Author:
ESU Coordinating Council, Nebraska OER
Subject:
History, World History
Material Type:
Unit of Study
Level:
Middle School
Grade:
7
Tags:
  • Africa
  • Berlin Conference
  • NE SS
  • Nebraska Department of Education
  • World History
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    European Imperialism in Africa

    European Imperialism in Africa

    Overview

    Humans have been discovering and rediscovering places and people for more than a millennia. Through the context of the possible future colonization of Mars and the compelling question, students will explore the European colonization of Africa and how it benefited Europeans and hurt Africans. 

    Resource created by Sharon Jeffries, Fall City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

    Inquiry Question

    Illustration of Berlin Conference, 1884

    Berlin Conference, 1884
    Illustration by Adalbert von Rößler, Public Domain

    https://commons.wikimedia.org/wiki/Otto_von_Bismarck#/media/File:Kongokonferenz.jpg

    Inquiry Question: How destructive was European colonization to Africans?

    Supporting Questions

    1. How did ownership of African land change between the early 1700’s and late 1800’s?
    2. How did Europeans view the colonization of Africa?
    3. What were the effects of European control on the African people?

    Overview and Description

    Overview

    Humans have been discovering and rediscovering places and people for more than a millenia. Through the context of the possible future colonization of Mars and the compelling question, students will explore the European colonization of Africa and how it benefited Europeans and hurt Africans.

     

    Inquiry Description

    According to the Oxford Dictionary, imperialism is defined as, “a policy of extending a country’s power and influence through diplomacy or military force.” Europeans in the 15th century had a goal to trade with countries in Asia.  In order to get there, they had to deal with the Ottoman Empire to take a land route, or find another mode of transportation.  Explorers began to search for a water route around Africa.  In the process, they discovered a vast land full of natural resources.  While the search for easier trade routes to Asia continued, Europeans began to settle and colonize Africa. 

    The colonization of Africa led to the African slave trade and stripping of natural resources from the continent.  European leaders met over a 6-month period in 1884-1885 to divide up Africa and create new borders.  These meetings are known as the Berlin Conference.  Africans were not consulted nor present at these meetings.  In the end, Europe changed Africa’s borders, crippled Africa’s economy, took resources, and enslaved its people.  The damage to Africa by European Imperialism is still affecting Africa today.

    Ultimately, students should finish this inquiry with the ability to think strategically about European Colonization in Africa, European rationale, and the effects those actions had on the African people. This inquiry is designed to be experienced in 4-5, 45 minute class periods.  This timeline can be extended with the extension activity or by adding additional sources of your choice. Connections can also be made to other imperial or colonial periods in history and current events.  Sources and assessments should be modified to accommodate for individual students’ needs including IEP and 504 plan goals.

     

    Nebraska Standards (2019)

    This inquiry highlights the following Nebraska social studies standards:

    • SS 7.4.1.a   Analyze the impact of people. events, and ideas, including various cultures and ethnic groups, on the world.

    Staging the Compelling Question

    Humans have been planning to not only travel to Mars, but to colonize it.  Have students discuss the following questions:

    1. What is the purpose for exploring and colonizing Mars?

    2. Imagine life is found on Mars.  Would that change plans of colonization? If so, what changes should be made?

    Newsela (requires a free account) - How will we colonize other planets?
    https://newsela.com/read/benchmark-12-colonize-planets/id/52503/

    NASA - Moon to Mars Overview (link) https://www.nasa.gov/topics/moon-to-mars/overview

    Students can complete this Empowered Learner activity - see attachment before and after engaging in the unit. 

    Supporting Question #1

    How did ownership of African land change between the early 1700’s  and late 1800’s?

    Featured Sources

    There are two parts to this section. Featured Source A - For students to understand the context of European imperialism in Africa, they will first compare and contrast two political maps of Africa using a basic two circle Venn diagram - see attachment . The first map was created by observations of Europeans of the political divisions in Africa from about 1725.  Featured Resource B is from 1967. This second map shows not only the post-Berlin Conference borders but also the European countries who maintained control of those countries.

    Once students have completed their Venn Diagrams and there has been a class discussion about their findings, have students predict what happened in the time between the two maps.  How and why did control of Africa change from Africans to Europeans?

    Finally, have students read Source C.  The first paragraph gives a good overview of what happened at the Berlin Conference.  Were the student’s predictions correct or close?  If you prefer a longer, more detailed dive into the Berlin Conference, there is a plethora of information in Source C.

    Supporting Question #2

    How did Europeans view colonization of Africa?

     

    Featured Source A (links below): Africana Postcard Collection

    Excerpt from Library of Congress collection:

    “After European powers met at the event called the Berlin Conference in 1884-85 to negotiate and formalize claims to African territory, nations in Africa faced European imperialist conquest and eventual colonization. By 1900 most of the entire African continent, except the independent states of Liberia and Ethiopia, was under European political control. Throughout the period of European colonialism in Africa, postcards played an important role in popularizing the venture of European colonial rule and in perpetuating long-held stereotypes of the vast African continent. Postcards were so widely disseminated that they appear to comprise the majority of nineteenth century photographic representations of the African continent.“

    Using the information from the excerpt of the source article, students will complete a SOAPS primary source graphic organizer.  This type of organizer guides students to understand the context of the primary sources they will be viewing.  In this case, the primary sources are going to be the postcards created by European countries to promote colonization of Africa in Europe. This exercise can be done in small groups (no more than three students) or individually.  Take a few minutes to discuss the answers as a class discussion.

    Once the context of the postcards is understood, have students choose a country listed above and view the postcards.  After observing the postcards, students will make a simple list describing how Europeans viewed African colonization.  If time remains, students can also explore point of view and answer a second question, what messages did these postcards send to Europeans who received or viewed them?

    *Note* Be judicious in sharing the main link to the postcard collection on the Library of Congress website.  Some of the photographs show naked or partially naked people.  The links above have been viewed prior to posting the inquiry, but it would be wise to preview the photographs in case the Library of Congress adds new postcards to its collection.

    Supporting Question #3

    What were the effects of European control on the African people?

     

    Featured Sources

    Create four groups and assign each group to one of the sources.  Students will read their source to discover ways that Africans were affected by European colonization of their land.  Sources A and D focus on the slave trade.  Source B focuses on natural resources.  Source C focuses on currency and economics.  Students will then create an annotated poster to answer with words and pictures/drawings supporting question 3.  Once each group is done, they will present their ideas with the class.  The posters should be hung in the front of the room to help lead a final discussion that leads back to the compelling question, “Are people and their lands free for the taking?”

    Summative Performance Task

    At this point in the inquiry, students should have a clear understanding of why European countries colonized Africa, as well as the impacts on Africans and Europeans.  Students should be expected to demonstrate the extent of their understanding and their abilities to use evidence from multiple sources to support their claims.  In this task, students construct an evidence-based argument using multiple sources to answer the compelling question, "How destructive was European colonization to Africa?” It is important to note that students’ arguments could take a variety of forms, including a detailed outline, poster, or essay.

    Sample SS Argument Rubric attached below

     

    Extension

    Have students participate in a mock Congressional Hearing that discusses the question, is colonization still happening today?  This task will require additional time for students to do additional research and prepare a presentation for the hearing.

     

    Taking Informed Action

    In pairs, student groups will create and record a podcast that shares multiple perspectives of the history of European colonization of Africa and evaluate the effects of this imperialism on Europeans and Africans.  Students will need to be sure to cite evidence to back up their claims while also answering the compelling question.

    Synth is a good website that allows teachers to create a channel and control who can post there. Students can also comment and reply to each other for further collaboration and discussion. Synth is available through October 13, 2022.

    Common Sense Education keeps a list of student friendly podcasting tools and apps here: https://www.commonsense.org/education/top-picks/best-podcast-apps-and-websites-for-students