imperialism dbq thesis

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AP World History: Modern Sample DBQ

The AP World History: Modern Exam requires you to complete a document-based question , which is why we have provided example DBQ’s and tips for writing reponses below.

Sample AP World History Document-Based Questions

Evaluate the extent to which the processes of empire-building affected political structures in the period 1500–1900.

Step 1: Analyze the Prompt

Spend the 15-minute reading period analyzing the documents themselves, thinking for each document about its authorship/historical situation, main idea, and why it was written.

Begin grouping the documents into categories that you can use to help organize your essay. A sample high-scoring writer’s notes on the documents appear below:

• King of Kongo asks king of Portugal for help because Portuguese trade is upset- ting the vassal system
• Cortes uses weapons and allies to kill Mexica
• Puerto Rico population trends: native population ↓, European ↑, mixed ↑
• French letter describes Mughal use of rajah system in India
• British governor in India’s letter to East India Company says British policies better for economy
• Churchill describes effectiveness of guns in Sudan
• Japanese cartoon describes Russian expansion as “black octopus” during time of Russo-Japanese War over territory

Groups of empire-building processes:

• Military: 2, 6, 7
• Colonization: 3
• Economic: 1, 4, 5

Step 2: Plan Your Response

Since the prompt asks for how empire-building affected political structures, the writer will organize the essay by explaining multiple causes (processes) that impacted political structures.

• Context: Native American governments (villages and empires)
• military and colonization destroyed political structures in Americas where disease played a role
• combination of processes allowed infiltration of political structures in Asia and Africa
• ( complex understanding: multiple causes)

Cause ¶1: military conquest → destruction

• Spanish advantages: horses, guns, local support
• Sourcing 1: viewpoint: Cortes justifies actions by attributing victory to God
• Additional evidence: Pizarro defeat of Inca; Spanish set up viceroys and social hierarchy
• Sourcing 2: viewpoint: perhaps exaggerated, but shows British expect weapons will win

Cause ¶2: colonization → replace native populations’ governments

• Stats of native peoples, Europeans
• Additional factor of disease

Cause ¶3: military + colonization + economic influence → gradual political power

• Describes political system of rajahs, hints at instability
• British merchants would gain power
• Br. didn’t have “fixed plan,” but “destroyed” native populations’ economic policies
• Br. gov. made India a colony
• Port. merchants undermining king’s power
• Sourcing 3: purpose: submission may not be genuine

Step 3: Action! Write Your Response

Step 4: proofread.

[RELATED: AP World History: Modern Sample Long Essay Question ]

Sample High-Scoring Response

The extremes of military conquest sometimes resulted in the destruction of the native populations’ political structures. Document 2 references the Mexica people’s violent devastation at the hands of the Spanish, with a hundred falling “at each discharge of guns.” While Cortes attributes his victory to God’s favor due to fight- ing for his faith and king, tangible factors gave him the practical advantage: horses (which were not native to the Americas), guns, the Mexica’s unfamiliarity with such weapons, and the support of local allies. Cortes, perhaps seeking to impress the king, likely exaggerates in the claim that the victory was “without ourselves sustaining any injury”; still, the claim indicates both the strength of the Spanish military technology and their attitude of superiority that they used to justify their takeover of the existing Mexica government. Also using military technology and the support of other tribes, the Spanish under Pizarro took control of the Inca empire in the Andes. In both locations, the Spanish essentially destroyed the empires and installed their own political systems, with viceroys who served under the Spanish crown and a hierarchical class system that gave preference to those of European ancestry. The effectiveness of military conquest for destroying political structures is also demonstrated in Document 6, an account of a battle in Sudan that demonstrates the awesome firepower of machine guns to leave the Sudanese fighters in “tangled heaps.” Although the document, written by the British Churchill, might provide a glorified account of the battle that exaggerates the British advantage, the fact that Churchill expected their weapon technology would automatically give victory is indicated in the disbelieving sentence: “ It appeared to our cavalry commander that the [Sudanese fighters] would actually succeed.”

Countries sending large numbers of settlers was another effective method of empire-building. This process enabled European nations to replace native governments in the Americas. For instance, Document 3 indicates that from 1530 to 1795, the proportion of Native Americans in the population of the colony of Puerto Rico dropped dramatically from 36.4 percent of the population to just 2.5 percent. At the same time, Europeans as a share of the population rose from 10 percent to 51.5 percent by 1860. The increase in the proportion of Europeans and blacks corresponds with the Spanish overrunning the native populations and instituting plantations. The spread of diseases among the native populations made it easier for the Spanish to do away with long-standing native governments and establish their own political structures in the Americas.

In India and Africa, Europeans utilized the old strategies of military force and colonization, but unlike in the Americas, newly introduced diseases did not have such a devastating effect on native populations. Thus, the process of empire-building also involved longer-term economic policies that caused a more gradual build-up of political power. European merchants gradually expanded their power in India, aided by the decline of the Mughal empire, as explained in Document 4. A French physician describes the emperor’s practice of “nourish[ing] jealousies” among the local rajahs, many of whom commanded armies larger than those of the emperor, to distract the rajahs from ever threatening his power. By describing this potential threat to the emperor, the document hints at the potential for outsiders to take advantage of the political instability, as indeed the British merchants extended their economic influence into political control. Indeed, in Document 5 a governor of the East India Company affirms that British control happened through “fortunate and unforeseen occurrences” rather than a “fixed plan.” He also confirms the power of economics in gaining political control, praising the economic policies of the British and celebrating the “destroyed” economic policies of the “natives.” Eventually, the British government would take over the East India Company’s holdings and rule India as a colony. Document 1 also affirms the potential of economics to provide inroads to political power: King Afonso I of Kongo in Africa appeals to the King of Portugal about the behavior of Portuguese merchants, who are undermining King Afonso’s power by enrich- ing his vassals, making them no longer “content and subjected under our control.” King Afonso’s highly submissive tone (“I kiss your hand many times”) may indicate not genuine submission to the King of Portugal, but rather an understanding of the threat that economic power has on his political power. His letter could be part of a calculated approach to get help restoring his political power by appealing to the Europeans’ attitude of superiority.

Overall, the empire-building processes of conquest, colonization, and economic influence allowed empire-builders to exert power over territories. When additional factors, such as epidemic disease, also played a role, as they did in the Americas, the empire-builders could sometimes briskly overthrow and replace the original political structures. In locations such as India, empire-building involved a more complex interplay of economics with the pre-existing political structures, though the Europeans were still able to eventually gain control.

For more help prepping for the AP World History: Modern exam, check out our  AP World History: Modern Prep Plus Book .

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AP World DBQ Outline + Thesis Practice with Feedback

5 min read • july 11, 2024

Melissa Longnecker

Eric Beckman

Evan Liddle

DBQ Practice is very important when preparing for the AP World exam. It is recommended to write a short brief outline of your argument before writing your body paragraph.

Your task: In  20 minutes or less , read the documents and:

• Outline arguments you would make, using LESS than a full sentence for each
• List, but DO NOT describe, evidence, both documents and outside evidence
• Write a thesis based on these argumentsNote: on the actual exam spending more than 20 minutes on this will not leave you with enough time to complete what you plan

DBQ Revolutions in Americas Prompt

Use these   documents to answer the following prompt:

Develop an argument that evaluates the extent to which revolutions in the Americas between c. 1770 - c. 1825 successfully challenged social hierarchies.

Outlines and Feedback

Thesis and outline practice submission 1.

Thesis: Although the revolutions in the Americas themselves were successful, they did not successfully challenge social hierarchies because the lower class people including the Black and mixed races and the slaves still dealt with prejudice and the Whites stayed in power. However, there was some successful social hierarchy change for the Whites because a new class of Whites did gain more political power.

• Lower classes and Prejudice continued: Doc 2, Doc 4 (Only Creoles benefited, slavery continued) Doc 5
• White Creoles gained power: Doc 3 (Bolivar was a Creole, Hidalgo and Mexican Revolution)
• But, still great divisions among social classes–> underdevelopment + neocolonialism (My thesis starts with “although” but that was not what I was trying to set up the complexity with. Would I still need to prove that the revolutions themselves were successful? If so, I would use doc 1 for that).

DBQ Teacher Feedback

A way to improve your thesis would be to indicate a specific revolution which corresponds to your description. As for your question, abut complexity, that nuance could  contribute  to complexity but that itself is not complexity. Overall your structure looks good to me, but for your first paragraph you could be a bit more narrow. Prejudice against the lower classes? Race or labor based prejudice? Narrow that down.

Thesis and Outline Practice Submission 2

Revolutions in the Americas that took place from 1770 - 1825 were generally extremely successful at challenging established social hierarchies, as they diminished the power of traditional elites and led to the liberation of formerly enslaved peoples, mainly African Americans and their descendants. However, In some areas such as Latin America, the new elites that arose from revolutions to replace the old, leaving the rest of the social hierarchy intact.

• Diminished Power of Elites: Doc 5, Doc 3, American Revolution (Freedom from Monarchy), French Revolution
• Freed Enslaved People: Doc 1, Doc 2, Haitian Revolution
• Social Hierarchy Intact: Doc 4, Creole Revolutions (Creole replace Peninsulares)

Your thesis is sufficient. If you want to make it better you could consider using hedging and qualified language such as the types of hierarchies reinforced/challenged (Labor, race, class). Your essay structure looks fine, but if you are running out of time consider combining paragraphs 1 and 2. Hope this helps keep practicing.

Thesis and Outline Practice Submission 3

Thesis: Although revolutions ranging from 1770-1825, made a profound effect on social hierarchies at the time through freedom of slaves and the destruction of monarchies in Britain, they did not last for the long term in most regions such as Latin America as the continuance of racism towards people of dark skin and harsh as well as inconsiderate ruling dominated these new changes.

• Freedom of slaves: 1, 2
• Destruction of monarchies: 3
• Continued racism: 4
• Continuance of harsh/inconsiderate ruling: 5 Could my complexity have to do something with racism still persisting in modern-day or would that not give me the point?

This thesis does a good job setting up your claim (the word “profound” works well here) and your line of reasoning. It’s clear what you plan to develop for your argument in your body paragraphs.

As you practice with DBQs, consider how you might bring documents together in your body paragraphs. This outline works, but a stronger (and easier to write) outline might find ways to bring documents together under a common argument and keep your overall essay to just 2 body paragraphs.

Complexity isn’t about bringing in modern examples necessarily. That skill point is about developing a complex argument throughout the whole essay. Think about how you could connect all of your ideas together throughout the paragraphs and fully explain your ideas. That will get you closer on many points, whether or not it earns that one complexity point.

Thesis and Outline Practice Submission 4

Thesis: Although the revolutions in the Americas successfully overthrew the direct rule of the European monarchies and led to an emergence of creoles who came to power, social inequality still plague the lower class peoples of the newly liberated nations and the obstacles of forming a fair government amidst the grievances of the mixed race and indigenous people did not greatly contribute to change the preexisting social structures.

• Social inequality: Docs 2,4; continued to enslave African Americans in North America
• Obstacles of forming a fair of government: Doc 5; instability and poor governance=poverty and economy dependent on former colonizer countries
• Creoles gaining power: Docs 1,3; Simon Bolivar, Jose de San Martin And also, are there more than one definitive, and correct answer to this prompt? I’m worried about misinterpreting the documents on the exam, thus leading to a non-historically defensible essay. 

To start, I’ll address your question. Yes, there are multiple correct answers to this prompt (and any DBQ). The questions and document sets are designed to allow students to successfully defend any of a variety of claims. If your claim fits with your knowledge of history AND your understanding of the documents, it will likely count as “historically defensible.” (Basically, don’t stress it - you’ve got this!)

This is a really sophisticated thesis that addresses both political and social ideas. It looks like you know that to make the political/governance stuff work, you’ll need to connect it to social hierarchies. Good work.

I’m glad to see your body paragraphs include multiple documents. That’s the fastest/easiest way to be sure that you’re using them and actually developing an argument. Keep it up!

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Home — Essay Samples — History — Imperialism — Imperialism Dbq Questions And Answers

Imperialism Dbq Questions and Answers

• Categories: Imperialism

About this sample

Words: 670 |

Published: Mar 19, 2024

Words: 670 | Page: 1 | 4 min read

Table of contents

Introduction:, question 1: what were the motives behind imperialism.

• Answer: The motives behind imperialism were manifold, encompassing economic, political, and ideological factors. Economically, imperial powers sought to secure raw materials, new markets, and cheap labor to fuel their industries. They envisioned colonies as sources of wealth and exploited the resources and labor of indigenous populations to fulfill their economic ambitions. Politically, imperialism was a means to expand territorial control and gain strategic advantages. Colonial possessions served as stepping stones for global dominance, allowing powers to establish military bases and project their influence. Ideologically, imperial powers justified their actions by claiming to bring civilization and progress to "backward" societies. This ideology of "white man's burden" empowered colonial powers to impose their values and institutions on indigenous peoples. Question 2: How did imperialism impact colonized societies?Answer: The impact of imperialism on colonized societies was far from uniform and varied depending on factors such as the extent of colonization, the nature of the imperial power, and local resistance. While some argue that imperialism brought modernization and infrastructure development to colonized regions, others emphasize the exploitation and cultural assimilation imposed on indigenous populations. Economically, imperialism disrupted traditional economies, leading to the extraction of resources and the introduction of cash crops at the expense of local food production. This resulted in economic dependency and undermined self-sufficiency. Socially, imperialism disrupted traditional social structures, eroded cultural practices, and often led to the marginalization and discrimination of indigenous peoples. Politically, imperialism suppressed local governance and imposed foreign systems, leading to the loss of sovereignty and the erosion of indigenous political institutions. Question 3: How did resistance movements emerge against imperialism?Answer: Resistance against imperialism took various forms, ranging from armed uprisings to nonviolent protests and intellectual movements. Colonized peoples, aware of the injustices inflicted upon them, resisted imperialism through nationalist movements, seeking independence and self-determination. These movements were often led by charismatic leaders who galvanized their people and articulated a vision for a free and autonomous nation. Examples include Mahatma Gandhi's nonviolent resistance against British rule in India and the Boxer Rebellion in China. Intellectual movements emerged to challenge the ideological underpinnings of imperialism, criticizing the notion of the "white man's burden" and advocating for equal rights and respect for indigenous cultures. Question 4: Did imperialism have any positive outcomes?Answer: The question of whether imperialism had any positive outcomes is contentious and subject to interpretation. Proponents argue that imperialism brought modern infrastructure, improved healthcare, education, and technological advancements to colonized regions. They claim that imperial powers introduced democratic institutions and the rule of law, which laid the groundwork for independent nations. However, critics argue that these positive outcomes were often limited to a privileged minority and came at the expense of indigenous peoples. Moreover, they contend that any positive developments were part of a broader strategy to legitimize and perpetuate imperial control. Conclusion: Imperialism, a multifaceted phenomenon driven by economic, political, and ideological motives, left an indelible mark on the world. While some argue that it brought progress and development, others emphasize the exploitative and oppressive nature of imperial rule. The complexities of imperialism require a nuanced understanding, acknowledging the diversity of experiences and the enduring legacies it left behind. By exploring the motives behind imperialism, its impact on colonized societies, the emergence of resistance movements, and the debate over positive outcomes, we gain insight into this controversial era. As we continue to grapple with the consequences of imperialism, it is essential to critically examine its legacy and strive for a more equitable and just world.
• Question 2: How did imperialism impact colonized societies?
• Answer: The impact of imperialism on colonized societies was far from uniform and varied depending on factors such as the extent of colonization, the nature of the imperial power, and local resistance. While some argue that imperialism brought modernization and infrastructure development to colonized regions, others emphasize the exploitation and cultural assimilation imposed on indigenous populations. Economically, imperialism disrupted traditional economies, leading to the extraction of resources and the introduction of cash crops at the expense of local food production. This resulted in economic dependency and undermined self-sufficiency. Socially, imperialism disrupted traditional social structures, eroded cultural practices, and often led to the marginalization and discrimination of indigenous peoples. Politically, imperialism suppressed local governance and imposed foreign systems, leading to the loss of sovereignty and the erosion of indigenous political institutions. Question 3: How did resistance movements emerge against imperialism?Answer: Resistance against imperialism took various forms, ranging from armed uprisings to nonviolent protests and intellectual movements. Colonized peoples, aware of the injustices inflicted upon them, resisted imperialism through nationalist movements, seeking independence and self-determination. These movements were often led by charismatic leaders who galvanized their people and articulated a vision for a free and autonomous nation. Examples include Mahatma Gandhi's nonviolent resistance against British rule in India and the Boxer Rebellion in China. Intellectual movements emerged to challenge the ideological underpinnings of imperialism, criticizing the notion of the "white man's burden" and advocating for equal rights and respect for indigenous cultures. Question 4: Did imperialism have any positive outcomes?Answer: The question of whether imperialism had any positive outcomes is contentious and subject to interpretation. Proponents argue that imperialism brought modern infrastructure, improved healthcare, education, and technological advancements to colonized regions. They claim that imperial powers introduced democratic institutions and the rule of law, which laid the groundwork for independent nations. However, critics argue that these positive outcomes were often limited to a privileged minority and came at the expense of indigenous peoples. Moreover, they contend that any positive developments were part of a broader strategy to legitimize and perpetuate imperial control. Conclusion: Imperialism, a multifaceted phenomenon driven by economic, political, and ideological motives, left an indelible mark on the world. While some argue that it brought progress and development, others emphasize the exploitative and oppressive nature of imperial rule. The complexities of imperialism require a nuanced understanding, acknowledging the diversity of experiences and the enduring legacies it left behind. By exploring the motives behind imperialism, its impact on colonized societies, the emergence of resistance movements, and the debate over positive outcomes, we gain insight into this controversial era. As we continue to grapple with the consequences of imperialism, it is essential to critically examine its legacy and strive for a more equitable and just world.
• Question 3: How did resistance movements emerge against imperialism?
• Answer: Resistance against imperialism took various forms, ranging from armed uprisings to nonviolent protests and intellectual movements. Colonized peoples, aware of the injustices inflicted upon them, resisted imperialism through nationalist movements, seeking independence and self-determination. These movements were often led by charismatic leaders who galvanized their people and articulated a vision for a free and autonomous nation. Examples include Mahatma Gandhi's nonviolent resistance against British rule in India and the Boxer Rebellion in China. Intellectual movements emerged to challenge the ideological underpinnings of imperialism, criticizing the notion of the "white man's burden" and advocating for equal rights and respect for indigenous cultures. Question 4: Did imperialism have any positive outcomes?Answer: The question of whether imperialism had any positive outcomes is contentious and subject to interpretation. Proponents argue that imperialism brought modern infrastructure, improved healthcare, education, and technological advancements to colonized regions. They claim that imperial powers introduced democratic institutions and the rule of law, which laid the groundwork for independent nations. However, critics argue that these positive outcomes were often limited to a privileged minority and came at the expense of indigenous peoples. Moreover, they contend that any positive developments were part of a broader strategy to legitimize and perpetuate imperial control. Conclusion: Imperialism, a multifaceted phenomenon driven by economic, political, and ideological motives, left an indelible mark on the world. While some argue that it brought progress and development, others emphasize the exploitative and oppressive nature of imperial rule. The complexities of imperialism require a nuanced understanding, acknowledging the diversity of experiences and the enduring legacies it left behind. By exploring the motives behind imperialism, its impact on colonized societies, the emergence of resistance movements, and the debate over positive outcomes, we gain insight into this controversial era. As we continue to grapple with the consequences of imperialism, it is essential to critically examine its legacy and strive for a more equitable and just world.
• Question 4: Did imperialism have any positive outcomes?
• Answer: The question of whether imperialism had any positive outcomes is contentious and subject to interpretation. Proponents argue that imperialism brought modern infrastructure, improved healthcare, education, and technological advancements to colonized regions. They claim that imperial powers introduced democratic institutions and the rule of law, which laid the groundwork for independent nations. However, critics argue that these positive outcomes were often limited to a privileged minority and came at the expense of indigenous peoples. Moreover, they contend that any positive developments were part of a broader strategy to legitimize and perpetuate imperial control. Conclusion: Imperialism, a multifaceted phenomenon driven by economic, political, and ideological motives, left an indelible mark on the world. While some argue that it brought progress and development, others emphasize the exploitative and oppressive nature of imperial rule. The complexities of imperialism require a nuanced understanding, acknowledging the diversity of experiences and the enduring legacies it left behind. By exploring the motives behind imperialism, its impact on colonized societies, the emergence of resistance movements, and the debate over positive outcomes, we gain insight into this controversial era. As we continue to grapple with the consequences of imperialism, it is essential to critically examine its legacy and strive for a more equitable and just world.
• Conclusion:

Answer: The motives behind imperialism were manifold, encompassing economic, political, and ideological factors. Economically, imperial powers sought to secure raw materials, new markets, and cheap labor to fuel their industries. They envisioned colonies as sources of wealth and exploited the resources and labor of indigenous populations to fulfill their economic ambitions. Politically, imperialism was a means to expand territorial control and gain strategic advantages. Colonial possessions served as stepping stones for global dominance, allowing powers to establish military bases and project their influence. Ideologically, imperial powers justified their actions by claiming to bring civilization and progress to "backward" societies. This ideology of "white man's burden" empowered colonial powers to impose their values and institutions on indigenous peoples. Question 2: How did imperialism impact colonized societies?

Answer: the impact of imperialism on colonized societies was far from uniform and varied depending on factors such as the extent of colonization, the nature of the imperial power, and local resistance. while some argue that imperialism brought modernization and infrastructure development to colonized regions, others emphasize the exploitation and cultural assimilation imposed on indigenous populations. economically, imperialism disrupted traditional economies, leading to the extraction of resources and the introduction of cash crops at the expense of local food production. this resulted in economic dependency and undermined self-sufficiency. socially, imperialism disrupted traditional social structures, eroded cultural practices , and often led to the marginalization and discrimination of indigenous peoples. politically, imperialism suppressed local governance and imposed foreign systems, leading to the loss of sovereignty and the erosion of indigenous political institutions. question 3: how did resistance movements emerge against imperialism, answer: resistance against imperialism took various forms, ranging from armed uprisings to nonviolent protests and intellectual movements. colonized peoples, aware of the injustices inflicted upon them, resisted imperialism through nationalist movements, seeking independence and self-determination. these movements were often led by charismatic leaders who galvanized their people and articulated a vision for a free and autonomous nation. examples include mahatma gandhi's nonviolent resistance against british rule in india and the boxer rebellion in china. intellectual movements emerged to challenge the ideological underpinnings of imperialism, criticizing the notion of the "white man's burden" and advocating for equal rights and respect for indigenous cultures. question 4: did imperialism have any positive outcomes, answer: the question of whether imperialism had any positive outcomes is contentious and subject to interpretation. proponents argue that imperialism brought modern infrastructure, improved healthcare, education, and technological advancements to colonized regions. they claim that imperial powers introduced democratic institutions and the rule of law, which laid the groundwork for independent nations. however, critics argue that these positive outcomes were often limited to a privileged minority and came at the expense of indigenous peoples. moreover, they contend that any positive developments were part of a broader strategy to legitimize and perpetuate imperial control. conclusion:.

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Imperialism in Africa DBQ - Home | The University of Texas ...

Description: european imperialism in africa: dbq section 1: examine primary sources document #1: “the map of africa by treaty” by sir edward hertslet, london, 1909., read the text version.

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European Imperialism in Africa: DBQ Section 1: Examine Primary SourcesDocument #1: “The Map of Africa by Treaty” by Sir Edward Hertslet, London, 1909. (enlarged version of map key- to aid in student evaluation-not originally separate from map) Questions to Consider: 1. Consider the source: list the date, creator, and where map is produced? 2. Explain how the map’s source might influence interpretations of the map. 3. What is the purpose of the map: why was it drawn, what evidence can we draw from it, what has the mapmaker avoided including, how does the map add to or contradict what you already know?Document #2: quote from Haile Selassie (Ethiopian emperor, 1892-1975)“Throughout history it has been the inaction of those who could have acted, the indifference of thosewho should have known better, the silence of the voice of justice when it mattered most that has made itpossible for evil to triumph.”Questions to Consider: 4. What is the perspective of the author? What events might have caused the author to think as he does? 5. Why might the author be making this statement? For what audience? For what purpose? 6. How does this quote relate to Imperialism in Africa? Explain. Document #3: “Images of Colonial Africa” Photos made from glass negatives brought back by femalemissionary to Kenya, Laura Collins, in order to show supporters images of Kenya and its missionarywork.1/13/1914 letter to Miss Young of the AIM (missionary) office:“The other day I rec'd a letter from the St. Louis, Mo. paper asking that I send them material sufficient concerning my workto fill a page in their Sunday issue, with such pictures of myself and natives as I would care to have published.”2/15/1914 reply to Mr. Palmer, AIM's Director of North America“I have ordered a stereoptican [projector for stereo slides]. They wanted me to do so and now they suggest of taking up acollection or charging admission at the door when I show the pictures.”“a native family” (Kenya): “brick chapel in Kijabe” (Kenya):Questions to Consider: 7. Consider the viewpoint of the source of these pictures. What is unique in her situation? What is her background? 8. Why would Laura Collins want to send these photos back to the United States? What evidence from the photos or her quotes supports your claims? 9. What can you infer about the people and objects in the pictures? 10. What do you understand about Africa during the Age of Imperialism due to the coupling of these pictures? In other words, by looking at both photos as a collection, what can you glean from them to understand the time period better?Document #4: “On French Colonial Expansion” a speech before the French Chamber of Deputies,March 28, 1884, by Jules Ferry (1832-1893): Ferry was twice prime minister of France, from (1880-1881, 1883-1885). “Gentlemen, we must speak more loudly and more honestly! We must say openly that indeed the higher races have a right over the lower races .... I repeat, that the superior races have a right because they have a duty. They have the duty to civilize the inferior races .... In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race .... But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty. I say that French colonial policy, the policy of colonial expansion, the policy that has taken us under the Empire [the Second Empire, of Napoleon 1111, to Saigon, to Indochina [Vietnam], that has led us to Tunisia, to Madagascar-I say that this policy of colonial expansion was inspired by... the fact that a navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas .... Are you unaware of this? Look at a map of the world.”Questions to Consider: 11. Who is the author of this piece of evidence? What is his viewpoint? 12. What justifications does he offer to support his viewpoint? 13. Why might he be giving this speech? What is the purpose of the speech? 14. What does this speech tell you about life and attitudes at the time? Document #5: “The Rhodes Colossus: Striding from Cape Town to Cairo” Published in Punch, or theLondon Charivari, Dec. 10, 1892. Artist: Linley Sambourne. Questions to Consider: 15. Where and when was this political cartoon published? What impact might this have on its perspective or bias? 16. Examine the title of the political cartoon. How does this clarify the purpose or understanding of the political cartoon (or does it?). What meaning does the title give to the illustration. Why might the author have chosen the words he did? (colossus, striding, Cape Town & Cairo) 17. What is being depicted in this political cartoon? Who is the man? What objects do you see? 18. What is the artist’s viewpoint? What evidence from the political cartoon support your claims?Document #6: “Moshweshewe: Letter to Sir George Grey, 1858” written by Mark X of Moshweshewe,Chief of the Basutos.Allow me, however, to bring to your remembrance the following circumstances: About twenty-five years ago my knowledgeof the White men and their laws was very limited. I knew merely that mighty nations existed, and among them was theEnglish. These, the blacks who were acquainted with them, praised for their justice. Unfortunately it was not with the EnglishGovernment that my first intercourse with the whites commenced. People who had come from the Colony first presentedthemselves to us, they called themselves Boers. I thought all white men were honest. Some of these Boers asked permission tolive upon our borders. I was led to believe they would live with me as my own people lived, that is, looking to me as to afather and a friend.About sixteen years since, one of the Governors of the Colony, Sir George Napier, marked down my limits on a treaty hemade with me. I was to be ruler within those limits. A short time after, another Governor came, it was Sir P. Maitland. TheBoers then began to talk of their right to places I had then lent to them. Sir P. Maitland told me those people were subjects ofthe Queen, and should be kept under proper control; he did not tell me that he recognized any right they had to land withinmy country, but as it was difficult to take them away, it was proposed that all desiring to be under the British rule should livein that part near the meeting of the Orange and Caledon rivers.Then came Sir Harry Smith, and he told me not to deprive any chief of their lands or their rights, he would see justice done toall, but in order to do so, he would make the Queen's Laws extend over every white man. He said the Whites and Blacks wereto live together in peace. I could not understand what he would do. I thought it would be something very just, and that he wasto keep the Boers in my land under proper control, and that I should hear no more of their claiming the places they lived onas their exclusive property. But instead of this, I now heard that the Boers consider all those farms as their own, and werebuying and selling them one to the other, and driving out by one means or another my own people. In vain I remonstrated. Sir Harry Smith had sent Warden to govern in the Sovereignty. He listened to the Boers, and heproposed that all the land in which those Boers' farms were should be taken from me. I was at that time in trouble, forSikonyela and the Korannas were tormenting me and my people by stealing and killing; they said openly the Major gavethem orders to do so, and I have proof he did so. One day he sent me a map and said, sign that, and I will tell those people(Mantatis and Korannas) to leave off fighting: if you do not sign the map, I cannot help you in any way. I thought the Majorwas doing very improperly and unjustly. I was told to appeal to the Queen to put an end to this injustice. I did not wish togrieve Her Majesty by causing a war with her people. I was told if I did not sign the map, it would be the beginning of a greatwar. I signed, but soon after I sent my cry to the Queen. I begged Her to investigate my case and remove \"the line,\" as it wascalled, by which my land was ruined. I thought justice would soon be done, and Warden put to rights.I tried my utmost to satisfy them and avert war. I punished thieves, and sent my son Nehemiah and others to watch the part ofthe country near the Boers, and thus check stealing. In this he was successful, thieving did cease. We were at peace for atime. In the commencement of the present year my people living near farmers received orders to remove from their places.This again caused the fire to burn, still we tried to keep all quiet, but the Boers went further and further day by day introublingFrom: G. M.Theal, ed., Records of Southeastern Africa (Capetown: Government of Capetown, 1898-1903).Scanned by Jerome S. Arkenberg, Cal. State Fullerton. The text has been modernized by Prof. Arkenberg.Questions to Consider: 19. Who is the author? Why is he writing this letter? What is the purpose? 20. The letter includes the names of several individuals and groups. Who are these individuals and groups? How do they impact the meaning of the letter? (if you are unsure, you may need to do a bit of research on this) 21. Do you think this letter was successful in fulfilling its purpose? Why or why not? Use evidence (quotes) from the letter to support your claim.Document #7: “Gustave Freensen: In the German South African Army, 1903-1904”This story is by a soldier in the German army telling of his experiences in the campaign against theindigenous people of southwest Africa in 1903-04.Sometimes when we were all sitting about our fire-holes, I would take myself off over to the old Africans, who always hadtheir fire by one of the wagons which Sergeant Hansen conducted. Then Hansen would motion to me, for he liked me since Ihad talked to him in the courtyard of the fort. They always sat by themselves, not entirely out of pride, but also because theywere mostly from five to twenty years older than we were. Some of them had been already ten years or more in the country.I used to sit down quietly with them and listen with great eagerness to their talk. Sometimes they talked of the wild fifteenyears' struggles in the colony, in all or part of which they had shared, and of the fighting in the last three months. Theyrecalled the scene of many a brave deed, and named many a valiant man, dead or living. I was surprised that so many hardundertakings, of which I had never heard or read so much as a word, had been carried through by Germans, and thatalready so much German blood had been lavishly spilled in this hot, barren land. They touched, too, upon the causes of theuprising; and one of the older men, who had been long in the country, said: \"Children, how should it be otherwise? Theywere ranchmen and proprietors, and we were there to make them landless workingmen; and they rose up in revolt. Theyacted in just the same way that North Germany did in 18I3. This is their struggle for independence.\" \"But the cruelty?\" saidsome one else, and the first speaker replied indifferently: \"Do you suppose that if our whole people should rise in revoltagainst foreign oppressors it would take place without cruelty? And are we not cruel toward them?\" They discussed, too,what the Germans really wanted here. They thought we ought to make that point clear. \"The matter stood this way: therewere missionaries here who said: \"You are our dear brothers in the Lord and we want to bring you these benefits; namely,Faith, Love, and Hope.' And there were soldiers, farmers, and traders, and they said: \"We want to take your cattle and yourland gradually away from you and make you slaves without legal rights.' Those two things didn't go side by side. It is aridiculous and crazy project. Either it is right to colonize, that is, to deprive others of their rights, to rob and to make slaves,or it is just and right to Christianize, that is, to proclaim and live up to brotherly love. One must clearly desire the one anddespise the other; one must wish to rule or to love, to be for or against Jesus. The missionaries used to preach to them, \"Youare our brothers,' and that turned their heads. They are not our brothers, but our slaves, whom we must treat humanely butstrictly. These ought to be our brothers? They may become that after a century or two. They must first learn what weourselves have discovered,---to stem water and to make wells, to dig and to plant corn, to build houses and to weave clothing. After that they may well become our brothers. One doesn't take anyone into a partnership till he has paid up hisshare.\"From: Eva March Tappan, ed., The World's Story: A History of the World in Story, Song and Art, (Boston: Houghton Mifflin,1914), Vol. III: Egypt, Africa, and Arabia, pp. 465-484.Scanned by Jerome S. Arkenberg, Cal. State Fullerton. The text has been modernized by Prof. Arkenberg.Questions to Consider: 22. Who is the author? Whose perspective does this writing reflect? 23. Who are the “old Africans”? What is their viewpoint on Germany’s involvement with African colonization? Why do you they have this viewpoint? (give specific examples from the memoir) 24. What do you think is the author’s attitude? Does he agree or disagree with the “old Africans”? 25. What social or economic benefits or detriments does this memoir explain about German colonization in Africa during the Age of Imperialism? (give specific examples from the memoir)Document #8: Smithsonian Institution sponsored African expedition for Theodore Roosevelt 1909-1910. Photo was used as an illustration in Theodore Roosevelt’s book “African Game Trails” published1910.Questions to Consider: 26. Describe the people and objects in this photograph. What are the people and objects doing? 27. What is the purpose of the photograph? Why was it taken? Why (and where) was it published? 28. What economic of social implications does this photograph indicate about Africa in 1909?Document #9: Excerpt from “The Interesting Narrative of the Life of Olaudah Equiano, or GustavusVassa, the African. Written by Himself. Vol. I” by Equiano, Olaudah, 1745 The first object which saluted my eyes when I arrived on the coast was the sea, and a slave ship, which was then ridingat anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror when I wascarried on board. I was immediately handled and tossed up to see if I were sound by some of the crew; and I was nowpersuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions too differingso much from ours, their long hair, and the language they spoke, (which was very different from any I had ever heard) unitedto confirm me in this belief. Indeed such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave inmy own country. When I looked round the ship too and saw a large furnace or copper boiling, and a multitude of blackpeople of every description chained together, every one of their countenances expressing dejection and sorrow, I no longerdoubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When Irecovered a little I found some black people about me, who I believed were some of those who brought me on board, and hadbeen receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten bythose white men with horrible looks, red faces, and loose hair. They told me I was not; and one of the crew brought me asmall portion of spirituous liquor in a wine glass; but, being afraid of him, I would not take it out of his hand. One of theblacks therefore took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as theythought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted any suchliquor before. Soon after this the blacks who brought me on board went off, and left me abandoned to despair. I now sawmyself deprived of all chance of returning to my native country, or even the least glimpse of hope of gaining the shore, whichI now considered as friendly; and I even wished for my former slavery in preference to my present situation, which was filledwith horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge mygrief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experiencedin my life: so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able tocat, nor had I the least desire to taste any thing. I now wished for the last friend, death, to relieve me; but soon, to my grief,two of the white men offered me eatables; and, on my refusing to eat, one of them held me fast by the hands, and laid meacross I think the windlass, and tied my feet, while the other flogged me severely. I had never experienced any thing of thiskind before; and although, not being used to the water, I naturally feared that element the first time I saw it, yet nevertheless,could I have got over the nettings, I would have jumped over the side, but I could not; and, besides, the crew used to watch usvery closely who were not chained down to the decks, lest we should leap into the water: and I have seen some of these poorAfrican prisoners most severely cut for attempting to do so, and hourly whipped for not eating.Questions to Consider: 29. What event is the author describing? Why might the author be writing about this experience? What is the purpose of this excerpt? 30. Based on this document, what might be the background history and experiences of the author? How might this influence his statements and beliefs? 31. What greater economic and social impact might this narrative have a variety of different audiences? What interpretations might various groups take away from this excerpt? Section 2: EssayBased on your analysis of the previous documents, analyze the social and economic effects ofEuropean Imperialism, or colonization, of Africa. Support your thesis with evidence from all of theprevious documents and from your understanding of history.While writing remember:  Develop a relevant thesis and support that thesis with evidence from the documents.  Use all of the documents.  Analyze the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually.  Take into account the sources of the documents and analyze the authors’ points of view.  Be sure to include relevant historical information not mentioned in the documents.

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