Social Darwinism is the idea that some groups of society are stronger than others or also known as Survival of the fittest. He starts his answer with another point that will be familiar to all Misesians and Rothbardians. '.M|"U?LrUV>P9|QVPT^ (NdJ};~/L!vv=^v%'gEa?L1OAH `$!MP \K u .S-o)-D{v%Jxz>/X.bBv \7+#7H}g`\,r?xwT'e-#YYM_FPodDG(/2JWD~ Then he developed a new theory which is survival for the fittest through. How did Social Darwinism impact New Imperialism . Consequently society was dependent, throughout all its details, on status, and the tie, or bond, was sentimental. And there are two basic types of society, ones organized by status and by contract. He would have been dismayed to see the events of generations to come: his name attached to opposing ideologies from Marxism to unbridled capitalism, and to policies from ethnic cleansing to forced sterilization. A person included among the havesis the one who bears the penalty. In the late 1800s, English businessman Cecil Rhodes made a fortune claiming huge tracts of land in South Africaplaces rich in gold and diamondsand brutally exploiting the labor of the local population, who he considered to be members of an inferior race. In the 1800s, European nations acquired great wealth and power from both the natural resources of the lands they conquered and the forced labor of the Imperialism is when a stronger nation takes over a weaker nation or region and dominates its economic, political, or cultural life. Our headquarters are located at: 89 South Street, Suite 401, Boston, MA 02111. Men, therefore, owe to men, in the chances and perils of this life, aid and sympathy, on account of the common participation in human frailty and folly.. Hitler often refused to intervene in the promotion of officers and staff, preferring to have them fight amongst themselves to force the stronger person to prevail. ? Laurence Rees has spent twenty-five years meeting survivors and perpetrators of the Holocaust. include, The specter of eugenics hovers over virtually all contemporary eugenics movement sought to "improve" human genetic % 1 0 obj<> endobj 2 0 obj<> endobj 3 0 obj<> endobj 5 0 obj<> endobj 7 0 obj[/Indexed/DeviceRGB 255 8 0 R] endobj 8 0 obj<>stream Although Spencer was responsible for much of the foundational discourse of Social Darwinism, Darwin did say that human progress was driven by evolutionary processes that human intelligence was refined by competition. light, so that the lessons of history are not Sumners key point is not that people struggle with each other, but rather that people need to provide for themselves in order to live. New York, NY 10024-5102Phone: 212-769-5100. Imperialism:) Flashcards | Quizlet Certain humans in the world are born with the trait of resilience, a trait seen in Anthems main Equality 7-2521 and Thomas Edison, the talent to leap back after an obstacle falls in the way. British superiority and embracing Social Darwinism WebAmerican Imperialism In The 19th Century 718 Words | 3 Pages. One of the first free market books I read, back in the early 1960s, was William Graham Sumners What Social Classes Owe Each Other. We have ourselves, and we have the earth; the thing which limits what we can do is the third requisitecapital. Often called Social Darwinism, the concept was widely accepted during the time of World War I. Students turn their attention to the collapse of the Ottoman Empire and the emergence of a strong current of ethno-nationalism rooted in Turkish identity. Darwin did not address human evolution in his most famous study, On the Origin of Species (1859), which focused on the evolution of plants and animals. }rF"Dm%jnInQI%EqcnFd $@P6wt9,D. Press from the 1995 Preface to In the Name It implied that certain races were superior to others because of their technological advancements. Copyright 2023 Facing History & Ourselves. )! In it, he revealed that the Congress of Berlin was having an impact on Africa nearly two weeks before the first group of delegates arrived in Germany. Initiated in 1939 by Hitler, the killing centres to which the handicapped were transported were precursors to the concentration and extermination camps, using similar killing methods. contributed But in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with the sincerity of this superior civilizing duty. In conclusion the key factors that led to U.S. imperialism was the desire for a new, profound military strength to compete and gain respect from other countries. Sumners answer is that although a status society has its good points, we cannot go back to it; and this is a fortunate thing, because people are far better off in a society based on contract. France, humiliated and impoverished, looked toward a new northern African empire, sweeping from the Atlantic to the Red Sea. scientist Francis Galton, a cousin of Charles Darwin, WebEconomical, political, and social causes were the roots of imperialism. Humanity will progress if the fittest, that is, the strongest, win out, and the weak are left to fall by the wayside. Rhodes was an imperialist, and to an imperialist, expansion was everything.. Capital is force, human energy stored or accumulated, and very few people ever come to appreciate its importance to civilized life. Darwin's theory of evolution by natural selection is entirely focused on an explanation of life's biological diversity. Facing History & Ourselves uses lessons of history to challenge teachers and their students to stand up to bigotry and hate. Of the infirm and incapacitated, Spencer once stated, It is better that they should die.. WebAccording to the principle of Social Darwinism, only the strongest states would survive. . Did contributed Having a personal racist belief is centralized. A society based on contract, therefore, gives the utmost room and chance for individual development, and for all the self-reliance and dignity of a free man. Social Darwinism Taught by David Gordon, this course explores how capitalism lifts people from poverty to plenty. Once this happens, If there is a way to do it betterFind it (Thomas A. Edison). The program was officially discontinued in August 1941 (which coincided with the escalation of the Holocaust), but killings continued covertly until the Nazi defeat in 1945. First educate yourself about racism as much as possible and learn about the consequences of it, next, we need to see people as equals and as human beings, and lastly, we cannot give up or fail to speak up if you see racism in action. He Directions, ticket info, and visitor tips. In the decades leading up to World War One, intellectuals embraced Darwinism and its ethical implications as a welcome alternative to Christian belief and ethics. Social Darwinism. Social Darwinism is a concept that uses biological theories such as natural selection to make a race of people seem superior Social Darwinism was developed in Britain and the United States during the 1870s and like Imperialism, is commonly associated with colonization. During the time, Britain was colonizing India and the This was a scientific theory focused on explaining observations about biological diversity and why different species of plants and animals look different. developments in human. History Hit brings you the stories that shaped the world through our award winning podcast network and an online history channel. This gave rise to belief that there was a hierarchy of races and that the To imperialists like Rhodes, the idea that there would soon be no opportunity for further expansion was unsettling. Social Darwinism or Imperialism in History Qun mt khu However, Nazism and Social Darwinism were certainly intertwined in possibly the most famous example of perverted scientific theory in action. A society based on contract is a society of free and independent men, who form ties without favor or obligation, and co-operate without cringing or intrigue. Institutional racism and an individuals racist beliefs go hand in hand. How did social darwinism relate to imperialism? - Answers Color became in the world's thought synonymous with inferiority, Negro lost its capitalization, and Africa was another name for bestiality and barbarism. Darwin believed that animal species was adapting and changing to environments in the process of evolution. Galton wondered, It was this language that was integral to promulgating Nazism, and especially to gaining the assistance of tens of thousands of regular Germans in persecuting the Holocaust. In this case, the strongest The main idea behind Social Darwinism is that the strongest and fittest survive. It is often smeared for its social Darwinism. According to this interpretation, Sumner thinks that people must struggle with each other in order to live. 1995 by Daniel J. Kevles. Those who supported imperialism believed that the places that were being colonized weren't as fit or as a strong as the imperial country was. WebPrompt 1: Evaluate the extent to which states strengthened and/or expanded control over colonies in the 1750 to 1900 time period. Society doesnt exist independently of the individuals in it. Students analyze images and film that convey the richness of Jewish life across Europe at the time of the Nazis ascension to power. Google Scholar 5 Sometimes, the reader can not have a particular feeling , but the author use some descriptive words for showing emotions which he wants to present. We will send you the latest TV programmes, podcast episodes and articles, as well as exclusive offers from our shop and carefully selected partners. The capital which, as we have seen, is the condition of all welfare on earth, the fortification of existence, and the means of growth, is an object of cupidity. 2022 AP World History: Modern Sample Student Responses and Scoring Commentary Inside: Document-Based Question R Scoring Guidelines R Student Samples R Scoring Commentary 2022 College Board College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board Visit College Board on the web: collegeboard.org AP Central is the official online home for the AP Program: apcentral.collegeboard.org AP World History: Modern 2022 Scoring Guidelines Question 1: Document-Based Question, Imperialism and Asian and African economies points General Scoring Notes Except where otherwise noted, each point of these rubrics is earned independently; for example, a student could earn a point for evidence without earning a point for thesis/claim Accuracy: The components of these rubrics require that students demonstrate historically defensible content knowledge Given the timed nature of the exam, essays may contain errors that not detract from their overall quality, as long as the historical content used to advance the argument is accurate Clarity: Exam essays should be considered first drafts and thus may contain grammatical errors Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge, skills, and practices described below Evaluate the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries 2022 College Board AP World History: Modern 2022 Scoring Guidelines Reporting Category Row A Thesis/Claim Scoring Criteria points Does not meet the criteria for one point (0-1 points) point Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning Decision Rules and Scoring Notes Responses that not earn this point: Are not historically defensible Only restate or rephrase the prompt Do not respond to the prompt Do not establish a line of reasoning Are overgeneralized Responses that earn this point: Provide a historically defensible thesis or claim that establishes a position on the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries The thesis or claim must either provide some indication of the reason for making that claim OR establish categories of the argument Examples that not earn this point: Examples that earn this point: Provide a historically defensible claim, but not establish a line of reasoning Europeans imported raw materials from Asia and Africa. Establish a line of reasoning that evaluates the topic of the prompt States in Africa and Asia often saw their global trade heavily disrupted by European imperialism. Asian states often tried to prevent European imperialism from disrupting their economies but failed in doing so. Establish a line of reasoning, but not provide a historically defensible claim European imperialism did not greatly alter the traditional trading practices of African kingdoms and states. Do not focus on the topic of the prompt The First and Second World War strongly influenced anti-colonial efforts in Africa and Asia. Establish a line of reasoning that evaluates the topic of the prompt with analytic categories While European Imperialism certainly forced African and Asian economies to change, these changes often benefited local elites and Europeans. Establish a line of reasoning European Imperialism often negatively affected African economies. (Minimally acceptable thesis/claim) Additional Notes: The thesis or claim must consist of one or more sentences located in one place, either in the introduction or the conclusion (which may not be limited to the first or last paragraphs) The thesis or claim must identify a relevant development(s) in the period, although it is not required to encompass the entire period 2022 College Board AP World History: Modern 2022 Scoring Guidelines Reporting Category Row B Contextualization (0-1 points) Scoring Criteria points Does not meet the criteria for one point point Describes a broader historical context relevant to the prompt Decision Rules and Scoring Notes Responses that not earn this point: Provide an overgeneralized statement about the time period referenced in the prompt Provide context that is not relevant to the prompt Provide a passing phrase or reference Responses that earn this point: Accurately describe a context relevant to the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries Examples that not earn this point: Do not provide context relevant to the topic of the prompt: States during the First World War produced propaganda to convince soldiers to fight. Examples of relevant context that earn this point include the following if appropriate elaboration is provided: European extraction economies, such as mining operations in Africa, developed European nations competed with one another for influence and territory in Africa and Asia Anti-imperialist movements were often strongly influenced by nationalism, such as in Thailand European nations often completed infrastructure projects in imperialized regions, such as the British building railroads in India The use of fossil fuels contributed to high demand for energy sources New imperialist, ideas such as the civilizing mission and Social Darwinism in the nineteenth and twentieth centuries, led European nations to take more direct control over states in Africa and Asia Provide a passing phrase or reference European Imperialism often perpetuated racial prejudice. Examples of acceptable contextualization: European nations in the late nineteenth century divided up Africa between them during the Berlin Conference. Additional Notes: The response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question To earn this point, the context provided must be more than a phrase or reference 2022 College Board AP World History: Modern 2022 Scoring Guidelines Reporting Category Row C Evidence 0-3 points Scoring Criteria Evidence from the Documents points Does not meet the criteria for one point point Uses the content of at least three documents to address the topic of the prompt points Supports an argument in response to the prompt using at least six documents Decision Rules and Scoring Notes Responses that not earn points: Use evidence from less than three of the documents Misinterpret the content of the document Quote, without an accompanying description, of the content of the documents Address documents collectively rather than considering separately the content of each document Responses that earn point: Accurately describerather than simply quotethe content from at least three of the documents to address the topic of European imperialism and/or economies in Africa and/or Asia in the nineteenth and early twentieth centuries Responses that earn points: Support an argument in response to the prompt by accurately using the content of at least six documents Examples of describing the content of a document: Examples of supporting an argument using the content of a document: (Document 5): The account by the Congolese refugee shows how the Belgian colonizers harsh demands for rubber production led to starvation and violence among the native population The account shows the extent of economic disruption brought to African society by imperialism. (Connects the content of the document to an argument about the great extent to which European imperialism disrupted or even destroyed some African economies) (Document 6): Ndansi Kumalos account shows the devastation of traditional African economies by imperialism, by relating how the Ndebele were forced into wage work for the White settlers in mines and farms, where they were subjected to high taxes. (Connects the content of the document to an argument about the extent to which imperialism transformed and disrupted traditional African economic activities) Describe evidence from the documents relevant to the topic but not use that evidence to support an argument (Document 2) The graph shows that there was a big reversal in the trade between 1810 and 1830, with India exporting less cloth to Britain and importing much more cloth from Britain. Additional Notes: To earn points, the response does not have to use the six documents in support of a single argument-they can be used across sub-arguments or to address counterarguments 2022 College Board AP World History: Modern 2022 Scoring Guidelines Row C (continued) Evidence Beyond the Documents: points Does not meet the criteria for one point point Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt Responses that not earn this point: Provide evidence that is not relevant to an argument about the prompt Provide evidence that is outside the time period or region specified in the prompt Repeat information that is specified in the prompt or in any of the documents Provide a passing phase or reference Responses that earn this point: Must use at least one specific piece of historical evidence relevant to an argument about the extent to which European imperialism affected economies in Africa and/or Asia in the nineteenth and early twentieth centuries Decision Rules and Scoring Notes Examples of specific and relevant evidence beyond the documents that earn this point include the following if appropriate elaboration is provided: British investment projects, such as the building of railroads in India and Africa Large-scale European-driven infrastructure projects, such as the building of the Suez Canal Economic modernization initiatives taken by Asian and African states, such as the Meiji Restoration in Japan The forced expulsion of ethnic groups from traditional land, such as during the Herero genocide or the displacement of Arab and Berber populations in French Algeria The use of military force to require Asian and African states to alter their trading patterns, such as during the Opium Wars Examples of evidence beyond the documents relevant to an argument about the prompt: The British opium trade in China eventually led to the Opium wars, during which Britain used its military to force China to agree to unequal trade agreements. (Provides a piece of evidence not in the documents relevant to an argument about the prompt) Local elites often cooperated with European forces for their own benefit, even though those agreements did not necessarily benefit their subjects For instance, Egypt cooperated with France and Britain to build the Suez Canal, but many Egyptian workers suffered and died during the construction. (Provides a piece of evidence not in the documents relevant to an argument about the prompt) Additional Notes: Typically, statements credited as evidence will be more specific than statements credited as contextualization To earn this point, the evidence provided must be different from the evidence used to earn the point for contextualization To earn this point, the evidence provided must be more than a phrase or reference 2022 College Board AP World History: Modern 2022 Scoring Guidelines Reporting Category Row D Analysis and Reasoning Scoring Criteria Sourcing points Does not meet the criteria for one point point For at least three documents, explains how or why the documents point of view, purpose, historical situation, and/or audience is relevant to an argument Responses that not earn this point: Explain sourcing for less than three of the documents Identify the point of view, purpose, historical situation, and/or audience but fail to explain how or why it is relevant to an argument Summarize the content or argument of the document without explaining the relevance of this to the point of view, purpose, historical situation, and/or audience Examples that not earn this point: Responses that earn this point: Must explain how or whyrather than simply identifyingthe documents point of view, purpose, historical situation, or audience is relevant to an argument that addresses the prompt for each of the three documents sourced 0-2 points Decision Rules and Scoring Notes Identify the point of view, purpose, historical situation, and/or audience, but not explain how or why it is relevant to an argument The author of Document was a victim of the violence in the Belgian Congo. Summarize the content of the document without explaining the relevance of this to the point of view, purpose, historical situation, and/or audience In Document 2, the graphs show that Indian exports to Britain are declining while British exports to India are rising. Example of acceptable explanation of the significance of the authors point of view: (Document 1): The author of Document was a manager of a Dutch-government-owned sugar factory in Indonesia As a manager, it would have been his duty to report to his superiors about the damage that the Dutch Cultivation System has inflicted on the availability of Indonesian labor for his factory. (Connects the point of view of the author to an argument about the negative influence of Dutch imperial policies on the economy of Java) Example of acceptable explanation of the significance of the authors purpose: (Document 7): The purpose of the account is to document the cruelty of the Germans and the economic hardships placed on Africans working on the cotton plantations Because the account was given to African historians after Tanzania became independent, they would likely have wanted to emphasize the negative aspects of European imperialism. (Connects a plausible speculation regarding the purpose of the source to an argument about the extent to which European imperialism affected African economies) Example of acceptable explanation of the relevance of the historical situation of a source: (Document 4): The Ndebele ruler, whose territory was probably under a lot of pressure from White settlers as well as from neighboring African groups, likely thought that he had no choice but to trade away the right to mine raw materials in his country to the English in exchange for guns and a steamboat with which he could defend himself. (Connects the historical situation of the document to an argument about an economic change in Africa brought about by European imperialism) 2022 College Board AP World History: Modern 2022 Scoring Guidelines Row D (continued) Complexity points Does not meet the criteria for one point point Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question Decision Rules and Scoring Notes Responses that earn this point: May demonstrate a complex understanding in a variety of ways, such as: Explaining nuance of an issue by analyzing multiple variables Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects Explaining relevant and insightful connections within and across periods Confirming the validity of an argument by corroborating multiple perspectives across themes Qualifying or modifying an argument by considering diverse or alternative views or evidence Demonstrating complex understanding might include any of the following if appropriate elaboration is provided: Analyzing multiple variables, such as considering diverse or alternate perspectives or evidence For example, a response may explore multiple economic impacts of European imperialism on native societies, including physical exploitation of native labor, collapse of traditional economic activity, restructuring and realignment of elites, changes to gender roles as a result of new economic demands, etc (Explains nuance) Explaining relevant and insightful connections across time and space For example, a response may compare the effects of European imperialism seen in Documents and with the effects of imperialism in other colonial settings where large numbers of White settlers encroached on the territories of native peoplessuch as in Australia or Algeria Or a response may compare the exploitation of native labor for the extraction of resources, as seen in Documents 1, 5, and 7, with the exploitation of native labor through indirect imperialism in Latin America through forced labor systems such as indenture and debt servitude (Explains relevant and insightful connections) Corroborating multiple perspectives, such as explaining how European imperialisms economic effects were complex and affected different segments of Asian and African societies in different ways For example, a response might argue that, in addition to its destructive or disruptive economic effects, European imperialism in some cases benefitted parts of native societies through increased trade (Document 3), limited economic modernization (Document 1), strengthening of native elites (Document 4) or economic recovery after the initial disruption (Document 6) (Corroborates, qualifies or modifies an argument by considering diverse or alternative views or evidence) Additional Notes: This demonstration of complex understanding must be part of the argument, not merely a phrase or reference 2022 College Board AP World History: Modern 2022 Scoring Guidelines Document Summaries Document Summary of Content T.G Edwards, manager of a Dutch sugar factory in Java, letter to the Dutch colonial government on labor shortages, 1858 British East India Company, data reported to the British Parliament regarding the textile trade with India, 18101830 Bankim Chandra Chatterjee, The Cultivators of Bengal, article published in the Bengali press, 1872 Explains the relevance of point of view (POV), purpose, situation, and/or audience by elaborating on examples such as: Reports on the negative effects of the imposition of the Dutch Cultivation System on the availability of Javanese labor for the sugar factory Because of the demands of the Cultivation System, Javanese workers are subject to multiple labor demands, and the factory cannot get workers despite offering good wages The graphs show divergent trends for Indian textile exports to Britain and British textile exports to India: Indian exports to Britain are declining while British exports to India are rising The drop in Indian exports to Britain is particularly sharp for the calico and muslin cloth category, while the rise in British export to India is particularly great for the plain cotton cloth category States that the growing trade between India and Britain has led to an expansion of Indian agriculture, as India has become an exporter of agricultural commodities to Britain Acknowledges that the Indian cotton industry has collapsed because of cheap British cloth imports but suggests that the collapse can be managed by Indian weavers being more open to adopting other trades, such as cultivating rice The author of Document was a manager of a Dutch-government-owned sugar factory in Indonesia As a manager, it would have been his duty to report to his superiors about the damage that the Dutch Cultivation System had inflicted on the availability of Indonesian labor for his factory (POV, purpose) The Cultivation System was an attempt by the Dutch colonial authorities in the East Indies to force the native population to produce cash crops for the Dutch This reflected a general push to make colonies more profitable for Europe by extracting raw materials or commodities for export (situation) As Great Britain was becoming an increasingly industrialized country during this period, the purpose of the EIC providing this data to Parliament may have been in part to show that it was playing its part in providing markets for British industrial goods, the most important one of which was cotton textiles (purpose) Because of the system of Company Rule in India, the EIC, rather than the British government, had effective control of large parts of the Indian subcontinent That explains why it was the EICs responsibility to collect such trade information and report it to the British Parliament (situation) The publication of this perspective on the economic impact of Indias trade with Great Britain in an Indian (Bengali) newspaper was likely meant in part to challenge the Indian audiences notions of rigid caste distinctions By emphasizing that the reluctance to give up hereditary trades has become an economic liability, the author is urging Indians to loosen the rigid restrictions in their society in order to make India more adaptable to economic change (audience, purpose) The article suggests that Chatterjee shared the position of many educated Indian intellectuals at the time that India could benefit socially and economically from British rule He emphasizes the economic benefits of trade with Britain and the opportunities trade may bring for modernizing Indian society (POV, situation) 2022 College Board AP World History: Modern 2022 Scoring Guidelines King Lobengula Khumalo, Contract with an English company over mining rights in Ndebele territory, 1888 Moyo, Congolese refugee, testimony for a Belgian investigation into abuses related to rubber collection in the Congo, 1904 Ndansi Kumalo, account of living conditions of the Ndebele in the 1890s, given to a British anticolonial activist, published in 1936 The ruler of the Ndebele enters into a contract with three British business associates of Cecil Rhodes mining company, awarding them exclusive mining rights in his territories, in exchange for a monthly payment, English rifles, and a promise to deliver a steamboat with guns on the Zambezi River Describes the hardships on the native population produced by the Belgian authorities cruel system of extracting rubber by imposing rubber production quotas on Congolese villages The villagers found it harder and harder to meet the quota, needing to go further and further into the jungle to find rubber trees As more members of village society, including women, had to work to make the rubber quota, cultivation of food crops was abandoned, and starvation set in The authorities did not reduce the quota and only provided token payments for the rubber Outlines the shifts in Ndebele economic activities after the end of the unsuccessful Ndebele revolt in 1897; the Ndebele had lost their cattle (traditional source of wealth) during the revolt and were forced into paid work for the White settlers, in mines and in agriculture In addition to that, the Ndebele were subjected to heavy taxes by the British colonial government, including a rent tax for allegedly living on White settlers land The Ndebele ruler, whose territory was probably under a lot of pressure from White settlers as well as from neighboring African groups, likely thought that he had no choice but to trade away the right to mine raw materials in his country to the English in exchange for guns and a steamboat with which he could defend himself (POV, situation) By emphasizing that various [other] persons and companies have sought the rights to mine in his territories, King Lobengula may have wanted to convey to Cecil Rhodes company that his company must abide by its obligations under the contract (purpose, audience) The Belgian authorities system of rubber extraction from the Congo reflects both the prevalent racial views in late-nineteenth-century Europe that saw Africans as racially inferior, and thus they were subjected to inhumane working conditions Europeans also recognized the economic importance of strategic natural resources such as rubber to Europes industrializing economies (situation) As an eyewitness account of a refugee from the atrocities it describes, Moyos account is likely credible in its description of the devastating economic and social toll of the Belgian rubber quota systems on Congolese villages (POV) As an oral history narrative recorded decades after the events it describes, Ndansi Kumalos account represents a long-term assessment of the social and economic effects of the Ndebele revolt on the Ndebele people As such it focuses on big changes, such as, the transition from subsistence cattle raising to wage work, especially in mining, and the transition to being integrated into the White-settler dominated economy of South Africa through the paying of taxes and using money (audience, POV) The context of the economic and social changes described in the document is the growing rate of White settlement in interior parts of southern Africa during the late nineteenth and early twentieth century, encroaching on the lands of native peoples such as the Ndebele The discovery of gold, diamonds, and other resources in various parts of the region exacerbated this process (situation) 2022 College Board DBQ Q1 Sample 1A Page of DBQ Q1 Sample 1A Page of DBQ Q1 Sample 1A Page of DBQ Q1 Sample 1A Page of DBQ Q1 Sample 1B Page of DBQ Q1 Sample 1B Page of DBQ Q1 Sample 1B Page of .. .AP?