|
FL Standards:
|
|
|
Unit 9 Chapters and Workbook Pages
|
|
|
|
|
|
Notes and Assignments
European Imperialism in Africa
Scramble for Africa Simulation
List of Procedures
1. Students are divided into 8 country “ambassadors” and receive a role card for their country. 2. Students are given an outline map of Africa. 3. Students use text to access physical, climate, ecosystem, and resource maps 4. Ambassadors utilize role card, background information on the conference, and the maps to determine which parts of Africa they would like to control and locate them on the map. 5. Dividing Time: Ambassadors caucus to determine which country gets which pieces of land. 6. Teacher uses map outline transparency to hear periodic reports from Ambassadors 7. Simulation is complete when the African continent is politically divided. |
Closure/ Discussion Questions/ Reflection/Assessment Activities:
Can be done in any order 1. Students compare the simulated and actual political map created by conference Textbooks commonly print the 1914 political map and is more readily available 2. Students discuss or record differences and predict the reasons for the actual political boundaries (i.e. the most powerful countries already controlling coastal areas of Africa were France, Great Britain, Germany, and Portugal) 3. Why did the United States get involved with the conference but not receive or take any land? 4. Who was not represented at the conference? Why? 5. What challenges did this process create for the indigenous people of Africa? 6. Read (or finish reading) background information regarding how the European nations extended their rule and controlled the colonies. 7. Compare and contrast the historical and current political map of Africa 8. Student Written Reflection: what did you learn from the simulation? |
Maps of Imperialism in Africa over time
How to Analyze a Political Cartoon
Cartoonists use five main elements to convey their point of view.
• symbolism - using an object to stand for an idea • captioning and labels - used for clarity and emphasis • analogy - a comparison between two unlike things that share some characteristics • irony - the difference between the way things are and the way things should be or the way things are expected to be • exaggeration - overstating or magnifying a problem or a physical feature or habit: big nose, bushy eyebrows, large ears, baldness |
Imperialism in India
|
Spheres of Influence in China
Children's Book ActivityActivity: You will be creating a response to this children’s book from the perspectives of the “foreign” people described in the original you just read. Each of you will select a letter of the alphabet. You are responding to the overall tone and messages in the original not necessarily your corresponding letter. You response page should include a four line poem that rhymes in the same pattern. Also include an image that relates to your short poem. All work must be handwritten and original. When completed we will combine all the letters and recreate a new children’s book.
|
Create a Political CartoonDirections
|
Who else wants to play Imperialism?
America: Put me in coach!
|
|
Study Guide: African Kingdoms & Imperialism
***This is not an all comprehensive guide to the test. You will need to review all the terms from your textbook (Ch 13, 25, 26.1), Goal Sheet, notes, handouts and any other assignments from this unit to prepare completely for the test.***
CRQ: Review the White Man’s Burden and read the Brown Man’s Burden. The Brown Man’s Burden was written as a response to Kipling's poem. Be able to compare the two poems. |
|