was done—you must ask why it was done.

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7) Big historical expansion (1870–1914)

Between 1870 and 1914, European colonies and spheres of influence expanded rapidly. Their interventions in politics, economy, and society became more direct. A referenced map shows the broad reach of empires.

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8) Moral framing: using power responsibly

The video ends with a reminder about power and responsibility:

Having more ability/influence does not justify belittling or controlling others. Strength should be used with respect, justice, responsibility, and concern. You “don’t measure strength by conquest,” but by what you can do for others.

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Methodology / Learning Activities Presented

A) “Check each statement” (truth-or-false framing)

• Use the prompt: “Choose to be open to the truth when it is right and closed to the truth when it is wrong.”
• Apply it to statements about:
  • who held main power in shogunate Japan
  • the alternate attendance policy
  • Sakoku goals and its effects on foreigners

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B) Concept-building activity for imperialism

1. Identify words from pictures related to imperialism: Power, territory, dominion, conquest, rule

2. Combine/organize them to form the concept: Imperialism

3. Analyze:
   • the meaning of imperialism
   • the extent of its control
   • the reasons it was carried out

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C) Categorization exercise: intervention type

For each situation, determine whether the primary intervention is:

• Economy
• Politics
• Society

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D) Motive classification exercise

For each case, identify motive as:

• Economic
• Cultural
• Religious

(Examples: education/way of life → cultural; missions/churches → religious; mines/markets/resources → economic.)

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E) Application questions (analysis of scenarios)

The video repeatedly asks for best analysis based on imperialism principles, such as:

• economic control of resources (economy)
• foreign government controlling laws and officials alongside resource use (politics + economy)
• industrialization increasing demand for new markets (economy/industrial cause)
• establishing schools/language due to belief in cultural superiority (cultural motive)
• comparing different motives (wealth/market vs missionaries)

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F) Graphic organizer requirement

Build a graphic organizer with:

• Imperialism (main concept)
• Cause concept / Analysis

Use it to analyze situations and choose the best answers.

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Speakers / Sources Featured

• No specific individual speakers are identified in the subtitles.
• Sources referenced only as historical entities/topics:
  • Tokugawa Shogunate / Tokugawa Japan
  • Edict of Sakoku (Sakoku)
  • Alternate attendance policy (sankin-kotai)
  • Industrial Revolution
  • European empires (general)