The Heart of Darkness: Imperial Colonial Empires and Indigenous Peoples



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The Heart of Darkness:

Imperial Colonial Empires and Indigenous Peoples
God has not been preparing the English speaking and Teutonic peoples for a thousand years for nothing but vain and idle self-contemplation and self-admiration. No! He has made us adept in government that we may administer government among savage and servile peoples.

Albert Beveridge (1903)


TASK:

  1. Select from the list below one example of colonialism and imperialism (1492-1914AD) BUT make sure you do not take the same imperial colonial power (by region) as someone else (first come first served). The imperial powers are in bold, these are what you are selecting, in addition to the selection of colonies beside each of them as examples (you do not have to use all of the colonies).

    • I.E.: If you choose Great Britain in Africa, then you are the only pair allowed to do Great Britain in Africa, however, another group may choose Great Britain in Asia and/or the Americas.




  1. Prepare a presentation with a partner, which can be given in person, to an individual (rather than the whole class), on the following:

    • A brief history of colonization by the mother country(ies)

    • Treatment of the indigenous population by the imperial colonial power

    • 20th Century consequences of the colonization (ie: current issues facing them as a result of colonialism)




  1. Other Considerations:

    • Make sure you reference every piece of information you use

    • Each of the partners must be prepared to give a five to ten minute presentation, to one (or more) other person(s), ON THEIR OWN.

    • You will be presenting these on March 22, 2013.

    • Marked according to the following Rubric (other side of this sheet)


TOPICS:
Africa:

  • Great Britain – Egypt, Sudan (Anglo-Egyptian Sudan), Uganda, Kenya (British East Africa), South Africa (Dutch first), and Zambia, Zimbabwe, Botswana (Rhodesia), Nigeria and Ghana (Gold Coast).

  • France - from Mauritania to Chad (French West Africa) and Gabon and part of the Congo (French Equatorial Africa).

  • Belgium - King Leopold II (personally) controlled the Belgian Congo, Rwanda.

  • Portugal - Mozambique and Angola.

  • Italy - Somalia (Italian Somaliland) and a portion of Ethiopia, Libya.

  • Germany - Namibia (German Southwest Africa) and Tanzania (German East Africa).

  • Spain - Equatorial Guinea (Rio Muni), Spanish Sahara.

  • Netherlands – South Africa, Transvaal, Orange Free State

  • USA – Liberia (Back to Africa Movement)

Asia

  • Great BritainAustralia, New Zealand, Hong Kong, Singapore, India, China (Opium Wars)

  • France – Vietnam (French Indo-China), China (Opium Wars)

  • Netherlands – Indonesia (Dutch East Indies)

  • SpainPhilippines

  • USA – Philippines (Spanish first), Hawaii (British first), China, Japan (Gun Boat Diplomacy), Marshall Islands

  • RussiaOuter Mongolia, China

  • Germany – China (Opium Wars), series of smaller territories taken by Japan in WWI


Americas:

  • Great Britain – Canada (Residential schools as a separate topic), USA, Jamaica, British Guiana (Dutch first), Patagonia (Argentina), Honduras

  • France – Quebec, Louisiana, French Guiana (Dutch first), Haiti

  • Spain – Mexico, Bolivia, Colombia, Chile, Argentina (British first), Cuba, Dominican Republic, Peru (etc)

  • Portugal – Brazil

  • NetherlandsNew York, Guiana

  • USA – Cuba (Spanish first), Alaska (Russia first), California (Spain/Mexico first)

  • Russia – Alaska



Heart of Darkness RUBRIC:


  1. Represented the topic that they chose (________________________ ) and all of the required elements in the task.

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Developed skills of critical thinking and creative thinking

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Developed skills of historical thinking

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Developed skills of geographic thinking

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Developed age-appropriate behaviour for social involvement as responsible citizens contributing to their community (and presented on the pre-set days)

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Applied the research process (and cited your sources)

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___





  1. Demonstrated skills of oral, written and visual literacy

Excellent (5) ___ Proficient (4) ___ Satisfactory (3) ___ Limited (2) ___ Insufficient (1) ___



TOTAL: /40


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