1. Agenda January 5 or 6  Journal  Clash of Cultures: Intro to Imperialism concept formation  Hotel Rwanda  HW: Get a folder or small binder for this Imperialism Unit Journal: We are about to engage in an exercise in “inductive reasoning”. What do you think “inductive reasoning” means? How do you think one goes about engaging in “inductive reasoning”?

2. Inductive reasoning  reasoning from particular facts or individual cases to a general conclusion  figuring out an abstract definition after understanding several concrete examples

3. Examples  Follow along on the handout as we read about four examples of “Imperialism”  When you are finished Reading fill out the chart at the bottom

4. Group Exercise  Discuss what four examples on the sheet have in common. In doing so, consider the following: 1. What is going on in each situation economically? 2. What is going on in each situation politically? 3. What can be said about the relationship between the countries, groups or societies in each situation? 4. What can be said about the relative power of the countries, groups or societies in each situation?

5. Group Exercise - Continued Using your answer to the four questions on the last slide, try to devise a definition of imperialism. Write your group’s definition down somewhere and be prepared to discuss it with and explain it to the whole class

6. IMPERIALISM  Definition: The policy and practice of seeking to dominate the economic and political affairs of a weaker country  In general imperialism involves a stronger country taking advantage of a weaker country - a stronger country using a weaker country for its advantage (often to the disadvantage of the weaker country)

7. Critical Attributes – Necessary Characteristics When the following are present, Imperialism is occurring 1. A more powerful country or group uses force or the threat of force to gain control of the territory of another country 2. The more powerful country uses the weaker one to get cheap raw materials 3. The more powerful country uses the weaker one as a market for finished goods. 4. The more powerful country establishes groups of its citizens within the weaker country to manage the extraction of raw materials 5. The more powerful country establishes groups of its citizens within the weaker country to manage the government, either directly or through a puppet leader

8. Imperialism – Pros and Cons  Discuss the following questions in your group and then record your answers in a t-chart: 1. What do you think might be the benefits of Imperialism for the “imperializing” country or group? 2. What might be the negatives of imperialism for the imperializing country? 3. What might be the negatives of imperialism for the imperialized country? 4. What might be the benefits of imperialism for the imperialized country?

9. Practice: Nicaragua  In 1979, the nation of Nicaragua overthrew its old dictator, Samoza, who had been allied with the United States. The new government created a communist economy and took over many of the industries that had belonged to foreign companies under Samoza. The United States took this an act of aggression (remember our anti-communist position prior to 1991) and cut-off all trade and aid to Nicaragua. Furthermore, we tried to forbid our allies from trading or giving aid to Nicaragua. This created a lot of economic problems for Nicaragua. They had a hard time getting equipment for factories and farms and there were significant shortages of foods that could not be grown within the country or within the Soviet Union, which was its ally. What is the relationship between the USA and Nicaragua?

10. Practice: Cuba  In 1959, the nation of Cuba overthrew its dictator, Batista. Batista had been an ally of the United States. He was replaced by Fidel Castro a Cuban Communist. The Soviet Union immediately became interested in Cuba because it is 90 miles from the USA, which at the time was its biggest enemy. By 1960, the Soviet Union had placed launch sites for nuclear missiles on Cuba and the missiles themselves were on their way (The ships carrying them turned around, but that's another story entirely!). This relationship between the two countries lasted until the USSR collapsed in 1991. Between 1959 and 1991, the USSR was Cuba's largest trading partner. Cuba exported sugar and tobacco and some manufactured goods. It imported cars, planes and high-tech equipment from the USSR. Castro met frequently with the leaders of the USSR from 1959 to 1991. Aid money from the USSR was a major source of income for Cuba.

11. Practice  Nation A negotiates a trade agreement with Nation B. Nation A agrees to purchase Nation B's annual crop of coffee at a set price. In return, Nation A gets the right to be the only provider of cars to be sold in Nation B. If Nation B decides to import cars from any other nation, then Nation A will not purchase any of Nation B's coffee, which is a major crop and source of income. What is the relationship between these two nations?

12. Practice  In the 1880's the United States began to "acquire" islands in the Pacific to be used as fueling stops for naval ships. Coal was stockpiled on these islands to be used by the steamships of the American fleet. Many of these island were inhabited and any native governments were replaced with American military officers. Native subsistence methods were left untouched and locals did not purchase many goods from the commissaries set up to serve American military personnel. What is the relationship between these islands and the USA?

13. Unit Requirements  For this unit there are specific requirements that you must meet in order to pass the final project. 1. Keep a folder or small binder for the Unit. The Folder must contain the following items: 1. All Concept Formation Work 2. All Completed and Graded Homework Assignments 3. All Socratic Seminar Prep Work and Reflection Work 4. All In Class Work (Jigsaws, Creative Responses, Reflections, Graded Discussion Answers etc. ) 5. All Completed Research Fact Sheets 2. Present a final Portfolio of your work in an organized and creative fashion. (your unit binder can become your portfolio) 1. More instructions to come at a later day

14. Map Test! February 9 th You need to be able to locate where the following countries are on a given map 1. The Democratic Republic of the Congo and Republic of the Congo (Zaire, Belgian Congo) 2. Ethiopia 3. Somalia (Italian and British Somaliland) 4. Tanzania, Burundi and Rwanda (German East Africa) 5. Uganda (British) 6. Sierra Leone (British) 7. Ghana (The Gold Coast, British) 8. South Africa (Union of South Africa) 9. Nigeria (British) 10. Sudan (Anglo Egyptian Sudan) 11. Zanzibar and Zimbabwe (Northern and Southern Rhodesia, British) 12. Botswana (Bechuanaland, British) 13. Central African Republic (French Equatorial Africa) 14. Eritrea (Italian) 15. Angola (Portuguese)