What can the material be used for?

The material is primarily a picture - and information base for teachers and pupils in the oldest classes in the Folkeskole and the youth education, who want to examine and understand some of the historical reasons why the world is split up into rich and poor countries and people.

The pictures can easily be worked up and used in different contexts to create exhibitions, news papers, booklets, posters, home pages , and so on,

We imagine that the material will be suitable in connection with project- like tasks, where the pupils in groups can work with different parts of the cd-rom. The purpose may be to create an exhibition in an area of the corridor at the school - the course of history. It is the task of each group to work up the present- and other material, decide which pictures and texts that are going to be represented, and edit both to a satisfactorily result.

The finished exhibition may at the same time contribute to decorate the school, rouse the curiosity of the passers-by, and perhaps even be used in connection with teaching courses in other classes.

Why is the world unequal?

In the year 1800 the Europeans controlled 35% of the surface of the earth. In 1878 the number had increased to 67%, and during the age of "the late imperialism" between 1878 and 1914 more than 84,4% of the surface the earth was under European control.

To day nearly all the former colonies have become independent, but the suppression, the exploitation, and the inequality continue. The sword and the cross have just been replaced with trade agreements, burden of debt, and tourists.

Earlier the suppression and the oppressors were easy to see. Now business- and finance people have replaced the soldiers. Instead of the hippopotamus whip they swing the debt whip. And the missionaries are replaced by a constantly growing number of tourists, who in their chasing for experiences and originality spread the values of the West to the remotest parts of the globe: "Time is money" and "I consume, therefore I am."

The colonial powers, among other things, exploited the colonies by bringing raw materials with them back to their own countries. Now they take money in the form of interest paid on loans. In both cases money pours into Europe/USA, and that is an important reason why the former colonies are still developing countries. The developing countries pay four times as much money interest, as they get in development aid.

When 1/5 of the population of the world only earns 1,4% of the BNP of the world, and when 1 billion people live for under 1dollar a day, it is not because they are stupid or lazy, but because the West continues to keep an economical system, which creates inequality and expulsion.

Contents

Even if there is quite some room on a cd-rom, there is not room enough for all the long and extensive history. Therefore, we have chosen to present selected examples from different centuries and parts of the world, illustrated with an extensive picture material.

In the first part we follow Columbus´ voyage across the sea and the Spaniards´ conduct in the Inka kingdom in the 15^th and 16^th century. What were the Spaniards out for, and how did they get it?

In the part the Gold Coast it is the Danish commercial stations on the Gold Coast in the 16^th and 17^th century, which are in focus. What were the Danes actually trading in, how did it take place, what happened when the English took over the country?

In On the Other Side we examine what the English and all the other Europeans´ interest for land and freedom meant to the indigenous people of North America, the Indians in the 17^th and 18^th century.

In the part about East Africa we look at the significance the race for colonies of the European countries had to East Africa in the 18^th and 19^th century,

By way of introduction we try to explain the motives of the people, who set out from the relevant European country. Who were they, what did they want to achieve?
After that we describe the conditions in the country/area they come to. How were people´s conditions, social order, and culture?
The main emphasis, of course, lies on the cultural meeting. How did it go, and what were the consequences of it? What did it mean to the relevant countries in Africa, Asia, Latin America, and Europe?
Finally, we try to draw the line up till to day. How did it go with the former colonies when they became independent? What does the heritage from the colonialism mean to day?

Finally there are two contemporary parts:
The Suppression Continues gives some examples of how the inequality and the exploitation continue in the world of to day.
In the Space it is described how an old art room became an inspiring exhibition- and teaching room. Furthermore, this part contains a compressed 10 pages description of the history of suppression. It may be used to form an idea of some of the main formulations of the problem.