Imperialism in Africa Mini-Q What Was the Driving Force Behind European Imperialism in Africa? Overview: For the 300 years between 1500 and 1800, European nations traded for slaves, gold, and ivory along the west coast of Africa, but they did not go deeply into the continent. In the 1800s this changed as European explorers pushed their way into the interiors of western and central Africa. By the 1880s Africa was under full assault as European nations competed with one another for control of the continent. This Mini-Q takes a look at this quest for colonies and asks what was the primary driv- ing force behind it. The Documents: Document A: Scramble for Africa (map) ‘Document B: National Pride Document C: Technology and Imperialism (chart) Document D: Resources and Imperialism (chart) Document B: British Trade and Markets (graph) Document F: Rudyard Kipling (poem); Lobengula Khumalo, quote from an African chief ‘A Mini Document Based Question (Mini-Q) 283 ane ma0ea Pret “This page may be reproduced for classroom useMini-Qs in World History Volume 3, Unit 6 What Was the Driving Force Behind European Imperialism in Africa? MINI-Q™ LESSON PLAN DAY 1 — 45 minutes Step One: Hook Refer to the Step One teacher notes in the Mini-Q. Read the directions aloud. The purpose is to get students engaged, talking, and wanting to do the Mini-Q. Step Two: Background Essay Refer to the Step Two teacher notes in the Mink-Q. Students can write out answers to the BGE questions or the questions can simply be discussed. Step Three: Understanding the Question and Pre-Bucketing The task of recognizing and defining key words in the question is a crucial habit of mind. The second task of pre-bucketing based on clues in the question and in document titles Is a huge categorization skill. Step Four: Document Analysis Do Document A with the whole class, modeling the Kind of deta ‘you expect in student answers to the Document Analysis questions. Homework: Analyze the remaining documents and answer the questions that follow. DAY 2 — 45 minutes. Step Four (continued): Discussion of Documents ‘Option One: Working in pairs or threesomes, have students discuss the answers to the first set of Document Analysis questions they did for homework. Using a different-colored pen than they used for homework, they may add to their answers. After five minutes, open the discussion of that document to the full lass. Then proceed to the next document and repeat. Option Two: Proceed as above, but have a volunteer group lead each of the three or four different document discussions. Students at their desks may add to their notes, again in a different pen. ‘Step Five: Bucketing and Chicken Foot Have students complete the bucketing and chicken foot work page. This step will help students clarify their thesis and road map. Step Six: From Thesis to Essay Writing {For homework} Have students fill out the Outline Guide ‘Sheet or write their mull-paragraph essay. DAYS (Optional) Step Six (continued): Conduct an in-class Writing Workshop. MINI-Q™ LESSON PLAN: CLEAN VERSION OPTION If students are ready, use the Clean Version of the Mini-Q, which requires them to handle more of the analysis on their own. Estimated time to complete is 1-2 class periods. ‘©7012 DaR Pet 251Imperialism in Africa Mini-Q TEACHER DOCUMENT LIST (CV) ‘There are six documents in this Mini-Q. Students are provided with the same document list but it is not divided into analytical categories or buckets. Students may develop cat- egories that are different from these. National Competition Document A: Scramble for Africa (map) Document B: National Pride ‘Technology Document C: Technology and Imperialism (chart) Economics Document D: Resources and Imperialism (chart) Document E: Imperial British Trade and Markets. (graph Cultural Beliefs Document F: Rudyard Kipling, “The White Man's Burden” (poem); Lobengula Khumalo, Quote from an African Chief 282 ‘©2012 06a PeetImperialism in Africa Mini-Q The Hook ‘Teacher Note: The purpose of this Hook is to introduce (or solidify) the concept of imperialism ‘and to warm students up for the Mini-Q that follows. Depending on the strength of the class, you may want to read the scenarios aloud and ‘ationale, merchant marine, refueling stations, clarify any unfamiliar vocabulary (imperialism, theocracy). Then give students, working in pairs, five to ten minutes to discuss the scenarios and write down a brief rationale explaining their position. End the Hook with a full-class discussion of several of the scenarios. ‘Scenarios 1. National security: The colonized island country has deepwater ports for refueling the mother country's navy and merchant marine. It also has an airfield. 2. National economy and energy indepen- dence: The colonized country has much needed cil reserves. 3. Moral Duty: The colonized country has a poor, uneducated population that needs roads, schools, and hospitals. 4, Establishing religious freedom: The colo- nized country is ruled by a brutal theocracy. Christians, Muslims, Hindus, and Jews are denied freedom of worship upon pain of death. 5. Establishing political freedom: The colo- nized county is run by a tyrant who denies free elections and imprisons all critics. 284 ‘Sample Rationales ‘Sometimes justified. Ifthe imperializing na- tion is at war with a powerful enemy, national survival may require occupation of strategic island bases. Not justified, The less costly solution is trade, or energy conservation at home. Justified. It is the responsibility of rich nations to lift up their neighbors. In time, with proper education, this poor country will be able to stand on its own. Justified. This sounds like a holocaust making. the Not justified. Democracy will come in time. An imperial military action would cost a great deal ‘of money. Innocent lives would be lost. Hatred of the imperial nation could well follow ‘©0127 089 PeeImperialism in Africa Mini-Q. Hook Exercise: Is Imperialism Ever Justified? Directions: Imperialism is an action by a strong nation to take control of another country. For example, the United States was practicing imperialism when it ook control of the Philippines in 1809, Throughout history, nations have turned to imperialism for a variety of reasons. Below are Five different scenarios, each presenting a different reason for taking control of a country. Next to each scenario check whether imperialistic action is justified, sometimes justified, or never justified, In each case, provide your rationale, the reasons behind your thinking. Scenario Justified Sometimes _ Never Rationale Justified Justified 1. National security: The col- nized island country has deepwater ports for refuel- ing the mother country's navy and merchant marine. It also has an airfield. 2. National economy and ‘energy independence: The colonized country has much needed oil reserves. 3, Moral duty: The colonized country has a poor, un- educated population that needs roads, schools, and hospitals. 4, Establishing religious freedom: The colonized country is ruled by a brutal theocracy. Christians, ‘Muslims, Hindus, and Jews are denied freedom of worship upon pain of death. 5. Establishing political freedom: The colonized country is run by a tyrant who denies free elections and imprisons all critics. 8 ©2012 Te DEA Project This page may be reproduced for classroom use 28sImperialism in Africa Mini-Q Establishing the Context General Instructions * Review the Timeline. * Pre-teach the boldfaced vocabulary. * Have students read, or read aloud, the Background Essay. + Have students answer the Background Essay questions on the next page. Specific Considerations The main purpose of the Background Essay is to create a context for the Mini-Q exercise. Its job is to provide a sense of time, place, and story, and to introduce important vocabu- lary and concepts. Doing this well gives all students a more equal chance to succeed with the Mini-Q. ‘Time: Review the Timeline. The story of European imperialism in Africa mostly took place between about 1870 and various African independence movements one hundred years later. The focus of this Mini- is the late 19th and early 20th centuries. By some measures, this period of European imperialism was quite short. ‘There were west African and east African elders who were born before imperialism began and who died after it was over. Place: Aftica is a large continent. Itis also filled with filled with intriguing complexity and variety. For example, when the author of this Mini- arrived in Nigeria in 1962 as a young Peace Comps volunteer, Nigeria had more than 300 distinct languages ‘and dialects. Africa was anything but an empty, unpeopled land, which is how many Europeans at the Berlin Conference regarded it. Story: We suggest reading the Background Essay aloud. Itis good for many students, even strong readers, to hear the words as they see them. For many, itis important to hear the cadence of the language, to experience pauses and empha- sis, Use the Background Essay questions to review the text. Vocabulary and Concepts: You may want to pre-teach the boldfaced terms in the essay. Our feeling about vocabulary is that some pre-teaching is good but keep the Word list short. When reading aloud, see how much students can get from context, 286 92012 Te DOO PIBackground Essay Imperialism in Africa Min-Q. What Was the Driving Force Behind European Imperialism in Africa? Between 1500 and 1800, European slavers and traders did not venture far from the African coast. The west coast of Africa from the Senegal River fo Angola was known as “the white man’s grave.” Malaria was the biggest killer and crews often stayed on ship when trading their European pots and cloth and guns for West African slaves. ‘During these 300 years, European presence in ‘Africa was not about imperialism and seizing colonies; it was about buying slaves from local chiefs and then getting out of West African waters with your crew and slave cargo still alive, ‘a good beginning for European imperialism in Africa. ‘During the same years that Leopold was buying the Congo, other European leaders were becoming very aware of two things: First, Af rica was filled with incredible natural resources; second, a scramble for these riches could lead to war among the European powers. Otto yon Bismarck of Germany proposed that a conference be held in Berlin in 1884 and 1885 to divide up ‘Africa in a reasonable and peaceful manner. The ‘Africans, of course, would not be invited. At the In 1807, the British out- awed the trans-Atlantic slave trade and in 1833 slavery itself. At this point the only British colony in Africa was the Cape Colony in southern Africa. What now sharpened Europe's interest in Africa was ‘exploration. Scotsman Mungo Park gave his life in 1806 while investigating the Niger River region in west Africa. In 1840 David Livingston be~ gan more than thirty years in the interior of central Africa. ‘Whereas maps of Africa drawn in 1800 had left great holes in conference, the European nations (all except Switzer- Jand attended) divided up the ‘African continent by claim and by the rule of oceupa- tion. It was not enough, for example, for England to claim Nigeria. England also had to prove that it had treaty agree- ‘ments, buildings, soldiers, and administrators on the ground to support their claim. At Berlin, the European nations also agreed to certain prin- ciples regarding colonization. ‘These included free trade, the elimination of slavery, respect the continent’s center, by 1850 some of the blanks ‘were filling in. Still, as late as 1870 only 10% of ‘Africa was under European control, and most of that was along the edges — French Algeria, British Sierra Leone, Portuguese Angola. King Leopold of Belgium broke this pattem. In the early 1880s he acquired a private “country” ‘of 900,000 square miles in central Africa. Leop- old called his estate Congo Free State. Leopold's Congo was 95 times the size of Belgium and his purpose was to make money by taking out ivory and rubber, Over the next twenty years Leopold’s managers proceeded to kill, through forced labor, horrible mistreatment, and the introduction of disease, as many as 10,000,000 people. It was not onow Ta neO PR for each other's territorial claims, and improving the “moral and material well-being” of Africans. ‘They did not, however, consider the land claims of Africans. ‘This short background brings us to the ques- tion asked by this Mini-Q. For more than three centuries Europeans had avoided the African interior. Now, powers like England, France, and Germany showed a fresh interest in getting and holding large pieces of the African continent. But why this new interest? More specifically, in the late 19th Century, what was the driving force behind European imperialism in Africa? 287 This page may be reproduced for classroom useImperialism in Africa Mini-Q. Document A: Scramble for Africa (map) Content Notes: + Itis important to stress that at the Berlin Conference of 1884-88, there were 14 European countries, and no Africans. + Even though the Berlin Conference took a stand against slavery, King Leopold's rule over the Congo forced the people there into a situation that was little better than slavery. Leopold was granted private ‘ownership of the entire colony, and his officials forced the Congolese to work gathering wild rubber, palm oil, and ivory. Quotas were established, and ‘Africans who did not meet those quotas were sub- jected to harsh punishments, such as having hands ‘amputated or having their wives or children kid- rapped until they met their goals, Gradually, word of the brutal regime leaked out and created outrage around the world. Estimate of deaths caused by Leopola's rule range from 2 to 15 million people. Leopold was forced to give up his personal colony and tum it over to Belgian government, but even then, conditions were bad. + Former American slaves had founded Liberia, one of the only two African countries to escape coloniza- tion, in the early 1800s. It proclaimed its indepen dence in 1847 and wrote a constitution modeled fon the U.S. Constitution. During the second half of the 1800s, the country struggled with debt and had several border disputes with British and French colonies. However, none of the European powers ‘attempted to take over Liberia. + Ethiopia retained its independence thanks to a slrong ruler, Menelik Il. He became emperor in 1889 ‘and retmified the old Ethiopian empire, which had been strong from the 1100s to the 1500s. In 1896, Menelik defeated an ttaian army that had occupied a part of Ethiopia called Eritrea, This increased the king's powor and prestige. Menelik expanded Ethiopian territory to the south and the west, and he modemized the country by establishing schools and hospitals. 288 ‘Teaching Tips: Discuss these Document Analysis questions: 1. How many European countries held African colonies by 1914? ‘Seven European counties (Belgium, Great Britain, France, Germany, Italy, Portugal, and Spain) held African colonies in 1914. 2. Which two European countries were the biggest winners in the race to seize African colonies? How would you describe the location ‘of each country’s colonies? France and Britain; most of France's colonies wore in the northwest; most of Britain’s colonies were in the eastern half ot the continent. ‘8. Was Germany in a position to block a British dream of building a railroad from the ‘Mediterranean Sea to South Africa? Yes. German East Aftica stood in the way. 4, Which two African countries remained indepen- dent? Liberia and Ethiopia were African countries that remained independent. ‘5, How could this document be used to explain a European imperialism in The map suggests there was significant national competition in Europe for African colonies. With only two exceptions, Liberia and Ethiopia, every square mile of Affican territory was taken. ‘@012 Tm 080 PoetImperialism in Africa Mini-Q Document A ‘Source: Partition of Aica, 1884-86, Map Created from various sources. (27012 Tha Frist ‘This page may be reproduced for classroom useImperialism in Africa Mi a Document B: National Pride Content Notes: ‘* Nationalism in Europe increased as the Indus- trial Revolution and ideas of the French Revolu- tion spread throughout Europe. The idea that the strengths of the people combined to create a na- tion’s power was an idea that motivated both rulers and citizens to support all kinds of politcal causes. ‘As one commentator noted, nationalism meant that “a country is not a mere territory; the particular ter- ritory is only its foundation. The country is the idea which rises upon that foundation; Its the sentiment of love, the sense of fellowship which binds together all the sons of that territory” The idea that the Brit- {sh had certain qualities that made them "a people” and the Germans had qualities that only Germans shared encouraged countries to see each other as ‘competitors and sometimes enemies. «= John Ruskin was among the most prominent writers ‘and social critics in 18th century Great Britain. He made this speech expressing his support for British imperialism in Africa to students at Oxford Univer- sity. + Otto von Bismarck was the chancellor of Germany Until Wilhelm I! dismissed him in 1890. Although Bismarck called the conference at Berlin, he was not interested in pursuing an imperial policy in Germany. Instead, he hoped to stir up nationalistic rivalries among his neighbors: France, England, Italy, and Spain. He believed that the distractions ‘of their colonial empires would prevent them from noticing Germany's growing strength. Clearly, Fabri disagreed with Bismarck’s point of view. After Bismarck’s dismissal, Germany became embroiled colonial disputes with France in Morocco and England in South Africa, which helped lead to WWI. 290 Teaching Tips: Discuss these Document Analysis questions: 1. Why does Ruskin say England must found colonies “as fast and far as she Is able"? Ruskin says that England must be made a throne for kings and a center of peace. England needs to found colonies to show its greatness. 2, What does he say should be the colonists’ “first ain"? The first aim should be to advance the power of England by land and sea. 8, According to Fabri, what were Germany's strengths when it was at the peek of all the states of Europe? Itwas great in trade and sea power. 4, Why does Fabri believe that Germany needs to “strive after’ colonies? Germany needs to compete with the Anglo- ‘Saxons (the British) to maintain its new position of industrial greatness. 5. What is the driving force behind European imperialism in Africa, according to these two sources? ‘These sources both suggest that imperial- ism is driven by national competition. Their rational identities were wrapped up in being ‘economic and industrial powers. 2012 e080 PretImperialism in Africa Min-Q Document B ‘Source: John Ruskin, lecture at Oxford University, February 8, 1870. Note: John Ruskin (1819-1900) was a well regarded English intellectual, author, and speaker whose interests ranged from art ei to Social reformer. This talk at Oxford was delivered to a standing room only crowd. A short excerpt follows. [Will the} youths of England, make your country again a royal throne of kings; .. forall the world a source of light, a center of peace?... (T)his is what [England] must either do or perish: she must found colonies as fast and as far as she is able, formed of her most energetic and worthiest men; ~ seizing every piece of fruitful waste ground she can set her foot on, and there teaching these her colonists ... that their first aim is to be to advance the power of England by land and by sea, ‘Source: Freldrich Fabri, Does Germany Need Colonies? 1879. Note: Freidtich Fabri (1824-1891) has been called the “father of the German colonial movement.” Fabri ‘was improssed by the colonial achievements of the English and wanted Germany to do some thing of the same. His book was quite well received. ‘But should not the German nation who is fundamentally so very capable, so seaworthy, so industrially and commercially minded ... successfully pave the way for this new course? __. Te would be wise if we Germans would learn about colonial skills from our Anglo-Sax- on cousins and would begin-in a friendly competition-to strive after them. When the German Reich centuries ago was at the peak of the states in Europe, it was the Number One trade and sea power. Should the New German Reich wish to prove and maintain its newly won position of power for a long time, it will have to take up the same culture- mission and delay no longer to acknowledge its colonial task anew. 291 nore meDsa Pri ‘This page may be reproduced for lassraom useImperialism in Africa Mini-Q Document C: Technology and Imperialism (chart) Content Notes: « Quinine was originally derived from the bark of the cinchona tree, which is native to South America. ‘The medicinal properties of the bark were known as far back as the 1600s, but scientists didn't lean how to isolate quinine from the bark until 1820. Qui- nine does not prevent malaria, but its effective in ‘curing it. During World War Il, scientists developed synthetic drugs to treat malaria, However, some forms of malaria have proved resistant to synthetic drugs, so quinine is stil frequently prescribed. + Malaria is a widespread disease caused by one- colled organisms called plasmodia, which are trans- mitted by mosquitoes. The symptoms of malaria include fever, headache, nausea, and muscular pain. Malaria is still a major global health problem, ‘with about 1 to 3 million people dying from the dis- ease each year. «The Bessemer process was a method of blowing air through molten iron, helping to rid it of its impurities. The process made steel faster and cheaper to produce, and ste! manufacturing spread around the world. «The invention of the Maxim gun depended on the development of smokeless gunpowder, which had more even combustion than earfier types of gun- powder. The use of smokeless powder made it pos- sible to use the gur’s recoil to power the actions ‘of working the bolt, expelling the spent cartridge, and reloading, In addition, a water chamber cooled the Maxim gun, The machine gun changed litle from this original design through World War | Teaching Tips: Discuss these Document Analysis questions: 41. During which century was most of the technol ogy in this chart invented? ‘Technology that aided imperialism was ‘mostly invented during the 19th century. 2. Which technological advancement cured a tropical disease? Which of the technological developments gave European armies an ad- vantage over African armies? 292 “The discovery of the method for getting qui- nine from cinchona tree bark reduced the threat of dying from malaria for Europeans in Central Africa. ‘The repeating rifle and Maxim gun provided significant advantages because they allowed the European forces to effectively kill or subdue the African people whose land they were conquering. 3. Which of the inventions do you think would have been the most important for spreading European influence in Attica? ‘Answers will vary the justification is more important than the choice. Some will piok ‘one of the weapons for its military power. ‘Some will pick the Bessemer process and the steam engine because these would allow for the development of railroads and bridges. Some will pick the telegraph because com ‘munication is so important for development projects. Quinine might be the most im- portant since people in poor health cannot follow through with any of these projects. 4, How could this document be used to explain an important primary cause of European imperial- ism in Africa? It shows that Europeans were able to use ‘heir technological advantages in many teas, including travel, communication, ‘management of disease, and weaponry, to ‘conquer the Africans, particularly after the late 19th century invention of the repeating rifle. 5. Are technological factors more of a primary ‘cause of European imperialism in Africa than political reasons and national pride? Possible answer: It was only through these new technologies that Europe had the ‘means to subdue the continent and exploit its resources. Without these advantages due to new technologies, all the rest of the causes wouldn't matter because the Euro- peans wouldn't have been able to control the colonies as they did. ‘9012 e060 Pret‘Source: Information drawn from various sources... Imperialism in Africa Mini-Q Document C Note: The industria! Revolution fed to many éiscoverias and inventions that helped Europeans to take over Aivca, ‘Technological Development (Date Invented) Use and Significance (1804) first used in locomotives Method of getting quinine from cinchona tree bark (1820) Electric telegraph (1837) Bessemer process (1855) Maxim gun (1884) Repeating rifle (late 1800s) Steam engine (1787) first used in boats; A more constant and forceful source of power than sails on ships or horse-drawn carriages. Steam engines powered ships and railroads. Treatment for the disease malaria ‘Communication over long distances Quicker and cheaper method of manvfacturing, steel, which was lighter and more durable than iron First machine gun ‘A faster-loading gun that was able to fire multiple shots more accurately than older muskets 293 ‘eon Tenn Plt “This page may be reproduced for classroom useImperialism in Africa Mini-Q Document D: Resources and Imperialism (chart) Content Notes: + In 1839, the U.S. inventor Charles Goodyear discovered that natural rubber is made more use~ {ul by a process known as vulcanization. In this process, rubber is heated with sulfur, which makes it more fiexible and keeps it from spliting under heavy loads. The discovery of this process greatly increased rubber's commercial potential. Rubber began to be used for bicycle tires in the 1870s and automobile tires toward the end of the 1800s. Rub- ber was also used for belts inside machines of all sorts, inoluding the automobile's engine. In addition, rubber is used today for shoe soles, for waterproof cloth, and as insulation for electrical wires. ‘*The African oil palm tree yields two types of ol, which are used in different ways. The tree produces. Clusters of oval fruits that are about 1.5 inches long. ‘These are steamed and then pressed to obtain palm oil, which is used to make soaps, candles, and lubricating grease. The kemels of the fruits are then pressed in mechanical screw presses to obtain palm-kerel oil. This is used to make margarine, chocolate, and certain pharmaceuticals. + Egyptian cotton is stil admired for its quality world- wide. During the 19th century, Great Britain became very interested in Egypt's cotton because when the ‘American Civil War started in 1861, getting Amer can cotton became very unpredictable. Egypt was also important to Great Britain because of the Suez Canal, which became “the highway to India" in +1869. Before the Suez Canal was built, Britain could only get to its prize colony by sailing around Africa. «Ivory comes from the tusks of elephants and from the teeth of certain other animals, such as walruses. “Tusks continue to grow throughout the life of the elephant, and on African elephants, they average about six feet in length and about fity pounds in ‘weight. Both male and female African elephants {grow tusks. People used it for tools, art, and some- times currency. During the second half of the 1900s, the African elephant population dwindled and the ‘animal was put on the endangered species list. In 1989, the trade in ivory was banned, but since +1997, some African countries have been allowed to sell ivory in limited quantities. 294 ‘Teaching Tips Discuss these Document Analysis questions: +1. What European industries benefited from Afri- can resources? ‘The industries of textiles, food processing, electrical equipment, metal manufacturing, ‘soap and candle manuacturing, jewelry, transportation, and weapons manufactur- ing all enjoyed a great boost as a result of ‘acauiting African resources. 2. If you owned a textile mill, which colony or colonies would you want your country to rule? Possible answers: | would want my coun {ry to control Angola, French West Arica, ‘or Tanganyika because ofall the cotton. ‘This cotton could easily be used to make high-quality clothing that could be sold in ‘my country or traded to another country for needed goods or money. 8. Which European country do you think had the most valuable colonies? Why? Possible answer: Great Britain; ts colo- ries had valuable resources such as gold, diamonds, and many useful metals. These resources had value in trade and in the ‘manufacturing of other material that could be used to advance British interests. 4, How could this document be used to explain the primary cause of European imperialism in Attica? It shows that Europeans wanted resources that were not available or very accessible in Europe. Europeans desired these things because they could bring them riches and allow ther to improve their lifestyle. 5, Are trade and markets more important reasons for European imperialism in Africa than politics ‘and nationalism or technology? Possible answer: Trade and the search for more markets to sell their manufactured goods are what gave nations wealth. Even though compotition is important, what really motivates people and nations Is getting rich. 2 012T Dea PeetDocument D ‘Source: Information drawn from various sources. Selected African Colonies and Their Exports Imperialism in Africa Mini-Q. African Colony Resources Exported Industrial or Economic Use (uropean Colonizers) Angola cotton fabrics Porte) palm oil and palm-kernel oil _soap and candles; some food products coffee and sugar food processing Congo Free State rubber ‘waterproof clothes, tires, electrical insulation ‘king Leopold ofBelelom) palm oil and palm-kemnel oil soap and candles; some food products ivory handles, piano keys, billiard balls French West Africa gum cosmetics, drugs, food products France) palm oil and palm-kernel oil __ soap and candles; some food products cotton fabrics peanuts, bananas, coffee, cocoa food processing Rhodesia copper coins, metal alloys, electrical wiring (Great Britain) zine ‘metal alloys, rust protection lead ‘metal alloys, ammunition coal fuel ‘South Africa gold ‘banking, national currencies, jewelry (Great Britain) ‘diamonds jewelry, industrial cutting tools Tanganyika sisal Tope and twine (Germany) coffee food processing rubber waterproof clothes, tires, electrical insulation cotton fabrics ‘o20re The O80 Prt “This page may be reproduced for classroom use 295Imperialism in Africa Mini-Q Document E: Impei Content Notes: + One of the strongest motives Britain had for taking colonies in Africa was to protect the strategic routes to their colony of India. They had the idea that they would establish colonies from “The Cape to Cairo” and they hoped to build a railroad the entire length of the continent to supply and protect those colo- nies. The “Cape” refers to the Cape of Good Hope, around which British ships had to sail to get to India, before the Suez Canal opened near Cairo in Egypt. ‘In addition to its vibrant tracing relationships with colonial India and its colonies in Africa, Great Britain ‘also controlled what are now the nations of Austra- lla, New Zealand, Canada, and much of the West Indies, including Jamaica. Despite these critically important trade links with its colonies, British trade was greatest with other independent nations. its top partner, the United States, supplied Britain with about 25% of its trade. Most of that was in imports. 296 British Trade and Markets (graph) ‘Teaching Tips: Disouss these Document Analysis questions: 4. How much money did Great Britain make from exports to South Saharan Alrica in 1854? In 1900? Great Britain made about 2.5 million pounds in exports to South Saharan Africa in 1854 and about 21 million pounds in 1900. 2, Describe the difference between Great Brit ain's imports from and exports to Aftica in 1854 and 1900. Which experienced a higher rate of ‘growth? Both imports and exports increased, but ‘exports grow at a far higher rate by 1900. 3. According fo the chart, what benefit is Great Britain deriving from its African colonies? ‘The data suggests that Africa was valuable to Europeans as both a source of mate- rial and as a market for products. This was partially due to Europeans taking resources from Africa and then creating products that were sold as imports back to Africa. 4, How could this document be used to explain an important cause of European imperialism in Altice?’ This document shows that economic reasons ‘were a very important cause of European imperialism in Africa, because Africa was ex- tremely valuable for both its resources and as ‘a market for European goods. It shows that \eatth was a motivator and a tool to secure the power of European imperial nations. 5. Are economic factors more of a driving force behind European imperialism than national pride? Than improved technology? Possible answer: Yes, because when all else is said and done, the Europeans nover would have been willing to expend so many resources on obtaining colonies if they ‘couldn't earn it back, plus lots more. By ex- ploiting Aftica’s resources and using Arica as a market for finished goods, Europeans gained incredible wealth. That was the most important reason for their imperialist poi- cies. 92012 DBO PretImperialism in Africa Mini-Q Document E Source: Trevor Owen Lloyd, The British Empire: 1558-1995, 1996. Great Britain and South Saharan Africa Imports and Exports, 1854 and 1900 25 Inprs tom Aca Bi vor to aicn 20 15 ns of British pounds: : g 2 5 = a i 207 fepor2TReDBO Prt ‘This page may be reproduced for classroom useImperialism in Africa Mini-Q Document F: “The White Man's Burden” (poem) and Quote from African Chief Content Notes: ‘Teaching Tips: + In the poem, Kipling is actually addressing the Discuss these Document Analysis questions: United States and its colonization of the Philippines. . i a Se Lee Ss te icttlapes Yas tyat no ese in drive imperialism in Africa. mean when he refers to “Your new-caught + You may want to introduce your students to the sullen people, Half-devil and half-child? term ethnocentrism. Ethnocenttism is the beliet In the first case, Kipling is addressing Brit that one’s culture is superior to another. British and intinere wren he says “send forth the European attitudes and actions were laced with eth- post ye breed, he s encouraging the best nocentrism during the age of imperialism, not just in and the brightest from England to take up ‘Arica, but across the globe. the imperial cause. In the second reference, «The author of “The White Man's Burden,” Rudyard he is making an uncomplimentary reference Kipling, isa giant in literature. He was born in the to colonized people. Brilsh colony of India in 1865 and became a popu- 2, What does Kipling mean when he commands, lar poet, short story writer, author, and journalist. He ithe moutirot Famine, and bid the sickness is particularly remembered for stories and poems aan What dos the tle “The White Man's that became children's favorites, such as “The Bordos'mean? Jungle Book,” “Gunga Din,” and "Rikki Tiki Tavi.” AS 4 with “The White Man's Burden,” Kipling’s work often kipling is encouraging the British to help Celebrated British imperialism fori role in spread- {eed the colonized population and to help ing “civilization.” He won the Nobel Prize for Litera- them live healthy lives. He ts implying tooo in 1907, He died in 1936. that without British help, the local people , will starve and die. ‘White Man's Burden’ «The sense of paternalism conveyed in “The White wie eet hat because the Europoans are SU- Man's Burden’ also has echoes in American his- Donor to the Afdicans, tis ther duty to Bring tory. During the US era of imperialism in the Pacific oemization, of the late 19th-eerly 20th century, the American ‘governor general of the Philippines, William How: 8, How might Chief Lobengula Khumalo respond ard Tait, “assured President McKinley that our little to Kipling’s poem? brown brothers [the Filipinos] would need fifty or He would resent being called a burden by one hundred years of close supervision ‘to develop people who are stealing his land. anything resembling Anglo-Saxon political principles 4, How can this document be used to explain the ‘and skils.” The term “ittle brown brothers" was not ei cy cause of European imperialism in Africa? intended as a slur, though itis often interpreted that p Haaeame m" It'shows how the Europeans were moti- wey oie sone Toes. sted by their sense of superiority. They “ val ‘sense of superiority. + It ight be interesting to note that Chief Lobengula Wanted fo fulflla mission thet extended negotiated with associates of Ceoll Rhodes and Deyond commercial gain and national pride agreed to what was presented to him as limited vere ea tial cy, rmining rights in his territory. However, the deal was faely represented to otters as giving the Bish all 5. Ave cultural bats 8 rere important driving the gold rights in his lands, which they then took by force behind European imperialism than tech- force. Chief Lobengula himself was driven out and ‘nological, or economic reasons? pursued, but never captured, by British forces. Possible answer: Ethnocentrism helped justify all other reasons and actions of the Europeans, In thelr role as colonial over- lords, the Europeans could justify their pol cies as doing a favor by exposing the local populations to a supposedly more civilized, superior culture. 708 eamamepearcetImperialism in Africa Mini-Q. Document F Source: Rudyard Kipling, “The White Man's Burden,” 1899. Take up the White Man's burden— ‘Take up the White Man's burden— ‘Send forth the best ye breed— ‘The savage wars of peace- Go bind your sons to exile Fill full the mouth of Famine To serve your captives’ need; ‘And bid the sickness cease; ‘To wait in heavy harness, ‘And when your goal is nearest On fluttered folk and wild— The end for others sought, ‘Your new-caught, sullen peoples, ‘Watch sloth and heathen Folly Half-devil and half-child... Bring all your hopes to nought... ‘Source: Lobengula Khumalo, chiof of the South African Ndebele (Matabele) tribe, early 1890s. Did you ever see a chameleon catch a fly? The chameleon gets behind the fly and remains motionless for some time, then he advances very slowly and gently, first putting forward one leg and then another. Atlast, when well within reach, he darts out his tongue and the fly disappears. England is the chameleon and I am that fiy. 09 ennte TheDsO Pret ‘This page may be reproduced for classroom use 222012 080 Pet