Students brainstorm names of ancient empires. Then they create a chart comparing colonialism and imperialism. Next they explain the relationship between the Industrial Revolution and modern imperialism. Finally they research and write a short report about the European colonization of Africa following the Berlin Conference.
Students review how capitalism and the Industrial Revolution relate to imperialism, then examine an example of an ancient empire (Alexander the Great and the Macedonian Empire). They brainstorm and submit names of ancient empires to a word cloud to activate prior knowledge about empire-building.
Teacher MovesIntroduce the lesson focus and objectives. Use the word cloud responses to prompt discussion about common characteristics of empires (such as centralized government, strong military, and control over other territories). Invite students to consider whether the United States could be viewed as a modern empire, using this question to surface different perspectives.
Students read Difference Between Colonialism and Imperialism to clarify the relationship between these two concepts. They complete a graphic organizer comparing colonialism and imperialism by defining each term, describing its impact, and listing examples.
Teacher MovesInvite several volunteers to present their completed charts to the class, using their comparisons to reinforce accurate distinctions between colonialism and imperialism and to highlight strong examples.
Students read about how the Industrial Revolution increased demand for raw materials and consider the example of the Koh-i-Noor diamond as a contested imperial resource. They watch Industrialization and imperialism and read Industrial Imperialism, the “New” Imperialism to learn how industrialization enabled and motivated modern imperialism. They then post a written explanation describing the cause-and-effect relationship between the Industrial Revolution and modern imperialism.
Teacher MovesOptionally direct interested students to an article on the Koh-i-Noor diamond for further exploration. Facilitate discussion using student posts, sharing an exemplary response and emphasizing key points from the reading: how new technologies supported conquest and distant rule, how industrial economies created demand for raw materials, how racism and beliefs in superiority justified imperial rule, how nationalism fueled competition among industrial powers, and how individual motives such as greed and desire for glory contributed to imperial expansion.
Students examine before-and-after maps and background text on the Scramble for Africa and the Berlin Conference to understand how European powers partitioned and colonized the continent and why Africa’s resources and labor attracted imperial interest. They then research the results of the Berlin Conference—either for a specific African region or for the continent as a whole—using resources from the Student Pack. Students develop a guiding question, conduct research to answer it, write a short report on the outcomes and impacts of the Berlin Conference, and post their report or a link to it. Finally, they read classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesHighlight the option to connect this history lesson with English language arts by coordinating a reading of Heart of Darkness. Explain that students will later complete a more detailed case study in a separate experience on Japanese imperialism. After students share their reports, point out that European colonizers imposed state boundaries and governmental structures that often ignored existing tribal and ethnic divisions, and that these imposed borders and systems continue to contribute to conflict in Africa today.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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