1. Unit 3 Day 3 Warm-Up November 3rd
1. What is ethnocentrism?
Ethnocentrism is _________________.
2. How does Ethnocentrism affect America’s perception (thoughts, ideas) of different cultures like those in Africa or other continents, countries?
It affects America’s percept of different cultures like those in Africa by ____________________

2. NO warm up. Be ready at the bell Agenda
Learning Target:
SWBAT explain some of the reasons why nations would want to colonize other places.
SWBAT explain the significance of the Berlin Conference in terms of its effect on
imperialism on the African continent in a summary paragraph.
Language Target: Cause and Effect
Warm-up
So it begins- Slave Trade
Motives of Imperialism
Scramble for Africa
Berlin Conference
Mini-Berlin Conferences

3. Test Make Ups Part 3 in process of being graded.
Part 1 and Part 2 make ups
Thursday afterschool or Thursday at lunch
You need to show practice. That you studied.

4. Notes
In your notebook:
Entry 20: Africa: Slave Trade to Imperialism

5. The Slave Trade

6. What is the history of slavery?
Slavery in Africa, as in other parts of the world, had existed for ages. Slavery is thought to be as old as civilization itself
New agricultural techniques created a need for more labor, and prisoners of war were put to use
In your notebook: Slavery is thought be to be _______________________. ______________ created a need for more labor.
What is the history of slavery?

8. What was the Evolution of African Slavery?
In African and Muslim societies, slaves had rights and the opportunity for social mobility.
Slavery in African and Muslim societies was NOT hereditary.*
In your notebook: Slaves in African and Muslim societies had __________ and ________. It was not _____________ (which means _______________).

9. Why were Europeans first interested in Africa and what changed?
The Portuguese were the first Europeans to explore Africa.
They were more interested in trading for gold than for slaves.
The colonization of the Americas changed the focus of trade.
In your notebook: ______ were the Europeans to Explore Africa. They were interested more in ___________. The colonization of America changed the focus of trade because ________________.

10. Why did the Europeans desire Africans for labor?
There were several advantages in using Africans:
They had been exposed to European diseases
They had experience in farming
They had little knowledge of the land and there were no familiar tribes
In your notebook: Several advantages to using Africans for labor were ________________, ___________, _________________.

11. What is the Atlantic slave trade?
To meet their growing labor needs, Europeans enslaved millions of Africans in forced labor in the Americas.
In your notebook: The Atlantic Slave trade was _________________

12. The Desire for Africans
This trade for slaves became the Atlantic Slave Trade
Between 1500 and 1600, about 300,000 slaves were taken to the Americas.
During the next 100 years, the number jumped to 1.5 million, and by 1870 the number was about 9.5 million.

13. Spain and Portugal lead the way
During the 1600’s, Brazil dominated the sugar market – and as it grew, so did the need for slaves.
During the late 17th century, nearly 40% of the slaves from Africa were taken to Brazil.
Brazil, by the end of the slave trade, had 10 times the amount of slaves than in North America.

14. Slavery Spreads
England then dominated the slave trade from the 1690 until 1807.
By 1830, there were nearly 2 million African slaves in North America.
African merchants, with the help of local rulers, captured fellow Africans to be enslaved.
They delivered them to the Europeans in exchange for gold, guns and other goods.

16. Forced Journey
The trade routes formed a Triangle, becoming known as the triangular trade.
Manufactured goods from Europe to Africa
Slaves from Africa to the Americas
Rum, and other goods from the Americas to Europe

17. Forced Journey
The voyage across the Atlantic was dehumanizing, and deadly
Nearly 1/3 died between capture and sailing
Another 1/3 died in the crossing

19. ZEBRA BABY BREAK

20. Oregon Wants It Too!
Make a list of goods that you would NOT be able to get if you could only consume/use what can grown/be found in Oregon:
Example: Bananas
Circle an item from your list you would miss most!

21. IMAGINE…. THINK,PAIR, SHARE: How does this make you feel?
1. You only know items that are grown/found in Oregon…
One day a friend returns from a trip and has many things you have never seen before!!!
2. Your friend begins to sell the items for $$$!!!
Because your friend is the only person who has these goods, everyone wants them!
THINK,PAIR, SHARE: How does this make you feel?
-Answer in complete sentences
(happy, sad, excited, jealous, curious, greedy, adventurous, etc.)

22. What is Imperialism?
The policy of extending the rule or authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies.

23. Motives for Imperialism
In your notebook table of contents write
Entry 21: Motives of Imperialism
-Glue the motives in your notebook
-For each motive draw a symbol to help you remember it.

24. The “Scramble for Africa”
The race between European powers to control the African continent.
Took place from 1800 to 1914.
An extension of ideas about colonization
Different…Europeans wanted direct control over countries instead of limited trading posts and missionaries

25. The “White Man’s Burden”?

26. Social Darwinism
Many Europeans thought the advanced technology Europeans had was natural evidence of their superiority.
Many people viewed race as a major biological division between the races, even though we know this now to be completely inaccurate.
JUSTIFICATION* for imperialism
* To use as a good reason for.

27. ECONOMIC Desire to make money To expand and control foreign trade
Create new markets for products
Acquire raw materials (resources)
CHEAP LABOR
Export !!!

28. RELIGIOUS To spread Christianity To protect European missionaries
Spread European values, morals
Educate people
End slave trade

29. POLITICAL Desire to gain power
To compete with other European countries
Expand territory
Exercise military force
Gain prestige by winning colonies
Boost national pride, security

30. IDEOLOGICAL White race is superior Other cultures “primitive”
Europeans should “civilize” peoples
GREAT nations have empires
ONLY THE STRONGEST NATION WILL SURVIVE

31. EXPLORATORY Desire to explore the “unknown”
Conduct scientific research
Conduct medical searches
Go on an adventure
Investigate “unknown” lands and cultures

32. “White Man's Burden" to "rescue" the rest of the world from themselves and "civilize" the native people of Africa and Asia.

33. BERLIN CONFERENCE
establishing the principle of "effective occupation" to claim territory.
 agree to recognize any areas that are already occupied or being developed by other European nations.
leads to the GREAT PUSH into the interior reaches of the continent by competing European armies, as the European powers rush to establish legitimate claims to areas unoccupied by other European powers.
 

34. Berlin Conference 1884-1885 -Great Britain - Germany -Portugal -France
-Belgium
other players (Netherlands)

36. Today in class we will conduct a simulation of the famous Berlin Conference to focus our study of European Imperialism in Africa.
In this simulation, you will experience the fierce competition between European powers over African territory that started in 1500 and lasted into the 1900s. You will be a part of the various strategies used to acquire territory, and the classification of certain territories as more or less economically valuable than others.  

37. YOU are representing your country at the Berlin Conference and are determined to get what you want!
Other countries here are self-serving and will say anything to persuade you trying to get their way. Remember, no other country is on your side.
You must stand up for your interests. Do not be tricked into agreeing with the other countries, fight for what you desire!

38. Berlin Conference Role Play
1. Make Placards for each member of your group with your country name.
2. Assign a group leader, group reader, and timekeeper.
3. Read aloud your role card.
4. Make sure everyone answers the worksheet questions. Decide what land you want. Reference your Africa Maps.