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Homeworks 5 Imperialism


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Homeworks subject 5 Imperialism 4º ESO

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Homeworks 5 Imperialism

  1. 1. Departamento de Geografía e Historia UNIT 5.THE WORLD AT THE END OF THE José Carlos Núñez Vidal Página1 19TH CENTURY. KEYS FOR THE EXAM (you have to know…): - Define: • Consumer industries. • Corporations (Sociedad Anónima). • Imperialism-Colonialism. • Meijí Revolution. • Monroe Doctrine. • Dollar Diplomacy. • Acculturation. • Class Struggle (Lucha de clases). • Dialectical materialism. • AIT. • Goodwill (Plusvalia). • Trade Union (Sindicato). • Ideology. - Compare: • Standardisation, Taylorism, Fordism. • Trust, cartel, Holding. • Metropolis, colony. • Colony of exploitation, colony of population. - Resume in a diagram the characteristics of II Industrial Revolution. - Resume in a table and compare the main characteristics of each stage of industrialization. - Identify the main industrial progress: the internal combustion engine and the electricity. - Point in a map the industrial countries. - Organize in a diagram the causes of imperialism. - Point in a map the main empires. - Explain the importance of the Berlin Conference. - List, and reject, the consequences of imperialism. - Compare in a table the anarchist and Marxist ideologies. - Name the main Unions and Workers Political Parties. - Explain the Paris Commune. - Identify a Modernist and Impressionist work of art. - Know the main impressionism and Modernism artists.
  2. 2. Departamento de Geografía e Historia ACTIVITIES: THE SECOND INDUSTRIAL REVOLUTION. 1. Complete, in your notebook, the 2nd Industrial Revolution column. Old Regime 1st Industrial José Carlos Núñez Vidal Página2 Revolution 2nd Industrial Revolution 3rd Industrial Revolution Date Main Countries Main inventions Energy sources Main economic sector Working system Types of companies New industries How was agriculture? Transports Trade Population Social division Labour movement 2. Define, in your words: a) Monopoly: b) Consumer industries. c) Corporations (Sociedad Anónima). 3. Explain the differences between: a) Trust, holding and Cartel: b) Metropolis an Colony:
  3. 3. Departamento de Geografía e Historia ACTIVITIES: CAUSES OF IMPERIALISM. 1. What causes does each text defend? Are each text supporting or against the imperialism? (Each text can have more than one cause) “Superior races have a right over inferior races, and also a duty: the duty to civilize them. I believe that the colonial Policy of France is inspired by the truth that a marine like ours cannot walk through the seas without solid shelters, fenders and refreshment centres. The nations are great for their activities.” Jules Ferry to French deputies chamber (July, 1885). “It is not for nothing that the Mediterranean Sea has the civilization on one side and barbarism on the other (…). Gog offers Africa to Europe. Take it! Put our leflover in Africa and solve our social problems. Transform our proletarians in owners! Build roads, ports, cities…!” 2. Explain the differences between: a) Colony of exploitation and Colony of population: b) Protectorate and Domain: c) Concession and influence area: 3. Read the text and explain which form of colonial domination is described. José Carlos Núñez Vidal Página3 Jules Michelet. “Whereas capitalism behaves colonial expansion, which causes conflicts between governments, which excites chauvinism and imposes military spending, which has no other purpose than to extend the benefits of the capitalist class and committing crimes and cruelties against indigenous breeds: the civilizing mission adduced by capitalist society is only a pretext”. Resolution of the II International. “Take up the White Man’s burden, Send forth the best ye breed; Go, bind your sons to exile to serve your captives’ need; To wait, in heavy harness, on fluttered folk and wild your new caught sullen peoples, Half-devil and half-child”. The chiefs of Ngombi and Mafela recognize that it is highly desirable that the International African Association should be firmly established in their country. They do give up to the said Association the sovereignty and all governing rights to all their territories. The Association agree to pay to the chiefs of Ngombi and Mafela one piece of cloth per month to each one. Treaty of H. M. Payne on the Congo River (1884).
  4. 4. Departamento de Geografía e Historia ACTIVITIES: COLONIAL EMPIRES. 1. Complete the map below. a) Choose a colour for each empire that appears in the map legend. b) Colour in its colour all the territories of each empire. If you can, write the name of each region (Egypt, Morocco…). To get information use the textbook: you find the map completed there. 2. Draw a map of Asia and do the same thing we have done for Africa. 3. Look at the maps you have made and answer: a) Which two countries possessed the largest colonial Empire? b) What was the most colonized continent? José Carlos Núñez Vidal Página4
  5. 5. Departamento de Geografía e Historia ACTIVITIES: CONSEQUENCES OF IMPERIALISM (Be careful: these activities have two pages) 1. Read both texts and answer the questions: “The savage and barbaric nigger is capable of all the stupid things and, unfortunately, god knows why. With three weeks of work is enough to guarantee his supply of corn, rice… The lack of any idea of progress and moral values don´t allow them to realize the incalculable value of work. His laws are brutal passions, ferocious appetites, the fantasy of his perturbed imagination… The native lives a day, to adventure, indifferent to tomorrow… ”. a) What idea of black indigenous do the text established? b) Why do you think that behaviour bothered the colonists? c) Do you think it is reasonable to think that way? d) Who do you think are the Papalagi? e) What do you think he mains when say “Great Spirit”? 2. Explain what domination of Belgian facts the indigenous complain. José Carlos Núñez Vidal Página5 A.Dubarry. Journey to Dahomey (1879). “The Papalagi tells us that we are poor because we possess nothing (…) There are things made by the Great Spirit and we have no trouble obtaining them, like for instance the coconut, the banana… then there are the things made by the people with much work and hardships, things like the rings for the fingers and food bowls. Now the Papalagi think that we have a need for the things made by their hands (…) it is a sign of great poverty when somebody needs much. The Papalagi are poor because they pursue things like madmen. Without things they cannot live at all. The Papalagi have never been able to explain why we should more work that God asks us to satisfy our hunger and provide a roof over our heads”. Speeches of Tiuavii of Tiavea, a samoan chief: The Papalagi. “We have known harassing work, exacted in exchange for salaries which did not permit us to eat enough to drive away hunger, or to clothe ourselves, or to house ourselves decently, or to raise our children as creatures dear to us. We have known ironies, insults… because we are Niggers. We have seen our lands seized in the name of allegedly legal laws. We have seen that the law was not the same for a white and for a black. We have seen that in the towns there were magnificent houses for the whites and crumbling shanties for the blacks”. Speeches of Patricio Lumumba. The first prime minister of the Congo (Zaire)
  6. 6. Departamento de Geografía e Historia Colonization brought any positive thing in the sense that the African people has been allowed to enter the modern world. The colonization process has given us cultural aspects, despite being foreign, can be seen as fertile. I have seen build railroads but black men replaced the machine, the truck… exhausted, battered by the foremen, pale, hungry, desperate, black men were dying in mass”. 3. Look at the map and answer the questions: a) Where arte the poorest countries in the world? b) Relate this map with colonialism and make conclusions. c) What do you thing should be done to reduce economic inequalities in the world? José Carlos Núñez Vidal Página6 Leopold Sedar Senghor. Prime Minister of Senegal.
  7. 7. Departamento de Geografía e Historia ACTIVITIES: THE LABOUR MOVEMENT. 1. Make a short biography of Karl Marx, Friedich Engels os Mijail Bakunin, the one you prefer. 2. Define: a) Trade Unions: b) Gain (Plusvalía): c) Mode of Production: d) Capital: 3. Complete, in your notebook, the table below: Main Leaders José Carlos Núñez Vidal Página7 About the type of government… About the form of ownership… Way to achieve the changes Main Associations Socialism Anarchism 4. Resume, using the text, anarchist ideas formulated by Bakunin. As you read the text, you have to point out every one of the things that Bakunin stands. “I am a fanatic lover of liberty, considering it as the unique condition under which intelligence, dignity and human happiness can develop and grow; not the purely formal liberty conceded, measured out and regulated by the State, an eternal lie which in reality represents nothing more than the privilege of some founded on the slavery of the rest; I mean the liberty that consists in the full development of all the material, intellectual and moral powers that are latent in each person; I understand that freedom of each as something that, far from being a limit to the freedom of the other, has in the freedom of the other its confirmation. I am a strong supporter of economic and social equality, because, outside of this equality, freedom and human dignity will never be more than lies. But equality should be established by the spontaneous organization of labor and collective ownership in the communities, not the supreme action and protect of the State”. Mijail Bakunin. "The Commune of Paris and the notion of the state”.
  8. 8. Departamento de Geografía e Historia ACTIVITIES: THE STRUGGLES OF WORKERS. 1. Define: a) AIT: b) The commune of Paris: c) Second International: 2. Explain the differences in the collective ownerships defended in the texts of page 7 in homework file and on page 7 of the resume. 3. Read the following text and answer the questions: “Marx is a communist authoritarian and centralist. He wants what we want: the triumph of economic and social equality, but he wants it by the force of the state: the dictatorship of a provisional government, by the denial of freedom. His economic ideal is the State becomes the only owner. We want that same triumph of economic and social equality for the abolition of the state. We want the reconstruction of society, not by the route of any authority, but by the free federation of workers´associations. There is another difference, this time very personal between him and us. Enemies of all absolutism, we are not inclined to accept theories that cannot be true, but to the right of everyone to follow and propagate their own theories. This is not the spirit of Marx. At his intelligence, truly eminent, joints two detestable defects: it is vain and jealous. Proudhon repelled him, just because this great man overshadowed him. He says “my ideas” not wanting to understand that ideas do not belong to anyone and if you try hard, you will find precisely the greatest ideas have been the work of everyone”. Mijail Bakunin. Letter to Rubicone Nabruzzi. July 23, 1872. a) What are the differences between Marx and Bakunin? b) Who was Proudhon? [You have to search it] c) What do you think Bakunin means with “absolutism”? And what with centralism? José Carlos Núñez Vidal Página8
  9. 9. Departamento de Geografía e Historia ACTIVITY: THE IMPRESIONIMS STYLE. 1. Comment the painting: to do this, follow this steps: a) Observation and presentation: tell us the type, the author and the date of this painting. b) Description: - What subject is represented? - Describe the scene and the elements that appear. - What is the material used? Try to explain the technical. - How does it apply the colour? - The shapes are defined by the pattern or the colour? - What colours dominate? - How is obtained the sense of depth in the painting? - Where is the light in the scene? Is a natural or artificial light? c) Analysis: - What style does this painting belong? - How important is this subject in the style? - What pretends to show the artist? How try to get it? - Why this kind of paintings appeared in the late nineteenth century? d) Conclusions: What interest does this kind of document have? José Carlos Núñez Vidal Página9
  10. 10. Departamento de Geografía e Historia José Carlos Núñez Vidal Página10 EXTENSION ACTIVITIES. 1. Learn how to analyse a film as a historical document. After seeing the film “Modern Times” (1936, Charles Chaplin) answer the quiz that will serve as a guide for the analysis of the film from a historical point of view. a) Presentation. - What genre does this film belong? - What do you know about its director? - When did this film make? - What other movies from this director do you know? b) The Plot and characters: - Summarize in one sentence the main idea that the film conveys. - Summarize the plot of the film. - Choose some significant scenes and explain its intention. - Identify the main characters, both individual and collective (groups, social classes) and the relationship established between them. - Compare the different life of each social class. c) Interpretation and historical context. - Relate the film to the situation in USA. - What is the message of the film? - What values defend the characters? - What is the position of the director upon the realities narrated? - Relate their ideological position with the phrase headed by the film: “A story about the industry, individual initiative, the cross of humanity in search of happiness”. d) Personal opinion. - What has you been suggested by the movie? - Do you think that its message is already effective despite the years since filming?
  11. 11. Departamento de Geografía e Historia 2. The following list is the causes of European imperialism. Built a diagram grouping them according to what they have in common. a) It was necessary to look for new markets because European countries had a protectionist policy. b) Raw materials were needed for the second industrial revolution. c) It can be interesting colonize a territory to protect or defend another one. d) Overpopulation. e) Imperialism can be a ploy to distract public opinion from internal problems. f) Nationalist people believe that the empire gives prestige to their nation. g) Europeans believe they have a duty to civilize the natives. h) Europeans believe they have a duty to convert the natives to Christianity. i) As they have better weapons, they could conquer the natives. j) Medicine allowed Europeans live in areas with tropical diseases such as malaria, yellow fever… k) The second Industrial revolution brought cheaper and faster transports. l) People were interested in knowledge of Geography. m) Newspaper and magazines trying to get exclusive reports in unknown areas. José Carlos Núñez Vidal Página11