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Growth
and Decline of Euro-Imperialism
Subject
Area
This activity has been designed for the History curriculum (HWT
4A1, HWT 4G1) as an introduction to European Imperialism. It focuses
on the beginning of the century (1900 - 1919).
Learning
Outcomes
Teaching, learning and evaluation will focus on the student’s
ability to:
- Develop
the skill of gathering information from maps;
- Analyze
information and draw inferences from materials presented on
maps;
- Discuss
critically the historical evolution of European imperialism
and the subsequent decolonization process;
- Discover
how global political forces have shaped today’s world community.
Classroom
Development
Students will complete the two activity sheets using the materials
outlined.
Timing
Allow one period for the completion of this activity.
Resources
Trueman. Modern Perspectives. (pp 97, 688, 699.) Toronto:
Ryerson, 1969.
Fanon, Frantz. Black skin, white masks. New York: Grove
Press, 1982, c1967.
Fanon, Frantz. The Wretched of the Earth. New York: Grove
Press, 1965, c 1963. Fanon’s description of the decline of
colonialism is Algeria is often studied at the post-secondary
level. He inspired many of the great postwar French philosophers.
Classroom
Extensions
- The
first activity, if given separately from the second, would provide
an opportunity for evaluation.
- These
activities might be used to set up more extensive research on
subjects relating to the history of the various European countries
in a particular part of Africa and/or the historical and continuing
impact of imperialism on Africa.
- A more
sophisticated exercise based on the same theme could be developed
using maps available in a historical atlas (See, for example,
maps #66 and #74 (pp 126 and 139) in the Historical Atlas of
the World, Rand McNally, 1981.).
Student
Activity
Examine
the map “Africa” 1914 on p. 99 of Trueman, Modern Perspectives.
Answer the following questions.
- Which
European country controlled the largest amount of territory
beyond its ‘national’ borders? Which had the second-largest?
Which country had the least? Based on what you already know,
speculate on possible reasons for this distribution of territory.
- Are
there any European countries whose presence in or absence from
Africa at this time is surprising? If so, name them.
- Examine
the territories controlled by each of the imperial nations and
speculate as to the reason(s) for particular acquisitions. Suggest,
where it seems to exist, what overall pattern there might be
to a particular country’s acquisitions.
- What
is the most obvious demonstration of the intensity of European
imperialism?
- What
parts of the continent were clearly seen as particularly valuable?
What evidence do you have to support your supposition?
- Speculate
as to how Liberia and Ethiopia remained independent through
this era. What light does this information throw on the explanation
for Mussolini’s actions in 1935?
Empires
in Decline—Decolonization
After World
War One, Germany lost its overseas colonies. Under the League
of Nations these territories were mandated to various League members.
German Southwest Africa was controlled by the Union of South Africa,
Togo and German East Africa by Britain, and Cameroon by France.
Italy lost control of its African possessions in 1941. Britain
and, to a degree France, administered these territories until
their independence.
Using the map on p. 698 and “Africa, 1956—1979”
on p. 699 of Trueman, Modern Perspectives, answer the following
questions.
- Which
imperial country (or countries) led the way in “liquidating”
their empires? Which countries were the slowest?
- Identify
the period in which the largest number of countries gained their
independence. Use the following periods: before1950-54, 1955-59,
1960-64, 1965-69, 1970-74, 1975 to the present.
- Using
your knowledge base concerning the period after 1945, suggest
reasons for the African countries gaining independence at this
time.
- Compare
the maps of Africa in the colonial and independence periods
and note the significant similarities and differences.
Notes:
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