Imperialism: Nation States Look Beyond Europe
What were the motives of Europeans for Imperialism? (P/S/E)
What type of reactions surfaced in regards to the practice of imperialism?
What are the lasting impacts of European expansion and imperialism?
Date
2/3
2/4-5
2/6
2/9
2/10
2/11-12
2/13
Topic
Motives for Imperialism
Document Study
Intro to Trial of Queen
Victoria
Trial work
Scramble for Africa
Homework:
Read textbook pages at your own pace and take notes for your role. Focus
on the information in relation to your trial role. Also pay attention to the
key terms as you read.
Trial Work
Trial of Queen Victoria
Trial of Queen Victoria
Continue to read the textbook and research for your role
Finish any textbook reading in preparation for your MC test
Finish any textbook reading in preparation for your MC test. Write Trial
Reflection
Study for test. Write Trial Reflection
Continue to read the textbook and research for your role
DBQ
MC Test: Imperialism
DUE: Trial Reflection
Textbook Pages: PP701-702, PP 743-745, PP759-768, PP 817-820, PP822-824
While reading, take notes that focus on 1) your role 2) overarching questions (above) and 3) key terms
Terms for Multiple Choice Test
The Suez Canal
Scramble For Africa/ Congress of Berlin
White Man’s Burden
Indian National Congress
Cecil Rhodes
Sepoy Rebellion
Boxer Rebellion
Boer War (South Africa)
French Imperialism
Belgian Imperialism (King Leopold)
Japanese Imperialism
Benjamin Disraeli
Young Turks
Financial and Civilizing Motives for Imperialism
Social Darwinism
East India Company
Opium War
German Imperialism
Italian Imperialism
William Gladstone
The Trial of Queen Victoria
Trial: Monday 2/9, Reflection DUE Friday 2/13
th
Imperialism was a driving force in Europe in the late 19 century. With the balance of power upset by the recently
developed states of Germany and Italy and most of the continent realizing industrial might, the new nationalistic states
sought ways to increase their power and prestige. Colonies were the solution. Industrial powers sought new sources of
raw materials, new markets and cheap sources of labor. These possessions came at a high price to the native
populations who were subjected to Social Darwinism. European nations took it upon themselves to “civilize” the
world, wiping out native culture, governing systems of economies. Great Britain led the way with Queen Victoria as
their head of state. In 1850 the saying was; “The Sun Never Sets on the British Empire.” In 1880 about 20% of Africa
was controlled by an outside power, by 1914 almost 95% of Africa was under the domination of another nation.
Procedures:
The class will be divided into two groups: prosecution and defense. The “trial” will proceed as a debate. Each side will
choose two trial captains who will organize the team, divide up labor and assign specific roles and area of content. The
debate will mimic a bench trial where each side will try to convince the judge (me) the righteousness of their point of
view.
The Charges: Queen Victoria is accused of promoting the practice of Imperialism to build wealth and power
for the British Empire and therefore inflicting political, social and economic harm to large segments of the
global population.
Debate process:
The format for the trial will be in debate format and specific rules and policies will be provided prior to the trial date.
Opening-each side will briefly present their side (think – thesis statement).
Trial Teams: The people listed under each side are suggestions for research. This by no means is an exhaustive list,
but rather a list to get you thinking about where and how to form an appropriate argument. Team captains should
consider who will make opening statements and closing statements.
Defense
Prosecution
2 Team captains
2 team captains
Queen Victoria
William Gladstone
Prince Albert
E. D. Morel
Benjamin Disraeli
Gandhi
Cecil Rhodes
Boer Farmer
Rudyard Kipling
King LoBengula
Gen. Charles George Gordan
Anti-Imperialist league member
British East India Company official
Missionary (anti)
Missionary-pro
Member of the Xhosa tribe
Bismarck
Member of the Zulu tribe
Jules Ferry
Vladimir Lenin
King Leopold of Belgium
Belgian Rubber Farmer
William Gladstone
Sepoy Soldier
Japanese Emperor
Boxer Revolutionary (China)
What to turn in?
Pre Debate: Each person is responsible for finding one primary source document that supports his or her specific
point of view. With the primary source document you will answer the following questions in a one-page response with
the source attached: (These can be answered all together or as separate questions) DUE: Monday 2/9
1. What is the main idea or focus of the document? What did you learn?
2. How does this document help you understand your role or your focus?
3. What is the point of view or bias of the author of the document?
Post Debate: Each class member must hand in a one page, typed reflection of the debate to include:
1. Who you were and an explanation of y our position on imperialism
2. An evaluation of your own as well as your team’s performance during the debate
3. Your personal reflection of the pros and cons of imperialism
Reflection: 10 points
Debate Grade: In addition to the above assignments, you will receive a separate grade that will be based on the
following:
1. Did you use the class time that was provided in a productive way?
2. Did you use specific evidence and examples in your arguments?
3. Was your argument and participation well prepared, clear and focused? 10 points
TOTAL POINTS FOR DEBATE: 20 POINTS