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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 students
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
- The activity
is undertaken in six separate steps as outlined on the Student
Activity Sheet.
- 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.
- After
the presentation of the introductory material, the students
will have identified some aspects of the social and economic
mechanism that motivated the Europeans towards imperialistic
attitudes and actions.
- After
the examination of data collected by the classroom discussion,
the students should be ready to put forth a hypothesis.
- 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.
- Discuss
the results to either verify the hypothesis or partially validate
it, and set up the opportunity to state a conclusion.
- 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 23 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.
- 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.
- 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.
- 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.
- History
teaches us... that no nation has ever achieved real greatness
without the aid of commerce... Joseph Chamberlain, in
Spencer, p. 229.
- Colonial
policy is the daughter of industrial policy. French
Prime Minister Jules Ferry, in Spencer, p. 229.
- Imperialism
they (the Marxists) stated, is an inevitable phase in the evolution
of capitalism. Spencer, p. 229.
Part
C
- Gather
information relevant to the main question under consideration
as indicated by your teacher.
- Organize
your information according to themes or categories suggested
by main ideas in the information.
- Suggest
what implications your new-found evidence has for your original
answer to this question.
- 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.
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