Lesson Plans for Grades K-12

recommended for GRADES 9-12

Colonization and Its Impact on Nation-State Building: Case Study of the African Continent
Priscilla Campbell (East Hampton High School – East Hampton, NY)
Deana Jaeschke (Central Middle School – White Bear Lake, MN)

Core Map A
“Africa” in Black’s General Atlas of the World. Edinburgh: Adam and Charles Black, 1885, p. 36. Newberry Library call number: oversize oG1019 .B63 1885

Core Map B
“The Partition of Africa” in William R. Shepherd, Historical Atlas. New York: Henry Holt and Company, 1921, pp. 174-75.

Overview
Students will analyze two historic maps of Africa to promote their knowledge and understanding of colonialism and the dynamic nature of political geography. Students will demonstrate their understanding by completing an alternative map of Africa and two writing exercises.

National Geography Standards (August 2003)
6: How culture and experience influence people’s perceptions of places and regions.
13: Forces of cooperation and conflict that shape the Earth’s surface.
17: How to apply geography to interpret the past.

Objectives

1. Identify and locate various physical features.
2. Identify and locate various ethnic groups and tribal kingdoms.
3. Analyze the changing dynamic of political borders and its effect on the human landscape.
4. Analyze the role and impact that colonization played in determining the boundaries of new nation-states on the African continent.

Key Terms (see the Student Information Sheet for definitions)
Africa’s “Gold Coast,” Berlin Conference of 1884, colonization, ethnic group, tribal kingdom, nation-state, political geography, self-determination, slavery

Required Materials
copies of Core Map A and Core Map B, outline map of Africa, paper and pencil, Student Information Sheet, colored pencils

Time
Two 40-minute class periods plus homework

Getting Started

1. Display only Core Map A and discuss with your students who made the map, when it was made, and for whom it was made. [Core Map A exhibits the physical features and human characteristics of the African continent including rivers, mountains, lakes, deserts as well as the tribal kingdoms and ethnic groups (some showing boundaries) and the beginnings of European colonies along the northern coastal areas of Africa (Morocco to Egypt), west coast (the Gold Coast), and southern Africa (Cape Colony)]. Point out to students that Core Map A shows the political boundaries of the continent prior to the most intense period of European colonization (after 1885).
2. Discuss the key terms Africa’s “Gold Coast,” ethnic group, tribal kingdom, nation-state, and slavery. Provide each student with a Student Information Sheet.

Developing the Lesson

1. Assign students to work in small groups. Distribute an outline map of Africa to each group.
2. Using Core Map A for reference, have each group identify and label the blank map with Africa’s major physical features, ethnic groups and tribal kingdoms, and existing European settlements in 1884. (They may wish to use color to accentuate rivers and mountain ranges.)
3. Once the labeling of the map is complete, students should consider the following question: “How would you divide the continent into nation-states, assuming there was no further expansion of European settlements on the continent?” Students should make notes on what they believe constitutes a nation-state, as these criteria will be helpful to them in determining where boundaries are placed. Hold a brief class discussion to share definitions of nation-state.
4. Have each group divide the continent into nation-states by drawing boundaries where they believe they should go. (They can make as few or as many nation-states as they wish.)
5. Each group should write two to three reflective paragraphs describing their rationale for the boundaries they created, taking into account the geographic and human characteristics of the continent.
6. Have a few students read out loud to the class their group’s reflective paragraphs.
7. Now distribute Core Map B to all groups. Core Map B exhibits the political boundaries of new nation-states in Africa after the Berlin Conference held in 1884-1885. At this point in time, Africa comprised approximately 30 nation-states that were colonies under European imperialist rule. (Many new nation-states were made up of scores, and in some cases hundreds, of different ethnic groups/tribal kingdoms.)
8. Point out and discuss the key terms Berlin Conference, colonization, political geography, and self-determination.
9. Ask the students, within their groups, to identify the differences in nation-state boundaries seen on Core Map B and on the map they drew of Africa. Ask them to make notes identifying the major differences between the two maps. Ask them to consider what rationale the Europeans may have used in determining where they drew the boundaries of Africa’s nation-states as seen on Core Map B. Students should write two to three paragraphs on their discussion of the European perspective.

Evaluation

For 4 points, the student correctly completes all parts of the lesson: completes the blank map outline of Africa (with physical features, human characteristics, and existing European settlements in 1884), makes notes on the meaning of the term “nation-state,” writes two to three reflective paragraphs describing their own rationale for the boundaries they created, and writes two to three paragraphs on their discussion of the European perspective in creating boundaries in Africa.

For 3 points, the student correctly completes most parts of the lesson listed above for 4 points.

For 2 points, the student attempts to complete some parts of the lesson listed above for 4 points.

For 1 point, the student attempts to complete a few parts of the lesson listed above for 4 points.

Extensions

1. Students research and write an essay demonstrating their knowledge of European imperialism in Africa in the late nineteenth century utilizing the core maps as evidence and to illustrate their main points. The essay should include the issues of the 1884-1885 Berlin Conference, colonial settlement, armed conflict, and boundary agreements.
2. Using the boundary agreement dates on Core Map B, students research and create an annotated time line of African and European contact. Events and time periods to include would be African Kingdoms, European ocean exploration, African-European trade, the slave trade, continent interior exploration, imperialism, inter- European conflict in Africa (British vs. Boer), Berlin Conference, boundary agreements, colonial wars, World War I, and post World War I boundary agreements.
3. Students compare and contrast the two core maps using a Venn diagram. Students could be directed to include a current political map of Africa in the comparison as well.
4. Discuss with students: What right do a nation of people have to determine their own future (the right to self-determination)?
5. Discuss with students: What are some of the long-term effects of colonialism on the indigenous cultures of a region? Cite examples.
6. Discuss with students: What were some of the economic factors that led to European exploitation of the African continent?
7. Discuss with students: How did Europe prosper from its imperialist policies in Africa (and elsewhere)? Choose one European country as an example and cite specific instances.