History Grade 10 Student Textbook PDF

HISTORY HISTORY HISTORY Student Student Student teXtBOOK teXtBOOK teXtBOOK HISTORY HISTORY HISTORY HISTORY...

HISTORY HISTORY HISTORY Student Student Student teXtBOOK teXtBOOK teXtBOOK HISTORY HISTORY HISTORY HISTORY GRADE GRADE GRADE 10 10 10 HISTORY HISTORY HISTORY HISTO Student Student Student teXtBOOK teXtBOOK teXtBOOK Student te STUDENT TEXTBOOK STUDENT TEXTBOOK STUDENT TEXTBOOK STUDENT TEXTBOOK GRADE GRADE GRADE 101010 GRADE 10 GRADE 10 GRADE 10 GRADE 10  HIStORY STUDENT TEXTBOOK Grade 10 Writers: Tsegaye Zeleke Tufa (PhD) Yonas Seifu Desta (Assistant Professor) Editors: Tigab Bezie Bikis (PhD) (Content Editor) Messay Kebede Abebe (MA) (Curriculum Editor) Girma Gezahegn (PhD) (Language Editor) Illustrator: Ayele Sankura Samako (MSc) Designer: Mulat Shiferaw Siyoum (MSc) Evaluators: Doctor Telila Buta(MA) Bekele Kenea Dugasa (MA) Zegeye Woldemariam (MA) FedeRAL deMOCRAtIC RePuBLIC OF etHIOPIA HAWASSA unIVeRSItY MInIStRY OF eduCAtIOn AD D I S AB AB A, E T H I O P I A August 2023 First Published August 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education, under the General Education Quality Improvement Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department for International Development/DFID-now merged with the Foreign, Common wealth and Development Office/FCDO, Finland Ministry for Foreign Affairs, the Royal Norwegian Embassy, United Nations Children’s Fund/UNICEF), the Global Partnership for Education (GPE), and Danish Ministry of Foreign Affairs, through a Multi Donor Trust Fund. © 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education. All rights reserved. The moral rights of the author have been asserted. No part of this textbook reproduced, copied in a retrieval system or transmitted in any form or by any means including electronic, mechanical, magnetic, photocopying, recording or otherwise, without the prior written permission of the Ministry of Education or licensing in accordance with the Federal Democratic Republic of Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring Rights Protection. The Ministry of Education wishes to thank the many individuals, groups and other bodies involved – directly or indirectly – in publishing this Textbook. Special thanks are due to Hawassa University for their huge contribution in the development of this textbook in collaboration with Addis Ababa University, Bahir Dar University and Jimma University. Copyrighted materials used by permission of their owners. If you are the owner of copyrighted material not cited or improperly cited, please contact the Ministry of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa, Ethiopia. Photo crediting : pages 8, 13, 20, 21, 28, 32, 84, 85, 86, 88, 122, 125, 132, 137, 140, 180, 181, 187, 200 @contemporary-world history @britannica.com @upscfever.com @mrunal.org @researchGate @science.org @wiki-wand.com @slidetodoc.com @mfa.gov.il @vietnamwar50th.com @euroland.eklablog.com @nikotina72.blogspot.com @exploringafrica.matrix.msu.edu @parkmont @slideplayer.com Printed by: GRAVITY GROUP IND LLC 13th Industrial Area, Sharjah, UNITED ARAB EMIRATES Under Ministry of Education Contract no. : MOE/GEQIP-E/LICB/G-01/23 ISBN: 978-99990-0-065-9 Contents Unit Development of Capitalism and Nationalism 1815-1914...................1 1.1. Features of Capitalism........................................................................................2 1.2. Features of Nationalism and Formation of Nation States....................................5 1.2.1 Unification of Italy.............................................................................................6 1.2.2 Unification of Germany...................................................................................12 1.2.3 The American Civil War..................................................................................16 1.2.4 Nationalism and the “Eastern Question”.........................................................19 Unit Africa & the Colonial Experience(1880s -1960s).................................24 2.1. General Background to Colonialism..................................................................24 2.2. The Motives of European Colonialism.............................................................28 2.3. Scramble for Africa and the Berlin Conference.................................................30 2.3.1 Berlin Conference: 1884-1885.........................................................................31 2.4. Colonial Policies and Administration................................................................33 2.4.1 Company Rule................................................................................................33 2.4.2 Direct Rule and Assimilation...........................................................................34 2.4.3 Indirect Rule....................................................................................................35 2.4.4 Settlers Rule.....................................................................................................35 2.5. Early African Resistance Movements Against Colonialism........................................................................................................36 2.5.1 Resistance in West Africa................................................................................37 2.5.2 Resistances in East Africa................................................................................38 2.5.3 Resistances in South Africa.............................................................................38 2.5.4 Resistances in North Africa.............................................................................38 2.6 Impacts of Colonial Rule on Africa....................................................................39 2.6.1 Political impacts................................................................................................39 2.6.2 Economic impacts.............................................................................................40 2.6.3 Social impacts..................................................................................................40 Unit Social, Economic & Political Developments in Ethiopia mid 19thc to 1941..........................................................................................44 3.1. Long Distance Trade in the 19th Century and the Cottage Industry..................45 3.1.1 The Trade Routes, People’s Interaction, Major Market Centres, the Medium of Exchange, and Trade Items....................................................45 3.1.2 The Role of Cottage Industries......................................................................47 3.2. The Making of Modern Ethiopian State 1855-1913..........................................49 3.3. External Aggressions and the Unity of Ethiopian People in Defense of National Sovereignty, 1871-1896....................................................58 3.4. Inception of Power Struggle among the Ruling Elites, 1906 - 1935................65 3.5. Fascist Italian Aggression and Patriotic Resistance..........................................69 Unit Society and Politics in the Age of World Wars 1914-1945.................81 4.1. The First World War: Causes and Consequence...............................................82 4.2. The October 1917 Russian Revolution: Causes and Results............................91 4.3. The League of Nations.......................................................................................96 4.4. The Worldwide Economic Crisis.......................................................................98 i  History Grade 10 Student Textbook 4.5. The Rise of Fascism in Italy, Nazism in Germany and Militarism in Japan............................................................................................99 4.6. The Second World War: 1939-45.....................................................................104 Unit Global and Regional Developments Since 1945................................ 111 5.1. The United Nations Organization: Formation, Mission, Principles and Achievements.........................................................................112 5.2. The Rise of the Superpowers and the Beginning of the Cold War..................117 5.3. Situations in Asia During the Cold War: Japan, Korea, China, Vietnam..........................................................................128 5.4. Non-Aligned Movement /NAM/.....................................................................134 5.5. The Arab-Israeli Conflict.................................................................................135 5.6. The Collapse of the Soviet Union....................................................................139 Unit Ethiopia: Internal Developments and External Influences from 1941 to 1991.......................................................................................144 6.1. Major Administrative Reforms and Socio-Economic Conditions in the Post-Liberation Period.........................................................145 6.1.1 External Influences........................................................................................145 6.1.2 Administrative Reforms...............................................................................149 6.1.3 The 1955 Constitution....................................................................................149 6.1.4 Agriculture, Land Tenure and Tenancy.........................................................150 6.1.5 Trade, Industry, Financial Sector, Education, Transport and Communication, and Health.........................................................................151 6.2. Early Opposition Movements against the Imperial Rule.................................154 6.2.1 Peasant Revolts.............................................................................................154 6.2.2 The Coup of 1960..........................................................................................155 6.2.3 The Ethiopian Student Movement.................................................................156 6.3. The Ethiopian Revolution and the Fall of the Monarchy.................................158 6.3.1 Deposition of the Emperor and Emergence of the Derg................................158 6.3.2 Socio-Economic and Political Reforms of the Derg......................................161 6.4. The Ethio-Somalia War and Foreign Influences, the Question of Eritrea, and the Fall of the Derg....................................................................................163 6.4.1 The Ethio-Somalia War of 1977....................................................................164 6.4.2 The Question of Eritrea & the Armed Struggle up to Referendum............... 165 Unit Africa Since 1960.......................................................................................170 7.1. Rise of Independent States in Africa................................................................171 7.1.1 National Liberation Movements in North Africa..........................................171 7.1.2 National Liberation Movements in West Africa............................................172 7.1.3 National Liberation Movements in East and Central Africa.........................175 7.1.4 National Liberation Movements in Southern Africa....................................178 7.1.5 Apartheid in South Africa..............................................................................179 7.1.6 Pan-Africanism and the OAU.......................................................................181 7.1.7 Successes and Failures of the OAU...............................................................185 7.2. Struggle for Economic Independence..............................................................186 7.3. Major Issues in Contemporary Africa..............................................................188 ii Unit Post- 1991 Developments in Ethiopia..................................................194 8.1. Transitional Government of Ethiopia (TGE)..................................................194 8.1.1 The 1991 Transitional Charter and the Formation of TGE...........................195 8.1.2 The 1995 Constitution and the Formation of the FDRE...............................197 8.2. Hydro-Political History of the Nile(Abay) Basin and Development Issues.........................................................................................199 8.2.1 Hydro-Political History of the Nile(Abay) Basin.................................................199 8.2.2 Development Issues & Challenges of Democratization Process in Ethiopia................................................................................................ 204 Unit Indigenous Knowledge and Heritages of Ethiopia..........................210 9.1. Indigenous Knowledge...................................................................................211 9.1.1 The Role of Indigenous Knowledge for overall Development; Characteristics of Indigenous Knowledge....................................................211 9.1.2 Characteristics of Indigenous Knowledge...................................................212 9.1.3 Some Specific and Unique Knowledge Systems in Ethiopia within a Particular Cultural Group and Regions........................................................213 9.2. Heritages of Ethiopia.......................................................................................220 9.2.1 Meaning and Values of Heritages................................................................221 9.2.2 Types of Heritages.........................................................................................221 Glossary........................................................................................................231 iii  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Unit DEVELOPMENT OF CAPITALISM AND NATIONALISM 1815 to 1914 Unit introduction The unit covers the Italy and Germany. The major development of capitalism and lessons included in the unit are nationalism in the west from 1815 features of capitalism; nationalism to the beginning of the First and formation of nation states; World War. It focuses, among unification of Italy; unification of others, on the characteristics of capitalism,the effects of industrial Germany; the American civil war; capitalism, nationalist movements, nationalism and the “Eastern and the process of unification in question”. Unit learning outcomes At the end of this unit, the students will be able to: distinguish the major characteristics of capitalism; explore how nationalism led to wars and empire expansion; analyse how Italian and German unification changed the political landscape of Europe; and explain the root causes and consequences of the American Civil War. Key Terms Capitalism Colonization Nationalism Industrial Revolution 1 History Grade 10 Student Textbook 1.1 Features of Capitalism Learning outcomes of the lesson At the end of this lesson, the students will be able to: define the features of capitalism; explain the role of the Industrial Revolution in the establishment of the capitalist system; and recognise why capitalism first emerged in Western Europe. Brainstorming Explain the meaning of capitalism and how it evolved; Describe the salient features, owners of the means of production in the capitalist system; What do you know about the free market economy? Capitalism has been the dominant economic system in the Western world since the collapse of feudalism. In the capitalist system, most means of production are privately owned. The growth of capitalism was influenced significantly by the Industrial Revolution. The Industrial Revolution first started in England in the 18th century. The great Industrial Revolution was mainly responsible for the tremendous economic transformation in Western Europe and the United States of America in the nineteenth century. After England, Belgium, France, and the German states were European countries that became industrialized. Following the Industrial Revolution, new sources of energy and power, particularly coal and steam, replaced wind and water powers. The Factory system was created to replace the domestic system (in which individual workers used hand tools or simple machinery to fabricate goods in their own homes or workshops attached to their homes). Industrialization promoted the development of new socio-economic classes, especially the proletariat and the bourgeoisie. During the early modern period, Europeans built a transatlantic economy in which the slave trade and slavery played a key role. Modern industrial capitalism arose from eighteenth-century transatlantic commerce. Europeans made a large amount of money through their network of colonies and sugar, cotton, and tobacco plantations. These riches sometimes referred to as ‘capital’, were used to fund Europe’s industrialization. As a result, the transatlantic slave trade and plantation riches were important factors in the development of capitalism in Europe. For example, the slave trade delivered tremendous 2  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 riches to British port towns such as Liverpool. Textile mills subsequently played a key part in the rise of the city of Manchester. The means of production in the capitalist system are owned by a small group of wealthy individuals known as capitalists or bourgeoisie. The proletariat receive wages for their labour. The creation of products and services in a capitalist economy is based on demand and supply, or free commerce and competition, as in a market economy. The government imposes fewer restriction and interferes less. The capitalist economy differs from the socialist economy’s central planning structure, which is also known as a command economy. A command economy is one in which the government is in charge of the economy. It is also an economy in which the government controls the volume of production, their distribution and prices. Chart 1.1 Features of Capitalism In countries like Germany and Italy, industrialization was linked to the mass militarization and nationalism, which ultimately led to World War I. Then these countries felt that they had to build up colonial empires in order to compete with the longtime colonial powers such as Great Britain and France. 3 History Grade 10 Student Textbook Exercise 1.1  Part I: Choose the best answer from the given alternatives. 1. Which one of the following is the first European country to be industrialized? A. France B. Belgium C. Germany D. England 2. The two social classes formed as a result of the Industrial Revolution were: A. The peasantry and the feudal lord B. The capitalist and the bourgeoisie C. The proletariat and the capitalist D. The feudal lord and the bourgeoisie 3. Which of the following is not a characteristic of capitalism? A. Profit maximization B. Public property C. Market economy D. Competition 4. Which of the following is correct about capitalism? It is A. a system in which the government controls the entire business. B. an economic system in which factories are owned by the working class. C. a system guided by a command economy and controlled by a government. D. a system where productions are privately owned and operated for profit. Activity 1.1: Group work Part II: Discuss the following issues in groups. 1. Advantages and disadvantages of free market and command economy. 2. The social, economic, and political changes brought by the Industrial Revolution. 4  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 1.2 Features of Nationalism and Formation of Nation States Learning outcomes of the lesson At the end of this lesson, the students will be able to: appreciate the positive role nationalist movements played in nation building; describe the factors that had contributed to the 19th century nationalist movements. Brainstorming Do you think that nation is an important part of our identity? Give reasons for your answer. Several great movements that occurred before the 19th century helped the growth of nationalist sentiment. These include: the Renaissance, the Protestant Revolution, and the expansion of commerce. The Renaissance with its developments of national language and its literature, helped to bring about a national self-consciousness; the Protestant Revolution broke out religious unity of Europe and ended the supremacy of the pope. Trade and colonies brought in wealth and helped to build a strong state. Nationalism is a feeling of belonging and loyalty that causes people to think of themselves as a Nation. It is the sense of belonging or feeling proud of your own country. It comes with a feeling that makes people support their nation and government in every activity that she/he chooses to engage in. The first few years after the Napoleonic era were called a time of “reaction” when those in power wanted to return to old orders. These were conservatives who opposed change. Britain, Russia, Prussia and Austria drew the “Treaty of Vienna” in 1815, with the objectives to reverse all the changes that were brought about in Europe during the reign of Napoleon wars and restore the monarchies. On the other hand, there were revolutionaries who spread the ideas of nationalism and opposed conservatism. 5 History Grade 10 Student Textbook Factors contributing to nationalist sentiment Pair work:  1. What was the main objective of the Treaty of Vienna? 2. Identify the major characteristics of nationalism. Additional reading assignment: Refer to the following website and identify positive and negative aspects of nationalism: http://studylecturenotes.com/ merits-and-demerits-of-nationalism-critical-evaluation-of-nationalism/. 1.2.1 Unification Of Italy Learning outcomes of the lesson At the end of this lesson, the students will be able to: describe the causes for unification of Italy; outline events leading to the Italian unification; explain the effects of the Italian unification. Brainstorming What does unification mean in history? Show the location of Italy on the World Map? 6  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Italy was left completely fragmented by the settlements reached at the Congress of Vienna in 1815. Italy in 1815 faced three obstacles to unity. The first was the Austrian occupation of Lombardy (Lombardia) and Venice in the north and northeast of the Italian peninsula. The second was the Papal States, the principality under the sovereignty of the pope; the Papal States straddled the centre of the peninsula, cutting the north off from the south. Often foreign powers, as for instance France in 1849, intervened to protect Papal independence. The third obstacle was formed by the existence of several independent states. On the French border was the Kingdom of Sardinia, also called Piedmont-Sardinia, which had slowly expanded since the Middle Ages and was the most advanced state in Italy. The Kingdom of Sardinia consisted of the region called Piedmont in northwestern Italy and the island of Sardinia. The Kingdom of the two Sicilies occupied the southern half of the peninsula and the island of Sicily. Other small states were the duchies of Tuscany (Toscana), Parma, and Modena, all governed by relatives of the Habsburgs, the family that ruled Austria. In each of these states, the monarch exercised absolute powers of government. 7 History Grade 10 Student Textbook Map 1.1 Italy before unification, (source: slideplayer.com) 8  Unit 1|Development of Capitalism and Nationalism 1815 to 1914  1. Which European nations were obstacles for Italian unification? Why? 2. What was the stand of the Pope towards Italian unification? Leaders and the process of the unification movement of Italy Giuseppe Mazzini: He had a vision for a united Italy. Mazzini viewed “Nation States” to be a necessary and opposed monarchy. He was a member of the Carbonari, a secret society of Italian unification formed to abolish foreign rules in Italy. In 1831, Mazzini founded a movement called “Young Italy” which attracted tens of thousands of Italians. He wanted a liberal democratic republic to govern a united Italy. Mazzini played a leading role in the 1848 Revolution. For a short period, he was a leader of a Roman republic proclaimed in the Papal States. But the French forces overthrew the republic established by Mazzini. Figure 1.1 Giuseppe Mazzini Count Camillo di Cavour: In 1852, Cavour became prime minister of the independent Kingdom of Sardinia. He was an aristocrat and well-educated. He took part in the 1848 revolutions. He strengthened Piedmont by promoting industry, encouraging railroad building, improving agriculture, fostering education and enlarging the army. Cavour disliked absolutism and favoured the British type of parliamentary government. He wanted Italy to be both industrialized and united. He tried to reduce the influence of the Roman Catholic Church in politics. Since Austria was the greatest obstacle to Italian unity, Cavour searched for allies against Austria. In 1858, Cavour and Napoleon III made a secret agreement. Napoleon agreed to send troops to drive the Austrians out of Lombardy and Venetia if Austria declared war on Sardinia. 9 History Grade 10 Student Textbook For this favour, Cavour promised to give the regions of Nice and Savoy to France. Figure 1.2 Count Camillo di Cavour Cavour manoeuvred Austria into declaring war on Piedmont. The combined Sardinia-French forces defeated the Austrians. Sardinia got Lombardy and Venetia from this war. France was to keep Nice and Savoy. Parma, Modena and Tuscany drove out their pro-Austrian rulers, and by plebiscites, they voted to be annexed to Sardinia. Giuseppe Garibaldi: In southern Italy, Italian nationalists were led by Giuseppe Garibaldi. He led the Red Shirts, an army that wore bright red shirts into battle. They captured the island of Sicily and then crossed into the Italian mainland. They conquered Southern areas and agreed to unite with Piedmont-Sardinia in the north. He agreed to hand over power to Victor Emmanuel II of Sardinia. In 1861, the kingdom of Italy was established, and King Victor Emmanuel II became its king. The new kingdom included every part of Italy except Venetia and the Papal States. The Unification of Italy was completed when these two regions became part of Italy. In 1866, following the defeat of Austria in the Seven Weeks War (war between Austria and Prussia), Italy got Venetia. When the Franco-Prussian war broke out in 1870, all of the French armies withdrew from Italy. Then, the Italians entered Rome and this finalized the unification of Italy in the same year; Rome was proclaimed the capital of the Kingdom of Italy. The Pope, however, continued to govern a section of Rome known as Vatican City. 10  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Figure 1.3 Giuseppe Garibaldi Although Italy was politically united, many problems continued. These include: Regional Division: Lack of stability as few thee Italians were experienced in self-government. The tension between the industrialized North and the agrarian South. Hostility between the Roman Catholic Church and the government. The government granted the papacy limited rights, and control over church properties. The formation of a secret society known as the Mafia, a kind of state within state, which the central government was powerless to control. There were some developments after unification: A standard form of the Italian language was introduced to help unify the people. Growth of industrialization and urbanization mainly in north Italy. Expansion of modern education. Creation of a strong national army. 11 History Grade 10 Student Textbook Exercise 1.2 Part I: True or false Items. Write “True” for correct statements and “False” for incorrect ones. 1. Northern Italy was agrarian while southern Italy was industrialized. 2. The power of the Pope was strengthened after unification. 3. The Kingdom of Italy was proclaimed in 1861 to be a socialist government. Part II: Choose the best answer for each of the following questions. 1. Cavour was considered the architect of a united Italy because of: A. his march to Rome B. his strong military victories against France and Austria C. his dispute with Germany D. his strong involvement in the eventual unification processes 2. Which of the following was among the main challenges of the Italian government after unification? A. Religious civil war B. Tension between the North and the South C. Opposition from Austria D. Boundary problems with neighboring states Part III: Discuss in pairs and write short answers to the following questions 1. State the different approaches that Italian patriots followed during unification process. 2. What were the events that happened in Italy in 1866 and 1871? 1.2.2. Unification of Germany Learning outcomes of the lesson At the end of this lesson, the students will be able to: relate political and strategic causes to subsequent effects in German unification; show in a visual timeline events related to German unification. Brainstorming What is unification? Show the location of Germany on the World map. 12  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 In the mid nineteenth century, many Germans were driven by nationalistic feelings to support a unified Germany. In 1815, the Congress of Vienna created the German Confederation, which consisted of 39 separate autonomous states. While the Austrian Empire usually dominated the German Confederation, the state of Prussia took the lead in unifying them into Germany. The 1848 revolution failed to establish a unified German state. Map 1.2 Germany before unification, (source: map-germany-unification/Mrunal. org/Flickr) Various forces that opposed to the unification of Germany before 1870 were: foreign powers namely Austria, Russia, and France; small German states who feared Prussian domination; and the Catholic states, which feared domination by Protestants. Steps toward Unification Under the dominance of the Napoleonic French Empire (1804–1814), the Germans developed a sense of common cause to remove the French invaders and reassert control over their lands. The development of the German railway was the first indicator of a unified state. As travel became easier, faster, and less expensive, Germans started to see unity. During the Revolution of 1848, the German liberals initiated a movement for a unified Germany. The movement emphasized the importance of tradition, education, and linguistic unity of people in a geographic region. However, the Revolution of 1848 failed in its attempt to unify the German-speaking states because of division of the German ruling classes on the type of government they wanted to establish. 13 History Grade 10 Student Textbook The Zollverein- in 1834, Germans created the Zollverein, an economic alliance between the German states, which promoted trade and a strong economy. This custom union allowed for the removal of tariffs on products traded between German states. Figure 1.4 Otto Von Bismarck, the Iron Chancellor Bismarck’s Plan for Germany Otto von Bismarck was a conservative politician and a leading force behind German unification. He came from the Junker class, or the landed nobility, in Prussia. He was a prominent figure in Prussian politics. In 1862, the new Prussian king, Wilhelm I, chose Bismarck as prime minister. Bismarck favoured German unification under Prussian leadership. Prussia was a very wealthy German state. It had large coal deposits in the Ruhr Valley, and a flourishing iron and steel industry. Prussia had a strong army and the military was glorified. Otto von Bismarck led Germany towards unification using his political philosophy of realpolitik, or “the politics of reality” and the "Blood and Iron" policy (Mil- itary power). Realpolitik: pursue goals by any means necessary (go to war, lie, break treaties) “Blood and Iron” policy- using military power to achieve unification of Germany. German unification was achieved by the force of Prussia. The unification movement was enforced from the top-down, a product of Prussian royal policies. Otto von Bismarck led German unification by appealing to national feelings and through the following three wars: Danish War 1864 (against Denmark), Seven Weeks War 1866 (against Austria), and Franco-Prussian War -1870/71 (against France). 14  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 1. What was the “Blood and Iron” Policy.  2. Discuss in pairs about the similarities and differences between the Italian and German unification. The Danish War: The first war of German unification was the 1864 Danish War, which began over the duchies of Schleswig and Holstein. As a result of the war, Schleswig was given to Prussia, while Austria kept Holstein. The Austro-Prussian War of 1866: The Seven Weeks War, which was a war between Prussia and Austria was not simply to control the territory of Schleswig and Holstein. More importantly, it was about the leadership of Germany. Prussia was supported by Italy in its move. The small German states that feared Prussian domination were on the side of Austria. At the Battle of Königgrätz (or Sadowa) on 3 July 1866, the Prussian army quickly defeated the Austrian forces. Results of the Seven weeks war: Holstein was annexed by Prussia Austria was excluded from German affairs Venetia was given to Italy The North German Confederation was formed under the leadership of Prussia. It consisted of all German states except states in the south, where the people, were liberal and Catholic. The Franco-Prussian war of 1870-71 This was a conflict between France and Prussia in 1870–1871. To provoke France to declare war on Prussia, Bismarck published the Ems Telegram, a carefully edited version of a conversation between King Wilhelm and the French ambassador to Prussia. The Ems Telegram was significant because it encouraged France to declare war on Prussia in 1870. This conversation inflamed popular sentiment on both sides in favor of war. Napoleon soon declared war on Prussia. Then, the Southern German states of Bavaria, Wurtemberg, Baden, and Hesse Darmstadt entered the war on the side of Prussia opposing French invasion. On September 2, 1870, French forces were defeated at the bat- tle of Sedan. The defeat brought the French Second Empire to an end. The proclamation 15 History Grade 10 Student Textbook of the new German Empire at Versailles was the pinnacle of Bismarck's efforts to unite Germany. In the Treaty of Frankfurt signed on 10 May 1871: A) France agreed to cede to Germany the provinces of Alsace and Lorraine, rich areas in coal and iron; B) France agreed to pay huge war indemnities to Germany. In 1871, the German Empire was proclaimed at the Palace of Versailles, outside Paris, with King William of Prussia as German Emperor (Kaiser). Exercise 1.3 Part I: Multiple choice questions 1. Which of the following did Otto Von Bismarck use to unify Germany? A. Revolutionary movements B. The decision of the parliament C. Peaceful strategy D. “Blood and Iron “policy 2. The two main rivals who competed to dominate a united Germany were: A. Austria and Prussia B. Prussia and Bohemia C. Bavaria and Austria D. Prussia and Bavaria Part II: Give brief answers for the following. 1. Identify: Zollverein, the battle of Sadowa, Alsace and Lorrain. 2. Prussia fought three wars to unite Germany. Name them and list what territory was acquired by each. 1.2.3. The American Civil War Learning outcomes of the lesson At the end of this lesson, the students will be able to: discuss the causes and process of the American civil war; analyse the consequences of the American civil war. 16  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Brainstorming What is a civil war? What are the effects of a civil war? The American Civil War was fought from 1861 to 1865 between the Northern States of America, known as the Union, and the Southern States of America, known as the Confederates. The Union wanted to abolish slavery in the USA, whereas the Confederates wanted to keep slavery as it formed the basis of their economy. Most of the fighting took place in the south, leaving the southern states devastated. The seceding southern states did not aim to take over the United States government. Rather, they wanted to declare themselves independent. For nearly a century, the people and politicians of the northern and southern states had been clashing over economic interests, cultural values, the power of the federal government to control the states, and, most importantly, slavery. These issues eventually led to the civil war. The southern economy depended mainly on cotton. The white plantation owners in the southern states viewed slavery as essential for their survival. As the economy of the northerners was based more on the industry than agriculture, they hired people as factory workers at low wages, thus reducing the need for enslaved people in the north. This economic disparity led to opposing differences in societal and political views. In 17 History Grade 10 Student Textbook the north, the influx of immigrants contributed to a society in which people of different cultures and classes lived and worked together. The South, however, continued to hold onto a social order based on white supremacy in both private and political life. Many in the north came to view slavery as not just socially unjust, but morally wrong. In the north, there was a strong anti-slavery movement known as Abolitionism. The term abolitionist generally refers to dedicated opponents of slavery in the early 19th century America. In the 1830s, the movement gathered some momentum. Some famous leaders of this movement were William Lloyd Garrison and Frederick Douglass. Abraham Lincoln won the presidential election in the year 1860. He amended the constitution. Lincoln and the Republicans promised to prevent the spread of slavery into newly incorporated territories. Shortly after the election of Abraham Lincoln, eleven southern states formed the Confederacy led by Jefferson Davis, a rich plantation owner, and declared secession. This resulted in the 1861 outbreak of civil war which ended in 1865. Exercise 1.4 Part I: Write a short answer for the following question. 1. What were the major causes of the American civil war? In January 1863, Lincoln issued the Emancipation Proclamations and Homestead Law, freeing slaves in those parts of the country that rebelled against the United States. Later, amendments were made to the constitution that strengthened the principles of equality. This was a turning point in the American civil war. Many slaves from southern states flocked to the north and join the Federal army. The last Confederate surrender occurred on November 6, 1865. President Abraham Lincoln was assassinated by John Wilkes Booth, a Confederate sympathizer, on April 14, 1865. Results of the civil war On December 6, 1865, the Thirteenth Amendment was adopted, which officially outlawed slavery. The collapse of the plantation economy in the southern part. The rise of industrialization, larger city centres, and the development of infrastructures such as railroads, banks, and factories in the southern part of the USA. However, progress was slow. The constitutional changes acted as a point of departure in the struggle for equal civil and human rights. 18  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Figure 1.5 Abraham Lincoln Discuss in groups and present your findings on  1. The consequences of the American civil war; and 2. Prepare a timeline which indicates major events of the American Civil War. 1.2.4. Nationalism and the “Eastern Question” Learning outcome of the lesson At the end of this lesson, the students will be able to: identify the causes of the Balkan’s nationalism; evaluate the interest of Great powers concerning “Eastern question”. Brainstorming What are the Balkan states? How did foreign interventions affect the internal affairs of a country? The Eastern Question was a diplomatic problem posed in the 19th and early 20th centuries. It arose as a result of the rise of nationalist feelings among the Balkan peoples, the declining Turkish (Ottoman) empire and the divergent interests of Great powers in the near east. 19 History Grade 10 Student Textbook The Balkans were part of the decaying Ottoman Empire. This region was home to peoples with multi-ethnic backgrounds, such as Serbs, Bulgarians, Rumanians, and Greeks. In the early 1800s, discontent in the Balkan region was increased by the rise of the nationalism. Following the decline of the Ottoman Turkish rule in this region, different countries competed to dominate the Balkans. By 1830, Greece became an independent state and Serbia achieved some self-rule. In the 1850s and 60s, independence and nationalist movements among the people of the Balkan provinces of the Ottoman Empire grew bigger and stronger. Map 1.3 the Balkans, (source: upscfever.com) Russia, Great Britain, France, Austria-Hungary, Italy and Germany followed their own national interests in the Balkan region. The foreign powers intervened for their own ends in the struggles between the Turks and the nationalist groups. Russia: Russia supported the Balkan nationalists for several reasons: The Russians were Slavs, like the Bulgarians and the Serbs. They were Orthodox Christians as were many of the discontented Balkan groups. Moreover, Russia wanted to gain access to the Black Sea and the Mediterranean Sea. Britain: Britain’s main concern was to protect its interests in India and did not want the Russians in the Mediterranean, where they might challenge their sea power. They supported the Turks to suppress the nationalist movements. 20  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Austria: Austria supported the Ottomans because they did not want Russian expansion in the region. Map 1.4 The Balkan states, (source: slideplayer.com) Revolts broke out in several parts of the Balkan region in 1875. Romania, Montenegro and Serbia got their independence in 1878. Between 1878 and 1913, the Ottoman Empire was reduced in size because Great Britain, Austria, France and Italy shared its territories. As a result, tension and hostility were rising to a dangerous level. Discuss in pair:  Why did Russia support the independence movement of the Balkan people? 21 History Grade 10 Student Textbook Unit Summary  During the early modern period, Europeans developed the transatlantic economy, in which the slave trade and slavery had a significant role. Beginning in the late eighteenth century industrialization became a major part of the capitalistic enterprise in Britain. Similar economic transformations occurred in Belgium, France, and the northern part of the United States. In the mid-1800’s, Italy and Germany were the major European states which were not united. Both were broken up into many smaller states that sometimes shared connections but other times fought for autonomy. However, the people in these states mostly shared the same language, culture, history, and religion; all the things that make up nationalist feelings. These helped them to unify their respective countries in the second half of the nineteenth century. From 1861 to 1865, the American Civil War was fought between the United States of America and the Confederate States of America, a collection of eleven southern states that left the Union in 1860 and 1861. The conflict began as a result of a long-standing disagreement over the institution of slavery. When Lincoln became president 11 southern states seceded. Lincoln and the North opposed the South’s secession. The war ended with the defeat of the confederates and resulted in the abolition of slavery in the USA. Economic and social changes, international rivalry and unsolved problems combined to unsettle the Balkans. Both local states and Great Powers could not control the situation. The result was a succession of Balkan crises, some of which had serious consequences for Europe as a whole. 22  Unit 1|Development of Capitalism and Nationalism 1815 to 1914 Exercise 1.5: Unit Review Questions Part I: True or false questions. Write true for correct statements and False for incorrect ones. 1. The capitalist enterprises were mainly run by a command economic system. 2. The drive for German unification was primarily achieved by the Junker (nobility). 3. Nationalism weakened the power and unity of the Ottoman Empire in the 19th century. 4. The American civil war began as a result of disagreement over the institution of slavery. Part II: Choose the best answer from the given alternatives 1. Which one of the following is not a feature of capitalism? A. Free market B. Profit motive C. Market price determined by government D. Private property 2. During the struggle between the Ottoman Turks and the nationalists, Britain A. supported independence of the Balkan states B. favoured Russia to the Balkans C. supported the Turks to suppress the nationalist movements D. had a neutral position 3. Prussia’s defeat of Austria in the 1866 Austro-Prussian war resulted in the creation of A. Zollverein B. The North German Confederation C. The Reichstag D. The German Empire 4. The American civil war resulted in A. Equality between white and Black Americans B. End of slavery in the USA C. Expansion of plantation economy in the southern part of the USA D. Increase of political domination of the confederates Part III: Short answer items. Give short answers to the following. 1. Describe the main features of nationalism. 2. Explain how the difference on the question of slavery became the root cause for the American civil war. 23 History Grade 10 Student Textbook Unit AFRICA & THE COLONIAL EXPERIENCE (1880S -1960S) Unit Introduction This unit deals with the to colonialism and the motives of partition of Africa and early European colonialism; scramble for resistance movements to colonial Africa and the Berlin Conference; rule. It will help you to discover colonial policies and administration; the consequences of colonialism and early African resistance movements the reaction of Africans to alien against colonial expansion; and rule.The unit covers the following impacts of colonial rule on Africa. major lessons: general background Unit learning outcomes At the end of this unit, you will be able to: outline the motives of colonizers in Africa; recognise the African resistance movements; and assess the political, economic and social transformations brought by colonial rule in Africa. Key Terms Colonialism Direct Rule Scramble for Africa Indirect Rule Berlin Conference Settlers Rule 2.1 General Background to Colonialism Learning outcomes of the lesson At the end of this lesson, the students will be able to: define the meaning of colonialism; describe the motives of European colonial rule in Africa; and point out the major events leading to European colonization in Africa. 24  Unit 2|Africa & the Colonial Experience (1880s -1960s) Brainstorming What does colonialism mean? Colonialism is defined as the direct and total dominance of one country by another based on the possession of state authority by a foreign power. It occurs when one country subjugates another, conquering and exploiting its people. The notion of colonialism is inextricably tied to that of imperialism, which is defined as the policy or belief of using power and influence to rule another nation or people. Colonialism has been practised since ancient times. The ancient Greeks, Romans, Ottomans, and others established colonies overseas. Colonialism grew in scope since the 16th century, after the Age of Discovery. This was owing to advancements in navigational technology that allowed Europeans to travel to all corners of the earth. Following the end of the Atlantic Slave trade, Europeans began trading with Africa in what became known as “legitimate trade.” The term “legitimate commerce” refers to the commodity trade between Africans and European merchants after the slave trade was abolished. During this time raw products from Africa, particularly cash crops, were exchanged for goods from Europe. The era of “legitimate” trade shifted the relationship between Africa and Europe from commerce based on human merchandise to merchandise of tropical crops. This heightened competitiveness, resulting in a race for Africa. Between the final quarter of the eighteenth century and the 1870s, a large number of European explorers travelled out into the heart of Africa to conduct “exploration". Based on the timing and purpose, European ‘explorers’ may be loosely divided into two groups. First, the European explorers who arrived before the 1850s are believed to have been inspired by a spirit of pure and objective scientific inquiry. Second a considerable number of explorers who arrived after the 1850s were European government agents. 25 History Grade 10 Student Textbook Meanwhile, although the European missionaries came with the good intention to evangelize Africa; the timing was bad. Missionaries came into Africa along with colonial administrators and traders with the plan to introduce Christianity, commerce and civilization. They cooperated and united as vital element in the attainment of their set goals. Missionaries in critical times of need, depended on traders for funds, and relied completely on administrators for physical security and protection. However, European missionaries preaching Christianity in Africa in the last two decades of the nineteenth century converted only less than 1% of non-Muslim Africans (outside Ethiopia) to Christianity. Because of their lack of success, the missionaries began to appeal to their respective European governments for help. 26  Unit 2|Africa & the Colonial Experience (1880s -1960s) Exercise 2.1 Part I: True/False Items. Write True if the statement is correct and False if the statement is incorrect. 1. European missionaries who preached Christianity in Africa were successful in converting most of the Africans. 2. A considerable number of European explorers who arrived in Africa after the 1850s were agents of European governments. Part II: Choose the best answer from the given alternatives 1. The concept of colonialism is inseparably tied to that of A. Communism B. Socialism C. Feudalism D. Imperialism 2. One of the following factors facilitated the expansion of colonialism in the 16th century. A. Advances in navigational technology B. Reformation C. Bartering D. Industrial Revolution 3. The “ legitimate Trade” in the 19th century was a trade A. based on an equal exchange of goods among Africans B. made between the Americans and European businessmen C. in which African raw materials were exchanged for European goods D. a business that supported the slave trade Part III: Take a couple of minutes to write a few sentences on the following: 1. By looking at the map below, identify the African countries where the following European languages were imposed (Two countries for each) English French Portuguese Ialian 2. List African countries which were colonized at some point in their history? 27 History Grade 10 Student Textbook Map 2.1 Colonial languages,( source: exploringafrica.matrix.msu.edu) 2.2 The Motives of European Colonialism Learning outcomes of the lesson At the end of this lesson, the students will be able to: explain the motives for European colonization of Africa; and assess the role of missionaries on the eve of European colonization of Africa. Brainstorming Explain the economic factors behind the European colonization of Africa. 28  Unit 2|Africa & the Colonial Experience (1880s -1960s) The main reasons for European colonization of Africa were: A. Economic: Demand for raw materials and the need for new market centres were the most visible ones. The 1800s was a time of great industrialization in Europe. Factories required raw materials that could be manufactured into marketable products. When Europeans returned to Africa for more resources they brought back the manufactured goods and sold them to Africans. Africa was believed to have a great amount of untapped raw material resources (agricultural products like groundnuts, palm oil, wood, cotton and gum; and mining like rubber, gold, and diamonds). B. Political/ Strategic interest: Major world powers like Great Britain, France, and Spain were competing for power and prestige. European powers were more interested in dominating strategic territories and favourable locations for military and naval bases. C. The Civilizing Mission and the White Man’s Burden: The civilizing mission is a rationale for intervention or colonization of other non-western peoples like Africa. The Europeans presented themselves as having a mission of spreading civilization, commerce and Christianity across the globe. The clear implication of this was that Africans were inferior and uncivilized and Europeans were superior and civilized. Another concept which is closely related to the civilizing mission is the so called ‘the white man’s burden.’ Originally, the white man’s burden was a poem written by an English poet, Rudyard Kipling in 1899. This poem proposes that white people should rule over non-white people until they can take their place in the world by fully adopting western ways. D. Religious factor: Some missionaries supported the colonization of African countries believing that European control would provide a political environment that would facilitate their missionary activities in Africa. Exercise 2.2 Read the following poem entitled “The White Man’s Burden” written by Rudyard Kipling and answer the question below: 1. How does Kipling describe the subjects of colonial rule? 29 History Grade 10 Student Textbook Take up the White Man’s Burden Send forth the best ye breed Go bind your sons to exile To serve your captive’s need; To wait in heavy harness, On fluttered folk and wild Your new-caught, sullen peoples, Half-devil and half child. (source: http://historymatters.mu. edu/d/5478/ ) 2.3 Scramble for Africa and the Berlin Conference Learning outcomes of the lesson At the end of this lesson, the students will be able to: state how colonial rivalries and conflicts led to the partition of Africa; explain the process of colonial occupation and its consequences on Africa; draw a sketch map of colonial Africa. Brainstorming Mention any African country colonized by the British, the French, and the Italians. Do you think colonialism retarded development? If yes or no, why? Before the 1880s, only 10% of Africa was ruled by foreign powers. Most of North Africa was under nominal Turkish rule. Others include Omani rule in Zanzibar Island, the British in Sierra Leone, the French in Algeria, the Boers and the British in South Africa, the Portuguese in Mozambique and Angola coastal areas. These foreign rules were limited only to the coastal part of Africa. The rest of 90% of Africa was free from foreign rule and was independent. Later, European interest in Africa was radically changed. A fierce rivalry, massive and rapid colonial expansion of Europeans in Africa from the 1880s to the first decade of the 20th century is called the Scramble for Africa. 30  Unit 2|Africa & the Colonial Experience (1880s -1960s) 2.3.1. Berlin Conference: 1884-1885 The Berlin Conference was held from 1884 to 1885 in Berlin, Germany. The German Chancellor Otto von Bismarck was the leader of the conference. The fourteen countries represented at the time were Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Portugal, Russia, Spain, Sweden-Norway, Turkey, and the United States of America. Of these fourteen nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time. Britain, France, Germany, Belgium, Italy, Portugal, and Spain were competing for power within European power politics. However, Africa was not invited nor involved in the conference. The main goal of the conference was to talk of dividing up Africa among the European Colonial powers. The competition between European powers intensified when King Leopold II of Belgium and Germany entered the competition for African colonies. King Leopold II of Belgium wanted to make Congo his personal colony and for this reason, he employed H.M. Stanley to explore the Congo River. Before the Berlin conference, in 1884, Germany had proclaimed Togo, Cameroon, and South-West Africa (Namibia), and in 1885, Tanganyika, as its protectorate. At the Conference, the participants decided on the “General Act of the Conference,” which laid international guidelines for colonization has 38 articles. The Berlin Conference marked the real beginning of colonization in Africa. 1. Principle of effective occupation: According to Article 35 of the Final Act, Colonial powers could acquire rights over colonial lands only if they possessed them: if they had treaties with local leaders, if they flew their flag there and if they established an administration in the territory with a police force to keep order. 2. Doctrine of the Sphere of Influence- According to article 34 of the General Act of the Berlin Conference, any fresh act of taking possession of any portion of the African coast would have to be notified by the power taking possession to the other signatory powers. The conference resolved to end slavery in Africa. 3. The Congo Free State (today’s Democratic Republic of the Congo) was confirmed as the private property of King Leopold II of Belgium. 4. Free navigation of the Niger and the Congo. 31 History Grade 10 Student Textbook Pair work:  1. Locate the two independent parts of Africa in 1914. 2. Discuss in pairs the impact of the Berlin Conference on Africa. 3. Why did the Europeans want to colonize Africa? 4. What were the methods used by Europeans to colonize Africa? Map 2.2 Colonial map of Africa, (source: slideplayer.com) The colonial powers followed different means to colonize Africa. These were fake treaties and force. A good example of such a fake or trickery treaties was the Wuchale treaty signed between Ethiopia and Italy. (This will be discussed in another unit later). 32  Unit 2|Africa & the Colonial Experience (1880s -1960s) Europeans were successful in rapidly partitioning Africa during the scramble, because of the following reasons: 1. The major factor for European victory over Africa was the military superiority that they enjoyed over Africa. European powers were using professional and well trained armies. 2. Lack of cooperation and solidarity among Africans. Those weaknesses were made use of by Europeans to their advantage. Pair work:  1. What were the effects of European explorers’ and missionaries’ activities on Africa? 2.4. Colonial Policies and Administration The European colonial governments used different methods of administration to administer colonies in Africa. These methods of administering varied from territory to territory and also among imperial powers. These methods include company rule, direct rule and assimilation, indirect rule as well as settler ruler. 2.4.1 Company Rule In the early days of colonialism, European nations allowed the establishment of private companies that were granted large African territories to administer. These companies were formed by businessmen who were interested in exploiting the natural resources of the African territories. The company rule was exercised from the 1880s to 1924. The British South Africa Company (B.S.A.C), is an example of company rule, it was formed in 1887 and lasted longer than the British East African Company. The B.S.A.C., under the control of John Cecil Rhodes, used force and coercion to administer three territories Nyasaland, Northern Rhodesia and Southern Rhodesia. The Company governed these colonies until 1924.The companies’ rule failed due to a shortage of finance and opposition from Africans and missionaries over their harsh company rule. 33 History Grade 10 Student Textbook Figure 2.1 The Rhodes Colossus cartoon (source: www.newworldencyclopedia.org) Cecil Rhodes Went to South Africa in 1871 and by 1889; he controlled 90% of the world’s diamond production and also dominated the gold market Served as prime minister of the British Cape Colony from 1890-1896 Extended British control to other parts of Africa What do you understand from the Rhodes Colossus cartoon?  2.4.2 Direct Rule and Assimilation The French, Belgians, Germans, and Portuguese are considered to have used this model to govern their African colonies. In the direct rule system, African indigenous rulers and local governments were removed and replaced by European personnel. African chiefs were assigned at the lower levels of the administrative structure to collect taxes, recruit labour and suppress rural African opposition. Under the direct rule, the French government considered its African colonies as part of France. The French colonial policy of direct rule and assimilation was designed by Albert Sarrout. The French colonial policy also incorporated association. According to the assimilation policy, an African, after receiving French education, stood a chance of becoming a French. Assimilation accepted the inherent superiority of French culture over all others. So, in practice, the assimilation policy in the colonies meant the extension of 34  Unit 2|Africa & the Colonial Experience (1880s -1960s) the French language, institutions, laws, and customs. The other colonial approach France used in Africa was known as an association. It was the opposite idea of the assimilation policy. It implied that the relationship between the conqueror and the conquered should be one of “association ‘, not of identity and merging; it emphasized cooperation between the rulers and the ruled. 2.4.3 Indirect Rule The architect of the British Indirect rule policy was Frederick Lugard. Lugard exercised this policy when he was a governor of Nigeria and British East Africa. This system of governance used indigenous African rulers within the colonial administration. Frederick Lugard, in his book the Dual Mandate in British tropical Africa, published in 1922, explained the importance of the indirect rule. According to him, indirect rule was preferable to administer colonies in Africa because it was the cheapest and most effective way. It also reduced African resistance. Unlike the French, the British made greater use of African customary law. The British indirect rule aggravated ethnic differences that emphasized differences in the dialect of language, dress, and religion. 2.4.4 Settlers Rule Europeans came and settled in Africa, in many cases, displacing indigenous Africans. Settler colonies were found in southern Africa including the colonies of South Africa, Southern and Northern Rhodesia (Zimbabwe and Zambia), Angola, Mozambique, and South West Africa (Namibia). In addition, settler rule was practiced in Kenya, a British colony in East Africa, and Algeria, a French colony in North Africa. Here the fertile lands of the African peasants were taken and given to minority white settlers. The administration was very harsh on Africans and racist. Due to settler rule, Africans became labourers and landless tenants. In Kenya, for example, the Kikuyu, who lost their ancestral territory in the so-called white highlands to European settlers, migrated in mass to growing urban centres like Nairobi in search of employment. In general, colonial administrative policies implemented by European colonial rulers varied from country to country. Despite these differences, all colonial governments shared certain common features, such as:- All colonial systems were undemocratic, Colonial rule was most often imposed without consent from the African people, and All forms of colonial rule engaged in “divide and rule”. 35 History Grade 10 Student Textbook Group Work:  1. Identify the similarities and differences of the British and French colonial policies. 2. Sketch the colonial map of Africa and locate white settlement areas in Africa. 2.5 Early African Resistance Movements Against Colonialism Learning outcomes of the lesson At the end of this lesson, the students will be able to: appreciate African’s resistance against colonialism ; outline African resistance movements against colonialism ; value the contribution of the anti-colonial struggle ; demonstrate major areas of African resistance against colonial expansion using the map of Africa. Brainstorming Why did Africans resist and oppose colonial rule? Which African country did manage the only successful resistance against Colonialism? How? Africans’ response to colonial rule varied from place to place. Several forms of armed and nonviolent resistance to colonialism occurred. Nonviolent forms of anti-colonialism included the use of the indigenous press, trade unionism, organised religion, associations, literary and art forms, and mass migrations. There was armed resistance in different parts of Africa. The first or early African responses to the colonial conquest occurred from about 1880 to 1914. The second stage covered from 1914 to1945. The third stage conducted from the 1950s to1980s was a period of decolonization of Africa. It was characterized by the emergence of national liberation movements that aimed at achieving independence. 36  Unit 2|Africa & the Colonial Experience (1880s -1960s) Some examples of Early Resistance: 2.5.1 Resistance in West Africa A. Ahmadu Seku: Ahmadu Seku was one of the prominent leaders of the Tukulor Empire in West Africa. From 1830s to 1845, he resisted French rule in western Africa using various methods. In the beginning, he preferred to use diplomacy over armed resistance. But when the French violated their promise and started territorial expansion, Ahmadu forces clashed with the French-Senegalese troops. The French had recruited soldiers from the local people for their colonial goal. Finally, Ahmadu’s forces were defeated and his empire broke up. He was exiled to Sokoto, where he died. Then after, the French allied with Ahmadu’s brother to control the region. B. Samori Ture Samori Toure (ca. 1830–1900): He was a Muslim leader in the Mandinka Empire, who engaged the French in protracted armed resistance from 1882 to 1898. Samouri was successful in uniting under his administration most of the people in the vast area between the source of Niger and the Upper Volta basin. He led a strong army of 30,000 men. Samori Ture, who governed an area in what is today Guinea, Mali, and Cote D’Ivoire strongly resisted French colonial expansion. Figure 2.2 Samori It was not until 1900 that the French finally captured Samori. The French exiled Samori to Gabon in Central Africa. C. The Asante In West Africa, the British did not acquire large territories like the French. The British acquired the coastal areas of Nigeria and Ghana (Gold Coast) before the start of 37 History Grade 10 Student Textbook the scramble. In Ghana, British colonial expansion faced opposition from the Asante kingdom led by Asantehene(King) Prempe. After the bloody war, the British defeated the local resistance and were able to establish their colony of the Gold Coast over all of Ghana in 1900. The British used the strategy of divide and rule and their superior weapons as well as recruited African troops, to conquer the whole of Nigeria in 1910. 2.5.2 Resistances in East Africa The Maji-Maji Uprising The Maji Maji Uprising in Tanganyika was the most significant African challenge to German colonial rule from 1905 to 1907. The four German colonies in Africa were Tanganyika (modern-day Tanzania), Togo, Cameroon, and Namibia. The German rulers imposed high taxation and a system of forced labour on their colonial subjects. They were forced to grow cotton and build roads for their European occupiers. As a result, a movement against the Germans led by a prophet Kinjikitle Ngwale erupted in Tanganyika. Ngwale taught the people to sprinkle their bodies with sacred water known as Maji Maji which “would turn bullets of their enemies into water.” The rebellion spread throughout the colony, eventually involving 20 different ethnic groups who wished to dispel the German colonizers. The Maji Maji movement was a spontaneous rising with no previous planning and central leadership. The Germans followed a ‘scorched earth' policy, destroying villages and crushing the uprising. 2.5.3 Resistances in South Africa The Germans’ rule in Africa was harsh and characterized by land alienation. In South West Africa, for instance, land was taken from Africans and given to German settlers. The indigenous Herero and Nama peasants were forced to reduce their grazing land. Following the cattle epidemic of 1896-97, white settlers and traders moved to the African grazing land and provided loans to the poor African peasants to take native lands. In 1904, the Herero people, led by Samuel Maharero, and in 1905 the Nama people, led by Hendrik Witbooi, rebelled against German colonial rule. However,both uprisings were crushed by the Germans. 2.5.4 Resistances in North Africa After the opening of the Suez Canal in 1869, Britain and France were engaged in a fierce struggle to influence Egypt. At the time, Egypt had a weak government, led by Khedive Ismael Pasha. In 1879, both Britain and France agreed to implement dual control over Egypt. In 1881, the Egyptian people revolted opposing the imperialist domination of 38  Unit 2|Africa & the Colonial Experience (1880s -1960s) Britain and France. The revolt was led by Colonel Urabi Pasha. In 1882, under the banner of controlling the revolt, the British colonial forces entered Cairo and defeated the revolt. At the same time, Egypt became a British colony. Exercise 2.3 Part I: Match names under column “A” with their correct matches under Column “B”. A B 1. Kinjikitle Ngwale A. resisted the French rule in the 2. Urabi Pasha Mandika Empire B. Rebelled against German colonial 3. Asantehene Prempe rule in South West Africa 4. Samouri Toure C. led the Egyptian resistance against 5. Ahmadu Seku the Anglo Egyptian rule D. led an armed rebellion of Africans against German colonial rule in Ger man East Africa E. a prominent leader of the Tukulor Empire in West Africa F. leader of the anti-British struggle in the Gold Coast Activity 2.5: Group Work Debate on the advantages (Positive outcomes) and disadvantages (Negative impacts) of colonialism in Africa. 2.6 Impacts of Colonial Rule on Africa Learning outcomes of the lesson At the end of this lesson, the students will be able to: explain the consequences of European colonialism on the political, economic and social life of the African people. 2.6.1 Political impacts Africans lost independence and freedom. The African indigenous administrations were destroyed. Europeans created artificial boundaries without the approval of the local community. This became a colonial legacy and caused boundary conflicts among many African nations after independence. Sometimes they grouped together people who had 39 History Grade 10 Student Textbook never been united under the same government before. Sometimes they divided existing groups of people. 2.6.2 Economic impacts Colonialism in Africa brought about the under-development of African territories in many different ways. Africa remained a supplier of raw materials for Europe. Africans were not allowed nor encouraged to go into manufacturing. The Europeans had introduced modern education but the introduction of colonial education made Africans abandon their indigenous technological skills and education. African natural resources were exploited by European colonizers. For instance, forests were cleared to get timber, to provide firewood that was needed to power the steam engine trains and to construct rail tracks. 2.6.3 Social impacts Colonialism also disrupted the development and way of living of local communities. During the colonization process communities had to be moved and relocated to create white settlement areas for large scale farming. Colonization also brought about different types of diseases. An example of such a disease that was introduced by the settlers is Rinderpest disease which affected the livestock of the Shona people of present day Zimbabwe and Botswana, and North Ethiopia during the Kefu Qen. Generally, colonialism shaped both the economic and political structure of African colonies to serve the interest of European powers. There were some positive outcomes of colonialism, such as tribal warfares ended following the introduction of colonial administration, introduction of different modern ideas construction of railways, roads to transport raw materials to ports. Group Work:  Write an essay on one of the following African countries: Kenya, Ghana, Algeria, Angola, South Africa, Rwanda, Senegal, and Southern Rhodesia (Zimbabwe) and make a short presentation in the class focusing on the following points. Location, Capital, Population, Language, Ethnic group, Religion When did this country become under Europeans rule? What social, economic and political changes were seen in this country after colonization? 40  Unit 2|Africa & the Colonial Experience (1880s -1960s) Unit Summary  Africa’s commercial transition was inseparably connected to the rising demand for industrial inputs from industrialized Western Europe. Due to the industrial revolution, the search of Europeans for African raw materials and new markets increased. The volume of African exports of vegetable oils, palm oil, groundnuts, gum, ivory, gold, hides and skins rubber, cotton, and copper, as well as cash crops such as cocoa, coffee, tea and tobacco broadened. During a period lasting from 1884 to 1914 in what was known as the Scramble for Africa, several European nations took control over areas of the African continent. The European colonizers partitioned the largely unexplored African continent into protectorates, colonies and ‘free-trade areas. Colonial powers exert control and domination of Africa. They justified their act as a civilizing mission. The project was furthered through a structure of ideas by which European practices were asserted to be civilized and universal, and non-European societies were uncivilized and inferior. Colonialism had a huge impact on the lives of Africans. Economic policies were adopted by Europeans who destroyed the colonies, rather than help them. Africa was weakened economically, politically, and culturally. Africa’s indigenous lifestyles and culture were destroyed. 41 History Grade 10 Student Textbook Exercise 2.4: Unit Review Questions Part I: True or false questions. Write true for correct statements and False for incorrect ones. 1. The map of Africa of 1884 was nearly similar to that of the 1914 map. 2. Searching for new markets was one of the motives of European colonial powers in Africa. 3. The Africans' early resistance movements were spontaneous and lacked organization. 4. The British colonial policy favored direct rule rather than indirect one. 5. Colonization also brought about different types of new diseases in Africa. Part II: Choose the best answer from given alternatives 1. What was the main reason for European countries to colonize Africa? A. The desire to establish democratic regimes in Africa B. maintain power promote mutual trade relationship C. To exploit rich African resources D. To stop the slave trade 2. One of the following cannot be a cause for the failure of early African resistance movements against European colonial administration? A. The Africans' inclination to colonial administration than their indigenous system B. Absence of effective organization C. Lack of unity among Africans D. Africans' were poorly armed 3. All forms of colonial rule share commonly A. Assimilation policy B. Divide and Rule policy C. Association policy D. Democracy 4. Rudyard Kipling’s poem, “The White Man’s Burden” reflected the idea that A. The white race had become a burden on other races B. The white man had a responsibility to civilize other races C. Colonialism was a burden brought by a white man on others D. The white man should not carry the burden of colonialism 5. Civilizing mission as a justification for European colonization of other lands A. Considers other peoples as agents of historical change B. Considers Europe as less civilized compared to other peoples C. Considers colonialism as the enslavement of other peoples 42  Unit 2|Africa & the Colonial Experience (1880s -1960s) D. Considers that colonialism is good for the colonized 6. Which of the following was not agreed upon at the Berlin conference? A. Free trade along major African rivers B. Ground rules for future appropriation of the African continent C. The recognition of the Congo Free State D. None of the above Part III: Short answer questions 1. Why were African early resistance movements not successful? 2. Explain briefly the economic consequences of Colonialism in Africa. 43 History Grade 10 Student Textbook Unit SOCIAL, ECONOMIC AND POLITICAL DEVELOPMENTS IN ETHIOPIA FROM MID-19th C. TO 1941 Unit Introduction The unit deals with the external aggressions and the heroic history of Ethiopia from the resistance of the people of mid-19th century to 1941. The first Ethiopia to preserve their lesson of the unit sheds light country's territorial integrity. on the nineteenth century long Here you will study about the Napier Expedition, the Egyptian distance trade and the roles aggression, the Mahdists inva- cottage industry played in the sion and the Italian encroachment socio-economic development of into Ethiopian territory which the country. The second lesson was sanctioned by the glorious focuses on the process of the battle of Adwa in 1896.The making of Modern Ethiopia State fourth lesson deals with power and explores the administrative struggle among the ruling elites reforms, modernization attempts, from 1906 up to 1930. The religious reforms, the centralization final section is about Fascist policy and territorial expansions. Italy’s aggression and The third lesson is about Ethiopian patriots’ resistance. Unit learning outcomes At the end of this unit, the students will be able to: examine the interactions among people and states in Ethiopia in relation to the long distance trade; identify major socio-economic and political reforms of the period; describe the causes of external aggression and its consequences; recognise the unity of Ethiopian people against foreign aggression. 44  Unit 3| Social, Economic and Political Developments in Ethiopia from mid-19th c. to 1941 Key Terms Long distance Trade The battle of Adwa Cottage industry Territorial expansion Administrative reforms Diarchy Fascist aggression 3.1 Long Distance Trade in 19th Century and the Cottage Industry Learning outcomes of the lesson At the end of this lesson, the students will be able to: illustrate the salient features of the long distance trade in Ethiopia; appreciate the roles the cottage industry played in the socio-economic life of the Ethiopian people; pinpoint the major market centres in nineteenth century Ethiopia. 3.1.1 The Trade Routes, People’s Interaction, Major Market Centres, the Medium of Exchange, and Trade Items Brainstorming What is the importance of trade? In the 19th century, the peoples and polities that existed in the southern, northern and eastern parts of Ethiopia and the Horn were connected by two major trade routes that started from Bonga, the capital of the Kafa Kingdom. The main market centres along these lines were Bonga, Hirmata, Saqa, Asandabo, Basso, and Gondar. At Gondar it branched into two: the first went westward through Chilga to Matamma (Gallabat) and the other route passed through Adwa, Asmara and terminated at Massawa on the Red Sea coast. The second major trade route also started from Bonga and passed through the famous market centres of the century like Hirmata in Jimma, Soddo in southern Shewa, Rogge at the foot of Yarar Mountain, Aliyu Amba or Abdul Rasul in northern Shewa and Harar in eastern Ethiopia. At Harar the route branched into two the first route went to Zeyila and the second to Berbera, both on the Somalia Coast of the Indian Ocean. 45 History Grade 10 Student Textbook Map 3.1 Trade routes of 19th C. Ethiopia The principal commodities that dominated the long-distance trade in the century were ivory, civet musk, salt bars (amole) and slaves. The salt bars (amole) served as a medium of exchange and were used side by side with Maria Theresa Thalers (MTT). MTT was a coin introduced from Austria to the Horn of African region by Arab traders at the end of the eighteenth century. The long-distance traders had diverse backgrounds. At each market centre, local peoples were active traders. However, Muslim merchants were the most dominant group that travelled from the interior to the coast. Among these were the northern Muslim merchants known as Jabarti and Southwestern Muslim Oromo merchants known as Afqala. Moreover, the Argoba from the Kingdom of Shewa were also active merchants in the trade between Harar and the northern Somali coast. 46  Unit 3| Social, Economic and Political Developments in Ethiopia from mid-19th c. to 1941  1. Identify the traders who dominated the long-distance trade in Ethiopia and the Horn in the nineteenth century. 2. How did trade become the most important catalyst in the relations between peoples and polities in Ethiopia and the Horn? 3.1.2. The Role of Cottage Industries Brainstorming What is a cottage industry? The Cottage industry and handicraft technology existed in Ethiopia since time immemorial. The most common cottage industries were metalworking, pottery, tannery, carpentry, masonry, weaving, jewellery and basket making. The general public’s attitude towards artisans was not at all encouraging as they were mostly disdained and marginalized. Consequently, the locally produced agricultural implements and household furniture did not show any significant improvement and sophistication. Among the cottage industries, blacksmiths were responsible for the manufacture of a wide variety of articles of considerable economic and military importance in many parts of the country. These included ploughshares and the iron parts of pick-axes, sickles and other agricultural implements, as well as knives and razors, spearheads, daggers, swords, bullets and spare parts for the rifles. Moreover, tent-pegs, hammers, pincers, drills, nails, hatchets, saws and files, steels for striking fire, pans on which to cook bread, bits and stirrups for horses and mules, chains and rings were also manufactured by smiths. Any examination of the history of Ethiopian crafts reveals the creative genius of the Ethiopian people, as well as their importance in the country’s economy and civilization. 47 History Grade 10 Student Textbook Figure 3.1 Local professional’s different handicraft product  1. Be in a group and report to the class the raw materials used for making the above handicrafts products ( Pots, Cloth and Lemat) 2. Mention the economic importance of the cottage industry 3. Additional Activity: By visiting the local cottage industry in your locality report how the industries are a basis for development, and how the local community treated the craftworkers. 48  Unit 3| Social, Economic and Political Developments in Ethiopia from mid-19th c. to 1941 3.2 The Making of Modern Ethiopian State 1855-1913 Learning outcomes of the lesson At the end of this lesson, the students will be able to: identify the reforms made by Tewodros II; explain the causes, process and impacts of unification and territorial expansion; compare and contrast the roles played by Tewodros II, Yohannes IV and Menilek II in the making of modern Ethiopia. Brainstorming What was the Zemene Mesafint? Mention some of its features. The making of modern Ethiopia involved the unif