In deze les zitten 26 slides, met interactieve quizzen, tekstslides en 1 video.
Lesduur is: 180 min
Onderdelen in deze les
AGE 8. The Time of Citizens and Steam Engines
8.4 Imperialism
-Q-
Slide 1 - Tekstslide
Read "The white man’s burden"
1a. Explain in your own words what is meant by this nineteenth century expression.
Slide 2 - Open vraag
1b. Why do many people today consider this poem as racist?
Slide 3 - Open vraag
1c. Why would many European people back then still have agreed with this point of view?
Slide 4 - Open vraag
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?
Slide 5 - Open vraag
2b. The two man are climbing towards number 3, what does the statue represent?
Slide 6 - Open vraag
2c. What do the rocks represent? Write down four examples that you can read on the rocks.
Slide 7 - Open vraag
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
Slide 8 - Sleepvraag
3b. 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 9 - Quizvraag
4. Look up the meaning of "nationalism". Explain how increased nationalism also contributed to the rise of imperialism.
Slide 10 - Open vraag
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 11 - Open vraag
6a. Look at the source. Which country is depicted as an octopus?
Slide 12 - Open vraag
6b. Look at the source. What does the artist want to show with this cartoon?
Slide 13 - Open vraag
6c. Look at the source. Do you think the artist favors imperialism or not? Explain your answer.
Slide 14 - Open vraag
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?
A
they were threatened
B
they were attracted
C
they were both threatened and attracted
D
they were neither threatened nor attracted
Slide 15 - Quizvraag
7b. Explain your choice from 7a.
Slide 16 - Open vraag
0
Slide 17 - 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 18 - Tekstslide
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!
Slide 19 - Open vraag
8b. Which source is most suitable to recruit new Dutch soldiers for the Aceh war? A or B? Explain why!
Slide 20 - Open vraag
8c. Which source is most suitable to inform students in the present day about the fighting? A or B? Explain why!
Slide 21 - Open vraag
8d. Which source is most suitable to research the Dutch colonial past? Neither or both? Explain why!
Slide 22 - Open vraag
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?
Slide 23 - Open vraag
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.