Environment Science and Technology Language Culture Home
   


The Causes of European Imperialism


Subject Area

This activity is intended for the History (HWT 4A1, HWT 4G1) curriculum. It endeavours to study “Cause of European Imperialism” at the beginning of the Twentieth Century using the “problem-solving’ model. Its place in the curriculum is following an introductory lesson on imperialism.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:

  • Develop the skill of defining a problem from materials presented;
  • Formulate a hypothesis to the problem based on selected evidence;
  • Generalize from specific events and individuals which promoted European imperialism;
  • Recognize and evaluate critically the impact of European imperialism on the shape of the world in the 20th century.

Classroom Development

  1. The activity is undertaken in six separate steps as outlined on the Student Activity Sheet.
  2. Initiate a brief student-led freeform brainstorming session in an attempt to develop a working definition of “imperialism.” If possible have the class agree on a working definition which will be left on the board for reference during the activity.
  3. After the presentation of the introductory material, the students will have identified some aspects of the social and economic mechanism that motivated the European’s towards imperialistic attitudes and actions.
  4. After the examination of data collected by the classroom discussion, the students should be ready to put forth a hypothesis.
  5. Students should now be directed to the resource centre to search, gather and organize or classify further information to test their hypothesis (knowing already that they are looking for European activities in the late 19th century). Alternatively, students might be supplied with resources in the classroom such as those noted on Activity Sheet.
  6. Discuss the results to either verify the hypothesis or partially validate it, and set up the opportunity to state a conclusion.
  7. Further exercises should allow this process to become internalized so that the students will be able to undertake the entire sequence with a minimum of teacher direction.

Timing

Allow 2—3 periods for the completion of this activity.

Student Activity

The Causes of European Imperialism
Using the Problem-Solving Model

Key Steps In The Problem-Solving Model

Step 1: Identifying the Problem
• Introduce material such as that found in part A on the following page.
• Discuss the material with the class, with the intention of establishing the central problem.
Step 2: Some Questions
• Further investigative questions developed in order to aid in solving the central problems.
• Refer to whatever texts are available for more information if necessary (see part B).
Step 3: Collection of Data
• Examine various resources in the classroom and resource centre in order to develop a possible answer to the central question.
Step 4: Forming Answers
• By examining data suggest a hypothesis. Do this singly or in groups (Eventually, the class should focus on one hypothesis).
Step 5: Testing The Hypothesis
• Search for evidence to support or refute the hypothesis.
• Use resources such as found in part D to support or attack the hypothesis.
Step 6: Stating a Conclusion
• Write a conclusion. If it differs form the hypothesis, this cycle of the problem-solving should be repeated.

Part A

Examine the materials presented below and suggest what questions they provoke.

  1. “All Great Nations in the fullness of their strength have desired to set their mark upon barbarian Canada... We must and will take our share in the domination of the world...” Treitschke, H. Von. Politics. Harcourt, N.Y., 1989.
  2. “The Philippines are ours forever. We will not retreat from them... And we will move forward in our work.” Beveridge, A.J. Congressional Record. 56th Congress, 1st Session, 1900.
  3. A map such as one of the following:
    • “Africa, 1914” in Trueman. Modern Perspectives. p. 698;
    • “Imperialism in Africa and Asia Prior to the First World War,” in Haberman, The Making of the Modern Age. pp 150, 151 or “Partition of Asia by 1914” in Spencer, The West and a Wider World. pp. 237, 239.

Part B

Examine the materials presented below, explain their meaning and suggest how they relate to the question under consideration.

  1. “History teaches us... that no nation has ever achieved real greatness without the aid of commerce...” Joseph Chamberlain, in Spencer, p. 229.
  2. Colonial policy is “the daughter of industrial policy.” French Prime Minister Jules Ferry, in Spencer, p. 229.
  3. “Imperialism they (the Marxists) stated, is an inevitable phase in the evolution of capitalism.” Spencer, p. 229.

Part C

  1. Gather information relevant to the main question under consideration as indicated by your teacher.
  2. Organize your information according to themes or categories suggested by main ideas in the information.
  3. Suggest what implications your new-found evidence has for your original answer to this question.
  4. Suggest an answer to the original question which seems valid in the light of all the information now in your possession.

Part D

Additional Resources
B. Feder, Viewpoints in World History..
A. Haberman, The Making of the Modern Age. Toronto: Gage, 1987.