1. Section 1: Building Overseas Empires
The New Imperialism
Section 1: Building Overseas Empires
Motives Driving the New Imperialism
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why would “the White Man” show pride?” (He thinks he is superior.) “Who does Kipling think profits from imperialism?” (the subject peoples) “Who do you think really profits from this relationship?” (Answers will vary.)
When showing Color Transparency 144, have students identify the cartoonist’s point of view. Then discuss whether or not powerful nations have responsibilities toward less powerful nations.
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2. Section 1: Building Overseas Empires
The New Imperialism
Section 1: Building Overseas Empires
The Rapid Spread of Western Imperialism
Although a small group of Westerners were against colonialism, most were willing to take advantage of its perks, and conquering other lands proved quite easy. Several older civilizations were in decline during the time of Imperialism, and European powers had powerful armies and navies with technical advances such as the Maxim machine gun.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why would “the White Man” show pride?” (He thinks he is superior.) “Who does Kipling think profits from imperialism?” (the subject peoples) “Who do you think really profits from this relationship?” (Answers will vary.)
When showing Color Transparency 144, have students identify the cartoonist’s point of view. Then discuss whether or not powerful nations have responsibilities toward less powerful nations.
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3. Section 1: Building Overseas Empires
The New Imperialism
Section 1: Building Overseas Empires
Forms of Imperial Rule
There were several kinds of colonial rule:
Direct rule: sending soldiers from the home country to control the population of the colony.
Indirect rule used sultans, chiefs, or other local rulers to oversee operations in the colony.
-Protectorate: local rulers followed the advice of their European advisors on issues of trade or missionary activity.
Sphere of influence: An area where a powerful nation claimed exclusive investment an trading rights.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “Why would “the White Man” show pride?” (He thinks he is superior.) “Who does Kipling think profits from imperialism?” (the subject peoples) “Who do you think really profits from this relationship?” (Answers will vary.)
When showing Color Transparency 144, have students identify the cartoonist’s point of view. Then discuss whether or not powerful nations have responsibilities toward less powerful nations.
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4. Section 2: The Partition of Africa
The New Imperialism
Section 2: The Partition of Africa
Africa in the Early 1800s
Imperialists arrived in Africa: Initial success; European technology & weapons defeat African powers.
European Contact Increases
-African resistance, difficult terrain, and diseases kept Europeans from much of the interior continent.
-Explorers finally pushed into the interior, followed soon after by missionaries.
-Dr. David Livingstone: explorer/missionary who wrote about Africa’s people and opposed the slave trade.
Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals.
After listening to the Witness History audio, ask, “How does the German officer probably perceive Chief Machemba?” (as an inferior, his subject) “How does Chief Machemba perceive himself?” (as an equal) “Based on this letter, how do you think Africans responded to imperialism?” (They probably resisted it.)
When showing Color Transparency 145, use the lesson suggested in the transparency book to guide discussion.
When showing color Transparency 149, have students compare the maps showing the spread of European colonies. Then ask, “Why did countries want to control certain areas?” (proximity to ports, trade routes) “What did the European countries that seized the most territory in Africa have in common?” (They were the most industrialized nations.)
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