Africa Before European Domination - Scramble for Africa
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Standards Alignment
Text with student directions
Intended to be the initial read in which students annotate the text as they read.
Students may want to circle unfamiliar vocabulary, underline key ideas, or
comment on the information presented.
Standards Alignment
•
California State Standards for Grade 10
– 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.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
• 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.
• 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.
• 4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
Africa Before European Domination
Africa Before European Domination; Forces Driving
Imperialism
Why did imperialism begin in the 1800s?
In the early 1800s, Europeans controlled a
few areas along the coast of Africa. By the mid1800s, Europeans were expanding their control to
new lands. This policy is called imperialism.
There were four basic reasons for
imperialism. The first reason for imperialism had to
do with money. Europeans wanted colonies to
provide raw materials for their factories. The
Europeans also wanted to sell their goods in their
new colonies.
National pride was a second reason for
imperialism. Some nations wanted to gain colonies
to show their national strength.
Racism was a third reason for imperialism.
Racism is the belief that one race is better than
others. Many Europeans believed that whites were
better than other races. Racism is related to Social
Darwinism.
Social Darwinism is the use of Charles
Darwin’s ideas about evolution to explain human
societies. One of Darwin’s ideas was “survival of the
fittest.” This idea was that the fittest, or strongest,
species would survive. Weak species would not
survive. People who believed in Social Darwinism
argued that fit people and nations survived. They
also believed that weak people and nations would
survive.
Christian missionaries also supported
imperialism. They thought that European rule would
end slave trade. The missionaries also wanted to
convert the people of other continents to
Christianity. Europeans began to take lands in Africa
for these reasons.
Technology helped the Europeans succeed.
The African peoples were divided. It was hard for
them to resist European advances.
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
Africa Before European Domination
The Division of Africa
How did European nations claim African lands?
The “scramble for Africa” began in the
1880s. Diamonds were discovered in South Africa in
1867. Gold was discovered there in 1886. Europeans
became more interested in the continent. The
European nations did not want to fight over the
land. They met at the Berlin Conference in 1884–85.
They agreed that any nation could claim any part of
Africa by telling the others and by showing that it
had control of the area. Europeans quickly grabbed
land. By 1914, only Liberia and Ethiopia were free
from European control.
Three Groups Clash over South Africa
What groups fought over South Africa?
In South Africa, three groups struggled over
the land. In the early 1800s, the Zulu chief Shaka
fought to win more land. Shaka’s successors were
not able to keep his kingdom intact. The Zulu land
was taken over by the British in 1887.
Meanwhile, the British took control of the
Dutch colony on the southern coast. Thousands of
Dutch settlers, called Boers, moved north to escape
the British. This movement is known as the Great
Trek. The Boers fought the Zulus whose land they
were entering.
At the end of the century, Boers fought a
vicious war against the British called the Boer War.
The Boers lost this war. The Boers then joined the
British-run Union of South Africa.
Directions: As you read, circle unfamiliar
vocabulary, underline key ideas, and comment on
the information presented.
Scramble for Africa: Four Causes of Imperialism
Text Summary Worksheet with student instruction
Directions: Use the information you just read, fill out the graphic organizer below. List the four reasons why Europeans created overseas empires.
Imperialism
Africa Before European Domination: The Scramble for Africa
Text and Text Dependent Questions
Standards Alignment
Text with Questions
Standards Alignment
•
California State Standards for Grade 10
– 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.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
• 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.
• 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.
• 4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
Africa Before European Domination
Africa Before European Domination; Forces Driving
Imperialism
Why did imperialism begin in the 1800s?
In the early 1800s, Europeans controlled a
few areas along the coast of Africa. By the mid1800s, Europeans were expanding their control to
new lands. This policy is called imperialism.
There were four basic reasons for
imperialism. The first reason for imperialism had to
do with money. Europeans wanted colonies to
provide raw materials for their factories. The
Europeans also wanted to sell their goods in their
new colonies.
National pride was a second reason for
imperialism. Some nations wanted to gain colonies
to show their national strength.
Racism was a third reason for imperialism.
Racism is the belief that one race is better than
others. Many Europeans believed that whites were
better than other races. Racism is related to Social
Darwinism.
Social Darwinism is the use of Charles
Darwin’s ideas about evolution to explain human
societies. One of Darwin’s ideas was “survival of the
fittest.” This idea was that the fittest, or strongest,
species would survive. Weak species would not
survive. People who believed in Social Darwinism
argued that fit people and nations survived. They
also believed that weak people and nations would
survive.
Christian missionaries also supported
imperialism. They thought that European rule would
end slave trade. The missionaries also wanted to
convert the people of other continents to
Christianity. Europeans began to take lands in Africa
for these reasons.
Technology helped the Europeans succeed.
The African peoples were divided. It was hard for
them to resist European advances.
Directions: Answer the text dependent questions as
you read.
What is imperialism?
How would controlling foreign lands create
national pride?
What did people who believed in Social
Darwinism think?
What were the goals of missionaries in
Africa and how did it influence the Europeans
towards imperialism?
Africa Before European Domination
The Division of Africa
How did European nations claim African lands?
The “scramble for Africa” began in the
1880s. Diamonds were discovered in South Africa in
1867. Gold was discovered there in 1886. Europeans
became more interested in the continent. The
European nations did not want to fight over the
land. They met at the Berlin Conference in 1884–85.
They agreed that any nation could claim any part of
Africa by telling the others and by showing that it
had control of the area. Europeans quickly grabbed
land. By 1914, only Liberia and Ethiopia were free
from European control.
Directions: Answer the text dependent questions as
you read.
What was the purpose of the Berlin Conference?
Three Groups Clash over South Africa
What groups fought over South Africa?
In South Africa, three groups struggled over
the land. In the early 1800s, the Zulu chief Shaka
fought to win more land. Shaka’s successors were
not able to keep his kingdom intact. The Zulu land
was taken over by the British in 1887.
Meanwhile, the British took control of the
Dutch colony on the southern coast. Thousands of
Dutch settlers, called Boers, moved north to escape
the British. This movement is known as the Great
Trek. The Boers fought the Zulus whose land they
were entering.
At the end of the century, Boers fought a
vicious war against the British called the Boer War.
The Boers lost this war. The Boers then joined the
British-run Union of South Africa.
What three groups fought in South Africa?
Who were the Boers, and whom did they fight?
What was the Boer War? Who won?
Africa Before European Domination: The Scramble for Africa
Dialectical Journal
Standards Alignment
Quotes Analysis Guide
Text quotes with student directions
Standards Alignment
•
California State Standards for Grade 10
– 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.
• 1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse;
material issues such as land, resources, and technology).
• 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.
• 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.
• 4. Describe the independence struggles of the colonized regions of the world, including
the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– RH 2 - Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
– RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s
claims.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among the claim(s),
counterclaims, reasons, and evidence.
• c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
– WHST 2 - Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate
to the audience’s knowledge of the topic.
• c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
• d. Use precise language and domain-specific vocabulary to manage the complexity of the
topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
– WHST 4 - Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.
Read to Analyze Quotes
The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic
connections between the text and other related concepts. After reading the quote and locating it in the
document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or
predict.
Response Starters to help start journal feedback:
– Asking Questions
• I wonder why…
• What if…
• How come…
– Revising Meaning/Analyzing
• At first I thought, but now I…
• My latest thought about this is…
• I’m getting a different picture here because…
– Forming Interpretations
• What this means to me is…
• I think this represents…
• The idea I’m getting is…
– Evaluating
• I like/don’t like…
• This could be more effective if…
• The most important message is…
– Reflecting and Relating
• So, the big idea is…
• A conclusion I’m drawing is…
• This is relevant to my life because…
– Predicting
• I’ll bet that…
• I think…
• If, then…
Africa Before European Domination - Dialectical Journal
Quote from reading:
- “By the mid-1800s, Europeans were expanding
their control to new lands. This policy is called
imperialism.”
- “Europeans wanted colonies to provide raw
materials for their factories. The Europeans also
wanted to sell their goods in their new colonies.”
- “Some nations wanted to gain colonies to show
their national strength.”
- “Racism is the belief that one race is better than
others. Many Europeans believed that whites were
better than other races.”
- “One of Darwin’s ideas was “survival of the
fittest.” This idea was that the fittest, or strongest,
species would survive. Weak species would not
survive. People who believed in Social Darwinism
argued that fit people and nations survived.”
- “Christian missionaries thought that European
rule would end slave trade. The missionaries also
wanted to convert the people of other continents
to Christianity.”
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
Africa Before European Domination - Dialectical Journal
Quote from Reading:
- “The “scramble for Africa” began in the 1880s.
Diamonds were discovered in South Africa in 1867.
Gold was discovered there in 1886.”
- “The European nations met at the Berlin
Conference in 1884–85. They agreed that any
nation could claim any part of Africa by telling the
others and by showing that it had control of the
area.”
- “By 1914, only Liberia and Ethiopia were free
from European control.”
- “In South Africa, three groups struggled over the
land. In the early 1800s, the Zulu chief Shaka
fought to win more land.”
- “The Zulu land was taken over by the British in
1887.”
- “Thousands of Dutch settlers, called Boers,
moved north to escape the British. This movement
is known as the Great Trek. The Boers fought the
Zulus whose land they were entering.”
- “After losing the Boer Wars against the British,
the Boers then joined the British-run Union of
South Africa.”
Student Response (Question, Analyze, Interpret,
Evaluate, Reflect, Predict)
Africa Before European Domination: The Scramble for Africa
Standards Alignment
Reading Text
Analytical Questions response sheets
Standards Alignment
•
California State Standards for Grade 10
– 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.
• 1. Describe the rise of industrial economies and their link to imperialism
and colonialism (e.g., the role played by national security and strategic
advantage; moral issues raised by the search for national hegemony, Social
Darwinism, and the missionary impulse; material issues such as land,
resources, and technology).
• 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.
• 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.
• 4. Describe the independence struggles of the colonized regions of the
world, including the roles of leaders, such as Sun Yat-sen in China, and the
roles of ideology and religion.
•
Common Core Reading Standards for Literacy in History/Social Science for Grades 9 &
10 Students:
– RH 1 - Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
– RH 2 - Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the
course of the text.
– RH 3 - Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
– RH 4 - Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of
history/social studies.
– RH 5 - Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis.
•
Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10
Students:
– WHST 1 - Write arguments focused on discipline-specific content.
• c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
– WHST 4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
– WHST 9 - Draw evidence from informational texts to support analysis, reflection,
and research.
Africa Before European Domination
Africa Before European Domination; Forces Driving
Imperialism
Why did imperialism begin in the 1800s?
In the early 1800s, Europeans controlled a
few areas along the coast of Africa. By the mid1800s, Europeans were expanding their control to
new lands. This policy is called imperialism.
There were four basic reasons for
imperialism. The first reason for imperialism had to
do with money. Europeans wanted colonies to
provide raw materials for their factories. The
Europeans also wanted to sell their goods in their
new colonies.
National pride was a second reason for
imperialism. Some nations wanted to gain colonies
to show their national strength.
Racism was a third reason for imperialism.
Racism is the belief that one race is better than
others. Many Europeans believed that whites were
better than other races. Racism is related to Social
Darwinism.
Social Darwinism is the use of Charles
Darwin’s ideas about evolution to explain human
societies. One of Darwin’s ideas was “survival of the
fittest.” This idea was that the fittest, or strongest,
species would survive. Weak species would not
survive. People who believed in Social Darwinism
argued that fit people and nations survived. They
also believed that weak people and nations would
survive.
Christian missionaries also supported
imperialism. They thought that European rule would
end slave trade. The missionaries also wanted to
convert the people of other continents to
Christianity. Europeans began to take lands in Africa
for these reasons.
Technology helped the Europeans succeed.
The African peoples were divided. It was hard for
them to resist European advances.
The Division of Africa
How did European nations claim African lands?
The “scramble for Africa” began in the
1880s. Diamonds were discovered in South Africa in
1867. Gold was discovered there in 1886. Europeans
became more interested in the continent. The
European nations did not want to fight over the
land. They met at the Berlin Conference in 1884–85.
They agreed that any nation could claim any part of
Africa by telling the others and by showing that it
had control of the area. Europeans quickly grabbed
land. By 1914, only Liberia and Ethiopia were free
from European control.
Three Groups Clash over South Africa
What groups fought over South Africa?
In South Africa, three groups struggled over
the land. In the early 1800s, the Zulu chief Shaka
fought to win more land. Shaka’s successors were
not able to keep his kingdom intact. The Zulu land
was taken over by the British in 1887.
Meanwhile, the British took control of the
Dutch colony on the southern coast. Thousands of
Dutch settlers, called Boers, moved north to escape
the British. This movement is known as the Great
Trek. The Boers fought the Zulus whose land they
were entering.
At the end of the century, Boers fought a
vicious war against the British called the Boer War.
The Boers lost this war. The Boers then joined the
British-run Union of South Africa.
Reading Questions
1.
What are the four reasons for imperialism?
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2. What was the purpose of the Berlin Conference?
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3. Who were the Boers?
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Africa Before European Domination - Reading Questions
What are the four reasons for
imperialism?
What was the purpose of the
Berlin Conference?
Who were the Boers, and whom
did they fight?
•non