Industrialization+and+Imperialism


 * Industrialization and Imperialism **toc

=Industrialization and Imperialism= [Contributed by Alicia Rosenberg]

Background
Annotated Resource Library_A.Rosenberg.doc Who are the decision-makers in society? What tools of power have individuals wielded and how did they acquire them? How can empowered individuals from the past empower youth today?
 * __Course:__** World History II Honors
 * __Grade__****:** 10th
 * __Length:__** three weeks
 * __Course Essential Questions:__**

How is technology a tool of power? How and why did individuals protest against government policy during the Industrial Revolution and the Age of Imperialism? Where does responsibility lie for the policies enacted during the Industrial Revolution and the Age of Imperialism? How do individuals in African and Asian countries reconcile the legacy of the colonizers with their own cultural and historical heritage?
 * __Unit Essential Question:__**

Resources
1. //Life and Debt// a documentary by Stephanie Black · The film highlights Jamaica and the economic conditions plaguing the country as a result of European and American influences · Run time for the film is 86 minutes · The role of the IMF and World Bank are an integral part of the film. The short-term high interest loans granted to Jamaica and the free market, both pushed by external agendas, ultimately hurt the Jamaican economy and reduced the impact of their local industries. · The perspective of the locals are conveyed as well as the perspective of the European middle/upper class · Some of the segments of the film cover Kingston Free Zones, which were factories that were not bound by Jamaican labor laws because they operated as separate entities under regulations set out by American Corporations. Also the potato market in Jamaica is covered where the local industry is damaged because of free markets causing cheap imports to be purchased over locally grown crops · This appeals to visual learners and the imagery effectively will connect most students to the material. The film is particularly intriguing for students who have traveled to Jamaica. The concepts around the IMF and World Bank are complicated so the teacher should have a solid understanding of how those bodies function before showing the film. · **How it ties to the curriculum**: o Students need to have an understanding of capitalism and how the free market functions. o Students need to understand how imperialistic policies created a wider gap between the rich and poor and how that results in political and social instability. Jamaica is a good case study for this and the social instability in the country is also shown o Understanding the motivation behind particular policy development and adoption can be grappled with through this film o The film connects imperialism to current day society, making learning relevant to present day issues, specifically the idea of America as an imperialist nation

2. //The Age of Revolution 1789-1848// by Eric Hobsawm. · 356 page non-fiction book is organized by various topics. · Hobsawn’s account of Europe during 1789-1848 is useful for a background knowledge on the Industrial Revolution and the creation of a greater historical context for the time period · Several maps are included that show Europe in 1789, 1810, 1840 and a map on the spread of French law throughout Europe, which would be helpful in the classroom to provide regional context · The book is useful for teachers more so than students as it is rather dense and lengthy. It may be good for students who want more information about the topic and are already well versed in the French Revolution. · **How it ties to the curriculum:** o Students will be learning about the causes and effects of the French Revolution and its ties to the Enlightenment. This resource will prepare teachers to understand this connection between French and British history.

3. Mount Holyoke College History Department, //The Industrial Revolution and the Railway System// (1999) Retrieved December 5, 2008 from Professor Robert Schwartz’s website: [] · Website dedicated to the Industrial Revolution in England · Images from the Industrial Revolution are posted, including protests, factories, and urban sprawl · A variety of maps are posted including one of the railway lines in England, some depicting population growth and the location of mineral resources · Primary source texts are included that show differing perspectives on the Industrial Revolution. Six different English citizens including Charles Dickens’ negative view of the changes, and Sir Richard Phillips resounding praise of the transportation upgrades are included. · The materials on the website investigate how the Industrial Revolution impacted society in general and how it impacted the individual citizen. · The materials on the website appeal to a wide-range of learners since material is presented in a variety of modalities and the text is on the shorter side. · **How it ties to the curriculum:** o Students will learn about the varying perspectives on the Industrial Revolution. The primary accounts listed under //opposing views// provide for some of those perspectives. o Students will understand the role of technology during the Industrial Revolution and the maps on the railroad will emphasize the impact that transportation related technology had on society.

4. //The Human Record: Sources of Global History Volume II Since 1500// by Andrea Overfield · A book of primary sources covering global history from the 1500 to the present · 493 pages in length · Topics range from the decline of the Ming dynasty in China to Apartheid in South Africa · The book is divided into //parts// and //chapters//, which are organized by region and era · Includes primary sources such as speeches, World Bank statistics, drawings, letters, memos, reports, and paintings · The book begins with a prologue about source analysis and why it’s important to understanding history · Chapters begin with a summary creating historical context for the texts and images presented · Sources are preceded with “questions for analysis,” which provide the reader with different avenues to explore the text or image. · There are many texts that require more in-depth background knowledge and some texts that are more accessible. The text caters to a wide-range of learners, however, depending on the skill level of the class some texts could be modified or read as a whole class. · **How it ties to the curriculum:** o In exploring the working conditions of the Industrial Revolution there is testimony given before Parliament in England that reveals the oppressive climate that children lived in daily (pg. 270- 274). o Students will learn about the impact of capitalism on England and learn about other economic philosophies including socialism, and communism. //The Communist Manifesto// can shed light on communism and how it differs from capitalism. o Gandhi’s vision for India is included in his writings on “Indian Home Rule.” 5. //A Continent for the Taking: The Tragedy and Hope of Africa// by Howard W. French · Howard French is a journalist best known for his work done in the //New York Times// · 258 pages of text divided into chapters chronicling his firsthand account on the African continent · French’s journey takes the reader through the Congo, Liberia, Nigeria and Mali · French provides historical context alongside his personal narrative · French also attempts to dispel historical inaccuracies about explorers such as Henry Morton Stanley, who has been praised for his expeditions, but engaged in heinous acts against Congolese · The chapter on the Congo will be given as homework to highlight the colonial legacy that has continued to impact African society, political life and the economy · The text also provides snap shots of the rich indigenous cultures that exist in the four nation-states that French visits · The text is accessible to learners because of the narrative style, however background information about the history of the countries featured in the book is needed. · **How it ties to the curriculum**: o Students will engage in research projects that delve into colonial legacy, this text will provide a foundation for understanding the long-term impacts of colonization. 6. //Nervous Conditions// by Tsitsi Dangarembga · A coming of age novel based in Rhodesia (currently Zimbabwe) in the 1960’s · 256 pages in length · The protagonist, Tambu, is a young girl who’s Uncle offers to pay for her schooling, thereby allowing her to explore the world beyond her rural village · Her experiences during her education challenge her views about her native culture and way of life · She struggles to find her place in a country that is in the midst of forming its own identity (Rhodesia was granted independence in 1965) and she is struggling to define her role in society as a young woman · The female experience during the 1960’s is demonstrated prominently in the novel · This novel has a female protagonist, which may appeal to female adolescents. The novel is from the perspective of a young person and the engaging fictional narrative presents a compelling story that may appeal to students who enjoy literary work over historical text. · **How it ties to the curriculum:** o Students will be studying in depth the legacy of colonialism in Africa and Tambu’s narrative highlights this through her journey to become educated o One of the essential questions for the course is about the tools of power that individuals acquire. Tambu’s educational opportunities highlight education as a tool of power in society. o The post-colonial transition period sets the stage for the novel and highlights some of the challenges still facing Zimbabwe (Rhodesia) and other African countries currently.

7. //Nuer Dilemmas: Coping with Money, War and the State// by Sharon E. Hutchenson · An anthropological study of an ethnic group, the Nuer, living in Sudan from the 1930’s until the 1990’s · 420 pages in length with several black and white images of the Nuer. · This book was written by a former Professor I had at the University of Wisconsin-Madison, who had dedicated her work to various efforts in Sudan from exploring the Nuer and the evolution of their culture over time to establishing a school in southern Sudan and to a brief stint working for USAID. · The Nuer is a group that was examined by E. E. Evans Pritchard, a British anthropologist in the 1930’s and 40’s. Hutcheson revisits the Nuer experience in Sudan during the transition to independence · The tensions between colonial influence and indigenous practices are emphasized, as are the ways that the Nuer attempt to cope with this dichotomy · The chapter “Blood, Cattle and Cash” explores Nuer cultural values and ways of life. For example, one important value was procreation. If a woman was infertile she was allowed to become a “social man,” collect cattle (an integral part of their culture) and marry a woman who could have children for her (p. 61). · This is a college level text and is challenging. The text can be modified in order to make it more accessible. · **How it ties to the curriculum:** o Students will learn about the rich cultures that exist in different African countries to combat the deficit model that is popularly used to portray African countries. This will also allow students to recognize the nuances that exist within countries, and villages and the continent at large. o Students will have an understanding of the role of women in various cultures and examine how colonialism westernized women in Africa, often times stripping them of their importance in society. o Students will also be examining the impact of colonialism on African countries and the Nuer in Sudan present a case study through which this can be examined.

8. //The Choices Program//, Watson Institute for International Studies, Brown University-Unit on // Colonialism in the Congo: Conquest, Conflict, and Commerce // · Part of World History Curriculum, which focuses on King Leopold’s Congo-Free State and the conditions of the country under colonial rule · All of the units set up “choices” that governments had when crafting policy and how they went about choosing the course of action that was decided upon · There are three sections of the unit, pre-colonial Congo and European imperialism, impact of King Leopold and his oppressive policies and finally a debate about the choices that Britain had in its involvement in Congo and the legacy of colonial rule there · A combination of primary and secondary sources supplement the activities in the curriculum · The materials provided in the Watson curriculum are varied, from text to images and maps. The text is sometimes difficult and lengthy, but can be easily truncated depending upon the lesson and the students’ needs. · **How it ties to the curriculum:** o Students will explore how an individual acquires power and looking at colonial rule is a good example of individuals wielding tools of power, like money, and resources. o Students will look at the legacy of colonialism in Africa and the Congo is a good example of the lasting impact of event that took place over a century ago. o The Choices curriculum presents history in ways that allow dilemmas of the past to resurface and be debated in the classroom. In this case, the British debated over what policies should be adopted when it came to the Congo and the oppressive rule of King Leopold.

9. The Library of Congress (2005) //Country Studies.// Retrieved December 6, 2008 on the website: [] · The website will find a number of articles and texts on any given country that you enter · Texts on military history, maps, statistics, the climate, penal codes, political history, current challenges of nationalism, regional relations and culture can be reached through this website · Timelines are also available chronicling every major event that has occurred even before the official formation of nation-states · The website is good for a variety of learners because they can pick and choose the sources they look at for any given country. · **How it ties to the curriculum:** o Students will be writing research papers on the colonial legacy in African countries. They will be responsible for choosing a country and this website provides many relevant materials and is organized by country.

10. Central Oregon Community College (2005) Cora Atagucci. Retrieved December 3, 2008 on the website: [] · Interactive timeline with links that outline the history of the African continent · There are several parts to the timeline, this is from the 15th- early 19th century and at the bottom of the page is a link to Part IV on Anti-Colonialism and Reconstruction 19th-mid 20th century · Social, political and economic history are included in the timeline · Links to other websites on African history and cutlure are included on the timeline · The timeline could be confusing to students who prefer to focus on one text or source at a time. The timeline is packed with links and summaries. Explicit directions on use of the timeline would be needed in order to prevent students from being overwhelmed. · **How it ties to the curriculum:** o Students need to have an understanding of the context of imperialism and that there were thriving societies before the Europeans colonized African countries. The timeline covers pre-colonial Africa reminding students of the indigenous cultural complexities of the country, since they should have covered African empires in World History I. o A “scavenger hunt” could also be created and this website could be one of the sources used to find out information about the basics of imperialism in Africa

11. //King Leopold's Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa// by Adam Hochschild · This historical account of King Leopold’s reign in the Congo highlights the atrocities committed against Congolese by Leopold and those who worked in collaboration with him are brought to light · The efforts of the African rebels who fought against Leopold’s oppressive policies are also emphasized · 400 pages in length · Engaging text that includes photographs that will appeal to visual learners. Many historical figures are named in the text and background knowledge is needed in order to understand them in context. · **How it ties to the curriculum:** o Students should understand why European powers, like Belgium, enacted certain policies against African countries o Students will examine who the decision-makers are in a society and what gives them the power to do so. This text allows students to explore the traditional power-brokers in society, represented by Leopold as well as non-conformists, who banded together to oppose Leopold o Students will be able to explore the concept of value in society through this snapshot of history in the Congo

12. //International Relations: Understanding the Behavior of Nations,// a Close Up Foundation Publication · Concise, but comprehensive resource explaining international relations terminology and concepts and applying them to current day and historical situations · 100 pages in length · The book is organized into four chapters: The Behavior of Nations, How US Foreign Policy is Made, The Cold War and Beyond, and World Issues Today · A glossary of commonly used terminology related to international relations are found in the back of the book · A resources list is located in the back of the book for more information, organized by chapter · The section on the tools of foreign policy gives an accessible overview of important moves countries make when engaging in the geopolitical sphere · The book appeals to all learner because it breaks down complicated terms and also explores issues in depth as well. It is organized in a way that is student friendly, with images, and topics that highlight historical events and current issues. · **How it ties to the curriculum:** o Students need to explain what national interests are as they relate to England and its economic and ideological purposes behind colonizing Africa and Asia. This text provides a foundation for understanding some of the terminology, like national interest, that will be revisited throughout the course, particularly during the World Wars

13. Oswego City School District Regents Exam Center. (2003) Thomas Caswell Retrieved on December 1, 2008 on the website: [] · Brief overview of key points to know about the Age of Imperialism in broad terms · Side bar allows you to visit numerous regions around the globe that were impacted by European Colonialism · Basic, and easily navigable website · Key terminology related to the Age of imperialism is defined, such as cultural diffusion, nationalism, raw materials, social Darwinism and colonialism · A chart of the causes of imperialism, with clear connections to the Industrial Revolution and short-term results are included · The website is accessible to all learners because it bolds all the important terms making it navigable. It also allows you to click on certain terms to get even more information. The website would be even better if it had an audio version. · **How it ties to the curriculum:** o Students need to be able to define many of the terms on the website in order to create a greater context for imperialism o The fact that students can see all of the areas impacted by imperialism illuminates the balance of power that existed in the late 1800’s early 1900’s. o Students need to understand the connection connections between Industrial Revolution and imperialism, which is highlighted on the website

14. //Africa: A Voyage of Discovery// (1984) Basil Davidson · A series of documentaries each lasting 57 minutes · The most relevant subsection would be on the Rise of Nationalism. This section also covers the Congo, and Rhodesia, which would be touched upon in other parts of the unit as well. · The documentary shows footage from Africa, and is narrated by Davidson. Occasionally dramatic reconstructions are shown as well. · Historical facts, archeological evidence and first hand accounts are included. · The film touches on issues still plaguing countries in Africa today, such as political instability, violence, and economic inequity · Students need background knowledge on Africa to understand the film. · **How it ties to the curriculum:** o Students will understand the impact of colonialism on Africans way of life and the footage from the film will reveal some of the oppressive policies enacted. 15. //Discourse on Colonialism// by Aime Cesaire, translated by Joan Pinkham · Written originally in 1955 in response to colonial oppression · Cesaire was inspired by activists involved in the liberation movements in Africa and his book inspired civil rights leaders in the US · 94 pages in length · Non-fiction literary piece that provides a powerful look at the anti-colonial struggle, and analyzes the psyche of the colonizer. · An interview with Cesaire is at the end of the book to discuss the origins of his ideology and the autobiographical elements featured in //Discourse on Colonialism// · The book is geared toward a college level student, but can be accessible with background information on colonialism in Africa. It provides an in depth look at the anti-colonial movement and empowered Africans. · **How it ties to the curriculum** o Connects well to the course essential question; who are the decision-makers in society and how do individuals wield tools of power? o Looks at the way in which literature impacts liberation movements o Explores the idea of compliance, which will be covered in the unit on the World Wars o Provides good quotations that could be used for Do Nows/Take-a-stands- § “Europe is literally the creation of the Third World.” (p. 9, Fanon) § “no one colonizes innocently, that no one colonizes with impunity either; that a nation which colonizes, that a civilization which justifies colonization…is already a sick civilization” (p. 39).

Resources Primarily for Teachers
16. //Reading, Writing and Rising Up// by Linda Christensen · This source is full of writing activities that have social justice undertones and aim to emphasize the power of language through writing · 182 pages long · There are explanations of lessons as well as examples of student work to make the activities and their purposes transparent to the reader · The “read-around” is a collaborative activity that the whole class participates in. Its purposes are to share student work and learn from the literary devices that others use to enhance their pieces. The activity also calls for students to write feedback on slips of paper and deliver them to students at the end of the session. Students are therefore helping others improve their craft and are learning how to improve their own simultaneously. · The common pitfalls of certain activities are also mentioned and suggestions for how to get around them are offered as well. For instance, depending on the dynamics of a classroom some will be reluctant to share their feedback, so as a teacher you can offer extra credit to coax individuals to share. Also if students do not want to read their work out loud the teacher can offer to anonymously read it for the student. · **How it ties to the curriculum:** o Students will be honing their writing skills and working on a year-long research paper on turning points in history. I want to emphasize collaboration in the classroom and the importance of the revision process. The “read-aloud” is a great technique to try in between drafts.

17//. Whitewashing the Past// (2008) Bob Peterson in Rethinking Schools Volume 23, No1. · This article reiterates much of what we have read about concerning the limitations of the textbooks that are still being used and introduced into classrooms of students of all ages across the nation. · This particular article however, encourages citizens, particularly educators to get involved in the efforts to change texts. History should no longer be oversimplified and only represent those who had governmental, and economic authority. · As we embark upon our teaching experiences it is important for us to engage in the teaching we believe in within the classroom. But as Mr. Peterson calls for, we must also support our values outside of the classroom by participating in the movement for higher quality textbooks, which contain fair accounts of the past. 18. The New School. Gonçalo L. Fonseca //The History of Economic Thought.// Retrieved on December 3, 2008 on the website: [] · Extremely comprehensive website on major economic theorists/theories · Descriptions of the theories are provided and organized by schools of thought, making the site easy to navigate · An alphabetical index is also provided as another means to sift through the material on the site · Primary source texts are provided on different theories · The website could be used for students, however I found it to be useful as a person who is not well versed in economic theory and needed to build a foundation. · **How it ties to the curriculum:** o Students need to understand capitalism, communism and socialism. o Students also need to be familiar with certain economic theorists such as Adam Smith o Economic theory is a weakness of mine. This website is an invaluable resource in explaining the basic tenets of the theories.

19//. World History Patterns of Interaction// Rand McNally · This textbook provides background information on all of the topics covered in the Curriculum Calendar and Unit Plan · The glossary at the back of the text is also useful for defining important terminology · I do not intend to use textbooks in the classroom very often if at all, but for broadening my own knowledge on the plethora of topics we are required to teach, the textbook is a good resource to have · **How its ties to the curriculum:** o As a new teacher who is unfamiliar with many of the topics that must be taught the textbook provides clear synopses of events and people from around the globe o Students should become historical thinkers in the classroom by engaging in critical thinking and document analysis. At the back of the textbook there are strategies for understanding and using historical tools such as perspective, making inferences, analysis of documents and images, and forming opinions