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History 150: Exam 4 notes

by: Rachel Rusnak

History 150: Exam 4 notes 150

Marketplace > Ball State University > History > 150 > History 150 Exam 4 notes
Rachel Rusnak
GPA 3.2

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Imperialism day 2
The West in the World
Dr. Malone
Class Notes
25 ?




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This 4 page Class Notes was uploaded by Rachel Rusnak on Friday March 4, 2016. The Class Notes belongs to 150 at Ball State University taught by Dr. Malone in Spring 2016. Since its upload, it has received 20 views. For similar materials see The West in the World in History at Ball State University.


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Date Created: 03/04/16
3/4/16: Imperialism­ continued Imperialism, 1870­1914. **test questions**  Imperial culture. o Imperial images and imperial ideology became a significant part of European culture.  Examples of this development:  Britain: An ABC for Baby Patriots (1899): “C”is for colonies Rightly we boast Of all the great nations Great Britain has the most.  Children:  Geography. o Learned about the territories across the British Empire. o Cultural superiority of European culture.  “Pear’s Soap” advertisement.  Description of the celebration of  EMPIRE DAY  (1904 on) in school: o “Empire Day of course had special significance.  We gazed with pride as they pointed out those massed areas of red on the world map. ‘This, and this, and this,’ they said, ‘belong to us!”  Museums and exhibitions.  Very popular thing.  Bring the empire to the people. o “Native villages” at exhibitions. o Paris World’s Fair 1889: 3/4/16: Imperialism­ continued  Colonial Pavilion:  Reproductions   of   buildings   from   French colonies. o Pagoda.  o Cairo Street.  Second most popular event at the fair. o West African houses.     Leopold II’s ‘Rubber Terror’ in the Congo  1885­1908. o The Congo was the private colony of King Leopold II of Belgium.  Owned this private colony for the valuable resources:  Minerals in demand.  Extract of ivory.  Natural rubber supply. 3/4/16: Imperialism­ continued  His exploitation of this territory led to the ‘Rubber Terror’.  Translated to one of the most exploited territory for him to make money.  Territory divided up into different district villages.  Actions of his agents and the Force Publique (militia). o Agents go to different villages in the territory districts.  Determined rubber quota each village had to meet. o Adult males are compelled to leave their families to go and extract rubber.  If they resisted:  Crush  and  massacre   the  people  and   the village. o Set up stockades to hold hostage of the men’s wives and children to make sure they would come back. o To ensure the Africans were doing their work:  Terror and violence.  Failure: o Mutilation. o Cut off their right hand.  Missionaries and journalists exposed the atrocities in the Congo. o An African eyewitness who fled the ravages of rubber work in his village reported:  “I myself saw a man at Likange who had had both his hands cut off. Sometimes they cut them at the wrists, sometimes further up… with a machete.  There is another man called Botei at Inanga with the same kind of   scar   (across   the   back   of   his   neck),   where   they   wounded   him maliciously, expecting him to die.  They didn’t cut his head off, they didn’t get to the bone, but expected him to bleed to death.  It was sheer cruelty; the State treated us abominably.” o George Washington Williams.  First person to write an expose n what was going on in the Congo 1890.  “An Open Letter to his Serene Majesty King Leopold II:  “… Your Majesty’s Government has sequestered their land, burned their   towns,  stolen  their  property,  enslaved  their  women  and children, and committed other crimes too numerous to mention in detail.” 3/4/16: Imperialism­ continued  1908.  Following international outrage and pressure.  Leopold handed over control of the Congo to the Belgian state. o Impact of his reign on Africans in the Congo.  1885­1908:  Private colony population dropped 50%. o Millions died from:  Murder.  Overworked.  Starvation.  Disease.  Responsible for one of the largest mass murders in history.


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