8.4 Imperialism - Q -

• History
• Middelbare school
• havo, vwo
• Leerjaar 3

AGE 8. The Time of Citizens and Steam Engines

8.4  Imperialism

-Q-

Read "The white man’s burden"

1a. Explain in your own words what is meant by this nineteenth century expression.

1b.
Why do many people today consider this poem as racist?

1c.
Why would many European people back then
still have agreed with this point of view?

2a. Look at the source. (source questions are the
most important questions....)

Which countries are symbolised by the two men you
see in the sources numbered 1 and 2?

2b.
The two man are climbing towards number 3,
what does the statue represent?

2c.
What do the rocks represent? Write down four examples
that you can read on the rocks.

colony

mother country

Read "Economical and political reasons for imperialism"

3a. Drag the words to the correct place.

factories

raw materials & fossil fuels

finished goods

market

3b. Which of the following reasons for imperialism
does this source illustrate?

1. economical reasons
2. cultural reasons
3. political reasons
4. all three categories

4. Look up the meaning of "nationalism".
Explain how increased nationalism also contributed to the rise of imperialism.

In this exercise you are going to practise skill 6: Recognizing the influence of the past.


5. In the picture are four statements about the Conference of Berlin and
its consequences for the African continent.
Decide (maybe with a classmate) which consequences had the
biggest effect on our modern world. Give reasons for your choice.

6a.
Look at the source. Which country is depicted as an
octopus?

6b.
Look at the source. What does the artist want to
show with this cartoon?

6c.
Look at the source. Do you think the artist favors
imperialism or not? Explain your answer.

7a. The next video illustrates the cultivation system.

According to the video, how were local rulers made to cooperate with the Dutch in the exploitation of their farmers?

1. they were threatened
2. they were attracted
3. they were both threatened and attracted
4. they were neither threatened nor attracted

7b. Explain your choice from 7a.

0

source A: The Dutch soldiers also fought extensively on Bali in 1894.

The Dutch fought against the local population of Indonesia to establish their colony there. 

Look at sources A and B. In the next questions are several situations in which you need to choose which source is the most suitable to inform people.

source B: Dutch soldiers standing guard during the Aceh war.

8a. Which source is most suitable to show the people in the Netherlands that the fighting during the Aceh war was going really well? A or B? Explain why!

8b. Which source is most suitable to recruit new Dutch soldiers for the Aceh war? A or B? Explain why!

8c. Which source is most suitable to inform students in the present day about the fighting?
A or B? Explain why!

8d. Which source is most suitable to research the Dutch colonial past?
Neither or both? Explain why!

In this exercise you will practise skill 12: People’s position and background.



9a. Imagine being a Dutch person living in the 19th century. The Netherlands made a profit from the colonies they had in the world. How would you feel about the colony in the Dutch Indies?

9b. Now read the section about Multatuli. How would the people who have read the book might change their feelings about the colony? Use the words profit and cultivation system in your answer.

Railways and mines

Monoculture

Higher education

European schools

10. Read "Effects of imperialism"

Drag the words  to the correct place in the table.

European culture

industrialisation

one type of crop

rebellion

congratulations

congratulations