8.4 Imperialism - Q -

AGE 8. The Time of Citizens and Steam Engines
8.4  Imperialism

-Q-
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Slide 1: Slide
HistoryMiddelbare schoolhavo, vwoLeerjaar 3

This lesson contains 22 slides, with interactive quizzes, text slides and 1 video.

time-iconLesson duration is: 180 min

Items in this lesson

AGE 8. The Time of Citizens and Steam Engines
8.4  Imperialism

-Q-

Slide 1 - Slide

Read "The white man’s burden"

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

Slide 2 - Open question

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

Slide 3 - Open question

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

Slide 4 - Open question

colony
mother country
Read "Economical and political reasons for imperialism"
2a. Drag the words to the correct place.
factories
raw materials & fossil fuels
finished goods
market

Slide 5 - Drag question

2b. Which of the following reasons for imperialism
does this source illustrate?
A
economical reasons
B
cultural reasons
C
political reasons
D
all three categories

Slide 6 - Quiz

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

Slide 7 - Open question

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.

Slide 8 - Open question

5a.
Look at the source. Which country is depicted as an
octopus?

Slide 9 - Open question

5b.
Look at the source. What does the artist want to
show with this cartoon?

Slide 10 - Open question

5c.
Look at the source. Do you think the artist favors
imperialism or not? Explain your answer.

Slide 11 - Open question

6a. The next video (slide 14) illustrates the cultivation system.

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

USE AIRPODS
A
they were threatened
B
they were attracted
C
they were both threatened and attracted
D
they were neither threatened nor attracted

Slide 12 - Quiz

6b. Explain your choice from 6a.


Slide 13 - Open question

0

Slide 14 - Video

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.

Slide 15 - Slide

7a. 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!


Slide 16 - Open question

7b. Which source is most suitable to recruit new Dutch soldiers for the Aceh war? A or B? Explain why!


Slide 17 - Open question

7c. Which source is most suitable to inform students in the present day about the fighting?
A or B? Explain why!


Slide 18 - Open question

7d. Which source is most suitable to research the Dutch colonial past?
Neither or both? Explain why!


Slide 19 - Open question

8. 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.


Slide 20 - Open question

Railways and mines
Monoculture
Higher education
European schools
9. Read "Effects of imperialism"
Drag the words  to the correct place in the table.
European culture
industrialisation
one type of crop
rebellion

Slide 21 - Drag question

congratulations
congratulations

Slide 22 - Slide