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Grade 8 - Term 3: The Scramble for Africa: late 19th century

The colonisation of Africa was part of a global European process reaching all the continents of the world. European colonisation and domination changed the world dramatically. Historians argue that the rushed imperial conquest of the African continent by the European powers started with King Leopold II of Belgium when he involved European powers to gain recognition in Belgium. The Scramble for Africa took place during the New Imperialism between 1881 and 1914. The focus of this lesson will be on the causes and results of European colonisation of the African continent, with special focus on the Ashanti kingdom (colonised by the British as the Gold Coast, and today the independent African country of Ghana).

European colonisation of Africa in the late 19th century

Africa before European colonisation

Due to worldwide insufficiency of world knowledge, the size and abilities of Africa as a continent was majorly undermined and oversimplified. Before colonisation, Africa was characterised by widespread flexibility in terms of movement, governance, and daily lifestyles. The continent consisted not of closed reproducing entities, equipped with unique unchanging cultures, but of more fluid units that would readily incorporate outsiders into the community with the condition that they accepted its customs, and where the sense of obligation and solidarity went beyond that of the nuclear family. Pre- colonial societies were highly varied, where they were either stateless, run by the state or run by kingdoms. The notion of communalism was accepted and practiced widely; land was held commonly and could not be bought or sold, although other things, such as cattle, were owned individually. In those societies that were not stateless, the chiefs ran the daily affairs of the tribe together with one or more councils. The colonisation of Africa through Europe brought about many forms of government that are still visible today. Before colonisation, however, there were many forms of government in Africa, ranging from powerful empires to decentralised groups of pastoralists and hunters.

The use of iron tools marks a significant turning point in African civilization. Iron tools enhanced weaponry, allowed groups to manage and clear dense and thick forests, plough fields for farming, and making everyday life more convenient. Because the iron tools allowed Africans to flourish in their natural environment, they could live in larger communities which led to the formation of kingdoms and states. With this creation came the formation of modern civilizations, common languages, belief and value systems, art, religion, lifestyle and culture. Another unique characteristic of pre- European Africa was the favouring of oral tradition within these societies. Stories were told and handed down generations in verbal form. This poses a threat to the survival of these stories because certain aspects could be forgotten or told in a different way. National borders were also not much of a concern before colonization. European countries fought over African countries mainly for their natural resources. Lines were drawn through African communities which had existed for many years, and these lines can presently be seen as national borders. “A brief history of European Colonisation in Africa”

Berlin Conference 1884

The Conference of Berlin and British ‘New’ Imperialism, also known as the “Congo conference” began. In 1884 at the request of Portugal, German Chancellor Otto von Bismark called together the major western powers of the world to negotiate questions and end confusion over the control of Africa. The countries represented at the time included Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Portugal, Russia, Spain, Sweden-Norway (unified from 1814-1905), Turkey, and the United States of America. Of these fourteen nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time. Britain, France, Germany, Belgium, Italy, Portugal, and Spain were competing for power within European power politics. One way to demonstrate national pre-eminence was through the acquisition of territories around the world, including Africa. Another reason for European interest in Africa is the industrialization when major social problems grew in Europe: unemployment, poverty, homelessness, social displacement from rural areas, etc. These social problems developed partly because not all people could be absorbed by the new capitalist industries. Europe saw the colonization of Africa as an opportunity to acquire a surplus population, thus settler colonies were created. With this invasion, many European countries saw Africa as being available to their disposal. However, several disputes took place regarding which European country would colonise a specific African country. Thus, in 1884, Portugal proposed a conference in which 14 European countrieswould meet in Berlin regarding the division of Africa, without the presence of Africa.

The initial task of the conference was to agree that the Congo River and Niger River mouths and basins would be considered neutral and open to trade. Despite its neutrality, part of the Kongo Basin became a personal Kingdom (private property) for Belgium’s King Leopold II and under his rule, over half of the region’s population died. At the time of the conference, only the coastal areas of Africa were colonized by the European powers. At the Berlin Conference the European colonial powers scrambled to gain control over the Interior of the Continent. The conference lasted until February 26, 1885 – a three month period where colonial powers haggled over geometric boundaries in the interior of the continent, disregarding the cultural and linguistic boundaries already established by the Native Indigenous African population. What ultimately resulted was a hodgepodge of geometric boundaries that divided Africa into fifty irregular countries.

“The Scramble for Africa and the Berlin Conference”

Causes of colonisation

The reasons for African colonisation were mainly economic, political and religious. During this time of colonisation, an economic depression was occurring in Europe, and powerful countries such as Germany, France, and Great Britain, were losing money. Africa seemed to be out of harm’s way and had an abundance of raw materials from which Europe could make money from. Due to cheap labour of Africans, Europeans easily acquired products like oil, ivory, rubber, palm oil, wood, cotton and gum. These products became of greater significance due to the emergence of the Industrial Revolution. Africa’s colonisation was also as a result of European rivalries, where Britain and France had beenin a dispute since the Hundred Year’s War. These countries became involved in a race to acquire more territory on the African continent, but this race was open to all European countries. Britain had had some success in halting the slave trade around the shores of Africa. But inland the story was different -- Muslim traders from north of the Sahara and on the East Coast still traded inland, and many local chiefs were reluctant to give up the use of slaves.

During the nineteenth century barely a year went by without a European expedition into Africa. The boom in exploration was triggered to a great extent by the creation of the African Association by wealthy Englishmen in 1788, and as they travelled, they started to record details of markets, goods, and resources for the wealthy philanthropists who financed their trips. With the beginning of colonisation in Africa, morality became an increasing issue. The Europeans could not comprehend the existence of the Muslim Swahili trade which made them want to implement the Three C’s: Christianity, Commerce, and Civilisation. First, Europe experienced a Christian revival in the 19th century.

Missionaries began to focus on the large working class with the goal of bringing spiritual salvation to the workers and their families. The bible was made available to workers. Due to their large successes, missionaries began to look beyond Europe. Missions were established all over Africa. Missionaries did not serve as direct agents of European imperialism, yet they drew European governments deeper into Africa. In their efforts to preach Christianity, to bring western-style education to Africa and to ingrain monogamy in African societies, missionaries often felt threatened by warfare within Africa. Hence, missionaries called on European governments for protection and intervention. Second, for centuries, European explorers have travelled throughout the African continent in their attempts to discover new things and to chart the African continent.

Trade would be well instantiated; the work of the Suez Canal Company at the north-eastern tip of Africa had been completed in 1869. Lastly, Livingstone believed that civilisation could be achieved through goodgovernment andeducation. The combination of these three elements, Livingstone believed, would end human suffering in Africa, and the ultimate level of civilisation would be achieved within the continent. .Christianity would therefore provide the moral principles that would guide Africans, while education and commerce would encourage Africans to produce their own goods to trade with Europeans. For this to work a functioning and legitimate governing system was needed to ensure the civil rights of the people.

Patterns of colonisation: which countries colonised which parts of Africa

By 1900 a significant part of Africa had been colonized by mainly seven European powers—Britain, France, Germany, Belgium, Spain, Portugal, and Italy. After the conquest of African decentralized and centralized states, the European powers set about establishing colonial state systems. The colonial state was the machinery of administrative domination established to facilitate effective control and exploitation of the colonized societies. Colonial states were authoritarian, bureaucratic systems, partly due to their origins in military conquest and the racist ideology of the imperialist enterprise. The French directed their attention to the active economies of the Niger Delta, the Lagos Hinterland and the Gold Coast.

Why European Countries were able to colonise Africa so quickly

The European countries were able to colonise African countries rapidly because there were rivalries between African leaders. These kings and chiefs were competing with each other to be the richest and most powerful within their tribes. During these rivalries, European leaders would take advantage of the situation and persuaded some leaders to be on their side to fight against other leaders. Natural disasters also played a big role in the rapid and easy colonisation of Africa. In 1895, a serious drought reached many regions in Africa which was caused by a sudden decline in rainfall. Hardly any crops were produced, and the food shortage which followed caused the death of many people and animals. The little crops that were produced were destroyed by a plague of locusts. In addition to this plague, the cattle plague broke outduring the 1890’s which killed cattle, sheep and goats. This led to even more deaths of animals and people, and due to their physical and mental weakness, they were unable to fight against European powers.

European powers could easily take control of any source of land by using force and violence. They accomplished this by using more powerful weapons, and had the advantage of the newly invented machine gun called the Maxim gun which was invented in the 1880’s. This gun could fire eleven bullets per second, and outdid the weapons that the African forces had. African armies did not manage to get hold of European weapons because it was not sold to them. Thus Africans were at a military disadvantage. An outbreak of new diseases made an appearance during the late 1890’sand the first one was a range of smallpox epidemics. The Europeans who were already in Africa had developed immunity to these diseases due to past experiences of these outbreaks in Europe. The indigenous African population had no immunity or resistance to these diseases and thus weakened the African population. A large number of the African population thus died out, or became too weak to fight back.

Results of colonization

The impact that colonisation had on Africa can be described as both good and bad. In terms of European political practice in Africa, all colonising countries share similar attributes. Colonial political systems were un-democratic; Law and Order, as well as Peace, was a primary objective of colonial governments; Colonial governments lacked capacity and Colonial governments practiced "divide and rule." Firstly, colonial governments did not allow popular participation, and all political decisions were made by the small political elite with no or little input from the African population. Secondly, the African population was not satisfied with the way that Europeans imposed on their governing system without any proper representation, thus the maintenance of peace under the African population was made an important priority for the colonial government. Thirdly, seeing as most colonial governments were not rich, they did not fund the governing of their colonies fully. Although they were responsible for raising the money for their own colonies, they still lacked the incometo properly develop and maintain a successful governing system. This meant that colonial governments were not able to provide basic infrastructure, such as roads and communication networks, nor were they able to provide basic social services such as education, health care, and housing. Lastly, the principle of “divide and rule” meant that policies that intentionally weakened indigenous power networks and institutions were implemented.

Due tothe lack of revenue within the colonies, little attention was given to promoting social change or development. Although all the colonies did not experience the same extent of social change, these colonies share the same characteristics in terms of social change. Firstly, colonial and political practices caused a large scale movement of people. In some areas, migrations were primarily from one rural area to another. In other places, the migration was from rural areas to urban areas. These movements resulted in dislocation of peoples that impacted society and culture. Social and cultural beliefs and practices were challenged by these migrations. Long-held practices had to be adapted, and at times were completed abandoned, to fit the new colonial circumstances. Secondly, and partly due to the first consequence, the dislocation of families also occurred. Men mainly left the household to work in mines and on plantations, leaving their wives and children behind. As a result, women and adolescents were forced to take on new roles and to cope in absence of their husbands and fathers. Due to colonialism, the African family structure had been severely changed.

Prior to colonialism, the extended family structure (family that extends beyond the immediate family) was the norm in most African societies, but by the end of colonial era, the nuclear family (family consisting of a pair of adults/ parents and their children) was becoming the norm in many African countries. Thirdly, urbanization emerged as colonization was imposed. During colonialism, urbanization occurred fairly rapidly in many African colonies. A number of pre-colonial African societies had towns and small cities. However, even in these societies, most people were engaged in agriculture in rural villages or homesteads. Urban living resulted in changes in economic activities and occupation, and in changes in the way people lived. These changes often challenged existing values, beliefs, and social practices. Fourthly, the religious beliefs of Africans were adapted or changed. A small percentage of the African population regarded themselves as Christians, and today more than half of the African population is Christians. Colonial rule provided an environment in which Christianity, in many forms, spread in many parts of Africa. While Islam was widespread in Africa prior to the coming of colonialism, it also benefited from colonialism. British and French colonial officials actively discouraged Christian mission work in Muslim areas.

Lastly, the public education system of African was also changed. The majority of colonial governments did little to support schools. Most formal schooling African colonies were a result of the work of missionaries. Missionaries felt that education and schools were essential to their mission. Their primary concern was the conversion of people to Christianity. Missionaries believed that the ability of African peoples to read the Bible in their own language was important to the conversion process. However, most mission societies were not wealthy, and they could not support the number of schools that they really wanted. Consequently, with limited government support, most African children did not go to school during the colonial era. In fact at the end of colonial rule, no colony could state that more than half of their children finished elementary school, and far fewer attended secondary school.

“Colonialism’s impact on Africa”

Case Study: The Ashanti kingdom

The coast of West Africa before the arrival of Europeans

West Africans developed an extensive self-contained trading system, based on skilled manufacture. From the 8th century Muslim traders, from North Africa and Arab countries, began to reach the region. Gradually, communities began to convert to Islam. By the end of the 11th century some entire states, and influential individuals in others, were Muslim. At the same time, West African trade slowly expanded towards Egypt and possibly India. Arabic texts mention that from the late 8th century Ghana was considered 'the land of gold'. Mali also possessed great wealth. In 1324-5, when Mansa Musa, its emperor, made a pilgrimage to Mecca, he took so much gold with him that in Egypt, which he also visited, the value of the metal was debased. Prior to the European voyages of exploration in the fifteenth century, African rulers and merchants had established trade links with the Mediterranean world, western Asia, and the Indian Ocean region. Within the continent itself, local exchanges among adjacent peoples fit into a greater framework of long-range trade.

The Ashanti and their early contact with European traders and explorers

The Ashanti kingdom, or Asante, dominated much of the present-day state of Ghana. It was ruled by an ethnic group called the Akan, which in turn was composed of up to 38 subgroups, such as the Bekiai, Adansi, Juabin, Kokofu, Kumasi, Mampon, Nsuta, Nkuwanta, Dadussi, Daniassi, Ofinsu, and Adjitai. Gold Coast began encountering European traders in the mid-1400s, when the Portuguese began trading with coastal peoples. By the seventeenth century, many European trading giants including the British, Dutch and French began building fortifications along the coastline in order to assert their positions. These interactions were to have a profound effect on African coastal settlements and African institutions came under considerable European influence very early on. West Africa had a long history of connection to trans-Saharan gold trade, and from the 15th century was drawn into trade with Europe, in gold and increasingly in slaves. The Ashanti kingdom had emerged from the mid- 17th century, benefitting from access both to rich agricultural resources and gold, much of the labour for production of which was provided by a domestic slave trade.

Many parts of West Africa was still unknown to the rest of the world, thus By the late 15th century and early 16th century many European nations like Portugal started to send the missionaries and explorers to investigate various parts of Africa and West Africa in particular. As early as in the 19th century European powers like France, Germany, and Britain likewise sent number of missionaries, explorers, traders and philanthropists in West Africa. These groups were sent in Africa to investigate the needed knowledge about Africans, their history and culture, mostly knowledge about raw materials, visibility, potential areas and the nature of African population British traders had operated off what was to become known as the “Gold Coast” with little direct intervention by British authorities.

When the Ashanti kingdom showed ambitions to expand its control southwards in negotiating treaties with African authorities and protecting trading interests, the British invaded Ashanti in 1874 and burnt its capital. The majority of European Explorers spent their time to investigate and to detail the interior and coast of West Africa to help European powers that were searching areas with potential materials as European countries were experiencing mushrooming of industries. Explores assisted the European merchant groups; penetration of west Africa interior in 18th century was real a hard and difficult but with the aid of explorers, European merchant groups had advantage of trading in West Africa freely with assurance of security of themselves and their trading commodities.

The British and the colonisation of the Gold Coast

As Britain increasingly colonised more and more African countries, the British had become the dominant power along the coast, and they began annexing and laying claim to territory gradually. The expansion of the Asante kingdom towards the coast was the major cause of this, as the British began to fear that the Asante would come to monopolise coastal trade in their place. The British placed the Governor of neighbouring Sierra Leone, which was already annexed, in charge of British forts and settlements along the coast. He formed an unfavourable opinion of the Asante, and began the long process of attempting to bring them under British control. However, disputes over jurisdiction of the area known as Ashanti led to war between the British and the Asante, and in 1824, the Asante succeeded in killing the Governor as well as seven of his men. In retaliation, the British (with the help of tribes oppressed by the Asante, including the Fante and the Ga) beat the Asante back in 1826, and successfully ended their dominance of coastal regions. The establishment of British law and jurisdiction in the colony was a gradual process, but the 1844 Bond with the Fante is popularly considered to be its true beginning. This recognised the power of British officials and British common law in the Gold Coast and over the Fante people. In 1850, a Governor was appointed to Gold Coast who was not also Governor of Sierra Leone, and this is how the colony of Gold Coast was born. A supreme court was established in 1853, and led to British common law becoming enforced. However, all of this brought financial challenges, and saw the policy of making the colonies pay come in to force in the Gold Coast for the first time.

The British fought against the Ashanti four times in the 19th century and suppressed a final uprising in 1900 before claiming the region as a colony. The first Anglo-Ashanti War began in 1823 after the Ashanti defeated a small British force under Sir Charles McCarthy and converted his skull into a drinking cup. It ended with a standoff after the British beat an Ashanti army near the coast in 1826. After two generations of relative peace, more violence occurred in 1863 when the Ashanti invaded the British "protectorate" along the coast in retaliation for the refusal of Fanti leaders to return a fugitive slave. The result was another stand-off, but the British took casualties and public opinion at home started to view the Gold Coast as a quagmire. In 1873, the Second Ashanti War began after the British took possession of the remaining Dutch trading posts along the coast, giving British firms a regional monopoly on the trade between Africans and Europe. The Ashanti had long viewed the Dutch as allies, so they invaded the British protectorate along the coast. A British army led by General Wolseley waged a successful campaign against the Ashanti that led to a brief occupation of Kumasi and a "treaty of protection" signed by the Ashantehene (leader) of Ashanti, ending the war in July 1874. This war was covered by a number of news correspondents (including H. M. Stanley) and the "victory" excited the imagination of the European public.

In 1894, the Third Anglo-Ashanti War began following British press reports that a new Ashantehene named Prempeh committed acts of cruelty and barbarism. Strategically, the British used the war to insure their control over the gold fields before the French, who were advancing on all sides, could claim them. In 1896, the British government formally annexed the territories of the Ashanti and the Fanti. In 1900, a final uprising took place when the British governor of Gold Coast (Hodgson) unilaterally attempted to depose the Ashantehene by seizing the symbol of his authority, the Golden Stool. The British were victorious and reoccupied Kumasi permanently. On September 26, 1901 the British created the Crown Colony of Gold Coast. The change in the Gold Coast's status from "protectorate" to "crown colony" meant that relations with the inhabitants of the region were handled by the Colonial Office, rather than the Foreign Office. That implied that the British no longer recognized the Ashanti or the Fanti as having independent governments.

Results of colonisation of the Ashanti kingdom and Britain

In December 1895, Sir Francis Scott left Cape Coast with an expedition force. It arrived in Kumasi in January 1896. The Asantehene directed the Ashanti to not resist. Shortly thereafter, Governor William Maxwell arrived in Kumasi as well. Asantehene Agyeman Prempeh was deposed and arrested. Britain annexed the territories of the Ashanti and the Fanti in 1896, and Ashanti leaders were sent into exile in the Seychelles. The Asante Union was dissolved. Robert Baden-Powell led the British in this campaign. The British formally declared the coastal regions to be the Gold Coast colony. A British Resident was permanently placed in the city, and soon after a British fort.

As a final measure of resistance, the remaining Asante court not exiled to the Seychelles mounted an offensive against the British Residents at the Kumasi Fort. The resistance was led by Yaa Asantewaa, the Queen-Mother of Ejisu. From March 28 to late-September 1900, the Asante and British were engaged in what would become known as the War of the Golden Stool. On March 28, 1900 Governor Frederick Hodgson met with the chiefs at Kumasi and demanded that the Asante hand over the sacred Golden Stool to him. On April 25 the telegraph wires were cut, and Kumasi was surrounded. Thirty British were dying per day in June. On June 23 three officers and 150 made a sortie and managed to escape. Governor Hodgson reached Cape Coast on July 10. The British sent 1,400 troops from other parts of Africa, and the Asante’s nine-month struggle for independence failed. In March 1901 Governor Matthew Nathan visited Kumasi, and he deported 16 Ashanti leaders and imprisoned 31 at Elmina. The people were disarmed, and only licensed hunters could carry guns. The British annexed the Asante confederacy as a Crown Colony and did not allow chiefs to rule in Kumasi until Prempeh became Kumasihene in 1926. In the end, Asantewaa and other Ashanti leaders were also sent to Seychelles to join Prempeh I. In January 1902, Britain finally added Asante to its protectorates on the Gold Coast.

Asante was forcibly incorporated into the British Gold Coast colony in 1902, along with further territory to its immediate north which had not belonged to the kingdom itself. The later addition of British Togoland creates borders for the colony that are essentially those that exist for modern Ghana. When the British defeated the Ashanti people, they collected all the gold treasures of the area. In addition to this, the Ashanti people lost their independence. They did not receive any political rights in the Gold Coast and power was taken away from legitimate Ashanti leaders. People were forced off their land onto farms or factories which ultimately made the British richer. The British then spent money on things that will improve their ability to remove wealth and natural resources from the Gold Coast. They built railroads and roads, but only to their own benefit in order for products to be shipped off to Europe.

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Early colonies, 6th -  8th  , 5th -  8th  , road to revolution, ruling the countryside, 20.6k plays, plymouth and massachusetts bay colonies.

8th Grade US History- Colonization

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• 1. Multiple Choice Edit 30 seconds 1 pt What were the three reasons for European exploration? Game, God, Glory Glory, Fame, and God God, Glory, and Gold Gifts, Greatness, Glory

Which Reasons Best Completes This List?

To spread democratic ideals

To improve efficiency in manufacturing

To locate potential military allies

To claim new territory

• 3. Multiple Choice Edit 1.5 minutes 1 pt Who were the three main powerful countries that were involved in the Age of Exploration? Spain, Germany, and France England, Spain, & France Italy, Spain, and Portugal Portugal, Ireland, & France

What motive best completes the diagram?

To promote free enterprise

To extend democracy

To expand empires

To found utopian communities

Which statement accurately describes the reasons for establishing Plymouth and Jamestown?

Both colonies were established to bring wealth to stockholders.

Plymouth’s founders intended to produce raw materials, while Jamestown’s founders expected to discover gold.

Both colonies were established to limit the expansion of other European empires.

Plymouth was founded as a refuge from religious persecution, while Jamestown was founded for commercial profit.

What was the first elected legislative body of government in Colonial America?

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• 7. Multiple Choice Edit 30 seconds 1 pt Why did the Pilgrims come to the Americas and settle in Plymouth?  They were trying to set up a base protect England from Spain.  They meant to sail to Africa, but turned west when they caught site of the Spanish Amanda.  They wanted to go to a place where they could invent "fidget spinners." They wanted a place where they could worship freely. 
• 8. Multiple Choice Edit 30 seconds 1 pt One reason that the  Mayflower Compact  is considered important is ______________. It marked the beginning of political parties. It marked the beginning of a self government based on the will of the people. It established basic laws for all colonies to follow. It gave the colonists permission to collect taxes.
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The long cold winters in the ____________________ colonies was not ideal for growing cash crops, so they focused on Shipbuilding, fishing & whaling instead.

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• 25. Multiple Choice Edit 30 seconds 1 pt Who led the first group of Quakers to Pennsylvania for religious freedom? Lord Baltimore William Penn Roger Williams John Smith
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• 30. Multiple Choice Edit 30 seconds 1 pt Quakers, Puritans, Catholics, and Separatists were all Seeking Religious Tolerance in America Protestant Groups in the Colonies American Colonial Governments Economic Reform in the Colonies

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Current Map of Africa - 1b) 2

Grade 8 history assessment, grade 8: term 3 - the scramble for africa, the scramble for africa.

This is the first half of term 3 for Grade 8 History, The Scramble for Africa: European Colonisation of Africa in the late 19th Century. There are 4 lessons included and the main foucs is on explaining, sholwing and listing. The learners will gained understadinging, memorising, application and appreciation of Africa in the past.

Introduction

Table of contents.

We will be looking at the European Colonisation of Africa from the 19th Century, It is important to note that:

Europeans began to explore the world, but they also began to colonise and conquer

Colonialism is the occupation and control of one nation by another.

Scramble means to compete frantically in order to get something others want

• By 1914- 7 countries (Britain, France, Portugal, Germany, Belgium, Italy and Spain) had helped themselves to the whole of Africa
• Pre-Colonization Africa

The European exploration and colonization of sub-Saharan Africa began only in the later 15 th century with the Spanish and Portuguese voyages of discovery. In the 1490’s, Spanish explorers launched voyages across the Atlantic Ocean to the “New World”. The first voyage of Christopher Columbus to America was in 1490. At the same time, Portuguese explorers focused on sailing down the West African coast in hope of finding a sea route to India. The most famous and successful Portuguese explorers were Bartholomew Diaz and Vasco da Gama.

Around Africa, A.D. 1418-1498

Most pre-colonial African people lived relatively small clan or family units. There were a small number of African Empires where energetic rulers had united numerous clans into significant and powerful political units (Empires). Those Empires included the West African Empires like Ashanti, Old Oyo and Songhai; further south the Congo Empire and the Shona Empires of Mapungubwe and Great Zimbabwe were dominant.

Map showing Africa 1590-1800. Showing the way in which Africa was divided before colonization.

The arrival of European traders after 1490 would significantly alter Africa as those traders because ambitious and turned to colonization. Thus the Empires identified above were all destroyed by the influence of European powers. Colonization of foreign territories required significant force destroy the local political structures. The European powers thus tried to avoid too much conflict between themselves (they did not want to fight each other and the colonized populations at the same time). The new Scramble for Africa of the 1880’s could have created massive conflict between the major European powers. The Berlin Conference of 1884 was thus convened to help avoid an open war between the European colonial powers.

The Berlin Conference 1884

2. The Berlin Conference

By the 1880’s there was growing trade between Europe and Africa. There was also more competition between Britain, France, Germany and Belgium to control this trade. In order to control this trade, in some parts of Africa, Euorpean countries were:

• Building railway lines to link trading posts to inland areas
• Signing treaties with African chiefs to gain control over trade sending troops to protect their trading interests
• Starting to take over some areas of land.

Some European leaders began to think that the competition over Africa might lead to war between them. To prevent this, Bismark, the leader of Germany, invited the European countries with interests in Africa to conference in Berlin in 1884. The aim of the conference was to discuss ways of dividing up Africa peacefully.

Source A: Cartoon of Bismarck cutting up a cake that represents Africa

https://static.dw.com/image/18277179_401.jpg

Representatives form 15 countries attended the Berlin Conference but not a single African leader was invited to attend. The leaders who were there decided that certain European countries could control parts of Africa.

The first meeting of the Berlin Conference 1884

http://www.sahistory.org.za/sites/default/files/article/file%20attachment/wpe1.gif

The initial task of the conference was to agree that the Congo River and Niger River mouths and basins would be considered neutral and open to trade. Despite its neutrality, part of the Kongo Basin became a personal Kingdom (private property) for Belgium’s King Leopold II and under his rule, over half of the region’s population died. At the time of the conference, only the coastal areas of Africa were colonized by the European powers. At the Berlin Conference the European colonial powers scrambled to gain control over the Interior of the Continent. The conference lasted until February 26, 1885 – a three month period where colonial powers haggled over geometric boundaries in the interior of the continent, disregarding the cultural and linguistic boundaries already established by the Native Indigenous African population. What ultimately resulted was a hodgepodge of geometric boundaries that divided Africa into fifty irregular countries.

Map of Africa representing European colonization of Africa

https://worldhistoryleverett.files.wordpress.com/2016/03/africaafterthescramble.jpg

The Causes and Factors of Colonization

• The Causes of Colonization:

Some of the reasons why European countries wanted colonies in Africa were linked to the Industrial Revolution:

1

Africa was place where Europe could see products

Factories in Europe were producing so much that the people in Europe could not buy all of it. Factory owners saw Africa as a place where they could sell the products from their factories. The colonies became a large new market for the manufactured goods.

 

2

Africa was a place where Europe could get raw materials

Many of the raw materials needed by the new factories did not grow in Europe. Europeans hoped to find them or grow them in Africa. The products they wanted were things like vegetable oils for soap, sisal for making rope, rubber, tea, coffee, cocoa, groundnuts, cotton and sugar.

 

3

Africa was a place where Europe could get mineral wealth

After the discovery of diamonds and gold in the Southern Africa, Europeans hoped to find valuable minerals in other parts of Africa as well.

 

4

Investors could make money in Africa

Business people in Europe thought that colonies were good places to invest money. They believed they would make more profits by investing in new developments in Africa rather than in Europe. Investment in an area often led to colonization.

 

5

Colonies could provide food and space

One of the results of the Industrial Revolution was a big increase in the population of Europe. There was not enough food or jobs for all of them. European governments wanted colonies to that they could grow more food supplies. They also wanted to encourage people from Europe to go and live in these colonies. This would help with the overcrowding and unemployment in Europe.

http://www.sahistory.org.za/sites/default/files/article/file%20attachment/africa-powerpoint-map-natural-resources.png

Other reasons for colonisation:

The Industrial Revolution was not the only cause of the partition of Africa into colonies:

• At the time, European countries were proud of their growth and achievements. They competed for colonies, as a colonial empire was another way of showing their power. Sometimes they took over parts of Africa as colonies simply to prevent their rivals from doing so.
• European countries wanted some areas because of their strategic importance. This means that their position made them very valuable. An example is Egypt, after the Suez Canal was built, because it made it easier to reach Africa and Asia from Europe.
• Some colonies were established because of the actions of explorers and empire builders. An example is Cecil John Rhodes who wanted British control in Africa from the ‘Cape to Cairo’.
• Missionaries wanted to convert people to Christian religion. They thought that it would be easier to do this if there was law and order, so sometimes they encouraged their governments to take over an area.

(Bottaro et al p.119-121)

https://erenow.net/common/illustrated-history-of-railway/illustrated-history-of-railway.files/image190.jpg

• Factors Promoting the European Colonization of Africa;

The European countries were able to colonise African countries rapidly because there were rivalries between African leaders. These kings and chiefs were competing with each other to be the richest and most powerful within their tribes. During these rivalries, European leaders would take advantage of the situation and persuaded some leaders to be on their side to fight against other leaders. Natural disasters also played a big role in the rapid and easy colonisation of Africa. In 1895, a serious drought reached many regions in Africa which was caused by a sudden decline in rainfall. Hardly any crops were produced, and the food shortage which followed caused the death of many people and animals. The little crops that were produced were destroyed by a plague of locusts. In addition to this plague, the cattle plague broke out during the 1890’s which killed cattle, sheep and goats. This led to even more deaths of animals and people, and due to their physical and mental weakness, they were unable to fight against European powers.

European powers could easily take control of any source of land by using force and violence. They accomplished this by using more powerful weapons, and had the advantage of the newly invented machine gun called the Maxim gun which was invented in the 1880’s. This gun could fire eleven bullets per second, and outdid the weapons that the African forces had. African armies did not manage to get hold of European weapons because it was not sold to them. Thus Africans were at a military disadvantage. An outbreak of new diseases made an appearance during the late 1890’sand the first one was a range of smallpox epidemics. The Europeans who were already in Africa had developed immunity to these diseases due to past experiences of these outbreaks in Europe. The indigenous African population had no immunity or resistance to these diseases and thus weakened the African population. A large number of the African population thus died out, or became too weak to fight back.

Steam Boat showing better transport made colonisation possible

https://upload.wikimedia.org/wikipedia/commons/thumb/1/14/Hermann_von_Wissmann_1910.jpg/450px-Hermann_von_Wissmann_1910.jpg

Maxim Machine Gun – a better more powerful weapon that gave them an advantage.

https://pdjeliclark.files.wordpress.com/2013/11/the-maxim-gun-the-explorer-h-m-stanley.jpg

The answers are there to see if the learners have understood the work, and can be answered through the notes in each section and the powerpoint.

You can use the Powerpoint for each section. Then there an activity sheet that needs to be done for each section. 

Below are the attached resources:

Unit Plan: Exploration & Colonization

Social Studies / Grade 8

Exploration, expansion, and colonization had varying consequences for different peoples.

• Exploration
• Colonization
• First contact

Essential Questions

Students will keep considering…

• How do conflicting ideas affect progress?
• What makes one culture seem more appealing than another? 

Evaluative Criteria

Teacher Evaluative Criteria: Geography extension/ mapping skills : Students create (3D model, online, or draw) the island, including natural resources found on it, geographic location in relation to other landmarks, location of settlement, etc.

Differentiation:

Adaptations: > Students present one part of the project (oral debate OR written report)

> Written report is submitted in alternative form (drawing or mind map)

Evaluation: Develop rubrics to assess this project. Suggested evaluation branches: oral debate, policy proposal, realistic suggestions for compromise between two communities.

Extension: Quiz evaluation: can be open book and based on big ideas/ essential questions (synthesis) rather than fact-based recall.

Paragraph writing: Scaffold assessment with feedback on thesis statements, paragraph outlines, practice arguments.

Possibilities for paragraph expansion: > Peer review paragraphs > Create rubric with students; have students self-assess

Possibilities for project expansion: > Study culture of indigenous groups around the world (e.g. music, food, religious traditions, etc.) > Have students create map of the world during age of exploration to show specific information. E.g. natural resources, migration patterns, languages, etc.

Project evaluation: Develop rubric to assess research skills (quality of sources, bibliography), presentation skills, information found (accuracy, relevancy).

Monitoring Progress

Teacher will monitor progress: Teachers can monitor progress through ongoing formative assessment including but not limited to:

> Note-taking (extracting big idea from text)

> Primary source analysis

> Group discussions

> Optional assignments: journal entries, etc

Potential Student Misunderstandings:

• Age of Exploration Handout
• Peoples of BC Map
• HBC Teaching resources
• National Humanities Centre
• Nova Scotia Digital Collections
• Newfoundand Heritage

PRIMARY SOURCES

• Age of Discovery Map    
• McCord Museum Collection
• Canadian Archives
• BBC Archives
• Pathways by Michael Cranny
• Crossroads: A Meeting of Nations by Michael Cranny
• Weslandia by Paul Fleischman
• Raven Steals the Light by Bill Reid
• National Geographic Map Maker
• Bibliography Resource

How will teachers and their students reflect on and evaluate the completed project?

Constant feedback from students and dialogue after each activity outlined in the Learning Events will help to direct and adapt what is explored in the next activity. Self, peer and teacher evaluation of the Performance Task and its alignment with the essential questions.

Teacher: Next time I teach this unit I would…

Allow students to select the short stories that link to Identity.

Student: My students needed:

Process: Product: Content:

Potential Student Misunderstanding:

• Full Unit Plan (PDF)
• Full Unit Plan (MS Word)

Stage 3 – Learning Plan

EXECUTE THE LEARNING PLAN

LEARNING EVENTS:

• These learning events/activities are suggested activities only. 
• In some cases the plans are not fully completed lesson plans. 
• The teacher may choose some lessons/activities to span over several lessons. 
• Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.

Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.

here:	Where are we going in this lesson Why? What is expected of my students during and after this lesson?	• Present the performance task to students early in the unit • Post essential questions; students can generate their own questions as well • Check for  misconceptions
ow:	How will I hook and hold student interest during this lesson?	• Use a provocation as an entry point • Present students with a mystery or challenge
quip:	How will I equip students for expected performances? How will I make sure to teach the foundational skills so that they can understand and complete tasks?	• Access understandings and experience with solid instructional practices • Consider strategies that work for divers e learners • Incorporate literacy 44 strategies
ethink and Revise:	How will I help students reflect, rethink and revise their ideas, writing, and tasks?	• Have students rethink the big idea • Have students reflect on  their learning  to build understanding
valuate:	How will students self-evaluate and reflect on their learning after each lesson/task?	Some ideas for self-evaluation include: • Ticket out the door • Rubrics and checklists • Formative assessments and feedback
ailor:	How will I tailor learning to varied needs, interests and styles? (refer to the NVSD Adaptations Checklist).	• Differentiate to your students with the product, the process and the content
rganize:	How will I organize and sequence the learning in each lesson and transition to a new lesson?	• Start with the end in mind
Please note that the order in which teachers present this to their students is not mandated to the order of the acronym.

The Learning Events should always be prefaced by focusing on the essential questions:

Acquisition-Meaning-Transfer

> Click here to learn more about A-M-T (Acquisition-Meaning-Transfer)

Lesson 1 - Introdction

• What makes one culture seem more appealing than another?

Introduction (Lesson 1)

1. Begin with entry question and define colonialism and exploration with students within historical and current context. Does colonialism exist today? In what form? How have colonialism and exploration shaped our world in the past? (M)

a. Possible formats: brainstorm as a group, personal reflection and share, group mindmap, etc.

2. Introduce students to unit goals and final projects. (M)

Lessons 2-8 - Europe in the Age of Exploration

Europe in the Age of Exploration (Lessons 2-8)

1. Students study colonizing nations in 14-16th century Europe: which nations in Europe funded exploration? What was their goal? How did they travel? What beliefs did they hold of the world? (A)

a. Use combination of class textbook, online sources, independent research on specific questions (e.g. which countries did France colonize? What resources did India provide Britain?)

b. Give quizzes for content knowledge (A)

2. Students analyze primary sources from age of exploration and analyze their signification for historical study. (e.g. paintings, journals) (M)

3. Students study historical maps of the world and compare information on different maps: spheres of political information, resources, languages, geographic information (M)

a. Consider information that can be included on different types of maps

b. compare maps as geographic tools and as historical documents

4. Give quiz or in-class assignment (evaluated) for primary source analysis competency (M)

5. Workshop thesis statements in class. (MT)

a. Review/ teach what makes a good thesis statement

b. Students develop learning questions about topics they have studied so far (e.g. what key differences in world views were most influential?)

c. Students draft thesis statements in response to these questions and self and peer evaluation in groups in class

Lessons 9-12 - Canada’s First Nations Pre-Contact

Canada’s First Nations Pre-Contact (Lessons 9-12)

1. Students study indigenous cultures across Canada pre-contact. (A)

a. Topics to consider: What resources were available to nations across the country? How did different nations use the land? How did language, cultural traditions and politics vary between nations?

b. Possible activities: project to compare cultural traditions across the country, case study on different nations across the country, source analysis of different nations, etc.

2. Students consider aspects of First Nations culture we see integrated into society today.  Is this done in a meaningful way? How are First Nations traditions and cultures perceived today? (MT)

Lessons 13-16 - First Contacts

First Contacts (Lessons 13-16)

1. Students study first contact between French and English settlers and North American First Nations. (A)

a. Topics to consider: Cartier’s travels, Champlain and founding of Quebec, conflicts between French settlers and Iroquois nations, establishment of the fur trade (HBC and NWC), economic systems between fur traders and first nations, founding of Métis communities, migration of nations away from European colonies (e.g. Huronia and Quebec city)

2. Students consider how these interactions may have varied among different colonizing nations. Use mind map, group brainstorm,  or carousel, etc. (M)

Lessons 17-21 - Research Project

Research Project (Lessons 17-21)

1. Introduce pairs research project on colonizing nations. (AM)

2. Students present research findings to class in gallery walk format (one student presents, one student tours other presentations, switch)

3. Have students compare and discuss peer presentations. (MT)

a. Questions to consider: What differences and similarities do we see in colonization? What were the goals of European nations? What is the role of former colonies today? How were interactions indigenous peoples and Europeans similar or different around the world? What influenced these differences?

4. Teach/ review historical paragraph structure (A)

5. Students write paragraph based on topics studied. MT

a. Possible topics: which European country was most successful at colonizing? What role did colonization play in establishing today’s world map? What makes colonization successful? Is colonization necessary for political advancement?

Lessons 21-25 - Colonization Project & Conclusion

Colonization Project & Conclusion (Lessons 21-25)

1. Introduce 21st Century colonization project (T) (see description above)

a. Students create and hand in written policy draft

b. In pairs, students debate in class (presentation of project), record their debate and submit oral recording to teacher for evaluation.

c. Students peer evaluate their partner’s arguments and provide feedback in class.

2. Conclude the unit with discussion and debrief. Questions to consider:

a. How did this experience change your understanding of what we have learned about European colonization?

b. What aspects of European colonization could have been changed to make it more fair?

c. How would the world look different today if a different process had taken place during European colonization?

d. What steps can we take today to reconcile failed colonization attempts?

The following resources are made available through the  British Columbia Ministry of Education . For more information, please visit  BC’s New Curriculum .

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.

Visit the Ministry of Education for more information

Core Competencies

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

The knowledge, skills and processes we associate with intellectual development

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society

Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.

 Additional Resources

First people's principles of learning.

To read more about First People’s Principles of Learning, please click here .

For classroom resources, please visit the First Nations Education Steering Committee .

Topic Six - Results of colonisation

Colonisation affected Africa politically, socially and economically - both positively and negatively.

In your groups, do some research and draw up two spider diagrams. One spider diagram must contain the positive results of colonisation and the other must contain the negative results of colonisation of Africa. You must use your textbook AND the links below to find relevant information.

Below are some sources with some different perspectives to ensure you are not biased in your findings.

IMPORTANT TO READ BEFORE YOU START...

Keep your information easy to understand and brief - you don't have a lot of time to do this.

Do not copy and paste complicated writings you (or your group) don't understand - AKA no plagiarism.

Get creative but stick within the time frame (1 lesson).

Keep an open mind and set your biases aside.

Once completed, one person from each group needs to email their group work to Miss Carter by the end of the lesson. All group findings will be uploaded onto Google Classroom for study purposes.

YOUR TIME STARTS NOW!

Just another reminder that once your group is finished, to please email your group findings to Miss Carter. If your group wrote it on paper then you can simply take a picture. Only one person from each group needs to send it.

In your email please include your class after your name when you sign off (don't forget how you're meant to write an email to a teacher).

Resources teachers, parents and learners can use!

Grade 8 History Lesson Plan: European Colonisation of Africa in the Late 19th Century

Materials Needed: – History textbooks – World map and Africa-specific map – Projector with computer for multimedia presentation – Worksheets with questions and discussion prompts – Pens/Pencils and Notebooks – Flashcards with key terms

Learning Objectives: By the end of the lesson, students will be able to: 1. Identify and explain the key factors driving European colonisation of Africa in the late 19th century. 2. Describe the impact of colonisation on the political, social, and economic structures of African societies. 3. Recognise significant historical events and figures related to the colonisation period. 4. Analyse primary and secondary sources related to the topic. 5. Discuss and present their findings in a clear and coherent manner.

Vocabulary: 1. Imperialism – The policy of extending a country’s power and influence through diplomacy or military force. 2. Colonisation – The act of setting up a colony away from one’s place of origin. 3. Scramble for Africa – The rapid invasion, annexation, and colonisation of African territory by European powers during the late 19th century. 4. Berlin Conference – A meeting (1884-1885) where European countries negotiated and formalised their territorial claims in Africa. 5. Protectorate – A state that is controlled and protected by another.

Previous Learning: Students have previously studied the broader concept of imperialism and its effects on world history, including examples from Asia and the Americas. They have also covered basic world geography, which will help them understand the locations discussed in this lesson.

Anticipated Challenges and Solutions: – Challenge: Difficulty understanding the complex reasons behind European colonisation. Solution: Use simplified language and visual aids to break down the causes into manageable parts. – Challenge: Limited engagement with the historical impact on African societies. Solution: Include multimedia resources such as videos and interactive maps to create a more engaging learning experience. – Challenge: Varying levels of prior knowledge among students. Solution: Offer differentiated tasks and provide extra support or extension activities as needed.

Beginning Activities (10% of Lesson Time – 6 minutes): 1. Introduce the learning objectives for the lesson. 2. Show a brief video clip (2-3 minutes) providing an overview of European colonisation in Africa. 3. Conduct a quick class discussion to activate prior knowledge, asking students what they already know about European colonisation.

Middle Activities (80% of Lesson Time – 48 minutes): 1. Direct Instruction (10 minutes) : – Use a world map to illustrate the European empires and their colonies. – Explain the major factors that led to the colonisation of Africa (economic, political, social, and technological reasons).

• Interactive Activity (15 minutes) :
• Split students into small groups and give each group a different primary or secondary source related to European colonisation.
• Tasks might include analysing a political cartoon, reading an excerpt from a historical document, or discussing a photograph.
• Each group will fill out a worksheet summarising their source and its significance.
• Guided Practice (15 minutes) :
• Groups will present their sources and findings to the class.
• Facilitate a class discussion to compare and contrast the different sources and perspectives.
• Independent Practice (8 minutes) :
• Students will individually complete a worksheet with questions designed to assess their understanding of the topic, including multiple-choice, short answer, and diagram-labelling questions.

End Activities (10% of Lesson Time – 6 minutes): 1. Conduct a quick “exit ticket” activity where students must write down one key fact they learned and one question they still have. 2. Briefly discuss some of these responses to ensure understanding and clarify any confusion. 3. Summarise the main points covered during the lesson and preview the next lesson topic.

Assessment and Checks for Understanding: – Observation during group work and presentations to assess participation and comprehension. – Completed worksheets from group activities and independent practice. – Exit ticket responses to gauge individual understanding of key concepts.

Differentiation Strategies for Diverse Learners: – Provide visual aids and graphic organisers to help visual learners. – Offer simplified reading materials for students with lower reading levels. – Include additional challenging questions for advanced students. – Use peer support and grouping strategies to ensure collaborative learning.

Teaching Notes: – Emphasise the historical significance and long-term effects of colonisation on African societies. – Highlight diverse perspectives by discussing the viewpoints of both colonisers and the colonised. – Ensure all materials are accessible, providing alternative formats if necessary (e.g., large print, audio versions). – Be prepared to handle sensitive discussions around the topic, promoting a respectful and inclusive classroom environment.

This lesson plan is designed to provide a comprehensive understanding of European colonisation of Africa, ensuring that all students can engage with the material meaningfully.

Day 4 Assignment (Colonization)

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• Google Classroom
• Microsoft Teams
• Download PDF

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Our free printable worksheets can be effective tools for facilitating student learning about the United States before European colonization (often referred to as Pre-Columbian America). These worksheets can help students engage with the topic, develop critical thinking skills, and deepen their understanding of the diverse indigenous cultures and civilizations that inhabited North America. Here's how our free history worksheets can be used to facilitate learning on this topic. : We provide maps of North America before European contact and ask students to label regions, major Native American tribes, and geographic features. This helps students visualize the diverse landscapes and environments. : We have created worksheets featuring information on specific Native American tribes and nations. We have included details about their culture, language, food, clothing, and shelter. Encourage students to compare and contrast different tribes. : We have designed worksheets that require students to arrange key events, achievements, or developments in Pre-Columbian America in chronological order. This helps them understand the progression of indigenous civilizations. : We present images and descriptions of Native American artifacts and tools. Ask students to analyze these primary sources to infer information about the culture and daily life of indigenous peoples. : Explore specific aspects of indigenous cultures, such as agricultural practices, hunting techniques, religious rituals, and social structures. Have students complete worksheets to detail these practices. : Worksheets can prompt students to consider how the environment influenced the cultures and lifestyles of different Native American groups. This encourages critical thinking about adaptation and resource utilization. : Introduce students to influential Native American leaders, such as Chief Powhatan, Chief Seattle, or Pocahontas. We have created worksheets that delve into their roles and contributions. : Explore Native American mythology and beliefs through worksheets featuring stories and legends. Encourage students to analyze these narratives and identify cultural values and symbols. : We present scenarios or historical events related to Pre-Columbian America and ask students to identify causes and effects. This promotes critical thinking about historical causality. : Assign our research-based worksheets that require students to investigate specific topics, tribes, or regions in depth and present their findings in a structured format. : We use visuals, maps, and illustrations in worksheets to engage visual learners and enhance understanding. : We include open-ended questions that encourage classroom discussions and debates about topics such as indigenous land use, interactions with Europeans, or the impact of colonization. : Use worksheets as assessments to evaluate students' knowledge and comprehension of Pre-Columbian America. When designing these free printable worksheets, we have considered age-appropriateness, cultural sensitivity, and the specific learning objectives of the curriculum. These worksheets can be used in conjunction with other teaching materials and methods to provide a well-rounded exploration of Pre-Columbian America.

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