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|  | Four Lessons and an Assessment
Author:
Judith Mahnke
Raoul Wallenberg Traditional High School
40 Vega Street
San Francisco, California 94117
The Sun Never Sets on the British Empire -- The extensive spread of Imperialism
The Rough Road of Independence -- The long-term effects of Imperialism
The Haunting of the Berlin Conference -- Tutsis, Hutus, and Rwanda
The Setting of the Sun on the British Empire -- Hong Kong
Assessment
The Sun Never Sets on the British Empire
Overview:
Through this activity the students will reach an understanding of the extensive spread of Imperialism.
Time:
A 50-minute period for introduction and map-making; a 50-minute period for observations and discussion.
Grade:
10-12
Continent:
World map during the Age of Imperialism
Key Words:
Key Words: imperialism, colonialism
Definition of Key Terms:
Imperialism -- the drive toward the creation and expansion of a colonial empire and once established its perpetuation.
Colonialism -- when an area or country is taken over by another government or nation. This is usually done to spread ideas or exploit the resources of the area.
Objectives:
Students will match the Imperialist with their colonies. They will use their maps to make observations on the age of Imperialism. Students will use their observations to discuss the cause and effects of Imperialism.
Materials:
Blank world maps, crayons or color pencils, color overheads of area maps during the age of imperialism, overhead projector.
Preparation:
Copy maps, gather materials listed above.
Activities:
Teacher introduction: A familiar phrase over the last century-and-a-half is "The Sun Never Sets on the British Empire." As this lesson unfolds, keep this phrase in mind.
- Students should locate Great Britain on their blank world maps.
- Instruct students to give a heavy black outline to Great Britain.
- Color the interior of Great Britain RED.
- Show the students each of the color area maps on an overhead projector.
- Students should color each of the British colonies RED. Do not black-line the colonies.
- Repeat this procedure using the following color list.
- Great Britain - RED
- France - GREEN
- Spain - BROWN
- Portugal - YELLOW
- Netherlands (Dutch) - ORANGE
- Belgium - PURPLE
- Italy - BEIGE
- Japan -DARK BROWN
- Russia - BLUE
- Turkey - LIGHT PURPLE
- Denmark - DARK PINK
- On a separate sheet of paper, the students will list 10 observations about their maps.
- Students will share their observations with the class.
- Discussion of observations will be the entrée into the subject of Imperialism.
Areas to be covered:
Spain
God, Glory, and Gold
Slavery
Natural Resources for the Industrial Revolution
Evaluation:
Explain the phrase "The Sun Never Sets on the British Empire" and its global implications.
The Rough Road of Independence
Time:
A five-minute introduction to the article and the worksheet (homework); one class period for discussion of worksheet.
Grade:
10-12
Continent:
Africa
Key Words:
Post-Cold War era, ethnic cleansing, refugee, corruption, kickbacks, hyperinflation, Zaire
Definition of Key Terms:
Post-Cold War era -- after the break up of the Soviet Union.
Ethnic cleansing -- systematic removal of an ethnic group from an area.
Refugee -- person or persons forced from their homeland by war, violence, or threat of either.
Corruption -- dishonesty, bribery.
Kickback -- a payoff, a percentage of income given to a person in a position of power or influence as payment for having made the income possible.
Hyperinflation -- excessive inflation.
Objectives:
Students will reach a greater understanding of the long-term effects of Imperialism.
Materials:
Atlantic Monthly article "An African Horror Story," August 1993; Worksheet.
Preparation:
Copy article and worksheet for students.
Activities:
Teacher introduction: Although most nations have been officially freed of imperialist nations for decades, there are still long-term effects. Each area has experiences that are unique to its history, but there are many threads.
The Atlantic Monthly article "An African Horror Story," August 1993, is specifically about Zaire, but its story is a common one. Please read the worksheet before reading the article. As you read the article please complete the worksheet.
The following day the class will discuss their worksheets in class.
Evaluation:
See worksheet
Name ______________________________________ Period ___________
An African Horror Story
Worksheet
1. As you read the article list the countries that have similar experiences to Zaire.
Country Experience
2. List incidents, connections, and involvements that Zaire still has with Western nations. Circle those that you see as positive experiences for Zaire.
3. Outline the events, situations, and structures that are impeding Zaire's ability to establish a stable and just government.
4. List Zaire's natural resources and what is happening to them.
Natural Resources: Used for: Export to:
5. In our naiveté, we often think that once a nation is freed of outside oppression, all will be well. From where we sit (we being the United States and Canada, also former colonies) it can be difficult to understand why so many former colonies have trouble forming stable governments. Discuss the forces working against many of the struggling new nations.
The Haunting of the Berlin Conference
Overview:
Students will look at the current situation in Rwanda. They will role-play negotiations to try to move on from the slaughter.
Time:
A 10-minute introduction of the article "The Return" from The New Yorker, January 20, 1997. Two class periods to read article and complete activity.
Grade:
10-12
Continent:
Africa
Key Words:
Tutsis, Hutus, genocide, refugee camp, militias
Definition of Key Terms:
Tutsis -- a member of a very tall, slender, cattle-raising people of Rwanda and Burundi.
Hutus -- a member of the Bantu farming people of Rwanda and Burundi.
Genocide -- the deliberate and systematic elimination of a national, racial, political or cultural group.
Refugee camp -- a temporary camp for those fleeing militias (a body of citizens enrolled for military service and called out for drill but serving full time only in emergency).
Materials:
The article "The Return" from The New Yorker, January 20, 1997.
Preparation:
Copy the article.
Activities:
- Have the class count off from one through seven.
- Students with numbers one through six will be Hutus, students with number seven will be Tutsis.
- Have students read the article in class keeping in mind that they are a Hutu or a Tutsi.
- Write the following issues on the board:
- housing
- justice
- economy
- returning refugees
- ethnicity
- At this point the student Hutus and Tutsis are intermixed throughout the room just as they are in Rwanda. Tell the students that they must now deal with the issues on the board just as the people in Rwanda must. Remind them of the chaos and savagery that has taken place, and the conditions that they are now living in.
- The teacher will take notes on the students' actions.
- Possible steps that the students may take:
- Bring their own ethnic group together for a meeting
- Elect a leader or spokesperson
- Ask for an international tribunal for war crimes similar to the Nuremberg trial
- forgive and forget
- get revenge
- When students have taken the lesson to a plausible conclusion bring the role-playing to a close.
- Review your observations of the steps they took. Discuss the motivations and implications of each step.
- Have students write a reflection on their role in this activity.
Evaluation:
When the continent of Africa was divided up at the Berlin Conference in 1884, the people of Africa were not consulted. The areas that were at first colonies and eventually independent nations brought together various tribes that did not always live in harmony. This has caused problems of varying degrees. Identify how some of these problems have unfolded.
The Setting of the Sun on the British Empire
Overview:
Students will become familiar with the situation in Hong Kong. After looking at the chain of events they will look for political patterns to predict what will happen in the coming years.
Time:
A 10-minute introduction to article that is to be read for homework; one class period for discussion of worksheet.
Grade:
10-12
Continent:
China, Hong Kong
Key Words:
Opium, East India Company, Opium War, Tiannenman Square, Prime Minister
Definition of Key Terms:
Opium -- narcotic made from poppy; causes dullness and inaction.
East India Company -- company chartered by English government in 1600 to carry on trade in East India.
Opium War -- war between Great Britain and China 1839-1842.
Tiannenman Square -- site of student protest of Chinese government 1989.
Prime Minister -- head of government in Parliamentarian system.
Materials:
Article from The New Yorker, "Ghost Stories," May 12, 1997, worksheet.
Preparation:
Copy articles, arrange for library visit or use of world history texts.
Activities: - Have the students read the worksheet before reading the article.
- As they read the article they will complete the worksheet.
- Complete the worksheet in the library or have world history textbooks available.
Evaluation:
see worksheet
Name ______________________________________ Period ___________
Ghost Stories
Worksheet
- Create a flow chart of the events from the acquisition of Hong Kong by the British to the hand-over of Hong Kong to China.
- Indicate with arrows the migration of people as is outlined throughout the article.
- There have been many former colonies of Great Britain that have gained their independence.
- Research the independence of the following countries:
- Countries
- United States
- Canada
- Australia
- India
- Zimbabwe
- South Africa
- Egypt
- Israel
- Iraq
- Nigeria
- Process of Independence
- Identify any patterns among the former colonies.
- Which pattern do you think the situation in Hong Kong most closely parallels? Use that parallel to project what may happen in Hong Kong's near future.
Assessment
Multiple-Choice Questions
- Imperialism spread throughout the world for the following reasons EXCEPT
- Glory, God, and Gold
- competition among world leaders
- acquiring natural resources to fuel the Industrial Revolution
- attempt to unite warring indigenous people
- hope of spreading democracy throughout the known world
- Initially Africa was colonized around the coast because
- they found all they needed around the edge of the continent
- coastal areas were open to free trade
- geographical features made the interior difficult to penetrate
- beyond the coastal areas were vast deserts
- local people were successful at defending the interior
- Since the announcement of the plan to turn Hong Kong over to China, migration patterns have been
- Mainland China to Hong Kong to western United States
- Expatriate Chinese returned to Hong Kong from the West
- Hong Kong Chinese to mainland China
- Hong Kong British to mainland China to Great Britain
- peasant mainland Chinese to Hong Kong
Essay Questions
- Explain the phrase "The Sun Never Sets on the British Empire" and its global implications.
- In our naiveté, we often think that once a nation is freed of outside oppression, all will be well. From where we sit (we being the United States and Canada, also former colonies) it can be difficult to understand why so many former colonies have trouble forming stable governments. Discuss the forces working against many of the struggling new nations.
- When the continent of Africa was divided up at the Berlin Conference in 1884, the people of Africa were not consulted. The areas that were at first colonies and eventually independent nations brought together various tribes that did not always live in harmony. This has caused problems of varying degrees. Identify how some of these problems have unfolded.
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