TaskStream

European Colonization of Africa

Author: Jeremiah Tellers
Date Created: 1/12/2004 6:38:40 PM EST

VITAL INFORMATION

Subject(s):
History

Topic or Unit of Study:
Unit: Era of New Imperialism; Lesson: European Colonization in Africa

Grade/Level:
10

Objective:
Students will gain a deeper understanding of the colonization of Africa and link colonization with European Imperialism. (A sense of why Europeans colonized. Colonies of England, France, Portugal, Germany, Spain and Italy, I.E. Economic, Social Darwinism).

Students will be able to demonstrate how colonies of the 19th century shaped the physical borders that exist today on the African continent.

Students will be able to identify the injustice indigenous peoples faced under colonial rule and the various movements for decolonization (Struggles of freedom from European rule).

Students will know various leaders that pushed for decolonization.

Students will effectively use online resources (Bargraph Generator, History Timeline Generator, Audio speechs) microsoft word and Inspiration to meet technology standards and their practical use in context of historical writing, presentations and research.

Summary:
This assignment will highlight the effects of European colonization and decolonization of Africa during the 19th and 20th centuries. Using notes from lecture, students' text, and online resources, students will draft a two page, type written paper, accompanied by bargraphs and a historical time line which they will create with online tools and programs. After students turn in their papers, they will then create an Inspiration presentation to the class highlighting their main points from their paper.

IMPLEMENTATION

Learning Context:
According to state standards this lesson (European Colonization of Africa) is the first part of two world areas of the entire unit on the Era of New Imperialism.
Following this lesson will be the effects of Imperialism in India. Teachers may choose to do a compare and contrast lesson of these two global areas to fulfill state standards of this unit.

Procedure:
DAY 1: Give students their writing prompt and give an overview of expectations for paper and presentation assignment. Instructor will give an outline using Inspiration on the Main issues of Colonial Africa. Begin lecture of European Imperialism. Highlight key factors (Berlin Conference, European economy and social impact of colonialism. Using projector attached to computer, instructor will visit the following web site to provide students with an online audio speech written by Nelson Mandela. Good source for primary resource of African Struggles.
http://archive.salon.com/audio/2000/10/05/mandela/
Homework: Instruct students to start typing paper with notes from class lecture, text books and on line sites provided with prompt under step 1.

DAY 2: Lecture; Continue from day 1 and focus on the geography of Africa after colonization. Explain how colonies created borders, effects of colonization on culture and language. Show students site of Bar graph and history timeline generator and give them time in class to complete Step 3 on their handout. Instructor will create a bar graph and history time line from the generator as an example for students.
Homework: Finish Graphs and history time line from the online resources provided on the student handout; steps 2 and 3.

DAY 3: Instruct students on how to use Inspiration. Instructor will have an Inspiration presentation and then teach students how to effectively create an inspiration presentation. Students will now use the data they have collected from lecture, their papers and other online activities to create an Inspiration presentation for day four's class.
This will take the whole class period.
Homework: Students will complete graphs, paper and Inspiration projects.

DAY 4: Students will hand in their reports and each will present their Inspiration assignments to the class. After students give presentations, review the lesson and a test the following day is optional.

Differentiated Instruction:
Computers may be in low quantity.
Provide students with accessibility to a computer at break or after school.

Sample Student Products:

Collaboration:
Students will work individually.

Time Allotment:
4 class periods. 50 Min. per class.

Author's Comments & Reflections:
This is a great lesson to teach students the impact of European colonization on all aspects of the social sciences. It also provides students with great interaction with technology to create effective reports on paper and for presentation to the class.

MATERIALS AND RESOURCES

Instructional Materials:

Attachments:
1.	Student Handout, Writing Prompt

Resources:

Students may use the computer lab at school, at home or in my classroom if they have no internet access at home.

The number of computers required is 1 per student.

Technology resources:
Inspiration, Internet Explorer, Word

Materials and resources:
İstudents will need a computer to type their paper and create Bar Graphs, History Timeline and Inspiration pictoral outline.

Students Familiarity with Software Tool:
These links are to supplement lecture in class and the students' text book which offer primary sources and interactive programs to create graphs online.
Inspiration will be introduced in class if students have not yet used Inspiration software.

Links:
1.	Graphing Site Great site to make pie charts or bar graphs
2.	History Timline Generator Students will create their history timelines here
3.	Nelson Mandela Speech Students will listen to this online audio speech of Mandelas life in imprisonment
4.	Pan Africanism link that gives information of Pan Africanism
5.	Berlin Conference Link that describes the geographic impact of European Colonization
6.	Geographic Maps of Africa During Colonization Students will use this link to have raw data to create Bar Graph.
7.	Inspiration Student will use this site to download software for inspiration.

STANDARDS & ASSESSMENT

Standards:

USA- ISTE: National Educational Technology Standards (NETS) for All Teachers
copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Intíl), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

• Standard III: Teaching, Learning, and the Curriculum.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.

Performance Indicator A: Facilitate technology-enhanced experiences that address content standards and student technology standards.

Performance Indicator C: Apply technology to develop studentsí higher order skills and creativity.

Performance Indicator D: Manage student learning activities in a technology-enhanced environment.

CA- California K-12 Academic Content Standards

• Subject : History & Social Science

• Grade : Grade Ten

• Area : World History, Culture, and Geography: The Modern World
Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.

• Sub-Strand 10.4: Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

Standard 2: Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

Standard 3: Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)

• Grade : Grades 9-12

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Intíl), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

Performance Objective 7: Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)

Performance Objective 8: Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)

Assessment/Rubrics:
Rubrics:
European Colonization of Africa