This section focuses on the impact of European and American imperialism and colonialism upon the indigenous societies and political systems of South-East Asia. It analyses the reasons for expansion into this area and the nature and effects of colonization. Similarities and differences between colonial systems and the responses of the colonized peoples to the colonizers should be assessed, along with the factors that led to the beginnings of nationalism. The section concludes by assessing the extent to which these countries had developed a national identity by the outbreak of the First World War.
Topic A: THE DUTCH IN INDONESIA
Key Content:
- Political structure and the economic, social and cultural effects of the Dutch colonial system in Indonesia: culture system; liberal policy;
- Decline of the Dutch East India Company (VOC); increasing Dutch state control and the introduction of the Ethical Policy (1901)
- Political structure and the economic, social and cultural effects of the Dutch colonial system in Indonesia: culture system; liberal policy;
- Decline of the Dutch East India Company (VOC); increasing Dutch state control and the introduction of the Ethical Policy (1901)
READING FOR HOME LEARNING OVER THE FIRST FOUR CYCLES.
1. Getting an Overview: What were the key features of the early development of the colonial system in Indonesia?
DOWNLOAD THIS OVERVIEW SHEET (You will use it to record your learning over the next few lessons)
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a) Tuning in to the period
i) Go to Ms van Dorsselaer’s Pinterest board about Dutch Imperialism in Indonesia Add some pictures if you can or browse the ones that are there, or make your own. What can you say from these pictures about the nature of Dutch Imperialism in Indonesia? Discuss in groups. Feedback to class. |
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b) Map activity
We are going to use a new tool in order to create editable maps on line. Your goal here is to use the pdf resource to create a map of World Empires by 1895. Download and save to your Google Site. Use the link opposite. What conclusions can be drawn about the balance of power and relative importance of the different areas we will be studying (Indonesia, Philippines, Thailand, Vientam/Camboadia/Laos) |
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c) Identifying early Dutch attitudes to Indonesia. Use thus “Early Dutch attitudes to colonialism in Indonesia” handout. Use it to fill in Box 1 of “Overview” grid.
| early_dutch_colonialism_in_indonesia.docx |
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d) Print off copies of the mystery cards. Enough for 1 sheet per 2 or 3 people. Students cut out and order relevant points to answer the question “How did the French Revolution affect Dutch Colonialism in Indonesia?” Write down the list of relevant points and the answer to the question.
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Lesson 2: a)What was the VOC, how did it affect Indonesians through its operation and decline?
1. Gaining the key points:
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2. Fitting into the big picture: Refer back to your 'overview' grid from last lesson - complete Box 2.
b) How did Dutch State control increase after 1816? What was the “Liberal Policy” and its effects?
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NB: When considering effects we are ALWAYS looking at political structure, economic, cultural and social effects.
Read handout about “Liberal policy”. Do discussion. Fill in Box 3 on “Overview grid”. |
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3: How did Dutch State control increase after 1816?
a) What was the “Culture/ Cultivation System” and its effects?
1. Read the extract “Rust en Ordre”. Discuss the nature and effects of the Culture system on Dutch, Indonesian elite and labourers.
2. Read the “Culture System Cowie” sheet and do it completely (including filling in Box 4 of the “Overview” grid)
3. Go to: https://www.rijksmuseum.nl/en/explore-the-collection/timeline-dutch-history/1820-1950-indonesia-and-decolonisation . Find the section on the “Cultivation System” Policy. Add to Box 4 on “Overview grid”.
2. Read the “Culture System Cowie” sheet and do it completely (including filling in Box 4 of the “Overview” grid)
3. Go to: https://www.rijksmuseum.nl/en/explore-the-collection/timeline-dutch-history/1820-1950-indonesia-and-decolonisation . Find the section on the “Cultivation System” Policy. Add to Box 4 on “Overview grid”.
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b) What was the “Ethical Policy” and its effects?
1. Go to: https://www.rijksmuseum.nl/en/explore-the-collection/timeline-dutch-history/1820-1950-indonesia-and-decolonisation . Find the section on the Ethical Policy. Fill in Box 5 on “Overview grid”.
2. Go to: http://sejarahmodern.weebly.com/the-dutch-ethical-policy.html . Read the information and do the tasks (copy of this also saved in the folder).
2. Go to: http://sejarahmodern.weebly.com/the-dutch-ethical-policy.html . Read the information and do the tasks (copy of this also saved in the folder).
4. What were the beginnings of nationalism in Indonesia? Who led, what were their ideas and motivations, how successful were they?
1. Go to: https://www.rijksmuseum.nl/en/explore-the-collection/timeline-dutch-history/1820-1950-indonesia-and-decolonisation . Find the section on the “East Indies Lost, at what cost”. Fill in Box 6 on “Overview grid”.
2. Read http://sejarahmodern.weebly.com/impact-of-the-russian-revolution-the-birth-of-indonesian-communism.html . Answer the questions orally in groups, then individually write a proper PEA paragraph about the birth of Indonesian communism/ nationalism. Have a topic sentence which deals with the communism versus nationalism distinction. Or do the paragraph for homework.
3. Reread Source A in http://sejarahmodern.weebly.com/impact-of-the-russian-revolution-the-birth-of-indonesian-communism.html . Give 3 reasons why Lenin says Indonesian nationalism/ communism is awakening.
Compare the interpretations of why nationalism developed in the sources you just read to the interpretations presented here: http://sejarahmodern.weebly.com/development-of-nationalism-amongst-elite-groups.html
Fill in Box 6 completely.
Summary
From your notes and the notes provided and your textbook, fill in the following table:
Beginnings of Nationalism: Causes
Beginnings of Nationalism: Nature
Beginnings of Nationalism: Effects (National Identity by 1914?)
In pairs or 3s, create a “tension” graph with years and events on it to sum up Dutch colonial system political, social, cultural effects. A tension graph is a line graph which shows years and events on the axes, and it allows you to chart the rising/ falling of tension in a situation. Sum up this Indonesian section overall, using all you have learnt, including the graph.
2. Read http://sejarahmodern.weebly.com/impact-of-the-russian-revolution-the-birth-of-indonesian-communism.html . Answer the questions orally in groups, then individually write a proper PEA paragraph about the birth of Indonesian communism/ nationalism. Have a topic sentence which deals with the communism versus nationalism distinction. Or do the paragraph for homework.
3. Reread Source A in http://sejarahmodern.weebly.com/impact-of-the-russian-revolution-the-birth-of-indonesian-communism.html . Give 3 reasons why Lenin says Indonesian nationalism/ communism is awakening.
Compare the interpretations of why nationalism developed in the sources you just read to the interpretations presented here: http://sejarahmodern.weebly.com/development-of-nationalism-amongst-elite-groups.html
Fill in Box 6 completely.
Summary
From your notes and the notes provided and your textbook, fill in the following table:
Beginnings of Nationalism: Causes
Beginnings of Nationalism: Nature
Beginnings of Nationalism: Effects (National Identity by 1914?)
In pairs or 3s, create a “tension” graph with years and events on it to sum up Dutch colonial system political, social, cultural effects. A tension graph is a line graph which shows years and events on the axes, and it allows you to chart the rising/ falling of tension in a situation. Sum up this Indonesian section overall, using all you have learnt, including the graph.