Thursday, March.

12/2020

Scramble for Africa

Grade/Subject: social 10
Lesson Duration: 80 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
 Students will assess the impacts of historical globalization on Indigenous and non-
Indigenous peoples
Specific Learning Outcomes:
 S.2: evaluate the impact of significant historical periods and patterns of change on the
contemporary world
 S.5: demonstrate leadership during discussions and group work
 S.5: collaborate in groups to solve problems
 2.1: recognize and appreciate historical and contemporary consequences of European
contact, historical globalization and imperialism on Aboriginal societies
 2.5: recognize and appreciate various perspectives regarding the prevalence and impacts of
Eurocentrism
 2.6: examine impacts of cultural contact between Indigenous and non-Indigenous peoples
LEARNING OBJECTIVES
Students will:
1. Experience how the continent of Africa was divided up by European powers as an
outcome of imperialism
2. Understand the historical and contemporary consequences of European imperialism of
Africa
3. Analyze, through multiple perspectives, the impacts of cultural contact between
Indigenous Africans and non-Indigenous Europeans

TQS Connections:
o 1C: providing culturally appropriate and meaningful opportunities for students and for
parents/guardians, as partners in education, to support student learning;
 3A:
o foster student understanding of the link between the activity and the intended
learning outcomes;
o incorporate digital technology and resources, as appropriate, to build student
capacity for: communicating and collaborating with others
 4F: employing classroom management strategies that promote positive, engaging learning
environments
ASSESSMENTS
Formative:
 Student’s ‘scramble for Africa’ pages

Summative:
LEARNING RESOURCES CONSULTED

 “Scramble for Africa PowerPoint”

 Grade 10 social textbook

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 Thursday, March. 12/2020

MATERIALS AND EQUIPMENT

 PowerPoint presentations, blank Africa maps, coloured markers/pencil crayons
PROCEDURE
Introduction (min.): 10 minutes
 Welcome students as they filter into the classroom
 Place blank map of Africa and pre-assigned name tags/countries for students on desks in
groups
o students will sit at their assigned nametags
 Put out coloured pencil crayons for students to use in case they forgot to bring their own for
today’s class
 Read aloud “story” for the beginning of the imperialism of Africa
Body (min.): 70 minutes
 Scramble for Africa exercise (30-45 minutes)
o Read aloud story/exercise which students will follow along with
o Move around the classroom observing student progress as students “claim”
African territory for their European countries
o Conclusion questions for class discussion
 Were there any factors you did not consider when choosing a territory
that you wish you had?
 Your decisions created colonial boundaries that will eventually become
the boarders of African countries. What problems have you created in
these African countries by dividing up Africa based on European needs
and concerns rather than African ones?
 PowerPoint presentation/lecture on impacts of European imperialism in Africa
o Historical background
o Cultural contact
 Language, religion, values
o Economic exploitation
o Racial discrimination
Closure (min.):      

 Wish students a great Thursday