1. Thinking Thursday
No other continent has endured such an unspeakably bizarre combination of foreign thievery and foreign goodwill.
- Barbara Kingsolver
What continent is she referring to?
List one way the foreign thievery portion of the statement is true.
List one way the foreign goodwill portion of the statement is true.
Do you agree that the continent we are currently studying has experienced those two things most?

2. Settlements of people spread throughout Africa
Colonialism in Africa
Settlements of people spread throughout Africa

3. Colonialism
Muslim traders crossed the Sahara Desert as early as 1000 C.E.
Traded salt for gold and slaves
Instill the Islamic faith around the Sahara and Sahel
Europeans started moving into the region during the 1400s

4. Reasons for Colonization
Spread God
Most people in Sub-Saharan Africa practiced animism
Worship in animals and environmental features
Gain Gold
Lots of resources available, not just gold
Get Glory
Surge of nationalism- nations wanted to prove they were the best!

5. Rise of the Slave Trade
With Age of Exploration ( ), Europeans started looking for laborers to take to ‘New World’ with them
Different tribes would sell members of other tribes to the Europeans for very small prices
Introduction of guns

6. Age of Imperialism
European nations started fighting to gain as much territory as possible.
1700-early 1900s
Reasons for Colonizing
Economy- resources
Military- bases for navy
Humanitarian- help under-developed culture; spread religion
Racial superiority to the indigenous people of Africa

7. Learning Task
Use any extra time to finish readings and maps!

8. Fun Friday
Imagine you are royalty in a big, powerful nation. If you were to colonize a part of Africa, what part would you choose? (regions- North, Western, Nilotic, etc…)
Why?

9. Imperial Africa

10. Age of Imperialism
European nations had a desire to not only colonize Africa, but also make it part of their global empires.
This means:
Replacing local government with their own
Controlling all land and trade
Substituting their culture in place of local culture

11. Age of Imperialism European Countries and their World Possessions% % %

12. Pre-Imperial (1870) Africa Looked Like This

13. The Berlin Conference 1884-85
15 European nations met to ‘partition Africa’ or divide Africa
No indigenous people were present
US there as an organizer/peacekeeper
Rights & traditions of African kingdoms & peoples were ignored
An effort to prevent fights between Europe

14. Berlin Conference Activity
Portugal
Great Britain
France
Germany
Spain
Italy
Holland
Belgium

15. Berlin Conference Activity
Get with your country group. Use the atlas to figure out what parts of Africa your country is interested in, based off the information card.
Then based on the letter you got, organize with the other countries represented at the Berlin Conference.
On the map provided, color your section of Africa, the entire continent must be covered.
Create a key telling which country is which color!
You may not share an area with another country- your pride for your nation won’t allow that!

16. 1914 Africa Looked Like This

17. Talk About It Tuesday
How closely did our map resemble Africa after the Berlin Conference?
What enabled some countries to take more than others?
What happened to the people living in the colonized areas?
Why was Africa so heavily colonized?

18. Life in Imperial Africa

19. Age of Imperialism
European nations took complete control over nations in Sub-Saharan Africa
Change occurred in all facets of life
Government
Religion
Economy
Technology
Some changes were positive, some not

20. Life in Africa under Imperial Control
Ethnic tension
Between Europeans and indigenous tribes
Between tribes grouped together by borders

21. Life in Africa under Imperial Control
New Technology
Modes of transportation
Industries
Stronger cloth
Mines
Weapons

22. Life in Africa under Imperial Control
Exploitation of Indigenous People
‘Cheap labor’
Illegal sales of goods/people

23. Life in Africa under Imperial Control
New Institutions
Access to Westernized schools
Hospitals with vaccines and new medical procedures
Courts to determine laws/crimes

24. Life in Africa under Imperial Control
Removal of Resources
Land drained of natural resources
Gold
Diamonds
Minerals
Lumber
Massive exports

25. Life in Africa under Imperial Control
Access to New Religious Beliefs
Spread of Islam in the North
Spread of Christianity in Sub-Saharan

26. Learning Task
You must do two of the following, one from the perspective of an Imperialist colonizer and one from an indigenous African who was imperialized. It should be obvious which side you are doing the assignment from.
Write a diary entry. Where are you from? What are your goals? How do you feel about these goals?
Draw a storyboard about how your life changed during the Imperial era.
Create an imaginary conversation between an imperialist and a native.
Write an acrostic poem about your life with the name of your country as your word.

27. Learning Task Use the DBQ documents to answer the provided questions.
Start thinking about whether the documents support imperialism being negative or positive.
Consider making notes next to your document analysis as to whether they are more +/-

28. Where in the World Wednesday?
What is this?
Where?
Which culture developed it?
When found?
Why?

29. Where in the World Wednesday?
Big Hole Diamond Mine
Kimberley, South Africa
Dutch
1800s
To mine for diamonds

30. Learning Task Use the DBQ documents to answer the provided questions.
Start thinking about whether the documents support imperialism being negative or positive.
Consider making notes next to your document analysis as to whether they are more +/-

31. Document 1
“When the missionaries came to Africa they had the Bible and we had the land. They said ‘Let us pray.’ We closed our eyes. When we opened them, we had the Bible and they had the land.”
-Bishop Desmond Tutu, 1984
Document 2

32. Document 3
Document 4

33. Document 5
Document 6

34. Document 7 The White Man’s Burden By Rudyard Kipling Written in 1899
Take up the White Man's burden--
The silent, sullen peoples
Send forth the best ye breed--
Shall weigh your gods and you.
Go bind your sons to exile
No tawdry rule of kings,
To serve your captives' need;
But toil of serf and sweeper--
To wait in heavy harness,
The tale of common things.
Have done with childish days--
On fluttered folk and wild--
The ports ye shall not enter,
The lightly proferred laurel,
Your new-caught, sullen peoples,
The roads ye shall not tread,
The easy, ungrudged praise.
Half-devil and half-child.
Go mark them with your living,
Comes now, to search your manhood
And mark them with your dead.
Through all the thankless years
In patience to abide,
Cold, edged with dear-bought wisdom,
To veil the threat of terror
And reap his old reward:
And check the show of pride;
The blame of those ye better,
The judgment of your peers!
By open speech and simple,
The hate of those ye guard--
An hundred times made plain
The cry of hosts ye humour
To seek another's profit,
(Ah, slowly!) toward the light:--
And work another's gain.
"Why brought he us from bondage,
Our loved Egyptian night?”
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
Ye dare not stoop to less--
And when your goal is nearest
Nor call too loud on Freedom
The end for others sought,
To cloke your weariness;
Watch sloth and heathen Folly
By all ye cry or whisper,
Bring all your hopes to nought.
By all ye leave or do,

35. Document 8
The White Man killed my father, My father was proud. The White Man seduced my mother, My mother was beautiful. The White Man burnt my brother beneath the noonday sun, My brother was strong. His hands red with black blood The White Man turned to me; And in the Conqueror’s voice said, "Boy! a chair, a napkin, a drink.
An Anthology of West African Verse, David Diop, 1957
This German cartoon, published in the early 20th century, is entitled "Thus colonize the English."
Document 9

36. "Colonialism’s greatest misdeed was to have tried to strip us of our responsibility in conducting our own affairs and convince us that our civilization was nothing less than savagery, thus giving us complexes which led to our being branded as irresponsible and lacking in self-confidence. . .
The colonial powers had assimilated each of their colonies into their own economy.
Our continent possesses tremendous reserves of raw material and they, together with its potential sources of power, give it excellent conditions for industrialization. . .”
Sekou Toure, West African nationalist, 1962
Document 10

37. Thinking Thursday Read the first stanza of the poem ‘White Man’s Burden’ and answer these questions.(Doc 7)
1. Interpret which statement best expresses the Western perspective regarding Rudyard Kipling’s “White Man’s Burden”?
Europeans should preserve traditional cultures in Africa and Asia
Europeans must protect existing African and Asian economies
Europeans suffered great hardships in exploring new trade routes to Asia
Europeans had a duty to introduce the benefits of their civilization to non European peoples
2. This stanza from Kipling’s poem is most closely associated with the belief that it was the duty of Western colonial powers to:
Learn from the people they conquered
Teach their colonies how to produce manufactured goods
Civilize the people they controlled
Welcome less developed countries as equals
D/C

38. Decolonization
When WWI and WWII started the Europeans had to focus more on their own nations, and less on their colonies.
Decolonization of Africa occurred during the mid- to late- 1900s.

39. Today’s Activity
Use the BBC’s The Story of Africa to research Independence Movements in Africa.
Answer the questions provided.
As you work, feel free to listen to the different audio clips provided (with headphones).

40. Fun Friday

41. Fun Friday Listen to ‘War’ by Bob Marley (with headphones).
Answer these questions on your bell-ringer paper.
Write a line from the song that shows ideas of imperialism
What is the general message of this song?
Then, use the computers to finish the Web-quest you were assigned yesterday. Turn it in to the silver bin when done.
Any spare time? Work on unit questions.

42. Today’s Activity
Use the BBC’s The Story of Africa to research Independence Movements in Africa.
Answer the questions provided.
As you work, feel free to listen to the different audio clips provided (with headphones).
When you get done- unit questions/map time!

43. Wrap Up Positive or Negative? Long Term Effects:
Many indigenous tribes ‘walked the walk’ without fully buying in
By mid 20th Century Europeans became so focused on themselves that they ignored Africa
Independence Movements began in 1940s-1980s to separate from the ‘White Man’

44. Map Quiz Wednesday Get out a sheet of paper.
Title it ‘Sub-Saharan Africa Map Quiz’
Number 1-20
Prepare desk for Map Quiz!
After Map Quiz- work on DBQ Packet!

45. Imperialism in Africa
Thesis:
Documents:
Positive
Negative
Conclusion:

46. Thinking Thursday
You have five minutes to finish your DBQ analysis questions.
As you finish, determine how you would use each document to respond to this prompt:
Was European imperialism in Africa more positive or negative for the indigenous tribes of Sub-Saharan Africa?

47. Imperialism in Africa Create a T-chart in your notes.
As we go through the next few slides, determine if the particular effect of imperialism was positive or negative.
Place the information on the appropriate side:
Positive
Negative

48. Learning Task Divide into groups of 3-4.
With your group you will formulate a response to the prompt.
Was European imperialism in Africa more positive or negative for the indigenous tribes of Sub-Saharan Africa?
Together:
Develop a thesis statement
Write this at the top of your chart
Determine if the document supports negative or positive
Glue documents to the appropriate side of your chart.
Create a closing paragraph
Write this at the bottom of your chart.
Include:
Final decision + or –
Three statements as to why you chose + or -