IMPERIALISM IN AFRICA

IMPERIALISM Don’t write!

•IMPERIALISM- extending a nation’s power over other lands.

•Africa seen as new sources of things Euro wanted such as:

1. Raw materials 2. New markets to sell goods & direct control

3.Rivalries w/ other nations-

4. Social Darwinism: survival of the fittest & racist beliefs

5. White Man’s Burden”- belief that European’s had a responsibility to “civilize” primitive people6. Spread Christianity

       

            

EXIT TICKET!

List the 5 causes of imperialism!

•When slave trade was banned by 1890s, Euro sold textiles & manufactured goods in exchange for resources such as

peanuts, timber, palm oil.

DON’T WRITE•Euros pushed for a more

permanent presence. Gold Coast 1st colony when the Brits annex it.

•Brits set up PROTECTORATE (must depend on another govt) in Nigeria.

•Others compete for the rest of Africa (all but Liberia & Ethiopia taken by 1914

MRS. BARNES WHEN SHE WAKES

UP

EXPLORATION:

•Many explorers come to Africa including David Livingston who gets lost.

•Is found by journalist Henry Stanley who talks Leopold II of Belgium into colonizing Congo.

Berlin Conference

•Ger, Br, Port, Belgium claim same land during 1800s.

•Meet at Berlin Conference in 1884 & divide up Africa.

•No African reps•No attention paid to ethnic boundaries! Big problem!

•Don’t write! Egypt part of Ottoman Empire until MUHAMMAD ALI took over & est separate Egyptian state.

•Modernized army, reformed schools, created industries.

SUEZ CANAL Ferdinand de Lesseps designs SUEZ CANAL in 1864 to connect Red Sea to Mediterranean Sea for faster shipping

SUEZ CANAL•Brits buy out Egypt’s share of canal & then take over Egypt

INDIRECT RULE•Brits used INDIRECT RULE- local rulers kept positions of power & followed colonizer’s rules.

•Kept local customs, but caused tension

DIRECT RULE•France used DIRECT RULE-local officials removed from

power & replaced w/ new set of officials from mother country

MRS. BARNES & MR BARNES ON THEIR

WEDDING DAY

CHANGES IN AFRICA1. Colonizers created new govts (direct or indirect)

2. loss of farmlands & build up of resentment

3. Educated people in colonizers language & religion (but many learned western ideas)

4. many different ethnic groups forced together

5. Desire for nationalism grew with lost freedoms

6. Became labor to produce raw materials

BRITISH IN INDIA

•DON’T WRITE!•Brits powerful & move into India.

•British East India Trading Company given power by govt to help w/ military & political affairs.

BRITISH EAST INDIA COMPANY

•BETC wants resources & new markets

SEPOY REBELLION

•BETC had own soldiers & hired Indians (Sepoys) to defend company interests,

but Sepoys refused orders & rebel

•Thought bullets were greased in cow & pig fat ( Sepoys were Hindu or Muslim & this was against beliefs)

SEPOY REBELLION•Revolt, fails b/c problems btw Hindu’s & Muslims

QUEEN VICTORIA

•BETC loses power & Br govt takes over

•Queen Victoria becomes Empress

•Brit rules through a VICEROY-governor who represents monarch

•Benefits of Brit rule included:

• order, stability, new school system, telegraph, & trains (transportation of goods

& people)

•Problems caused: •Manufactured goods destroy local industry

•grow cotton, not food,• Brits get best jobs•No respect for culture•Corrupt tax collectors

INDIAN NATIONAL CONGRESS• Indian nationalists want reform

& meet in 1885 to form Indian National Congress. (educated in colonial schools)

• INC want share in governing process & Indian independence

TAJ MAHAL

•Hindu majority & Muslim minority.

•Muslims want separate Muslim League.

•Afraid Hindus will oppress others.

INDIA•Mahatma Gandhi, (a

former lawyer) organizes protests.

•Believes in non-violent protest or CIVIL DISOBEDIENCE- (refusal to obey unjust law) to get independence.

•Led marches, protests, boycotts & withheld paying taxes to get independence

•used traditional Indian dress, language, seen as a spiritual leader

INDIA•Gandhi called MAHATMA or “Great Soul”

•1919: Brits kill 100s & arrest Gandhi

•Led Salt March in 1930, urging people to make salt, (against Brit law) to show non-violent resistance)

•Helps get independence in 1947.

MAHATMA GANDHI

• “WE MUST BE THE CHANGE WE WISH TO SEE”

GREAT SALT MARCH 1930

• http://www.youtube.com/watch?v=bWedTbuAtR4 (horrible history)

• http://www.biography.com/people/mahatma-gandhi-9305898/videos/mahatma-gandhi-an-unpeaceful-end-2179183345

INDIA & PAKISTAN Don’t Write!

•Conflict grows btw Muslim minority & Hindu majority.

• Muslims led by Ali Jinnah want a separate Muslim state in Pakistan

•8/14/47 Indian empire gets independence & divided into 2 nations:

India- Hindus Pakistan-Muslim nation.

INDIA & PAKISTAN1.Millions flee. Hindus go to India & Muslims to Pakistan.

2. Many die, including Gandhi, (assassinated on 6/30/48)

3. Several areas stay indep 4.Each choose which nation to join

KASHMIR•Kashmir, area high in Hindu Kush mtns btw India & Pakistan had problems.

• Good resources there & also major rivers of region begin here.

KASHMIR•Kashmir has Hindu Prince & Muslim people.

• Pakistan & India sends in troops to take over.

• UN steps in & divides Kashmir .(2/3 to India & 1/3 to Pakistan). No one happy. Series of small wars occur.

• In 1990s, both nations get nuclear weapons.

KASHMIR•Violence starts in 2001 election & Pak hijacks India airliner. • Ind troops kill people in camps &

tests long range missiles•Oct 2001, 1 mil troops line up along border. (still ongoing struggle)

Don’t Write! AFRICA

•Did not get independence after WW I .

•Euro can’t afford to keep troops in colonies after WWII

•Many new leaders were educated in Colonial schools & learned abt freedom, democracy, helped fight in WWII

•Marcus Garvey stressed Pan-Africanism- unity of the African people

•Stress African heritage

Don’t Write KWAME NKRUMAH

•1957: The Gold Coast(Ghana), 1st colony gets independence from GB w/ help of KWAME NKRUMAH who later became leader

• Don’t write!!!!17 by nations by 1960.

• 11 more btw 1961-1965.

• Guerilla warfare helps Morocco, Mozambique, Angola & Tunisia

•South Africa: White run govt.

•1950s: AFRIKANNERS (SA whites) decide to make stronger segregation laws (separating races) called APARTHEID.

•1960: 5000-7000 people protest peacefully at Sharpsville, troops open fire, shooting many in back (69 die).

•Blacks not allowed to participate in govt, hold certain jobs, must live in separate homelands.

•NELSON MANDELA leader of AFRICAN NATIONAL CONGRESS (formed to get poli reform) is arrested for fighting for rights.

•Nations boycott SA & ban SA from Olympics.

•1993 President de Klerk agrees to hold democratic elections (due to international pressure).

• Mandela elected Pres. (jail time 26 years

• http://www.pbs.org/pov/twelvedisciples/video_classroom1.php

AFRICAN NATIONAL CONGRESS

NELSON MANDELLA

ISSUES IN AFRICA1. single crop economy. ¾ live off of land.

2.few factories, low literacy rates, few skilled workers

3. hi pop growth (3% per yr) high birth rates & death rates

4.Must import technology & manufactured goods from West

5. child soldiers, genocide, bribery, corrupt officials

6. long droughts lead to FAMINE- lack of food

7. Uneven resources. 8. Poverty

9.Fast urbanization- city growth leads to crime, overcrowding, pollution, not enough services.

10. Aids- 300 mil by 2040. 8% of continent. ¾ of Nairobi

NIGHTMARE IN RWANDA

•Civil wars begin btw groups when too many ethnic groups put together in one area.

•GENONICDE: killing a specific ethnic group:

•RWANDA- Hutus kill 500,000 Tutsis on a rampage in 1994. Killed w/ machetes, fire & torture.

MASSACRE OF THE TUTSIS

*Find a partner, switch stories & answer these!

1. What are the basic details of the story? What details are the same? Different?

2. What was the tone of the two stories? Give 2 examples of words used to set the tone & how they did.

3. Why are there two different interpretations of the same story?

4. How do you know which story is accurate? How could you find out what really happened?

5. What other sources could you use?6. What role does perspective play in the

encounter?

1. In a small group of 2-3 pick up Sad Story Strips, Anthem & Chart

2. Read the Anthem of Ghana and answer the questions.

3. Next, use the Sad Story Strips & the Sad Story Chart & match 2 strips from the packet that show events connected in a logical way. Write the # & summary in the Strip 1 & 2 columns. Explain how they are connected

4. Then do Easy as 1,2,3. Staple to Anthem & turn in (turn in Story Strips pack too

5. Pick up review guide!

Roadblocks To Peace! 1. In groups of 2-3, read the 2. Next, read the Timeline & look over

the religious demographic charts3. Now, on the sheet, 4. In the roadblock column, describe a

roadblock to peace, using the info you read in the timeline & charts

5. Then, explain what 6. Finally, create a solution for each

roadblock!

• According to UNICEF:"A 'child soldier' is defined as any child - boy or girl - under 18 years of age, who is part of any kind of regular or irregular armed force or armed group in any capacity, including, but not limited to: cooks, porters, messengers, & anyone accompanying such groups other than family members. It includes girls and boys recruited for sexual purposes and/or forced marriage. The definition, therefore, does not only refer to a child who is carrying, or has carried weapons"

– 40 million children live on the streets of the world's cities

– A gun takes the life of a child every 2 hours in the US

– In Liberia, children made up a quarter of all civil war combatants

– Children are tortured by authorities in 11 countries

– More than a million children work in the Asian sex trade

– 4,000 children in the USA were murdered by their parents in 1998

– Child Soldiers are being used in over 36 countries worldwide.

– Today, there are approximately 300,000 child soldiers fighting in armed conflict.

– Child soldiers are under the age of 18.– Children are used as soldiers because

they are easily manipulated and are too young to understand their actions.

– Child soldiers use AK-47s, M-16s & grenades because they are easy to use.Orphans & refugees see their only hope for survival is by joining a militia.

–Child soldiers are used to clear landmines and as human shields.-Child soldiers are often given drugs to help them cope with their emotions making it easier for them to kill.

–Girl soldiers are often used as domestic sex slaves.

–Child soldiers carry supplies and act as messengers, cooks and lookouts.

– Child soldiers are sometimes forced to commit atrocities against their own families and villages.

– Many child soldiers are not welcome back home after a conflict ends because of cultural superstition.

– Children are the victims of conflict after witnessing or participating in murder and rape, becoming disabled, homeless or psychologically traumatized.

1. What are the basic details of the story? What are the same? Different?

2. What was the tone of the two stories? What words were used to set the tone?

3. Why are there two different interpretations of the same story?

4. How do you know which story is accurate? How could you find out what really happened?

5.What other sources could you use?6. What is perspective? What role does

perspective play in the two versions?`