Hates Britain India
Zeitbilder 6, textbook
The German historian Horst Gründer writes about the imperialism of Great Britain: When the imperialist age dawned in Europe, Great Britain could look back on a long process of expansion that had led to a vast overseas empire. [...] The turn to a British imperialist policy began with the program of the conservative statesman Benjamin Disraeli. [...] In his famous London “Crystal Palace Speech” of June 24, 1872, he not only (advocated) a “drawing closer together of the Empire”, but also measures to maintain and expand it. Disraeli was not only under the impression of a changed political situation in Europe due to the German and Italian unification and Germany's victory over France in 1870/71, but also looked for ways to overcome the economic stagnation in Great Britain . Above all, however, he was concerned with securing India. [...] In 1875, with a view to the connection to India, he acquired Suez Canal shares for Great Britain worth four million pounds. […] After the loss of the American colonies, India advanced to become the most important and richest British colony, which British foreign policy primarily endeavored to preserve and secure. (Founder, ruler of the seas: Great Britain and its colonial empire. In: Die Zeit. Welt- und Kulturgeschichte Vol. 12: Age of Nationalism, 2006, pp. 438–440) The historian Reinhardt Wendt characterizes the role of missions and orders under imperialism: Within the framework of formal colonial rule, orders and mission societies in Asia and Africa took on a number of tasks that relieved the administrations and at the same time stabilized the system they controlled. This included in particular activities in the school system, in the area of social welfare and in the health system. Establishing medical care, maintaining hospitals for the local population and building homes for orphans became an important feature of evangelistic activity, as social services of this kind also aroused interest in Christianity. Such indirect mission methods essentially included the establishment of various educational institutions. […] The long-term goal was certainly the spread of Christian teaching. But some of these institutions did not even give religious education. Specifically, the M4 M5 was about imparting practical and job-oriented skills, for example, or laying the knowledge base for entering the colonial administrative service. The groundbreaking innovation was the establishment of schools for girls, for whom there were no formalized teaching options in China and India. In the area of female training, the wives of the Protestant missionaries played a decisive role. (Wendt, Vom Kolonialismus zur Globalisierung. Europa und die Welt seit 1500, 2007, pp. 241–242) The journalist Frank Böckelmann on the clash of values and ideas of culture: In the early colonial times it aroused suspicion that white people had their feet "Wrapped up in packages" so that the toes were not visible and wore clothes all over. Concealment betrayed an evil spirit. [...] Rumors said that acts of violence against whites had bad consequences. Offended whites could inflict death and disease or hold back the rain. […] And even at the end of the colonial period, priests of African cults considered it advisable to honor each European who was present individually. “When I see four or five Europeans, I will not deal with one of them alone and ignore the others, because they too could have power and hate me,” said an Ashanti priest (in present-day Ghana). (Böckelmann, Die Gelben, die Schwarzen, die Weißen, 1998, pp. 373–374) Questions and work orders 1. Using the representations in M3 and M5, work out the essential differences between “direct” and “indirect” as well as “formal” and "informal" rule. 2. Analyze the materials M1, M2, M4 and M6 to see what consequences and different perspectives can be associated with imperialist expansion. Using the example of a current event dealt with in the media, explain your insights into the political action of the great powers. 3. Comment on the way in which imperialist forms of rule (M3) conflict with traditional values and cultures of the local population (M5, M6) (M6), but are also able to promote modern developments (M5). 4. Assess and discuss whether imperialist politics was also able to promote modern developments (e.g. educational systems) (M5). M6 Expansion - from colonialism to imperialism 83 For testing purposes only - property of the publisher öbv
Made with FlippingBookRkJQdWJsaXNoZXIy ODE3MDE =
- What are the best letters of motivation
- How and where can I invest 1000
- Can a TCS employee be fired?
- Have you ever defended someone against racism?
- Itachi died of cancer
- How can a country avoid cultural imperialism?
- Is sex good in a relationship
- Why is discipline good for children
- How do autonomous vehicles recognize emergency vehicles
- Should a slow developer be fired
- Will the future get better or worse
- How often should you apply a body lotion?
- Well worth Nokia 9 PureView
- Can dogs find you by smell
- What's your favorite restaurant in Boston
- Does a fake nationalism affect the economy of our country?
- Is Portugal different from Spain?
- How much immigration is ideal
- How do I become a song ghostwriter
- The night shift kills you
- Indian food is popular in the world
- What will an INFJ despise most
- Why is potty training important
- Why is military life shitty