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Document Scaffoldjng Questjons (SV1

Document 1:
1. What is a tabula rasa? I
2. What does Sir Charles Eliot's quote say about how he regards East African people?
Document 2:
3. Does the map support or refute the idea that East Africa was a tabula rasa? Supply detail in your
explanation.
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4. Name the five Kenyan ethnic groups that appear on the inset map. __________
Document 3:
5. Who was Kabongo? 0.. _____________________
_____________
7. According to Kabongo, what kind of government existed among his people before the Pink Cheeks
arrived?
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8. What form of government was being imposed on Kabongo's people by the Pink Cheeks?
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Document q:

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9. According to this document, what aspects of British colonialism in Kenya made some Africans
bappy? Cite specifics in your answer.
10. The document says the British eliminated "internecine ,\'ar." What does this mean?
Document 5:
11. \Vhat t,,,,o Ken)'nn ieClclt'rs are shown in the photo?
12. Is the fact that Kenya developed such leaders V\'ithin the a pills for British colonialisrn?
Explain ,,\hy or vvhy not.
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Document 6:
13. \Vhat does B. Denham havE' to S,lY about Bantu (Kikuyu et a1) and Masai religion? Include at
least two specific statement.s to support your nnsvver.
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14. According to Denham, had the Bantu and Masai developed a Creation myth? If not, why not?
Document 7:
15. Who were the Abaluyia?
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16. Does Document I refute the comments of E.B. Denham in Document 6? Explain.
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tJocument 8:
17. What is the meaning of "indigenous beliefs?"
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18. In 1962, what percentage of Kenyans ,,"ere Christian (Protestant + __""",,-__
19. In 2002, ,,,rhat percentage of Kenyans were Christian? 3 -t d- (j -l It It -)0
20. What does this data say about the impact of colonialism on Kenya's religion?
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Document9:
21. Whois Ngugi? WhoisNjorogue?
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22. V\That qualitiesdid NjorogelikeabouthisBritishteacher?
23. IsthereevidencethattherewerethingsNjorogedidnotlike?
Document10:
Tn I v\-hatv,:as theperstudentexpenditureofthe colonial for
Asians,Arabs,andAfricans?
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,yhatpercentofEuropean chiidrenreceivedasecondaryeducation? ..... ;_c_.
VVhat perc:ent ofAfrican c:hildren received asecondaryeducation?_.... ___. ___
25. ;11 1 __
26. vVhat\Ivas theroleofChristianmissionschoolsin Kenya'seducationsystem?
Document 11:
!7. "What tvvo main cities did the Kenyan railway connect? Why?
. ways, roadways, and a postal system are good for encouraging new settlements. Was this good
Europeans in Kenya? Was this good for Mricans in Kenya? Explain your answer in detai1.
Document 12:
29. How do the average earnings of European and African farmers compare?
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30. How do the average earnings of Europeans and Africans in government and schools compare?
3. 1. CO\l ide!' DOCI.lIl1elltS 11 and 12. Was the colonial economy good for Africans in Kenya? Explain
citing detail from the documents.
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World History, _

3/19/2014
In 1914,85% ofthe Earth's surfuce was ruled by Europe. About 30% oftheir territory was
Africa. Europe achieved this large percentage ofrule by planting colonies (areas ofregions ruled by a
fureign power) around the world. In the late 1800's and early 1900's, Europe saw colonial
opportunities in Africa. A meeting was heki in Berlin in 1884 to 1885 to discuss and divide up portions
ofAfrica fur certain countries to p1ant colonies. This was known as the Berlin Conference. Colonialism
changed so many aspects ofAfrica, but it is very evident in Kenya. But the question is, how did
colonialisma:tIect Kenya? Colonialism had positive and negative a:tIects upon Kenya, in areas such as
religion,_the KenYB!l economy, and and focuses,
The first way in which colonialism a:tIected Kenya was the drastic changes it brought to religious
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diversity. In Document 7, the creation story ofthe Abaluyania religion the
reason in which these believers believed they were created and what they are here for. In the note at the
bottom ofthis doclJIlXmt, it was stated that "practically every African society has its own myth." It was
also stated one anthropologist documented 2,000 creation stories. There was religious
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diversity prior to colonization. Once religious assimilation carn;! along with
it. Indigenous beliefS in Africa slowly tD dwindled as "European religions" were imposed upon the
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people. Europeans did not approve ofAfrican Indigenous
religions because they were di:trerent than those the Europeans practiced, with the lack ofa priesthood
aoo. practiceofwitch doctors (Doc. 6). In 1962, Indigenous beliefS were practiced by 80% ofthe
Kenyan popu1ation while Christianity (protestantism and Catholicism) was practiced by about 11 %
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(Doc. later, in 2002, Christianity was practiced by 62%, while Indigenous beliefS were
down to 26%. The religious diversity in Africa had dwindled as "larger, corporate religions" such as
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Christianity more popu1ar. This was a drastic change in religion, as the diversity died.
As colonialism changed religion as a whole, colonialism also drastically in
Kenya in a positive way. DOCl..nrent 11 shows one ofthe ways in which Kenya's economy was
positively affected by colonialism The first two, ofthe rourmaps shown in the docl..nrent, represent the
road and railroad networks in Kenya in 1908 and again in 1954. The second two maps show the sites
where Post Offices were present, from 1919 and then in 1968. The first ofthe maps dealing with the
/r roads network showed routes that ran from Nairobi to Mombasa, ar@.Joore to the east ofKenya

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) , (Doc. 11). But in the second map ofthe network, the road network stretches all over Kenya, to an
and to the edges (Doc. 11). Along with this, postal offices began popping up, growing fi'om a
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he amrw::t1: ofsites to being spread throughout Kenya (Doc. 11). This positively affected the
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\'\lor J economy because it allowed ror more trade to happen, for people to travel throughout Kenya and ship
packages and conn11lID.icate within and outside ofKenya. This not only created many trade
opportl.Ulities but also allowed the govennnent to tax people ror using the roads that ran across the
borders and enfbrce a shipping tax. This acquired money and improved the economy. Docl..nrent 12
shows another example ofthe positive affect colonialism had on Kenya. Docl..nrent 12 lists the average
earning (in pounds per year) ofworkers in the Agricu.lt:trral and Public Services business. Throughout
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nurlltJers
both, the overall salaries rose from 1946 to 1955. More jobs were created and the jobs were given
raises, enough raises Because ofthe workers working these
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jobs that benefited the economy, the to allow the government to give
out these raises. Although African workers in agriculture and public services where consistently
the overall economy was improved through these available jobs that benefited the economy.
The third effect that colonialism had upon Kenya was the changes it brought to the government,
how it worked and its fOcuses. First ofall, there was a direct change in governmental styles. Countries
that were taking and creating colonies would c1am land that already had been c1aimed by specific tribes
and already had its own fOrm ofgovernII"X!nt, and impose their own upon them One specific chiefofa
tribe talked ofhow his tribe had "had no King, we elected our Councils and they made our laws:
! 3 , in a reply to a man who came .and demanded they fOllow laws king and give up all their
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land to him shift ofgovernmental styles went from a democratic and local based council to a
government nm by a monarchy. The government also changed in the ways in which it fOcused on the
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Kenyan people. Prior to cokmialism, the people ofKenya ran how Kenya worked, as was seen in the
chief s statements from Docmnent 3. But once Europeans had come in, the no longer
allowed Kenyans to nm it, or fOcused on them in their own country. In the background essay, it was
stated that after Workl War I, Kenyans were fOrced by the government to carry a ''kipande''-a
registration pass. This kipande was not carried by whites, and its pUIpose was to remind the Kenyans
4-' that they were second-class citizens. This is one aspect ofhow the governments fOcus was move from
ffI..Oould
0;\.jI.NtW Kenyans to Europeans. Another sign ofhow the focus was shifted is seen in docmnents 10 and 12. In ..' .,

-1tu . both ofthese docmnents, Africans are not given the same rights and opporttmities that Europeans arf \1,jU'''O.:' r 1
ct,(wt\V\ '
European students were required to attend school from age 7 to age 15, whereas African student were .
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Ii"not required to go to school (Doc. 10). Also, African men and women were constantly paid less than
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;)1 tulJ everyone else in most areas ofwork (Doc. 12). Although they were still given jobs asil iUSQ, they were
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not given the same wage opportunities as everyone eIse. 'This was another way in which the rocus ofthe
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government was shifted away from the Kenyanpeople.->6nltt l)
Overall, the country ofKenya was drastically changed in positive and negative ways, through
the change in reJigious diversity and practices, the ways ofthe economy and the government's styles and
rocuses. These drastic changes occlDTed because someone who was not welcome came in and altered
ahmst every aspect ofthe COl.ll1try, Not to say there were no positive effects, but it was an unwelcome
arrival on the Europeans it is important to use the changes that happened in Kenya to
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think on issues ofsensitivity and on issues ofequal rights, as the Kenya government was claimed by
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&v'\p-" .,'J" people who did not give a tlKJught to anyone who already had been there and already running things,

, t ll';hu\ ' and how the Kenyan people received tmequal rights and were degraded in how they were viewed by
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ffell-.U the European:! These are important thoughts to keep in mind as the world changes and international
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. , 'J.' , relations contmue to advance.

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