Global 10

Ms Seim Name ______

Dear Students,

I hope you have a good and productive day today. I am in Ithaca at the state swim meet—probably sitting by a cold window. Your homework due today should be handed in to the substitute teacher. I would like you to spend some time working on your analysis and interpretation of documents, as well as working on your essay planning skills. If you focus and work for the entire class, I believe you will be able to finish all your work. If you do not complete this in class, finishing it over the weekend is your homework. You may work with a partner but not in bigger grops. I will collect this packet on Monday.

Have a good day,

Ms Seim

Step 1—Initial essay planner

Think about our conversation Tuesday about identifying a writing task, brainstorming examples and then brainstorming why those examples are important or meaningful, etc. Use what you remember from your Cs and Qs of chapter 11:1

Positive Impacts of Imperialism on Africa / Negative Impacts of Imperialism on Africa

Step 2—Document Analysis

Read the documents below on imperialism in Africa. Answer the analysis questions for all the documents.

Document 1

….they [the colonial powers] failed to provide the African with sufficient [preparation]…None of the newly independent countries had enough skilled African administrators to run their own…[or] enough African technicians to keep the public utilities working…And no country had an electorate that knew what independence was all about…For all its faults, colonial government provided security of person and property in the lands that had known little of either…It was the colonial powers who were largely responsible for the opening of the region to the lumberman, miner, planter, and other men of means without whom its wealth would be continued to lie fallow [uncultivated].
Source: George H. T. Kimble. New York Times article. 1962.

1.  Who is the audience for this document?

2.  Why was this document written? (purpose)

3.  What biases and assumptions do you think the author has? Why?

4.  What is the author’s main point/s in this document?

5.  How reliable/trustworthy do you think the information in this document is? Explain.

Document 2

When the whites came to our country, we had the land and they had the Bible; now we have the Bible and they have the land.
Source: African proverb

1.  Who is the audience for this document?

2.  Why was this document written? (purpose)

3.  What biases and assumptions do you think the author has? Why?

4.  What is the author’s main point/s in this document?

5.  How reliable/trustworthy do you think the information in this document is? Explain.

Document 3

Colonialism’s greatest misdeed was to have tried to strip us of our responsibility in conducting our own affairs and convince us that our civilization was nothing less than savagery, thus giving us complexes which led to our being branded as irresponsible and lacking in self-confidence.
Source: Sekou Toure, African nationalist.

1.  Who is the audience for this document?

2.  Why was this document written? (purpose)

3.  What biases and assumptions do you think the author has? Why?

4.  What is the author’s main point/s in this document?

5.  How reliable/trustworthy do you think the information in this document is? Explain.

Document 4

The struggle for colonies does not result only in cash losses. There were also lives lost, wars fought, and hatreds aroused which threatened new wars….Italy’s trade with her colonies in 1894-1932 was worth 5,561 million lire. This was less than one percent of her total foreign trade in the same period. In fact, her expenditures on colonies for that time was 6,856 million lire.
Source: Balance Sheets of Imperialism by Grover Clark

1.  Who is the audience for this document?

2.  Why was this document written? (purpose)

3.  What biases and assumptions do you think the author has? Why?

4.  What is the author’s main point/s in this document?

5.  How reliable/trustworthy do you think the information in this document is? Explain.

Document 5

[T]he Government has arranged for education and through that, when our children grow up, they may rise in status….they brought us European implements—plows; we can buy European clothes, which are an advance…
All the best land has been taken by the white people. We get hardly any price for our cattle; we find it hard to meet our money obligations. If we have crops to spare, we get very little for them… When we have plenty of grain the prices are very low, but the moment we are short of grain and we have to buy from Europeans at once the price is high…
The government said, ‘You must contribute more; you must pay £1.’ We did so. Then those who took more than one wife were taxed… that is not all. We are also taxed for our dogs… then we were told we were living on private land; the owners wanted rent in addition to the government tax…
Source: Ndansi Kumalo, an African warrior in the British Matabele War

1.  Who is the audience for this document?

2.  Why was this document written? (purpose)

3.  What biases and assumptions do you think the author has? Why?

4.  What is the author’s main point/s in this document?

5.  How reliable/trustworthy do you think the information in this document is? Explain.

Step 3—add to/complete essay planner

Go back to the essay planner on the first page. Use information you found in the documents to help you add examples, explanations and additional effects. Your planners should be filled with a MINIMUM of 9 ideas on each side.