French Revolution: The Ultimate Graphic Organizer

Directions:
1. Complete each portion of the graphic organizer in at least three bullet points once each “stage” of the French
Revolution is finished in class.
2. Submit the graphic organizer in its entirety once the French Revolution unit has finished. Be sure to keep up with the
completion of each page on your own time!

Causes of the French Revolution

Long Term Causes

Political Issues Economic Issues Social Issues Intellectual Ideas

• Absolute The enlightenment made

monarchy Clergy made up
• Devine right • Bad weather led 1% John Locke ideas of life
theory to less crops Nobles made up liberty and property
• Levied taxes • Poor harvests led 2 percent
• No freedom of to unemployment Peasants made Declaration of
expression up 97% independence and France
• King could
imprison anyone
Debt saw that they beat a very
powerful king
he wants

Short Term Causes

Action Date Causes Effects

• The estates general was • 3rd estate furious

Estates General
called to discuss the • Led to tennis court
May 5,
current issues of France oath
1789 • Each estate gets one • Led to the rebellion of
vote the 3rd estate
• Unfair system of voting

• Made to go against king

Tennis Court Oath Louis XXI
• Locked out of estates • Led to the storming of the
June 20, general bastille
1789 • Not fair voting • Led to the creation of
• 3rd estate got together declaration of natural,
to form rights of man & of the
citizen
 Stage 1: National Assembly

France under the Guidance & Leadership of the National Assembly

Action Date Causes Effects

Storming the Bastille

• Louis the XVI people
were against his political • Destruction of the
rule bastille
July 14, • The king didn’t treat his • Symbolized the end
1789 people fairly of absolute
• People were imprisoned monarchy in France
• The start of the
French Revolution

Declaration of the • Granted civil rights

• The storming of the
Rights of Man & of the (women were not
Bastille
Citizen included in these rights)
• Riots broke out
• Granted freedom of
• People died
speech, press, and
religion
August 27,
• Response to the great
1789
fear, people were scared
of losing rights after the
storming of the Bastille

The Women’s March • Angry over the increase • Went to the king to
on Versailles the price of bread 1
complain
• Lack of food • Demanded the royal
• Very low wages family to come back to
October
5-6,
Paris
1789 • 20,000 people stormed
the palace to kill them
to have control over
the king/queen
I • Marie antsne
 Stage 2: Radical Revolution

France under the Guidance & Leadership of Maximilien Robespierre

Action Date Causes Effects

King Louis XVI is

• Guilty for treason • Maximilian
executed • Tried to escape Paris Robespierre came into
overnight power
• Locked third estate • Reign of terror starts
January
1793
out the estates • Committee of public
general safety

• People lived in fear

The Reign of Terror • To keep the revolution
• Led to the death of
Begins alive
Robespierre
• Fought for the control of
• Law of Suspects was
France
created, which made
March • Tried to out fear in the
people who were not
1793 people who are against
supporting the
the revolution
Revolution an enemy
• Jacobins a radical
of France and was
political political party
executed
that gained control after
king Louis XVI

Maximilien Robespierre is
executed • Mad with power
• Stirred up paranoia and • End of reign of terror
fear in French society • Committee of public
July from his law of suspects safety ended
1794
• Used extreme violence • new government would
when people were rule over France, known
against his rule as the Directory
 Stage 3: Napoleon
France under the Guidance & Leadership of Napoleon Bonaparte

Action Date Causes Effects

Establishment of
the Napoleonic • Made so that the • Guaranteed equality for all
revolution will live on men
Code
• A new rule set that people • Guarantee people their
would respect and would natural human rights
March 21, be easy to follow • Eliminated the
1804 • Made to model for future underpinnings and
European law codes divisions caused by the Old
Regime

• Napoleon invaded • 590,000 killed or

Napoleonic Wars
Russia captured because of
• A ght began with Russia’s Army using the
France and multiple scorched earth policy
other European • Weather contributed to
countries the death of many
1803-1815 • Napoleon wanted to soldiers because the
spread his ideas by winter was horri c
conquering all of Europe

Congress of
Vienna redraws • Napoleon’s loss in the
European map & Napoleonic wars • French revolution ends
• A balance of power • Monarchs were restored
reinstalls the
between European to their position as leaders
Bourbon Dynasty in their countries
nations after Napoleon
in France reign over Europe • A balance of power was
June 1815
• Napoleon attempted to established to keep
unify the continent anyone country from
under his rule dominating Europe
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 Atlantic Revolutions Chart
Directions: Use your class notes and your prior knowledge of world history to complete the chart below in its entirety. Each portion of the chart, with the exception
of the key individuals, should be completed in at least three bullet points.

Revolution Key Individuals Causes Effects

Include the names of important Discuss the causes that led to the start of this revolution in Discuss the effects of this revolution in at least
individuals that contributed to each at least three bullet points. three bullet points.
revolution.

• King Louis XVI is executed

• King Louis XVI • Napoleonic Wars
• Maximillian • Absolute monarchy • Storming the Bastille
French Robespierre • France in debt • Reign of terror
• Napoleon • King Louis abusing his power
• Third estate treated poorly

• Slaves were treated the worst in Saint

• Toussaint Domingue which caused a lot of violence
and caused salves to want to rebel • Slavery abolished
L’Ouverture • Revolutionary ideas from the French • Haiti declared independence
Haitian • Jean-Jacques revolution, inspired the slaves to revolt • Inspired revolutions in Latin America
Dessalines against the upper class
• Toussaint L’Ouverture Caused a slavery
based economy

• Simón Bolívar • Revolutions in North America, France,

• Mexico, Venezuela, and Argentina
gained independence
• Padre Miguel and Haiti inspired Latin America to
Latin • Latin America is riddled with political
Hidalgo revolt corruption, inequality, and poverty
American • Creoles treated as second class
• José de San citizens and were treated poorly
today
• Liberated Spanish rule
Martín • Spread of enlightenment ideas

Evaluation: Identify & explain a similarity OR difference between two of the revolutions seen above in at least three complete sentences.
A di erence between the French and Haitian Revolutions is that the French were unsuccessful and the Haitians were
successful. The French were close to succeeding in their revolution But the Congress of Vienna put stop to the French
Revolution. Unlike the French revolution the Haitian revolution was successful by the slaves being freed.
Urbanization: the growth of cities and the migration of people in to them
Industrialization: the development of industries for machine production of good

AGRARIAN REVOLUTION

1. Enclosure method
Causes:
• common land- owned by anyone and many peasants use it
-no boundaries
-animals ruin crops
E ects:
• land is divided up and sold. Fenced o , private ownership
-less crops destroyed
-less land wasted
-farmers tried new method of farming
(Those who couldn’t buy lands move to cities called urbanization)

2. Seed drill
Causes:
• People Plowed, Sprinkled Seed, Covered Seeds
birds) animals ate Seed
-took a long time
-seeds could blow away
-little accuracy
E ects:
• Drills hole in land and pushes seed into hole
-quicker/easier
-higher yield of crops
-makes sure that the seeds are spaced out
• Less workers are needed
-people move to cities
#Urbanization#

3. Four crop rotation system

Causes:
• Three crop rotation
-wasting farming eld
E ects:
• All elds used
• Actually gave nutrients to soil
• Covered crops (turnips, peas, beans)
• New system helped farmers grow more food
• feed animals in winter
• boost population
• leading to more workers and a stronger economy
CAUSES OF THE INDUSTRIAL REVOLUTION

1. Natural resources

• coal-> fuel

(Powered steam engine)

• iron-> made machines and railroads

• Transportation (canals, railroads, ships)

• natural harbors

2. Agrarian Revolutions

• enclosed method/ crop production increased↑

• Seed drill/ population increased↑

• four crop rotation/ urbanization↑

-less jobs on the farms, move to cities

-less help on farms, wealthy landowners bought more land

3. Colonies (when a stronger country expands and controls another)

-overseas

• raw materials

• $$$

• Consumers
CHANGE IN THE BRITISH TEXTILE INDUSTRY

1. Domestic system
• Textiles made locally and usually in homes
• Made on a small scale
• Made by children and women

2. Factory system
• textiles made by using the spinning Jenny, spinning mule, power loom
• Made more money
• Produce Cotten at a faster rate
• Working conditions were harsh
• Made in factory’s
INVENTIONS OF THE INDUSTRIAL REVOLUTION

1. Spinning Jenny (1764)

• Invented by: James Hargreaves
Purpose:
• Speed up the supply of thread.
• Make textile manufacturing easier
• To decrease the need for labor
• Saved money for transportation of raw materials and completed products
Impact:
• Mass production
• Easier
• Faster production

2. Cotton Gin (1793)

• Invented by: Eli Whitney
Purpose:
• Made cotton production more e cient.
• Clean seeds out of the cotton
• To make production easier
Impact:
• Increased the availability of cotton for textile production.
• Developed the idea of mass production of interchangeable parts
• Cotton was used more

3. Steam Engine (1712)

• Developed by: Thomas Newcomen (early versions), James Watt (signi cant improvements)
Purpose:
• Made factories less dependent on water power
• Made factory locations in convenient locations
• Pumped water out of mines to have coal and metal needed
• Turned heat into power
Impact:
• Reduced the cost of production and increased e ciency.
• Led to the development of steam-powered transportation
• Brought more job opportunities in urban areas
• Polluted the air with carbon dioxide

4. Railroads (1812)
• Developed by: George Stephenson
Purpose:
• Made transportation of goods and people faster and easier.
• Reduced the cost of transporting raw materials and nished textiles.
• was more e cient than any other way of transportation
• Impact:
• Made travel become faster and more easily accessible
• Created time zones to track the times when the train would arrive from station to station
• increased urbanization
MIDDLE CLASS VS. WORKING CLASS EXPERIENCE

1. Middle Class Experience

• Comfortable living
Very good earning
-Owned factories
-Teachers
-Lawyers
-Scientists
-Accountants
• Did not work in mines and factories
• worked ve days a week
• In free time did Leisure activities
-cricket/tennis
-seaside resorts
-circus

2. Working Class Experience

• 15 hour work days

• Started as a child
-children went under machines
• Low livable wage
• Dangerous and unclean working conditions
• Penny an hour wage
• Disease
• Tenements people lived in
• Air pollution
• Water pollution
• Crowded factories
REFORM MOVEMENTS

1. Legalization of Unions
Causes:
• Workers were exploited by wealthy owners
• working conditions made them sick and conditions dangerous and (machines could hurt workers)
• long working hours with little pay
E ects:
• improve working conditions (made it safer for workers)
-laws were passed
-minimum age for working
-limited working hours
• Gave representation to the workers
-they protested (went on strike)

2. Improvement of working class.

Causes:
• Workers worked long hours
• dangerous and unhealthy conditions for little pay
• Children worked in factories often performing dangerous tasks.
E ects:
• factory acts
• Mine acts
• 10 hour act
• Helped children from not working so hard
• Limited hours of working
• More safety regulations with working

3. Growth of education
Cause:
• expensive
• Not accessible to everyone
• Working-class children often had to work in factories instead of attending school.
E ects:
• the Education Act “1870”, made elementary education free for all children aged 5 to 13.
• 1902 act
• Ragged schools union

4. Women’s su rage
Causes:
• Denied the right to vote and hold o ce
• Paid less than men for doing the same work
E ects:
• Women United as a group to ght male oppression for their rights
• Women over 30 got the rights to vote
• Voting rights for male and female were equalize in 1928
ECONOMIC SYSTEMS

1. Capitalism
• Adam Smith: the wealth of nations (1776)
• Competition
• Factors of production are privately owned
• Laissez faire economics (lazy owned)
• “Hands o ”
-free market
-No government interference with economy (get in the way of reduction/wealth)
-Supply and demand
-self interest

2. Communism
• Karl Marx + Friedrich Engels: communist manifesto
• Classless society
• Factors of production (mines / factories) are publicly (government) owned
• Equal distribution of all goods
IRISH POTATO FAMINE

Famine: shortage of food

Ireland was controlled by British colonies

Causes of the Irish Potato Famine:

• “blight”
• A fungus called “Phytophthora infestans”
-trade w/ North America spread the fungus
• lack of food options
-land was used to grow cash crops to sell to Great Britain instead of giving food to the Irish people
• lack of assistance from Great Britain
-did not provide money for the Irish
-wanted the Irish to be “self-reliant”
-Great Britain had a capitalist mindset
-laizze faire economics (no government intervention)

E ects of the Irish potato famine:

• hunger lead to death
-spread of diseases
-too weak to work
• Emigration to America and other countries
• Resentment for Great Britain
• Frustrated with British government
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 EQ: To what extent and in what ways is the Sepoy Rebellion considered a turning point in Indian history?

Sepoy Rebellion
During the 19th century, Great Britain expanded their control across the globe, creating one of the largest empires in
world history. The “jewel in the crown” of the British Empire was India, a nation who experienced commercial success
under the Mughal Empire up until the end of their reign in the beginning of the 18 th century. The British East India
Company, through military force, alliances with local rulers, and acting on divisions found in Indian society, were able to
conquer and control all of the Indian subcontinent by the mid-18th century. Many of the soldiers that comprised the
British army were sepoys, Indians of the warrior caste.

The Sepoy Rebellion, also known as the Sepoy Mutiny, Indian Mutiny, Indian Rebellion of 1857, and the First Indian
War of Independence, was a major uprising of Indian soldiers against the British East India Company. As a result of a
lack of opportunities in the army of the British East India Company, forced westernization along with interference with
native Indian beliefs, and the implementation of new gun cartridges that offended many sepoys, Indians rebelled against
British officials and citizens in 1857. While the rebellion was ultimately unsuccessful for the Indians, this mutiny
resulted in the removal of the British East India Company from power in India and resulted in the direct control of this
colony by the British crown. While Great Britain will rule over India for almost 100 more years, historians typically
claim that the Sepoy Rebellion is the beginning of the end of British rule in South Asia.

Violence between the Indian soldiers and British officers during the Sepoy Rebellion

Directions: Use the video, documents provided, and your prior knowledge of world history to complete the chart below
in its entirety. soldiers
Indian
Causes of the Sepoy Rebellion Effects of the Sepoy Rebellion

1. lack of promotion
• could not move up in army
2. Forced westernization (bringing European
culture+ customs + ideas and values to other 1858m
areas)
• Missionaries
• Disrespect to religious practices
• Set up school to promote western ideas
3. ***New gun cartridges contained pig/cow ooo
fat that went against Hindu and Muslim
religious practices
• (it was opened w/ teeth)
• Disregarding Indian culture
 EQ: To what extent was British imperialism more beneficial or detrimental to India?

Impact of British Imperialism on India

Throughout the 19th century, powerful European nations attempted to conquer and colonize territories in Asia and Africa to obtain raw
materials, appeal to new markets, and earn capital. Great Britain constructed the largest empire in world history during the Age of
Imperialism and established influence in India by way of the British East India Company. By the mid 18th century, the British East India
Company, a joint-stock company, controlled all of the Indian subcontinent. Due to the economic success this private company experienced as
a result of all India had to offer, this colony was always referenced as the “jewel in the crown” of the British Empire. After the large-scale
rebellion of Indian soldiers against the British East India Company in 1857, known as the Sepoy Rebellion, Queen Victoria of England
announced the British crown would directly control India. This time period of the release of power from the British East India Company and
direct control of India by the British crown is known as the British Raj. For a combined 200 years, Great Britain had control over the Indian
subcontinent.

As a result of the intense period of European imperialism during the 19 th century, it is still long debated by historians whether imperial rule
of more advanced and powerful European nations was truly more helpful or hurtful to the colonies they resided over. Based on the
information discussed throughout the imperialism unit and the documents provided, evaluate whether British rule in India was more
beneficial or detrimental to the country as a whole.

Development of railways in India Victims of famine in India under British rule

Directions:
1. Read and SOAP up your set of documents, then highlight whether you believe each document illustrates British rule in India as
more “beneficial” or “detrimental.”
2. Evaluate the author’s point of view based on the information in your document, then include key information on how British rule in
India was either “beneficial” or “detrimental” in the chart below.
3. Share your key ideas, answers, and developments with your partner in order to complete the chart below in its entirety. Then,
discuss the essential question and evaluate the extent to which British rule in India was more beneficial or detrimental.

Benefits of British Rule on India Detriments of British Rule on India

civilize
Modernization (irrigation) of India Still British hold higher positions
• railway • military
• Telegraphs Banning of Indian businesses
Western education/Law • no competition
• Western ideas • They became a farmer
Improved sanitation
 A Letter to the Queen of England
The Qing Dynasty of China banned the sale of opium in the early 18 th century, however, many Chinese citizens largely ignored
this and British merchants continued to smuggle opium into China. The author of the letter below, Lin Zexu, was appointed by
the Qing Emperor to confiscate and dispose of opium in China. Below, Zexu reaches out to Queen Victoria of England in
regards to the British sale of opium to Chinese civilians. Despite this attempt to reach out to the British monarch, Queen
Victoria of England failed to respond to this letter and the trade of opium continued between Great Britain and China. As a
result, Zexu had all opium shipments confiscated and disposed of, triggering Great Britain to begin the First Opium War.
After a long period of commercial intercourse, there appear
among the crowd of barbarians (foreigners, in this case, the
British) both good persons and bad, unevenly. Consequently,
there are those who smuggle opium to seduce the Chinese
people and so cause the spread of the poison to all
provinces…

The purpose of your ships in coming to China is to realize

(make) a large profit. Since this profit is realized in China and
is in fact taken away from the Chinese people, how can
foreigners return injury for the benefit they have received by
sending this poison to harm their benefactors? They (British
merchants) may not intend to harm others on purpose, but the
fact remains that they are so obsessed with material gain that
they have no concern whatsoever for the harm they can cause
to others. Have they no conscience? I have heard that you
strictly prohibit opium in your country, indicating that you
know how harmful opium is. You do not wish opium to harm
your own country, but you choose to bring that harm to other
countries such as China. Why?

profits people
Of all that China exports to foreign countries, there is not a
single thing that harms people… The goods from China
carried away by your country not only supply your own
consumption and use, but also can be divided up and sold to
other countries, producing a triple profit. How can you bear to
British official forcing opium onto a Chinese civilian go further, selling products injurious to others in order to
fulfill your insatiable desire?...
Source: Commissioner Lin Zexu, Letter to Queen Victoria, 1839

Identify & explain the author’s point of view concerning the opium trade between China and Great Britain.

O
Identify & explain the author’s purpose in writing the letter above.

stopopiumtrade sends to queen of englandDoesnt

respond
Identify & explain the author’s intended audience in writing the letter above.

How can the continued purchase and usage of opium harm China?

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 EQ: To what extent is the violence seen in some of the Hong Kong protests against the Chinese Communist Party justified?

Hong Kong Today

Hong Kong, a territory rewarded to Great Britain in the Treaty of Nanjing after the Opium Wars, was under British rule until 1997. In 1997, Hong Kong was “handed back” to China, with
the condition that this territory was under “one country, two systems.” With this agreement, Hong Kong would still have access to their freedom of expression and unlimited internet access
under British rule while controlled by China, but the Chinese Communist Party (CCP,) has continued to encroach on these rights. The CCP has continued to challenge these rights and impose
stricter rule and censorship over Hong Kong. In response to this, citizens of Hong Kong have responded with protests that have been met with violence from police forces.

Hong Kong citizens protest against the encroachment of the Chinese government on their lives (as seen in the left and right visuals above,) in addition to the extradition act and police brutality they have faced (as seen in the middle visual above.)

Directions: Use the attached video to answer the questions below in at least three bullet points.

Who controlled Hong Kong until 1997 and why?

When Great Britain “handed back” Hong Kong to China, the British government promised a policy of “one country, two systems” would be followed. Describe what this intended policy
entails.

Why have citizens in Hong Kong protested against the Chinese government throughout the past decade? Why in 2019 specifically?

How have police forces responded to those protesting in Hong Kong?

To what extent is the violence seen in some of the Hong Kong protests against the Chinese Communist Party justified?
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 EQ: To what extent did European nations feel it was their duty to civilize African territories in the 19 th century?

Imperialism in Africa
Africa is the largest continent in the world, home to thousands of ethnic and linguistic groups. Prior to the 19th century, African territories
were considered “unknown and undiscovered” to Europeans, as the contact Europeans had with Africa was simply through the Transatlantic
Slave Trade, where enslaved Africans were sent to European colonies in the Americas starting in the 16th century. European nations had
access to African goods and enslaved peoples via trading posts on the coast of the continent, however, prior to the 19th century, many
European nations were unable to travel to the interior of Africa due to the threat of disease and lack of technological innovations that could
manage their rough rivers.

As a result of mass industrialization during the 19th century, innovations made in technology and medicine would allow for European
nations to travel past the African coast into the interior of the continent. Europeans found that African territories provided them labor, raw
materials, natural resources such as rubber and ivory, and rich minerals such as gold and diamonds. The benefits African territories offered
to industrialized European nations resulted in the Scramble for Africa, where European nations at the Berlin Conference (1884-1885)
partitioned the continent of Africa for their own political and economic interest. Africa in the late 19 th century would be torn apart, with no
regard for ethnic or linguistic groups, by European nations. Many African territories would become just another colony under the influence
and domination of many of these imperial European nations.

An Introduction to the
Scramble for Africa
Why did European nations support colonization of foreign
territories in Asia and Africa during the 19th century?

to make money

Why were European nations interested in conquering and

colonizing territories in Africa?

rubber
recorces
How were European nations able to conquer and colonize
territories in Africa?

slave trade
industrial revolution
 responsibility
europeans The White Man’s Burden
Rudyard Kipling was one of the most famous writers in 19th century Great Britain. Throughout the 19th century, European
nations engaged in imperialist actions and both conquered and colonized territories in Asia and Africa. Written in 1899 and
published in McClure’s magazine, Kipling’s poem titled, The White Man’s Burden, was aimed to convince the United States to
further colonize the Philippines after annexing the territory in their win in the Spanish-American War. While Kipling discusses
how state building and developing an empire is hard work, a “burden” at times, ultimately his poem was used as a justification for
the colonization of foreign territories by Western nations. Western nations benefitted politically and economically from gaining
new territories in the 19th century, however, Kipling describes that it was their duty to civilize the inferior populations they
conquered. The political cartoon below illustrates the encounter between the more “civilized” populations of Europe and the
“barbaric” populations found in territories of Asia and Africa.

Take up the White Man's

africa burden—
Send forth the best ye
breed—
Go bind your sons to exile
To serve your captives'
need;
To wait in heavy harness
On fluttered folk and wild—
Your new-caught, sullen
(gloomy) peoples,
Half devil and half child.

I Take up the White Man's

burden—
The savage wars of peace—
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is
iii nearest
The end for others sought,
Watch sloth and heathen
Folly (avoid lazy behavior)
Bring all your hopes to
nought.

Source: Rudyard Kipling, The White Man’s Burden, 1899

How does the author depict civilians found in Asian and African territories?

Halfbril halt child

According to the poem above, how should European nations help territories in Asia and Africa?
learn
feed them peace medicine role modeles
Identify & explain the author’s purpose in writing The White Man’s Burden.
justification of european
take care
of them
Identify & explain the author’s intended audience in writing The White Man’s Burden. guidance
im assistance
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How does the political cartoon above illustrate the major points found in Kipling’s poem, The White Man’s Burden?
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 EQ: To what extent is European imperialism responsible for the corruption, violence, poverty, and human rights violations found in Africa today?

Horrors in the Congo Then & Now

King Leopold II of Belgium was one of the first European rulers to conquer land in the interior of Africa, even prior to the Berlin Conference. King
Leopold II acquired territory within the modern-day territory of the Democratic Republic of Congo, known in the 19th century as the Congo Free
State. Rather than Belgium controlling this territory, this was territory was privately owned and controlled by King Leopold II. King Leopold II
claimed this land was going to be used to civilize the Congolese, industrialize the society, and to build hospitals and schools. However, while he
claimed this privately-owned territory was going to be used for “humanitarian efforts,” the Congo Free State under King Leopold II experienced
some of the most brutal and inhumane treatment and conditions throughout Colonial Africa.
King Leopold II

The Desire for Rubber in an Industrial Age

European nations desired to conquer and colonize territories in Africa, in part, because of their natural resources. The Congo Free State, found in Central Africa,
specifically, was home to an abundance of wild rubber. King Leopold II’s goal was to exploit the Congolese population and forests by extracting as much wild
rubber as possible.
Europeans had known about rubber ever since Christopher Columbus noticed it in the West Indies. In the late 1700s, a British
scientist gave the substance its English name when he noticed it could rub out pencil marks… It was not until the 1890s that the
worldwide rubber boom began. The industrial world rapidly developed an appetite not just for rubber tires, but for hoses, tubing,
gaskets, and the rubber insulation for the telegraph, telephone, and electrical wiring now rapidly encompassing the globe. Suddenly
factories could not get enough of the magical commodity, and its price rose throughout the 1890s. Nowhere did the boom have a
more drastic impact on people’s lives than in the rainforest, where wild rubber vines snaked high into the trees that covered nearly
half of King Leopold’s Congo.

For Leopold, the rubber boom was a godsend… Rubber came from vines, but also trees. Rubber trees, however, require much care
A Congolese boy attempts to extract wild and some years before they grow large enough to be tapped. The king voraciously demanded ever greater quantities of wild rubber
rubber from vines in the rainforest
from the Congo, and those that did not meet their quota, were severely punished…
Source: Adam Hochschild, King Leopold’s Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa, 1998

Which product was found in high quantities in the Congo Free State and where could it be extracted from?

rubber wild rubber vines snaked high into

the trees

How was rubber used in 19th century Europe?

The industrial world rapidly developed an appetite not just for rubber tires, but for hoses,
tubing, gaskets, and the rubber insulation for the telegraph, telephone, and electrical
wiring now rapidly encompassing the globe
 Life in the Congo Free State (1885-1908)
King Leopold II enslaved the Congolese population and required them to extract wild rubber from nearby forests for his own economic benefit. Each worker was given a quota, a certain amount of
rubber they needed to extract from nearby forests. To meet this quota, about three to four kilos (close to 9 lbs.) of dried rubber per adult, Congolese men had to work all day, at least 24 days per
month in the forests. To get as much wild rubber as possible, many times workers cut down vines, sliced them into sections, and squeezed them until all the rubber came out. Many would simply be
paid in beads, knives (used to better find rubber,) spoonfuls of salt, or pieces of cloth. If the rubber collected was not enough, workers would be brutalized, tortured, or potentially killed. The
documents below illustrate the horrors experienced in the Belgian Congo, found in Adam Hochschild’s novel, King Leopold’s Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa:

Enslavement of the Congolese Population Abuse of the Congolese Population Death of the Congolese Population
“Belgian officials imprisoned people (Congolese Africans) “We were always in the forest to find the rubber vines, to go In addition to burnt villages, disease killed more Congolese
when they refused to transport supplies, disobeyed orders, or without food… Then we starved… We begged the white man than bullets. Europeans brought to the interior of Congo many
refused to sell goods below market prices to authority to leave us alone, saying we could get no more rubber, but the diseases previously not know there. The local people had no
figures… One Sunday morning brother Andersson and I white men and their soldiers said, ‘Go. You are only beasts time to build up immunities… Both new illnesses and old ones
(Congolese Africans) went to a neighboring village and helped yourselves…’ When we failed and our rubber was short, the spread rapidly, because huge numbers of Congolese were now
release three poor women who had been imprisoned because soldiers came to our towns and killed us. Many were shot, forced to travel long distances as porters or steamboat
one of them had asked for the return of a stone jug which had some had their ears cut off; others were tied up with ropes members and due to pure exhaustion… The most notorious
been taken from her… But what happens to all of the women round their necks and taken away…” killers were smallpox and sleeping sickness (a parasitic
who are taken prisoner? Some are set free… when their disease,) although less dramatic lung and intestinal infections
husbands have done all they can to regain the one who is also took a high toll…”
dearest to them. Others are forced to work in the fields and
also to work as prostitutes… Our most respected men here…
have told us with tears in their eyes and much vexation in their
hearts that they had recently seen a group of seven hundred
women chained together and transported to the coast on
steamboats…”

Enslaved Congolese men A Congolese man is whipped with a chicotte (hippo hide) as punishment Congolese children had their hands removed as punishment

How were Congolese men and women paid for their gathered Why did many Congolese men and women die from disease? Why do you think Belgian authority figures allowed for this
rubber and punished if they were unable to meet their quota? brutal and inhumane treatment of the Congolese to take place
under King Leopold II?
huge numbers of Congolese
workers would be were now forced to travel becausethey
mere
brutalized, tortured, or
potentially killed
long distances as porters or
steamboat members and due
walk be paid
to pure exhaustion
 tires
Rubber insulation of
wire

people died of

highquotas disase
abuse

beads
cloth
tioffhandstears
spoonfuls of salt
knives