I do not have enough context to summarize or analyze a specific story. Could you provide more details about the stories you are referring to?

1. IMPERIALISMIN AFRICA

3. IMPERIALISM
Don’t write!
•IMPERIALISM
- extending a
nation’s
power over
other lands.

4. •Africa seen as new
sources of things Euro
wanted such as:
1. Raw materials
2. New markets to sell
goods & direct control

5. 3.Rivalries w/
other nations-
4. Social
Darwinism:
survival of
the fittest &
racist beliefs

6. 5. White Man’s
Burden”- belief
that European’s
had a
responsibility to
“civilize”
primitive people
6. Spread Christianity

7. EXIT
TICKET!
List the 5 causes of
imperialism!

8. •When slave trade was
banned by 1890s, Euro
sold textiles &
manufactured goods in
exchange for resources
such as
peanuts,
timber,
palm oil.

9. DON’T WRITE
• Euros pushed for a more
permanent presence. Gold
Coast 1st
colony when the Brits
annex it.
• Brits set up PROTECTORATE
(must depend on another govt)
in Nigeria.
• Others compete for the rest of
Africa (all but Liberia &
Ethiopia taken by 1914

10. MRS. BARNES WHEN
SHE WAKES UP

11. EXPLORATION:
•Many explorers come to
Africa including David
Livingston who gets lost.
•Is found by journalist
Henry Stanley who
talks Leopold II of
Belgium into
colonizing Congo.

14. Berlin Conference
•Ger, Br, Port, Belgium claim
same land during 1800s.
•Meet at Berlin Conference in
1884 & divide up Africa.
•No African reps
•No attention
paid to ethnic
boundaries!
Big problem!

16. •Don’t write! Egypt part
of Ottoman Empire
until MUHAMMAD ALI
took over & est
separate Egyptian state.
•Modernized army,
reformed schools,
created industries.

17. SUEZ CANAL
Ferdinand de
Lesseps
designs SUEZ
CANAL in 1864
to connect Red
Sea to
Mediterranean
Sea for faster
shipping

18. SUEZ CANAL
•Brits buy out Egypt’s share
of canal & then take over
Egypt

19. INDIRECT RULE
•Brits used INDIRECT RULE-
local rulers kept positions
of power & followed
colonizer’s rules.
•Kept local customs,
but caused
tension

20. DIRECT RULE
•France used
DIRECT RULE-
local officials
removed from
power &
replaced w/
new set of
officials from
mother country

21. MRS. BARNES & MR BARNES
ON THEIR WEDDING DAY

22. CHANGES IN AFRICA
1. Colonizers created new
govts (direct or indirect)
2. loss of farmlands & build
up of resentment
3. Educated people in
colonizers language &
religion (but many learned
western ideas)

23. 4. many different ethnic
groups forced together
5. Desire for nationalism
grew with lost freedoms
6. Became labor to
produce raw materials

24. BRITISH IN INDIA

26. •DON’T WRITE!
•Brits powerful &
move into India.
•British East India
Trading Company
given power by
govt to help w/
military &
political affairs.

27. BRITISH EAST INDIA
COMPANY
•BETC
wants
resources
& new
markets

28. SEPOY REBELLION
•BETC had own soldiers &
hired Indians (Sepoys)
to defend company
interests,
but Sepoys
refused orders
& rebel

29. •Thought bullets were
greased in cow & pig fat
( Sepoys were Hindu or
Muslim & this was
against beliefs)

30. SEPOY REBELLION
•Revolt, fails
b/c
problems
btw
Hindu’s &
Muslims

31. QUEEN
VICTORIA
•BETC loses
power & Br
govt takes
over
•Queen Victoria
becomes
Empress

32. •Brit rules
through a
VICEROY-
governor
who
represents
monarch

33. •Benefits of Brit rule
included:
• order, stability, new school
system, telegraph, & trains
(transportation of goods
& people)

34. •Problems caused:
•Manufactured goods
destroy local industry
•grow cotton, not food,
• Brits get best jobs
•No respect for culture
•Corrupt tax
collectors

35. INDIAN NATIONAL CONGRESS
• Indian nationalists want
reform & meet in 1885 to form
Indian National Congress.
(educated in colonial schools)
• INC want
share in
governing
process &
Indian
independence

36. TAJ MAHAL

37. •Hindu majority & Muslim
minority.
•Muslims want separate
Muslim League.
•Afraid
Hindus
will
oppress
others.

38. INDIA
•Mahatma Gandhi, (a
former lawyer) organizes
protests.
•Believes in non-violent
protest or CIVIL
DISOBEDIENCE- (refusal
to obey unjust law) to
get independence.

39. •Led marches, protests,
boycotts & withheld
paying taxes to get
independence
•used traditional Indian
dress, language, seen as
a spiritual leader

40. INDIA
• Gandhi called MAHATMA or
“Great Soul”
• 1919: Brits kill 100s & arrest
Gandhi
• Led Salt March in 1930, urging
people to make salt, (against
Brit law) to show non-violent
resistance)
• Helps get independence in 1947.

41. MAHATMA GANDHI
• “WE MUST
BE THE
CHANGE
WE WISH
TO SEE”

42. GREAT SALT MARCH 1930

43. • http://www.youtube.com/watch?v=bWedTbuAtR
(horrible history)
• http://www.biography.com/people/mahatma-gand

44. INDIA & PAKISTAN Don’t Write!
•Conflict grows btw
Muslim minority & Hindu
majority.
• Muslims led by Ali Jinnah want a
separate Muslim state in Pakistan

45. •8/14/47 Indian empire
gets independence &
divided into 2 nations:
India- Hindus
Pakistan-
Muslim nation.

46. INDIA & PAKISTAN
1.Millions flee. Hindus go
to India & Muslims to
Pakistan.
2. Many die, including
Gandhi, (assassinated on
6/30/48)
3. Several areas stay
indep
4.Each choose which

47. KASHMIR
•Kashmir,
area high in
Hindu Kush
mtns btw
India &
Pakistan had
problems.
• Good resources there &
also major rivers of
region begin here.

50. KASHMIR
•Kashmir has Hindu Prince &
Muslim people.
• Pakistan & India sends in
troops to take over.
• UN steps in & divides
Kashmir .(2/3 to India & 1/3 to
Pakistan). No one happy. Series of
small wars occur.
• In 1990s, both nations get nuclear
weapons.

51. KASHMIR
• Violence starts in 2001 election
& Pak hijacks India airliner.
• Ind troops kill people in camps
& tests long range missiles
• Oct 2001, 1 mil
troops line up
along border.
(still ongoing
struggle)

54. Don’t Write! AFRICA
•Did not get independence
after WW I .
•Euro can’t afford
to keep troops
in colonies
after WWII

55. • Many new leaders
were educated in
Colonial schools &
learned abt
freedom,
democracy,
helped fight in
WWII

56. • Marcus Garvey stressed Pan-
Africanism- unity of the African
people
• Stress African
heritage

57. Don’t Write KWAME
NKRUMAH
•1957: The Gold
Coast(Ghana),
1st
colony gets
independence
from GB w/ help
of KWAME
NKRUMAH who
later became leader

58. • Don’t write!!!!
17 by nations
by 1960.
• 11 more btw
1961-1965.
• Guerilla
warfare helps
Morocco,
Mozambique,
Angola &
Tunisia

61. •South Africa: White
run govt.
•1950s: AFRIKANNERS
(SA whites) decide to
make stronger
segregation laws
(separating races)
called APARTHEID.

62. • 1960: 5000-7000 people
protest peacefully at
Sharpsville, troops open fire,
shooting many in back (69 die).

63. • Blacks not allowed to
participate in govt, hold
certain jobs, must live in
separate homelands.

64. •NELSON MANDELA leader of
AFRICAN NATIONAL
CONGRESS (formed to get
poli reform) is arrested for
fighting for rights.
•Nations boycott
SA & ban
SA from
Olympics.

66. •1993 President
de Klerk agrees
to hold
democratic
elections (due
to international
pressure).
• Mandela
elected Pres. (jail
time 26 years
• http://www.pbs.org/pov/twelvedisciples/v

67. AFRICAN NATIONAL
CONGRESS

68. NELSON MANDELLA

69. ISSUESIN AFRICA
1. single crop economy. ¾
live off of land.
2.few factories, low
literacy rates, few skilled
workers
3. hi pop growth (3% per
yr) high birth rates &
death rates

70. 4.Must import technology
& manufactured goods
from West
5. child soldiers,
genocide,
bribery,
corrupt officials

71. 6. long droughts lead to
FAMINE- lack of food
7. Uneven resources.
8. Poverty

72. 9.Fast urbanization- city
growth leads to crime,
overcrowding, pollution,
not enough services.
10. Aids- 300 mil by 2040.
8% of continent. ¾ of
Nairobi

74. NIGHTMARE IN RWANDA

75. •Civil wars begin btw groups
when too many ethnic
groups put together in one
area.
•GENONICDE: killing a
specific ethnic group:
•RWANDA- Hutus kill
500,000 Tutsis on a
rampage in 1994. Killed w/
machetes, fire & torture.

76. MASSACRE OF THE
TUTSIS

80. *Find a partner, switch stories & answer these!
1. What are the basic details of the story? What
details are the same? Different?
2. What was the tone of the two stories? Give 2
examples of words used to set the tone & how
they did.
3. Why are there two different interpretations of
the same story?
4. How do you know which story is accurate? How
could you find out what really happened?
5. What other sources could you use?
6. What role does perspective play in the encounter?

81. 1. In a small group of 2-3 pick up Sad Story Strips,
Anthem & Chart
2. Read the Anthem of Ghana and answer the
questions.
3. Next, use the Sad Story Strips & the Sad
Story Chart & match 2 strips from the packet
that show events connected in a logical way.
Write the # & summary in the Strip 1 & 2
columns. Explain how they are connected
4. Then do Easy as 1,2,3. Staple to Anthem &
turn in (turn in Story Strips pack too
5. Pick up review guide!

82. Roadblocks To Peace!
1. In groups of 2-3, read the
2. Next, read the Timeline & look over
the religious demographic charts
3. Now, on the sheet,
4. In the roadblock column, describe a
roadblock to peace, using the info you
read in the timeline & charts
5. Then, explain what
6. Finally, create a solution for each
roadblock!

84. • According to UNICEF:
"A 'child soldier' is defined as any child - boy or
girl - under 18 years of age, who is part of any
kind of regular or irregular armed force or
armed group in any capacity, including, but not
limited to: cooks, porters, messengers, & anyone
accompanying such groups other than family
members. It includes girls and boys recruited
for sexual purposes and/or forced marriage.
The definition, therefore, does not only refer to
a child who is carrying, or has carried weapons"

86. – 40 million children live on the streets of the
world's cities
– A gun takes the life of a child every 2 hours
in the US
– In Liberia, children made up a quarter of all
civil war combatants
– Children are tortured by authorities in 11
countries
– More than a million children work in the
Asian sex trade
– 4,000 children in the USA were murdered
by their parents in 1998

88. – Child Soldiers are being used in over 36
countries worldwide.
– Today, there are approximately 300,000 child
soldiers fighting in armed conflict.
– Child soldiers are under the age of 18.
– Children are used as soldiers because they are
easily manipulated and are too young to
understand their actions.
– Child soldiers use AK-47s, M-16s & grenades
because they are easy to use.
Orphans & refugees see their only hope for
survival is by joining a militia.

90. – Child soldiers are used to clear
landmines and as human shields.
-Child soldiers are often given drugs to
help them cope with their emotions
making it easier for them to kill.
– Girl soldiers are often used as domestic
sex slaves.
– Child soldiers carry supplies and act as
messengers, cooks and lookouts.

92. – Child soldiers are sometimes forced to
commit atrocities against their own
families and villages.
– Many child soldiers are not welcome
back home after a conflict ends
because of cultural superstition.
– Children are the victims of conflict
after witnessing or participating in
murder and rape, becoming disabled,
homeless or psychologically
traumatized.

94. 1. What are the basic details of the story?
What are the same? Different?
2. What was the tone of the two stories? What
words were used to set the tone?
3. Why are there two different interpretations
of the same story?
4. How do you know which story is accurate?
How could you find out what really happened?
5.What other sources could you use?
6. What is perspective? What role does
perspective play in the two versions?`