2012 Imperialism Lesson
Dates:
Essential and Guiding Questions:
1.
Why is it important to develop an appreciation of other cultures?
2.
How does religion impact the development of cultures?
3.
How has the process of “modernization” affected Africa?
4.
How has conflict affected Africa?
5.
How do the cultures of sub-Saharan Africa impact the global community?
6.
What are the core beliefs of Animism?
7.
How have Animist beliefs affected sub-Saharan Africa?
8.
What events, figures, and processes impacted Africa from imperialism through independence?
9.
What issues currently affect Africa?
10.
What internal conflicts have shaped the development of Africa?
11.
What factors influence Africa’s position in the global community?
Textbook Pages: Imperialism Reasons and Impact on Africa---pgs 686-687 and 692-701
Lesson:
Day One
1. Quiet Question: Type Two Prompt---Be the Thing…Object’s Perspective---Write a short personal response as if you were a specific object from history. Your response should include both emotional and physical feelings---consider the five senses. It is like the teapot and candle sticks in Beauty and the Beast. Imagine you are the thing!
Format:

Your response should be at least two well-developed paragraphs in length.

It should describe the purpose and function of the object.

It should describe how the object might feel or what it might be thinking.

It should address the historical situation.

It should be descriptive and use powerful vocabulary to bring the historical situation to life.
 Be sure to include emotional feelings.

Be sure to include physical feelings.

Use your notes and primary sources to help you write from the object’s perspective.
Possible Objects:

Goree or Slave Stick---Capture

Coffles or Iron Chains---Capture

Holding Prison on West Coast of Africa like Cape Coast Castle---Capture

Slave Barracks or Barracoons---Capture

Hold of Slave Ships---Middle Passage

Auction Platform---Sale

Slave Master’s Brand---Sale
Example: The flame of the candle who lit the room for Thomas Jefferson as he wrote the Declaration of
Independence:
“Whoa! Where am I? I was just minding my own business and now ‘poof!’ I’m here in this room. Let’s see, what is this…? “We hold these truths to be self-evident that all men are created equal…”Oh, I’ve heard about

this. My cousin lit up the room in City Hall last week and told me that he heard some people talking about writing up a Declaration of Independence. I must be in Thomas Jefferson’s room!
Ha, just think, if I wasn’t here it would be completely dark right now, and he couldn’t be working. I’ll admit though, I’m a little jealous of that quill he’s writing with though. Now that thing will go down in history!
Nobody ever thinks of how important I am though. Well, Mr. Quill, if you’re so great, let’s see what happens if I declare my independence and just walk right out of here! Oh wait; I’m stuck to this candle. Oh well, I’ll just burn my brightest then so Mr. Jefferson has all the light he needs to write this amazing document.
I can hear Mr. Jefferson mumbling as he writes the draft. His brow is furrowed in deep concentration. And as it is a hot July night at the Graff House in Philadelphia and beads of sweat drip from his forehead. Mr. Jefferson just swipes the sweat away with his hand without realizing the ink from the quill has now streaked his face. All he can focus on is how dangerous this next step the colonial leaders are about to take in standing up to King
George III. And how important this Declaration of Independence is to unifying their cause. Mr. Jefferson carefully considers the words of advice from his friends Benjamin Franklin, John Adams, Robert Sherman, and
Robert Livingston who were here earlier in the day outlining points for the draft.
Mr. Jefferson plays with the wording of a Two Treatises on Government written by some British philosopher called John Locke . He reads aloud….’right to life, liberty, and ownership of property.’ Mr. Jefferson pauses as the light from my flame flickers in his eyes. I strain to hear his thoughts…and he then yells ‘aha’ and writes in strong strokes …’right to life, liberty, and pursuit of happiness.’ I think I like his version better than John Locke’s-
--it has a stronger sense of passion and hope. I can tell Mr. Jefferson agrees as he now has a determined smile upon his face. He reads aloud his draft and the words of “unalienable rights” ring true…for I have heard and seen how the colonists have felt violated by the abusive actions of Britain. I am so inspired by his words and conviction that I glow brighter to show my pride in being part of this momentous occasion.
I know one day I’ll burn out and nobody will think of me again. Hey, it happens to all of us. At least I know I’ll have served a great purpose. Thomas and this document are going to change the world and I got to be a part of it. The fires of the American Revolution are being lit, and it is all because of me!”
Space for Type Two Prompt:

Space for Prompt Continued:
2. Class: Have students share their Be The Thing Prompts. Then ask the class, things actually got worse for the people of Africa, even worse than slavery. What do you think happened next and why?
3. Class: We are going to watch one film clip from United Streaming. As we watch the short clip, take notes in
The Age of Imperialism: Concept Definition Map.

European Imperialism in Africa---2.28 minutes

Concept Definition Map---definition, key characteristics, and specific examples of imperialism in action
4. Individual/Homework: We are going to begin to examine Imperialism in depth from two viewpoints.

The first being from the European perspective and why they felt justified in pursuing Imperialism.

The second being from the African perspective on how Imperialism exploited them but also brought some limited benefits.

You will have the rest of class to begin reading and taking notes.

You should have at LEAST: o SIX different points under definitions and key characteristics o THREE different examples o THREE different effects
Academic A/Standard Level: Periods 1, 3, 4, and 5

You will read “Imperialism Reasons and Impact on Africa” pgs 686-687 and 692-701 in the textbook and take notes in the provided graphic organizer.

There are 11 pages in the textbook to read and take notes from.

Break it up into two nights: o First Night: pgs 686-687 and 692-695 o Second Night: pgs 696-701

Accelerated/High Level: Period 6

You will read the CLASS COPY of “Overview and Defining Imperialism Reading” and take notes in the provided graphic organizer. o Ms. Barben wants the supplemental reading to be returned. Do not write on it.

There are 11 pages in the supplemental reading to read and take notes from.

Break it up into two nights: o First Night: pgs 1-6 o Second Night: pgs 7-11
Day Two:
5. Class: Ms. Barben is going to begin her Imperialism Powerpoint Presentation. You are to take notes in the graphic organizer adding to the notes from the homework reading.
6. Homework: Finish your reading and note-taking.
Day Three:
7. Class: Ms. Barben is going to continue her Imperialism Powerpoint Presentation. And you are to continue taking notes in the graphic organizer adding to the notes from the homework reading.
Day Four:
8. Class: Ms. Barben is going to finish her Imperialism Powerpoint Presentation. You are to finish taking notes in the graphic organized adding to the notes from the homework reading.
9. Groups: You are going to be broken up into groups to examine and analyze Rudyard Kipling’s “The White
Man’s Burden.”
From Rudyard Kipling’s Verse pages 321-323: “A student in this world history course once explained to me that
“The White Man’s Burden” made no sense because the phrase “white man’s burden” meant something different to her from the way Kipling used the phrase. She read the text as if it came from her own time and place, exactly the wrong way to read a historical source. We read historical sources with an open mind to understand the perspective of the source, not to tell the source what it should or should not “really mean.” This is the only way to fairly understand the past and the people of the past. Lessons or applications for the present can come only after the source has been interpreted on its own terms, and in its own context.
This poem provides insight into the mentality of nineteenth-century imperialism. Kipling wrote the poem as a warning to the United States, the new imperial power. Kipling described the reaction he anticipated American colonists would receive from native people based on the experience he saw of the British in India and in Africa.
In order to understand how Kipling saw his world, try to read the poem using the following general rule:

Every second-person reference is directed toward the colonizing people and countries like Britain,
France, Germany, Belgium, Portugal, Spain, and the United States.

Third-person references refer to the native people conquered by the imperialists like the Africans,
Indians, Chinese, etc….
Understand what Kipling said, and you can understand the mentality of his time. You might find it odd, for example in this poem, that a serf in the poem refers to the colonists and not the native people. In the way
Kipling saw the universe, an enormous burden accompanies the responsibility of colonial power to spread enlightenment and civilization. Thus, though we see today that the native people in the colonies were enslaved, enserfed, and brutalized, from Kipling’s perspective, it was the colonials who suffered. He appears in this poem to believe colonials suffered for truth.”

Reflection Questions on Poem and Using Imperialism Notes: a)How are the imperialized people (the conquered native people) viewed by Kipling? Explain. Give examples from the poem. Make connections to the your imperialism notes. b) How and why does Kipling express that imperialist nations like Britain, France, Germany, etc… are trying to help or did help the imperialized nations (conquered nations)? Make connections between the examples in the poem and the reasons and benefits of imperialism in your notes. c) Imagine that you are a native resident of an imperialized nation like Egypt, Congo, Zulu, etc…How might you react to this poem? Why? Use the effects of imperialism notes to help you answer this question.

d) Imagine that you are a citizen of an imperializing nation like Britain, France, Germany, etc…How might you react to this poem? Why? Use the reasons and benefits of imperialism notes to help you answer this question.
10. Homework:

Accelerated/High: Period Six---Write an Editorial for or against imperialism. o Use primary and secondary source quotes from the supplemental pdf o Must use a minimum of SEVEN different primary sources within the four required sections of the editorial o Use graphic organizer notes
Documents in the Supplemental PDF:
 Kipling’s Poem “The White Man’s Burden”---already in notebook from group activity so not included in supplemental pdf a) J.A. Hobson Imperialism b) Sekou Tare c) All African People’s Conference d) George H.T. Kimble “Colonialism: The Good, The Bad, The Lesson” e) African Proverb f) David Diop’s Poem g) Grover Clark Balance Sheets of Imperialism h) Lenin’s “The Highest Stage of Capitalism” i) Carlton J.H. Hayes Bases of a New National j) D.K. Fieldhouse Imperialism and the Periphery k) Saadia Touval’s “Treaty-Making and the Scramble” l) A.B. Davidson Resistance to the Scramble and to European Colonial Rule m) Endre Sik Necessary Phase in European Capitalistic Exploitation n) John A. Hobson An Early Critique of Imperialism o) General Act of the Conference of Berlin 1885 p) Edward Morel “The Black Man’s Burden” 1903 q) Cecil Rhodes Confessions of Faith r) O.P. Austin “Does Colonization Pay” The Forum 1900 s) Parker T. Moore Imperialism and World Politics t) Prince Leopold’s Conversation 1861 u) Benjamin Disraeli’s Speech to the House of Common on Suez Canal v) Chancellor Otto von Bismarck Speaking of Exploring Africa

w) Joseph Chamberlain’s Speech x) Cecil Rhode’s Speech on the Chartering of the British South African Company y) George Washington Williams’s “An Open Letter to His Serene Majesty, Leopold II, King of the Belgians and Sovereign of the Independent State of Congo”
2012 Imperialism Editorial Grade Sheet
Student’s Name:
Due on:
Period:
1._________The student turned the assignment in on time. For each day late, it is 10% off the value:______
2._________The student wrote from one of the two perspectives: Worth 10 Points

Perspective One: You agree and support the policy of imperialism. You are either from Great Britain in
Egypt, the Netherlands in South Africa, or Belgium in the Congo.

Perspective Two: You disagree with the policy of imperialism. You are either a native person of Egypt,
Zulus or Bantu in South Africa, or from the Congo.
3._________There was a provocative headline that corresponds with your position. Worth 5 points.
4._________There was a historical image with caption from Ms. Barben’s Powerpoint or from the supplemental of primary documents. Worth 10 points.
5._________ The First Section contained: Worth 15 points.
1)Hook to get the reader’s attention
2)5ws and How summary of the events with the chosen bias
3)At least ONE primary source quote incorporated into the summary
4)Your chosen position
6.__________ The Second Section contained: Worth 25 points.
1)Your arguments that support your position
2)Each must be well-developed into separate paragraphs.
3)Must provide well-thought out explanations.
4)Must provide specific historical details as evidence like historical examples, statistics, etc…
5)Must use a minimum of TWO different primary source quotes as evidence for your arguments.
7.__________The Third Section contained: Worth 25 points.
1)Attack the opposing side’s arguments.
2)Must address a minimum of TWO of their arguments.
3)Point out the weakness in their thinking and reasoning with thoughtful arguments.
 Explore how their views are hypocritical, not valid, how the negatives outweigh the positives, etc…
4)Must provide specific historical details as evidence like historical examples, statistics, etc…
5)Must use a minimum of TWO different primary source quotes as evidence for your arguments.
8._________The Fourth Section contained: Worth 10 points.
1)Review your main points.
2)Restate your position.
3)Close with a reference/tie in to your hook.
9.__________No Excuses: It was typed, spell-checked, grammar-checked, and edited for capitalization. There was a SELF-EDITED ROUGH DRAFT with content and style corrections. Worth 10 Points

Total: /110 Points
Comments:

Academic A/Standard: Periods 1, 3, 4 and 5---Create a Propaganda Poster for or against imperialism.
2012 Imperialism Propaganda Poster Grade Sheet
Student’s Name:
Due on:
Period:
1.__________It was turned in on time. For each day late, it is 10% off the value.______________
2.__________The student created the propaganda poster from either the imperialist or the native viewpoint and appropriately represented their views on the specific issue of:
Possible Topics for Imperialism Propaganda Poster: Worth 10 Points


Berlin Conference
Reasons for Imperialism
 Effects of Imperialism
 Leopold’s Brutality in the Congo

Egypt and the Suez Canal

Boers Wars
3._________The student had a clever and appropriate slogan that reflected the core of the issue from the chosen viewpoint and used one of the following: Worth 10 Points

Alliteration

Rhymes
 Pun
 Plays off a commonly known phrase
4._________The student used a MINIMUM of TWO DIFFERENT propaganda strategies appropriately in the poster from the list below: Worth 30 Points

Name-calling

Glittering Generalities

Transfer
 Testimonial
 Appeal to Authority
 Bandwagon

Fear
 Loaded or Emotional Words
 Euphemisms
 Plain Folks

Logical Fallacies

Misery

Black and White
 Bait and Switch
 Scapegoat

5.________The student used HISTORICAL IMAGES from the Imperialism Powerpoint or Internet within the poster effectively in support of the position taken. Worth 10 Points

They should be in color.

They cannot be drawn by hand.

They must be either a photo of a key figure, of an event or events, or a map.
6.________The student wrote a MINIMUM OF THREE WELL-DEVELOPED PARAGRAPHS. Worth 45 Points

A well-developed paragraph consists of a minimum of six strong sentences.

The sentences should either identify and define, explain and provide examples, or analyze the content or historical relationships.

Paragraph One: o Explained the core issue and answer the 5 Ws and How and Effects o Explained the viewpoint of the issue from the imperialist or native point of view o Explained why you chose to do the poster from the chosen viewpoint

Paragraph Two: o Explained the thought process behind the slogan and how it represents the chosen viewpoint on the issue o Explained the choice of images used in the poster and how it supports the chosen viewpoint on the issue
 Paragraph Three: o Explained the first propaganda strategy used by defining it, how it was used in the poster, and why it was chosen o Explained the second propaganda strategy used by defining it, how it was used in the poster, and why it was chosen
7.__________The propaganda poster was done neatly, in color, typed, spell-checked, grammar-checked, and edited for capitalization errors. If not, it is 10% off the value.
Total: /105 Points