Hoja de repaso: British Empire: Origins, Expansion, and Legacy

📋 Course Outline

1. Origins of the British Empire
2. North American Colonies and Seven Years War
3. Slavery and the Atlantic Slave Trade
4. Scramble for Africa
5. Australia and Aboriginal Colonization
6. Ireland under British Rule
7. India and the Raj
8. Violence in the British Empire
9. White Supremacy and Civilizing Mission
10. Promoting the Empire
11. Imperial Legacy and the Commonwealth

📖 1. Origins of the British Empire

🔑 Key Concepts & Definitions

• Cultural imperialism : Cultural imperialism is the imposition of elements of a dominant community’s culture onto a nondominant community.
• Imperialism : Imperialism is devotion to imperial interests, with the term used in a derogatory sense in the course framing.
• Expansionism : Expansionism is the policy or practice of expanding, especially through territorial control.
• First English/British Empire : The First English/British Empire is the phase of early English expansion in which some territories in North America and the West Indies were colonised up to the end of the Seven Years War.

📝 Essential Points

• The course distinguishes empires into a first and second British phases, explaining that the world impact depends on who is affected.
• England is placed before colonial rule as part of wider empires: William of Normandy’s 1066 conquest is treated as a background turning point.
• From 17th to 19th centuries, the course stresses that “not colonies per se” describes Britain’s early position, before the later empire period.
• Early steps are dated 1497-1600, with John Cabot in 1497 and English trade in the East in the 17th century.
• From 1613, factories on India’s West coast and colonisation in North America and the West Indies are linked to the start of the First English/British Empire.

💡 Memory Hook

Imperialism is about interests, expansionism about territory, and cultural imperialism is culture pushing.

📖 2. North American Colonies and Seven Years War

🔑 Key Concepts & Definitions

• Thirteen colonies : The thirteen colonies are the British North American colonies formed between the 17th and 18th centuries and organised around English legal and political models.
• Common Law : Common Law is presented as a key legal base that sustained colonists’ sense of rights and subject status to the King.
• Royal, proprietor, companies colonies : Royal, proprietor, and company colonies are three colony types attributed by the King through charters.
• Pontiac’s Rebellion : Pontiac’s Rebellion is identified as an important result of the Seven Years War that raised tensions with Britain in 1763.
• Salutary neglect : Salutary neglect is described as a wartime-and-after policy effect in which monarchic investment in colonial development stayed limited.

📝 Essential Points

• Before the American Revolution, the course describes a “B→A” logic: emigrants sought similar rights because they remained subjects of the King even after crossing the Atlantic.
• Each colony is said to have a governor and a bicameral representative assembly in the colonial governance pattern.
• The economic model is linked to indentured servants and slavery, with major exports including tobacco, cereals, timber, cotton, rice, and indigo.
• The course frames the Seven Years War as starting in 1754 from a dispute between Great Britain and France over land.
• After the war, Britain sought money through taxing colonies, worsening disagreement about shared responsibility and equality.

💡 Memory Hook

Common Law supports continuity: cross the Atlantic and you’re still treated as the King’s subject.

📖 3. Slavery and the Atlantic Slave Trade

🔑 Key Concepts & Definitions

• Chattel slavery : Chattel slavery is a system where the enslaved person is treated as a commodity and deprived of humanity.
• Lineage slavery : Lineage slavery is described as an African form in which slavery status is tied to the lineage rather than being described as permanent in the same way.
• Slave codes : Slave codes are local legal rules in English colonies that governed slavery and protected it through colonial law.
• Abolition of the slave trade : Abolition of the slave trade is the British legal step in 1807 that removed the slave trade in the empire.
• Slavery Abolition Act : The Slavery Abolition Act is the act passed in 1833 that abolished slavery in the British Empire, with abolition dated to 1834 for the practical effect in the course.

📝 Essential Points

• The course explains that slavery is linked to high labor demand and to routes justified by wind and ocean currents.
• It dates the first enslaved individuals in Virginia to 1619 and states that shipboard mortality was high.
• The scale is given as 1,3 to 1,9 Million in the 17th century, 6 Million in the 18th century, and 2 to 3 Million in the 19th century.
• In the Atlantic trade operated by the British empire, the course states 2/3 of enslaved people were men and that slave status passed through the mother.
• English common law is described as protecting rights in general, but not granting those rights to slaves, while slavery was supported through colony slave codes.

💡 Memory Hook

Status follows the mother: in the British Atlantic trade, slavery is inherited through maternal lineage.

📖 4. Scramble for Africa

🔑 Key Concepts & Definitions

• New Imperialism period : The New Imperialism period is the time window given for European partitioning of Africa, between 1881 and World War 1.
• The 3’C : The 3’C are presented as commerce, Christianity, and civilisation, framed as the supposed way to liberate Africa.
• Partition of Africa : Partition of Africa is the course’s term for invasion, occupation, colonisation, and annexation of African territory by European powers.
• Berlin conference : The Berlin conference is the 1885 meeting treated as central for regulating the partition of Africa among European powers.
• General Act of the Brussels Conference : The General Act of the Brussels Conference is dated 1889-90 as a step intended to address slavery in the Congo context.

📝 Essential Points

• Before the scramble, the course says only 10% of the continent was under European control and that Europe’s presence was mainly trading outposts.
• A stated cause is that Africa was seen as a potential market, aligned with the course’s 3’C justification.
• The partition is described as also eliminating the threat of a Europe-wide war over Africa.
• Strategic rivalries are framed as securing overseas trade routes and naval or defence bases, with colonies described as balancing power.
• The course links Berlin conference 1885 to the question “How eradicate slavery?” and includes the “spirit of Berlin” tied to slavery in Congo.

💡 Memory Hook

Berlin regulates partition; Brussels and later conventions move toward anti-slavery provisions.

📖 5. Australia and Aboriginal Colonization

🔑 Key Concepts & Definitions

• Aborigines : The course uses Aborigines to describe the first peoples of Australia with distinct social structures and land beliefs.
• Dreaming : The Dreaming is presented as creation-story based ordering that determines land boundaries and organizes Indigenous social meaning.
• Penal colony : A penal colony is described as a settlement category where convicts were used to build and run colonial life under strict control.
• First Fleet : The First Fleet is identified as the group of convicts arriving in 1788 under Governor Arthur Philip to establish early settlement at New South Wales.
• White Australia : White Australia is the label used for policies (1890s to the 1950s) that moved Aborigines onto reserves or missions and promoted segregation/assimilation.

📝 Essential Points

• The course dates the arrival of Aborigines to 50 000 to 120 000 years ago and gives population figures at first European settlement as between 300 000 and 950 000.
• It describes Indigenous society as semi-nomadic hunter-gatherers with loose-knit extended families and no concept of private property.
• James Cook is dated 1770 for the “discovery” of Australia, followed by colonisation from 1788 to 1890.
• New South Wales is identified as the first colony and as a penal colony, with convicts building the settlement at Botany Bay.
• By the 1920’s, the course says Aboriginal population was 60 000, and by 1900 it reports 133 reserves, tied to protection and segregation policies.

💡 Memory Hook

Dreaming sets the map: boundaries come from creation stories, not from private ownership.

📖 6. Ireland under British Rule

🔑 Key Concepts & Definitions

• Irish/Gaelic : Irish/Gaelic is presented as Ireland’s national language in the course overview of Ireland’s identity today.
• Home Rule movement : Home Rule is described in the course as a movement to secure internal autonomy for Ireland within the British Empire.
• Proclamation of the Republic of Ireland : The Proclamation of the Republic of Ireland is identified as a 1916 event used to support Irish independence claims.
• Anglo-Irish Treaty : The Anglo-Irish Treaty is presented as the agreement in 1921 that is connected to the transition toward independence.

📝 Essential Points

• The course places a conflict over North Ireland between 1969 and 1990’s as the modern framing for Ireland under British rule.
• A chronology of rule is given: 1066 starts with Norman conquest of England, and later 1167 is linked to Norman conquest of Ireland.
• It dates October 1171 for Henry 2’s arrival in Ireland and marriage to Eleanor d’Aquitaine, described as beginning submission of Ireland.
• Henry 8 is described as proclaiming himself king of Ireland, breaking with Rome and taking possession of Catholic land to end monastic orders in Britain and Ireland.
• Catholic religious persecution and Protestant settlement are linked through Bloody Mary and Elisabeth I, including the sending of Protestants to Ireland with emphasis on the North.

💡 Memory Hook

Ireland’s governance shifts with dynasties: Plantagenets then Tudors, and religious policy drives conflict.

📖 7. India and the Raj

🔑 Key Concepts & Definitions

• East India Company : The East India Company is presented as a chartered commercial firm with military power and growing influence in India.
• Mughal Empire : The Mughal Empire is the organised Northern Indian power that is described as having administration during the 16th to 18th centuries.
• farman : A farman is the formal grant sought for a factory, connected to English outreach to the Mughal court in 1615.
• Indian Mutiny/Rebellion : The Indian Mutiny/Rebellion is the 1857-58 uprising that the course links to rebellion by Indian troops in the EIC’s army.
• The Raj : The Raj is defined in the course as British rule with a relatively small number of British officials and troops over very large Indian populations.

📝 Essential Points

• The course describes corruption as a problem within the East India Company, leading to Parliament taking grasp and compensation dated 1874 before dissolution.
• It states that in 1700 India’s population is about 160 000 000 across several empires and that it is not described as scarcely populated.
• It dates 1615 for an English emissary of King James I reaching Mughal court to get a farman for a factory at Surat.
• For 1857-58, it says the rebellion lasted 18 months and shocked the British government’s road through debates about Westernization.
• The course gives the Raj numbers as 20 000 British officials and troops ruling over 300 million Indians, with stated projects like railways, irrigation, and medicine.

💡 Memory Hook

EIC first (trade plus charter power), then Raj (official rule with troops over mass population).

📖 8. Violence in the British Empire

🔑 Key Concepts & Definitions

• Counter-insurgency : Counter-insurgency is described as civilian and military efforts aimed at defeating insurgency while also addressing its root causes.
• Repression : Repression is the counter-insurgency frame used in the course for containing insurgency rather than relying only on open war.
• Fifteen wars (1857-1899) : The course groups imperial conflict into a set of fifteen wars between 1857 and 1899 to characterise violence in rule.
• Violent resistance : Violent resistance refers to actions by people resisting British authority through rebellions, escapes, violence against rulers, or hunger strikes.
• Home rule : Home rule is presented as a political movement in the empire context aimed at internal autonomy for Ireland.

📝 Essential Points

• The course frames empires as depending on violence and contrasts imperial violence with colonial violence, including limits from biased sources filtered by Britain.
• It states that colonial violence was omnipresent and that multiple source perspectives shaped what is known and how it is interpreted.
• It gives a counter-insurgency mechanism: strategies included appeasing local settlers with self-rule, using local militia, or using local natives in the army.
• It states that war was expensive, so the British often avoided open conflicts by using colonial administrative offices in London, including the Colonial Office and the War Office.
• It identifies forms of resistance besides violent resistance, including preserving traditions in secret, negotiation attempts, and non-violent resistance.

💡 Memory Hook

Counter-insurgency = defeat insurgency + address root causes, not just fight it.

📖 9. White Supremacy and Civilizing Mission

🔑 Key Concepts & Definitions

• White man’s Burden : White man’s Burden is used to describe a rhetoric of bringing civilisation to non-white people through imperial messaging.
• 3’C in mission rhetoric : In the mission context, the 3’C frame commerce, civilisation, and Christianity as the logic of the civilising mission.
• Mission to civilise : The mission to civilise is the course’s label for the moral narrative used to justify imperial rule using evangelical and social redemption themes.
• Social Darwinism : Social Darwinism is described as theories about human societies where competition leads to which groups dominate.
• chosen race : Chosen race is a belief shift described when missionary criticism leads Britons to see themselves as a special, rightful race.

📝 Essential Points

• The course lists conflicts used to support white imperial rhetoric: the Second Boer War (1899-1902), the US conquest of the Philippines (1899), and the anti-foreign Boxer Uprising in China (1899-1901).
• It dates a key ideological shift after 1857, linking changing attitudes to “betrayal” and “lack of gratitude” toward Native peoples.
• It states that Darwin’s Origin of Species is dated 1859 and connects to social Darwinist ideas that some races could never be civilised.
• The course says missionaries were slowly replaced by colonists teaching British values, while trust in Native peoples declined as superiority feelings grew stronger.
• A course TD6 notes public protest against statues as an attempt to confront history without erasing, while still treating statues as a form of erasure.

💡 Memory Hook

After 1857: missionary rhetoric shifts, and Darwin (1859) feeds social Darwinism about civilisation and dominance.

📖 10. Promoting the Empire

🔑 Key Concepts & Definitions

• Imperial Britain : Imperial Britain is the idea that the empire shaped everyday British life through media, education, jobs, and imperial public presence.
• Empress of India : Empress of India is the title given to Queen Victoria in 1876 as part of linking the monarchy to the empire.
• Empire Marketing Board : The Empire Marketing Board is the organisation created to promote intra-Empire trade and influence consumers to “Buy Empire”.
• Mobile film show : The mobile film show is described as part of a project using film technologies to manage empire communication and control in a changing empire.
• Britannia the Bull : Britannia and the Bull are cited as symbolic characters used in imperial-themed advertising campaigns.

📝 Essential Points

• The course claims the empire was “present everywhere” in Britain through films, magazines, schools, newspapers, and public culture.
• It states that advertisers linked products to imperial status and that mass-circulation newspapers reported colonial news with openly imperialistic tone.
• It describes the union jack as an example of a global brand connected to empire identity for marketing.
• It says the Empire Marketing Board was created in 1926 to promote intra-Empire trade and persuade consumers to buy empire goods.
• It frames promoting the empire in the colonies as using new film forms, including the mobile film show, within a wider control project.

💡 Memory Hook

The monarchy sells the empire: Queen Victoria’s imperial title and symbols like the Union Jack and Britannia drive promotion.

📖 11. Imperial Legacy and the Commonwealth

🔑 Key Concepts & Definitions

• Commonwealth of nations : The Commonwealth of nations is described as a structure aimed at maintaining British dominance and a strategic position against rivals.
• Apartheid policy : Apartheid policy is presented as an introduced system of racial separation within the empire’s legacy in 1948.
• Racial prejudices : Racial prejudices are described as shaping discrimination toward immigrants and non-white communities in the imperial legacy.
• Colonial influence on everyday life : Colonial influence on everyday life is framed as lasting cultural or practical effects, including left-side driving and shared leisure practices.

📝 Essential Points

• The course gives a scale claim: the empire is said to cover 25 % of the world with large areas connected by trade.
• It says an empire based on racial prejudices led to discrimination and links this directly to apartheid introduced in 1948.
• It highlights contradictions: in the 1800s Britain is described as the largest slave trader while also being the location of a major popular movement against slavery in the EU.
• It notes that during the Cold War French and Britain still had empires and that those empires were advertised as compatible with liberty.
• It mentions Commonwealth connections as serving wider political aims, including a role described for fighting the Soviet union.

💡 Memory Hook

Legacy shows up as institutions and habits: apartheid-era policy, discriminatory structures, and even left-side driving.

📅 Key Dates

Date	Event
1066	William of Normandy conquers England
1497	John Cabot finds some lands
1613	India factory established on the West coast
1754	Disagreement between Great Britain and France over some land (start of Seven Years War)
1807	Slave trade act abolishes the slave trade in the empire
1833	Slavery Abolition Act is passed
1876	Queen Victoria titled Empress of India
1881	New Imperialism period begins for partition timing (given window)
1885	Berlin conference
1889-90	General Act of the Brussels Conference

⚠️ Common Pitfalls & Confusions

1. Confusing cultural imperialism with political imperial control leads to mixing cultural imposition with legal or military dominance.
2. Mixing up the First English/British Empire (to the Seven Years War) with the “Second British Empire” (after 1763/83) causes timeline errors.
3. Assuming all slavery in the course is the same ignores the distinction between lineage slavery in Africa and chattel slavery in America.
4. Treating the “3’C” as a single explanation without its context can blur how commerce, civilisation, and Christianity shift into a mission ideology.
5. Thinking counter-insurgency is only military fighting can make you miss the course’s emphasis on addressing root causes.
6. Believing white supremacy arguments stay constant overlooks the course’s stated shift after 1857 tied to Darwin’s 1859 publication.
7. Assuming imperial promotion was only in colonies misses the course’s claim that Britain’s mass media, ads, and schools also promoted imperial identity.

✅ Exam Checklist

1. Define cultural imperialism, imperialism, and expansionism using the course’s distinctions.
2. Place 1066, 1497-1600, and 1613 on a timeline and state what each is used to explain.
3. State what changes after 1763/83 in the British empire phases and name the course’s “Second British Empire” features.
4. Describe how the thirteen colonies relate to Common Law and being subjects of the King across the Atlantic.
5. List the three colony types (royal, proprietor, companies) and explain how charters and governance are described.
6. Explain the stated cause of the Seven Years War (1754) and the course’s social and financial consequences for Britain and the colonies.
7. Give the course’s key numbers and dates for the Atlantic slave trade (1619; 1,3 to 1,9 million; 6 million; 2 to 3 million).
8. Compare lineage slavery in Africa with chattel slavery in America as described in the course.
9. Recall the 1807 and 1833/1834 abolition steps and explain what they abolish.
10. Explain why the scramble for Africa happens in the course and describe what partitioning means in its sequence.
11. Name the 3’C and state how they function as justification in the scramble for Africa framing.
12. Connect the course’s Australia chronology (1770 Cook; 1788-1890; New South Wales; 1788 First Fleet) to the penal colony idea.
13. Summarise Aborigine society as the course describes it (Dreaming, boundaries, property, political organisation).
14. Recall the course’s Australia policy period labels (White Australia; protection and segregation; assimilation).