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Table of Contents How to Use This Product . 3 Battle of Khartoum and Omdurman Map . .47–50 Introduction to Primary Sources . 5 The Battle for Sudan . .47 Battle Review. .49 Activities Using Primary Sources . 15 Battle of Khartoum and Omdurman Photographs Map . .50 Treaty of Tianjin . .15–16 Life Magazine: The White Man’s Opium Wars. .15 Burden. .51–54 In the Words of Kipling. .51 The Sepoy Rebellion . .17–18 Kipling’s Meaning . .53 The Sepoys Fight Back . .17 Life Magazine: The White Man’s In the Rubber Coils . .19–20 Burden. .54 Belgians in the Congo . .19 Social Darwinism Poster . .55–58 Emperor Meiji’s Family . .21–22 Social Darwinism. .55 Japan and the Meiji Restoration . .21 Imperialism Facts and Opinions . .57 Chinese Christian Refugees. .23–24 Social Darwinism Poster . .58 Boxer Rebellion . .23 Japanese Propaganda Handbill . .59–62 Take Your Choice . .25–26 Japanese Imperialism. .59 The United States in the Philippines . .25 Revised Viewpoint. .61 Japanese Propaganda Handbill . .62 The Panama Canal . .27–28 Imperialism in Latin America . .27 Document-Based Assessments . 63 Gandhi’s Salt March . .29–30 The Words of Mahatma Gandhi . .63 The British in India . .29 China’s Open Door . .64 Primary Sources “The White Man’s Burden”. .65 ABC for Baby Patriots. .31–34 The Suez Canal . .66 Nationalism and Imperialism. .31 Portsmouth Peace Conference . .67 ABC for the Colonized . .33 ABC for Baby Patriots. .34 Survival of the Fittest . .68 African Map . .35–38 Democratic Platform . .69 The Scramble for Africa . .35 Sun Yat-sen’s Victory . .70 Dividing Africa . .37 The Taking of Hong Kong . .71 African Map. .38 The Second Boer War . .72 Postcard Protesting the First Boer War . .39–42 British East India Company. .73 The Boer Wars. .39 The Contract . .74 Foreign Relations Allegory . .41 Postcard Protesting the First Boer War . .42 Appendix . 75 The Rhodes Colossus . .43–46 About Your CD . .75 Cecil Rhodes . .43 Suggested Literature . .77 Colossus Stations . .45 The Rhodes Colossus. .46 Document-Based Assessment Rubric Example . .78 Answer Key . .79 #12255 (i5090)—Primary Sources: Imperialism 2 © Teacher Created Materials Activities Using Primary Sources In the Rubber Coils Belgians in the Congo Standard/Objective • Students will understand that the realities of global interdependence require an understanding of the increasingly important and diverse global connections among world societies from the past and the analysis of tensions between national interests and the rights of indigenous people. (NCSS) • Students will look at some of the events that changed the course of history for the Congo and analyze how each of these events had an impact on the next. Materials Copies of both sides of the In the Rubber Coils photograph card; Copies of the historical background information (page 20); Internet access Discussion Questions • What is going on in this cartoon? Why is the person in the background turning away? • Why does the snake have the face of a person? What does that imply about that person? • Who is winning this struggle? Using the Primary Source Display the cartoon on the photograph card and ask the discussion questions above. Then, distribute copies of the historical background information (page 20) and read it aloud to the class. Start the class with a discussion about how the study of history is not the memorization of various events and dates but an understanding of how each of these events affects future events. This ability to understand cause and effect is important in not only comprehending world history, but also in understanding the issues of all nations today and how their statutes are directly affected by the legacies of their pasts. The conquest of Africa in the late 1800s is an excellent example of these legacies. With a focus on the Congo, students will see how the invention of the inflatable tire in Scotland could create a global demand for rubber from the African Congo. As a class, make a cause-and-effect chart on the board. Ask students how they can show the causes and effects of what happened in the Congo and other colonies. Ask them how it all connects to today’s problems? As a final activity, have students complete various activities listed on the back of the photograph card. Extension Idea Have students research what happened to the Congo after independence. They should discover that the legacies of Belgian control made nation building very difficult. © Teacher Created Materials 19 #12255 (i5090)—Primary Sources: Imperialism Activities Using Primary Sources In the Rubber Coils Belgians in the Congo (cont.) Historical Background Information Many African regions experienced the wave of European imperialism. However, the story of the Congo might best exemplify the greed and plunder of this era. Throughout the late 1800s, the European powers began to seize the lands and resources of Africa. The small European country of Belgium found itself behind the rest of the nations. In response to this, the Belgian king, Leopold II, decided to send out agents. Their job was to acquire African lands in the name of Belgium. Leopold believed that acquiring colonies was vital for his country to prosper. He believed this because Belgium was a small country compared to other European powers. Even though the Congo is 80 times larger than Belgium itself, Leopold was able to acquire it through the work of explorer and journalist Henry Stanley. Stanley had explored central Africa and wanted the British to develop the Congo, but they were not interested. So, Stanley turned to Leopold and was sent on an expedition. Through his expedition, Leopold claimed the land for Belgium. Leopold even created a private army called the Force Publique (or the Public Force) to control the region. The officers in this private army were white, while the soldiers serving under them were Africans. This area became known as the Congo Free State. The Congo proved to be a valuable piece of land, rich in resources like copper, minerals, and rubber. In 1887, an invention in Europe changed the future of the Congo forever. The invention was the inflatable tire, and it revolutionized road travel. Soon the global demand for rubber skyrocketed and the Congo became one of the most prized possessions in Africa. In order to take advantage of this resource, Leopold instructed his people to force the Congolese (kong-guh-LEEZ) to work in the harvesting of rubber. The Force Publique was directed to kill any worker who was not able to reach his quota. As a way of tracking the results of these killings, the white officers demanded to see the severed hands of those who were killed. In some instances, hands were cut off living Congolese as a way of instilling fear and intimidation. The Congo was more than a colony of Belgium, it became a personal possession of Leopold. The Belgian Congo is seen today as an example of colonial brutality and exploitation during the age of imperialism. The height of this brutality lasted from 1884 until 1908. After that, pressure from the United States and other European nations forced Belgium to take the Congo out of the control of Leopold and turn it into a colony of Belgium. Rubber harvesting continued, but under less brutal conditions. By 1940, a form of synthetic rubber was invented which slowed the demand for rubber. By 1960, the Congo had gained its independence. #12255 (i5090)—Primary Sources: Imperialism 20 © Teacher Created Materials i5089 In the Rubber Coils Historical Background Information Belgian King Leopold II controlled the Congo colony in central Africa during the late 1800s. Unlike other European colonies, Leopold turned the Congo into his own personal possession and even created a private army to control it. Leopold forced the people to work in the harvesting of rubber. The private army was directed to kill any worker who was not able to continue working. The white officers demanded that the African soldiers sever the hands of those who were killed. The Belgian Congo is one of the most telling examples of colonial brutality during this age. Analyzing History Historical Writing Knowledge Fiction How does this cartoon show what happened in the Congo Imagine you are an African tribal leader in in the 1800s? the Congo in 1910. Create a story to teach the youth about what happened and how Comprehension they could avoid the same fate. How can a country so much smaller in size and population have control over a much larger one? Nonfiction Write a short news report to accompany Application and support the view of this cartoon. The novel Heart of Darkness was written by Joseph Conrad in 1902. Although it is a work of fiction, the author was inspired to write the story during a trip to the History Challenge Congo. This novella has been described as a look at the terrifying depths of man’s soul. Why do you think that Find out what the rest of the international Conrad chose to focus on the Congo for his novella? community thought about what was going on in the Belgian Congo. Discuss in Analysis particular what Mark Twain wrote about it What do you think Leopold thought when he viewed this in 1905. cartoon? Write his response. Synthesis What other animal or object could show the brutality committed by Leopold in in the Congo? Sketch it. Evaluation Punch was a British humor magazine. Why would this cartoon be published in that magazine? Whose viewpoint is it showing? What impact do you think it made on those who viewed it? © Teacher Created Materials #12255 (i5089)—Primary Sources: Imperialism Activities Using Primary Sources The Rhodes Colossus Cecil Rhodes Standard/Objective • Students will recognize how people have a stake in examining civic ideals and practices across time and in diverse societies and how this role has changed over time.
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