Section
0 Teesher Cwtcatum Istie
Section Opener
COLONIALISM: EUROPEAN MODERNIZATION EXPORTED
Introduction
In an Experiential Exercise, students are introduced to the European
“scramble for Africa” as they claim possession of classroom furniture and
attempt to reconfigure the classroom. They compare their race to the
competition between European countries to control African territory. Then,
Students examine 15 written and visual artifacts of the European Imperial
era in a Social Studies Skill Builder. Students analyze which Buropean
imperial motive—political, economic, exploratory, religious, or ideological —
each artifact represents, and then examine a map of European colonial
empires around 1914 to see the result of imperial drives.
Objectives
Students will be able to:
+ participate in a competition for territory and compare it to the “seramble
for Africa” of the 1870s
+ analyze 15 artifacts to determine European motives for colonialism.
Materials
In addition to the transparencies, student handouts (which you will copy
for the students), and transparency masters (which you will copy onto
transparencies) provided in this section, you will need an overhead projector,
index cards, and tape.
{Western Burope fn the Modern Werld. 159Es:
%) The Scramble for Territory
Experiential Exercise
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Overview
In this Experiential Exercise groups of students claim possession of classroom furniture as
they attempt to reconfigure the classroom in order to understand the European “scramble for
Africa” of the 1870s, Students are told that they will provide input on a new classroom
configuration. The teacher breaks students into small groups and gives each group written
directions telling them to create a map of their proposed arrangement, to create and replicate
a simple group symbol on small pieces of paper, and to affix the paper to classroom
furniture to claim as theirs. Once students realize they must race to claim furniture, groups
scramble to stake claims to desks, tables, and chairs. Afterward, the teacher debriefs the
experience, making comparisons between students’ race to claim furniture and European
countries’ scramble for African territory.
Procedures at a Glance
Tell students that you want to reconfigure the classroom and that you want their input on
how to do it, Place students into groups of five. Pass out Student Handout 3.1A to one
group, and pass out Student Handout 3.1B to the remaining groups. Do not let groups
know they are receiving different handouts. ‘Tell groups to follow the directions on the
handout precisely, Remain uninvolved as students in the various groups begin claiming
furniture, Expect that students from the group that received Student Handout 3.1A—which
directs students to claim furniture before creating a new classroom map—will begin
claiming furniture first, which may trigger a race to claim furniture. Allow the “scramble”
{0 go on until most of the furniture is claimed, Afterward, hold a class discussion to debrief
the experietice, Project Transparencies 3.1A and 3.1B, and help make the connection
between what students did and the scramble among European countries for African
territories in the 1870s.
460. Wester Harope i he Modern Weald 1 Teachers CiEa)
Procedures in Detail
1, ‘This activity is designed to introduce students to the scramble for African territories that
took place among European countries in the late 1800s by allowing students to “claim”
classroom furniture as they attempt to reconfigure the classroom. (Note: This activity
shows the European perspective on the scramble for territory. Unit 5 of TCT’s High
School Modern World History Program, entitled Modern Africa, contains African
perspectives on European colonialism.)
2. Before class, move all but seven desks to one side of the room, Place the other seven
desks apart on the other side of the room, as shown on the previous page. At the
beginning of class, tell students you would like to rearrange the classroom and you want
their input on ideas for new configurations, Place students into groups of five, and have
each group huddle around one of the seven desks. Tell groups you would like each to
submit a proposal for a new class configuration.
4, Pass out Student Handout 3.1A: Planning a New Classroom Arrangement to one of the
groups, and pass out Student Handout 3.1B: Planning a New Classroom Arrangement
to the rest of the groups. These handouts contain the following set of steps, but in
different sequences:
+ Decide on a name for your group.
+ Create a simple flag to represent your group. Draw it on your index cards.
«Create a map that shows how your group would fike to rearrange the classroom.
«Place or affix your flag on any piece of furniture in the classroom that your group
would like to “claim” as yours in the new arrangement. After you do so, say, “I claim
this piece of furniture in the name of (your group's name).” When we rearrange the
lass, all furniture with your group’s flag on it can be placed where your group desires.
‘The sequence of the steps are different on the two handouts so that one of the groups—
the one with Student Handout 3.1A—will begin to claim furniture before the others,
which will likely trigger a panic or race for the furniture, Do not let groups know they are
receiving different handouts.
4, ‘Tell groups to follow the directions precisely. Do not provide any other information.
Before groups begin, provide them with several index cards and tape (or adhesive
note pads).
‘o-Teachor' Ctrcalue nstite Wester Eorope nthe Moder World 161