Imperialism Full Unit | Google Drive | Lesson Plan | Scramble for Africa

Use this unit to teach about the Era of Imperialism! Students will learn about European Imperialism in Africa, during the scramble for Africa, India and Southeast Asia. Students will also learn about the effects of Imperialism during the Partisan of India, Apartheid, and Rwandan Genocide.

What's Included?

11 Full Lesson Plans and Resources

Everything needed to teach the following lessons:

Unit Outline:

Lesson One – Mapping Imperialism

Lesson Outline:

Warmup - Talk to your neighbors, what natural resources are needed to run a factory? After students share their answers allow student volunteers to share out their answers.

Project Slide Titled, "What was Imperialism?"

Explain to students that as a result of European Industrialization, their leaders burned through resources at alarming rates. When Europeans ran out of the natural resource we discussed previously, or found other resources outside of Europe to aid their industrial ventures, they turned to imperialism to grow their businesses. Imperialism is the practice of conquering territory outside one's own borders and exploiting the people and stealing the natural resources of the country. This causes enormous loss of human life and leads to decades of conflict.

Explain to students that in order to learn more about the scale of this practices, students will be completing a mapping activity. This task can be completed in the following ways:

1. Direct students to use the "Insert -> Line -> Scribble" to fill in the maps on google slides.

Or

2. Share the slides with the class and print out mapping pages

Lesson Two – Types of Imperialism

Lesson Outline:

Warmup - Talk to the people around you… “Why might one nation want control over another?” After students share with neighbors, allow student volunteers to share out with the class.

After students share their answers, explain to students that this happened on a very wide scale during the 1800s and early 1900s. We are going to learn more about this by first taking two slides of notes. Then we will work in small groups.

Project slide titled, “Challenges for Economic Elites”

Explain to students that industrialists in Europe were facing two challenges. First the cost of labor was becoming more expensive because employees were demanding to be paid an honest wage. The rise of the labor union helped this become a possibility. Moreover, Europe was using up much of their precious natural resources (coal, ore, etc.). The cost of materials is on the rise, and countries that used to rely on colonies in the Americas for wealth are looking for new ways to remain wealthy.

Project slide titled, “European Nations Turn to Imperialism”

Explain to students that imperialism is the practice of one stronger Nation overpowering the other in the process they also assert their cultural influence on the smaller Nation, exploit the people and steal the natural resources. European nations turn to this practice for majority of the 1800s and 1900s. by the end of the era of imperialism Europeans will conquer most of the world's population.

Explain to students that now will be working in small groups to learn about the different types of imperialism. It is each group's responsibility to read their article and then Define their imperialism term in 10 words or less. Once each group has read their article and come up with a 10 word or less definition they should come up to the Whiteboard and write down their 10 word or less definition large enough for all the other groups to see. Finally, students will give a short 90 second presentation of what their group found and why they came up with that definition.

For the remainder of class direct students to answer the final question: what is the difference between imperialism and colonialism?

Lesson Three – The Berlin Conference and Scramble for Africa

Lesson Outline:

Introduction - Explain to students that at the end of the 19th century there was a very important meeting in Berlin, Germany. European nations (As well as the USA) sent representatives to a conference that will be later known as the "Berlin Conference". Today we are going to learn what happened at the conference by reviewing accounts of the event.

Set up 3 primary sources (Page 3-5) around the classroom. Direct students to circulate around the room and review the sources. Then have students answer a DBQ prompts using the three sources. They will answer the prompt and support their answer with evidence from the sources. Need to teach DBQs? Checkout the Free Lesson Here

Finally, show students the video. Some important points to pause and emphasize during the video are as follows:

1. Europeans met without representation from any Africans, divided the land to avoid conflict and get labor/natural resources

2. The French used "Direct Imperialism" or colonialism/assimilation throughout Africa, Whereas the British typically ruled using "Indirect Imperialism" meaning they allow local rulers to maintain some authority and did make as much of an effort to force cultural changes.

3. The Infrastructure built in Africa did not help any Africans day to day lives. The trains did not make human transportation easier. It connected mines/plantations to ports for easy product extraction

4. It took a combination of Nationalist movements amongst Africans and crippling economies to end colonization after WWII.

Lesson Four – Battle of Adowa

Lesson Outline:

Warmup - Project map of Imperialism in Africa. Direct students to review the map and ask for student volunteers to identify places in Africa that were not conquered by Imperialism (Ethiopia, Liberia). Explain to students that today we are going to learn about how Ethiopia was able to remain independent.

Explain to students that today they will help you determine which textbook passage you will use next year. In order to do this they will review two textbook passages and determine which one is better. However, in order to do this they need to have some foundational knowledge of the Battle of Adowa. In order to get the background knowledge necessary to select a textbook passage, show students the three resources covering the Battle of Adowa. Ensure students learn the following points from each:

Source 1 :

- Italy attempted to Colonize Ethiopia

- The treaty was not printed correctly in each language. In Italian it appeared Ethiopia would be its protectorate, where as in the Ethiopian Language it appeared Ethiopia was still independent.

- Italy never defeats Ethiopia under Menelik II

Source 2:

- Menelik defeated Italy by unifying the nation, outsmarting Italian forces, and leading a successful battle campaign against Italy.

- The Prisoners of war were treated fairly by the Ethiopians but ruthlessly by the Italians

Source 3:

Menelik modernized Ethiopia by building infrastructure and schooling. He also stockpiled modern weapons used to fight off the Italians.

After students review all three explain that since they are now experts they will read the two textbook passages on page two and provide their opinion as to which one is superior. They should support their opinion with specific details that are superior in one over the other.

Lesson Five – British Imperialism in Africa

Lesson Outline:
Warmup – Ask out to the class, “What was the Scramble for Africa?”

Explain to students that today we are going to practice analyzing primary sources or trying to find deeper meaning in them. We are going to follow a three step process for breaking down a source. We are going to start the process together. We are looking at a primary source from England. The title of the source is “The Rhodes Colossus”. The first step in our 3 step primary source analysis is to research. Let me show you how I do that. Pull up the screen and project the image on the whiteboard. Start circling information on the chart: 

1. Africa - Ask the class - Does anyone know what continent this man is standing on?

2. Rhodes Colossus - Does anyone know what the Rhodes Colossus was? (Show image of Rhodes Colossus) Ask followup questions - Who built it? Where is Rhodes? 

3. Cairo - Where is Cairo?

4. Cape town - Where is Cape town?

5. Cecil Rhodes - Does anyone know who Cecil Rhodes is? (If they do not have students research it and explain that in order to learn background information we often need to conduct some research - Give 60 seconds)

Explain to students that after we establish our background knowledge we need to investigate key symbols in the cartoon. So the subheading of the cartoon says, “Stretches from Cairo to Cape Town” Can anyone tell me - What are one of the two things stretching from Capetown to Cairo in the cartoon? (Cecil Rhodes and a telegraph line) 

Step Three Making an inference: 

An inference is when you find a piece of information that is not directly stated on a source. For example this cartoon tells us that Cecil Rhodes wanted to stretch a telegraph line from Capetown to Cairo. What does this tell us about the scale (how big or small) of British Imperialism in Africa if they could stretch a telegraph line from Cairo to Cape Town? (They must control all the land in between)

Small Group Work: 

Explain to students that we are going to practice this skill by learning about Britain's first interactions with the West African Empire (The Asante). The region where this takes place is in modern day Ghana. This region ends up becoming part of the British Empire. After we review the 3 sources you will make a claim regarding the attitude of the British towards the Asante. 

Before we get started with the sources, let’s identify our own bias. Meaning what would we expect a British traveler’s opinion of the Asante empire to be? Talk to the people around you about the question at the top of page two. Then ask for student volunteers to share their answers(British people would look down on the Asante and believe they are wildly superior, they would believe the Asante to be below them.). Explain to students that if you go into this assignment trying to prove your bias to be true then you are not making a claim after reading the sources. Your goal is to make a claim after reading the sources so try to leave your bias out of this.  

Break students into 3 groups and assign each group of the primary sources. They should read through the source and answer the three questions. (On the back whiteboard have all the information written and ready for them to fill in. Set a timer for 7 minutes and allow students to work in small groups to break down the meaning of the source.) When the seven minute timer ends Tell students to move on to the next source, Group 1 -> Source 2, Group 2 -> Source 3 Group 3 -> Source 1. Explain to students that next to answers already written on the whiteboard I want you to try to add more than the previous group wrote and underline what you agree with. Set another timer for 7 minutes. After there are two groups, opinions per primary source direct each group to share with the rest of the class what they found. Once students complete their next task, allow students to sit down. 

Explain to the class that now we have looked at three primary sources and we can have an opinion on the question. We did our research and read the impression a British Traveler had when they first went to the Asante empire. The claim statement is just writing down your opinion in regards to the prompt. Project the slide showing sample claim statements and allow students to spend the rest of their time writing their claim. 

Lesson Six – Save the Congo Project

Project Information:

The year is 1904. You just read a newspaper article that had quotes from the “Casement Report” which gave first hand accounts of conditions in the Belgian Congo. The graphic images of the conditions have left you no choice but raise awareness and push the government to act. You decide to head to the front gate of the White House to get the attention of the president. Create a flyer that you will hand out to the large crowds walking past the White House. Tell Teddy Roosevelt to act!

Watch the following video and then read the report below.

https://www.pbslearningmedia.org/resource/6031c3a2-ada9-42b4-8045-52006e2a2b07/the-berlin-conference-of-1884-1885/

First-hand accounts from Casement Report:

The Casement Report was a first-hand report of the conditions in Congo under Belgian colonization. Read some of the quotes below.

Quotes derived from the following website: https://www.gutenberg.org/files/50573/50573-h/50573-h.htm

Quote One: Casement Report

“At a village I touched at up the Lulanga River…the people complained that there was no rubber left in their district, and yet that the La Lulanga Company required of them each fortnight [every two weeks] a fixed quantity they could not supply. Three forest guards of that company were quartered, it was said, in this village, one of whom I found on duty, the two others, he informed me, having gone to Mampoka to convoy the fortnight’s rubber. No livestock of any kind could be seen or purchased in this town, which had only a few years ago been a large and populous community, filled with people and well stocked with sheep, goats, ducks and fowls. Although I walked through most of it, I could only count ten men, with their families. There were said to be others in the part of the town I did not visit, but the entire community I saw were living in wretched houses and in visible distress.”

Quote 2: A Congolese interviewed by Casement

“When the soldiers were sent to make us cut rubber there were so many killed we got tired of burying.”

Quote 3: A Congolese interviewed by Casement

“I ran away with two old people, but they were caught and killed, and the soldiers made me carry the baskets holding their cut-off hands. They killed my little sister, threw her in a house, and set it on fire.”

Quote 4: A Congolese interviewed by Casement

“I hid in a house with my little brother and sister. I heard guns fire. I took up my little sister and a big basket with native money in it, but had to leave the basket behind. My brother ran away. I tried to make my sister walk, but she was tired, and could not run through weakness. The soldiers took us, saying: ‘We might keep them both. The little one is not bad looking.’ But others said: ‘No, we must kill the younger girl.’ They put a knife through her stomach, left the body lying there. They also caught an old woman, cut her throat, divided her, ate her. They cut off the hands of those they had killed, and spread them out in a row”

Quote 5: Refugee Interviewed by Casement

“We had to go further and further into the forest to find the rubber vines, to go without food, and our women had to give up cultivating the fields and gardens. Then we starved. Wild beasts—leopards—killed some of us when we were working away in the forest, and others got lost or died from exposure and starvation, and we begged the white man to leave us alone, saying that we could get no more rubber, but the white men and their soldiers said: ‘Go! You are only beasts yourselves.”

The purpose of this poster is to be persuasive and pull on the emotional strings of your audience. When they see this poster, they should feel compelled to act. This should be CREATIVE, PERSUASIVE, and INFORMATIVE!

________ 10 pts – Creativity: Is this and original new idea that is effective?

________ 10 pts - Understanding Content: Does this demonstrate your understanding of conditions in the Belgian Congo?

________ 10 pts – Call to Action: This poster should include something specific that you want your audience to do, “Attend a march, a meeting, raise money, write to a congress, protest, etc.”

________ 10 pts – Professionalism: Does this look like something that is professionally made? Would someone who received this take it seriously?

Lesson Seven – British Imperialism in India

Lesson Outline:

Section One - India Prior to Imperialism

In this section, students will review two videos and take a virtual field trip to the Taj Mahal. The videos can be watched either together as a class or individually. By the end of the page students should understand the following:

- Much like many parts of the colonized world, India was home to great empires

prior to Imperialism. The Mughal Empire ruled over a majority of India for

multiple centuries. They were tolerant of the many religions of the region, and

built grand structures such as the Taj Mahal. Although the civilization was very

advanced, they crumbled due to political turmoil and this is the exact moment

the British started gaining influence in India.

Section Two: The British East India Company

Direct students to complete the first two questions on the worksheet. They are map analysis questions.

Once they finish the mapping questions (1798 & 1876), students should understand that by 1876, Britain controlled nearly the entire Indian subcontinent (India and Pakistan). It became known as the "Crown Jewell of the British Empire". Give students a few minutes to read the first article under that section of the worksheet. After they read the article ask student volunteers to share out their answers. Once the students share their answers, explain that there is also a more literal meaning due to something called the Kohinoor. Show students the video linked above the question. Following the video students should answer the question, "Why was India known as the Crown Jewel?"

The next section says record your notes below, use the slide deck to explain the following:

Project slide titled, "British East India Company"

Prior to the government of England imperializing India a business called "The British East India Company" had enough funding to buy an army. The army was used to control parts of East India to make profits in the spice trade. This is known as "economic imperialism", when a business, rather than a government takes over a nation. The business was operating independent of England.

Project slide titled, "British Government Takes Over"

In 1857 the first Indian War for Independence, pushed out the British East India Company. However, 4.5 months after the fighting started the British Government sent its army to India. From this point forward Great Britain's government seized control of India.

Explain to students that they will learn more about the First Indian War for Independence or Sepoy Rebellion by reviewing two texts. The first text is a British textbook reporting on the event, whereas the second source is a first-hand account from an Indian Sepoy soldier. By the end of the readings, they should understand the following:

1. British textbooks left out key details from the event.

2. The British did give sepoys new weapons that typically would require one to bite the paper off a cartridge that in England was coated in pig/beef fat both of which would violate the main religions of India. However, the British government claimed vegetable fat was used in India

3. There was evidence pointing towards the British pushing Indians to give up their culture for British Culture

Final Page

Watch the videos linked on the worksheet with the class and discuss the answers. By the end of class the students should understand the following:

British Raj - British control of India was a giant bluff. They controlled a massive population through fear and grandeur. When an uprising came about it was crushed with barbarism on the part of the British

Amritsar Massacre - The British Ruled with an iron fist. They fired into a crowd of peaceful protestors to make a statement about rebellions

Gandhi - Gandhi used non violent tactics to gain support for Indian Independence

Churchill's Legacy - Under British Rule (Even up until the final days) the British treated Indians as less than human. No event epitomized this up more than Britain's response to the Bengal Famine. Churchill's government is responsible for millions of the deaths.

Partisan of India - The manner in which the British left the subcontinent resulted in decades of conflict.

Lesson Eight – Economics of Imperialism

Lesson Outline:

Warmup - Direct students to talk with their neighbors about the following, "What are people referring to when they talk about a country's economy?" After students share with neighbors allow student volunteers to share out their answers. By the end of the conversation students should understand that we are going to be discussing the economy of Imperial powers, or the way imperial powers made wealth.

Natural Resources:

Direct student to spend time reviewing th map at the top of page one and answering the corresponding questions. By the end of the activity ensure students understand the following:

1. The Europeans systematically extracted resources from their colonies.

2. The infrastructure of the colonies was not created to help the daily lives of the colonized, rather they intended to connect ports to mines/plantations.

Labor:

Watch the video and read the short passage together as one class. By the end of the activity students should understand the following:

1. European powers recreated systems of forced labor (although slavery had been made illegal) in their colonies and by moving the colonized around the world.

Taxation:

After completing the short reading students should understand that European powers created unfair tax systems to take money from the large populations they controlled.

French Indochina:

Direct students to complete the section independently or place the students in three groups. During this part of the assignments students are tasked with looking for examples of the three economic drivers we previously learned about (natural resources, taxation, and forced labor). By the end of the activity they should understand the following:

1. The French exacted precious minerals from Vietnam and used large scale farming practices to get wealth.

2. They used a system of forced labor by requiring any farmer who refused to pay taxes to work for free.

3. They made their population addicted to opium and then charged heavy taxes for the product.

Finally direct students to write a claim tying the ideas together. If your students are not familiar with the claim writing process use the free resource below to help give additional instruction.

https://www.teacherspayteachers.com/Product/How-to-write-a-DBQ-Lesson-Slides-Rubric-AP-General-Education-11210239

Lesson Nine – White Man’s Burden DBQ

Lesson Outline:

In this lesson students learn about the origin of the term the White Man's Burden and then analyze the response to the poem.

I start class by showing a preview or clip from the Disney movie "The Jungle book". After I show the clip I ask students to raise their hand if they ahave ever seen the movie or watched/liked it as child?

I then ask the class if they knew it was originally written as a book?

Today we are going to look at a poem written by the author of the Jungle Book Rupert Kipling. The poem is called the White Man's Burden.

I either find a youtube video that reads to poem out-loud or hold a shared reading using the document. I explain to students that the poem was written as a message to the United States government from the English writer. He intended to convince America to join Britain in their imperialist mission.

Then I break students up into 5 groups I explain that the poem garnered quite the attention from world. The term "White Man's Burden" became used frequently in political cartoons, advertisements and academic journals. Explain to students that today we will be reviewing the responses people had to the White Man's Burden. Each group is assigned one of the sources to review. I explain to students that they should record the answers to the guided questions on the White Board. Then after each group has had time to break down their sources each group shares their findings. I then use the rest of the class to allow students to answer the extended response question on the first page. Students should take a stance on the essential question, "How did people respond to the poem titled, "The White Man's Burden" and then support their answer with evidence from the sources.

Lesson Ten – Imperialism DBQ

Lesson Outline:

Warmup - Direct students to complete the questions at the top of page one (questions regarding population). Students will be required to find the world population and the British population, then determine what percentage of the population is British. Although numbers would be slightly different during the 19th century, the proportion should be similar enough.

Students should understand that Great Britain makes up lesson than 1% of the world's population. However, they were able to control over 1/3 of the world’s population at the height of their empire.

Explain to students that today we are going to investigate how it was possible for 1% of the world's population to control such vast amounts of territory and population. Students can review the resources independently, in small groups or together as a large group. Students should understand the following about each resource:

Source One - Opium Wars

- The British had the world's most advanced navy and that made them a very difficult military power to defeat

- The British used the addictive drug "Opium" to control large populations in China.

Source Two - Mau Mau Rebellion

- The British used brutal tactics to put down rebellions. For example the Mau Mau Uprising in Kenya during the 1950s was put down by placing Kenyans in concentration camps and using brutal interrogation techniques.

Source Three - Indian Rebellions

- Students will learn that the British made massive public displays of brutality - In this case they strapped Indian Sepoy Rebels to cannons and fired the cannons, and shot into crowds of peaceful protestors during the Amritsar Massacre

Finally, students will complete the DBQ portion of the assignment. If your students are unfamiliar with DBQ writing use, the free lesson on DBQ writing to teach the skill!

Lesson 11 – Nelson Mandela and Apartheid

Lesson Outline:

Warmup - Talk to the people around you about the following prompt - What do you know about Nelson Mandela? After students speak with their neighbors allow student volunteers to share out their answers.

Project slide titled, "Dutch Settlers"

Explain to students that in order to understand Nelson Mandela, his achievements, and Apartheid we first need to learn about a brief history of colonialism in South Africa. Explain to students that the Dutch East India Company setup a settlement in South Africa as a midway point between the Netherlands and India. The settlement was built at the Cape of Good Hope on the Southern Tip of Africa. The group of settlers there has lived in the region for hundreds of years now. They created their own culture and speak a dialect of Dutch called Afrikaans.

Project Slide

In 1806 The British took control of the Dutch Colony. After Napoleon conquered continental Europe, the colony was in his control. Before he could send troops to S. Africa the British conquered the territory and it was now in their control. The British ruled over South Africa for about 100 years. Then in 1910 they decided to leave the colony to rule itself and South Africa became independent of British Rule. The white population of S. Africa was left in control of the nation and the era of apartheid is about to being. It will take 36 years for the S. African government to formally declare Apartheid as law but it was practiced in a defacto manner from the founding of the nation.

Direct students to the " Gallery Walk" Based off the stations they need to answer the questions on the worksheet. There are 7 stations, 2 videos, and 5 images on the gallery walk. This process should give them a brief overview/introduction to Apartheid. There will be more instruction on the conditions of apartheid once they finish. This should take about 20 minutes.

Project slide titled, Apartheid

Explain to students that in 1948 Apartheid became law in S. Africa. Some world history context - World War II ended 3 years prior and there is a worldwide push to end colonialism. Many world powers believe colonialism has been the cause of WWI and WWII and want nations to move away from it. Moreover, the cold war has broke out between western nations and the Soviet Union. There is a worldwide struggle for power to determine whether communism or democracy will spread. While the world is pre-occupied with the cold war, South Africa passes a set of laws that divides its nation geographically and racially. The map was divided based on race and barriers were setup around each area. The white minority population was ruling over the majority non white population which included mixed race people, Black people, and Indians. The white areas were given a majority of the countries resources and modern Infrastructure. The non-white population was given little to no resources and the areas were deeply impoverished. People lived in shanty towns. Morevoer the government created racist and restrictive laws. Black citizens were forced to carry passbooks which they needed to enter white areas which many Black citizens needed in order to work. The government also enforced curfews, bans against interracial marriage, and business ownership. They built a system predicated on white supremacy and they restricted voting rights for the non-white majority population which left the white minority in power politically.

Project slide titled, Nelson Mandela and the ANC

Explain to students that a group was formed to fight the unjust society. They were called the African National Congress and one of they were founded shortly after S. Africa became independent. Once Apartheid was officially passed they quickly got to work protesting the unjust system. For context they were working at a similar time as the American Civil Rights Movement to end Jim Crow Segregation. Martin Luther King Jr. and Nelson Mandela had very similar philosophies towards protests using nonviolence. The nonviolent protest theories came from Gandhi's experience both with the Indian population in S. Africa and then later in India. They used civil disobedience in a non violent and non threatening manner. This meant that when the governments/police forces responded with violence the outside lookers saw the protests as victims of oppression. One of the most famous examples of non violence in S. Africa was called the "Defiance Campaign" of 1952. Protests peac eful refused to follow racist laws such as passcard requirements, curfews, etc. This was just a few years before Rosa Parks and Martin Luther King Jr. lead the Montgomery Bus Boycotts in the United States.

Project slide titled, "The Sharpeville Massacre"

Explain to students that one of the peaceful protests over passcards took place in Sharpeville in 1960. The protest was massive, thousands of people showed up to share their disapproval for the passcard system in S. Africa. However, since the different territories of S. Africa were divided by fences, the protests were forced to hold their protests just outside the "White Only" area. The government responded by sending a militant police force outside the "White only" section and the police officers began firing into the crowd. They killed nearly 70 people and injuried hundreds more. This was a turning point for the ANC and Nelson Mandela because they knew they needed to look to violence as an option. When they compared their work to that which was happening in the United States, non-violence in the USA had resulted in desgregated buses and lunch counters in roughly half the time, whereas they had made little to no progress in 12 in S. Africa.

Project slide titled, "The Homelands"

Explain to students that the S. African Nationalist Party (party of white supremacy) saw the protests and believed they could not control the majority non-white population anymore. Their solution was to removed the Black population from S. Africa and move them onto reservations known as the "homelands". Over 3.5 million people were forced from their homes to the designated homelands. They lost everything they had, whether it was a small home, a farm, or livestock.

Project slide titled, "Political Executions"

Explain to students that the government also tried to silence the leaders of opposition. They would jail and murder leaders of revolts. Over 100 people were killed in prison and the S. African government would lie and say they died of illness or suicide.

Project slide titled, "June 1976 Protests"

Explain to students that a second turning point in the apartheid struggle happened in 1976. Students led peaceful protests across the nation to challenge the new laws requiring students to learn "Afrikaans in schools". The government killed over 1000 protestors that summer and now even more activists will take a more militant approach to ending apartheid.

Project slide titled, 1980's UDF

Explain to students that the United Democratic Front was created to Challenge apartheid. They took a systematic approach to protesting both violently and peaceful. They would target walls, passcard stations, and military outposts with bombs and ambushes. They also continued to hold peaceful protests to garner international attention and put pressure on the government to change the apartheid laws.

Project slide titled, Nelson Mandela in Prison

Explain to students that while Nelson was in prison he was still leading protests. He was able to write an autobiography and finish a college degree. He stood by his principals for 27 years. While he was in prison the South African government treated him as if he was responsible for a horrible tragedy rather than peaceful, just protests. He was only allowed one outside visitor per year. that meant he could not see all the members of his family. He was also forced to miss the funerals of both his mother and oldest son because the S. African government would not let him attend the funerals. He was offered freedom exchanges several times and passed on all of them. IN 1985 the government hoped he would make a public statement to end the UDF's violent attacks on Apartheid but Mandela refused to back down and remained in prison. Mandela was the most famous political prisoner in the world and the international community continued to pressure S. Africa to end apartheid.

Project slide titled, "End of Apartheid"

Explain to students that Mandela was finally freed from prison and shortly after Apartheid ended in S. Africa in 1991. However, the S. African Government refused to give voting rights to Black South Africans. De Klerk and Mandela negotiated for 3 years and eventually full citizenship was granted to the Black population and voting rights were given. De Klerk and Mandela were awarded the Nobel peace prize and Mandela wins the first truly democratic election in South Africa.

After the notes show the video and discuss the questions following the video use the kahoot below.

https://create.kahoot.it/share/mandela-and-apartheid/2d2ecd54-38aa-4f7b-a48c-b07bdf6c6065

Lesson Twelve – The Rwandan Genocide

Lesson Outline:

Warmup - Direct students to use technology to find Rwanda on a Map. They should get idea for where Rwanda is in the world, what countries are near it, etc. After students conduct a minute or two of research ask student volunteers to share out their answers.

After students find Rwanda on a map explain to students that today we are going to learn about one of the lowest points in human history. We are going to learn about a genocide that occurred in the small Central African nation.

Explain to students that there are 8 stages of Genocide. They are important to know because the different stages can be viewed in this example of genocide. Click on the link at the top of page one and project it to the class. Direct them to also click on the link. Ask for a student volunteer or conduct a shared reading of the first stage of genocide titled, "Classification" After reading the passage explain to students that we need to come up with a 10 word or less summary of the section. give students 60 seconds to formulate a summary then as for student volunteers to share out their answer. Create a classwide "10 word or less summary " and write it on the board. Explain to students this will be done for the other stages. Break students into 7 groups and give each group one of the stages. Direct them to read the passage in their group and write the 10 word or less summary on the white board. Direct students to record the other groups summaries on their worksheets and instruct each group to give a 60 second presentation of their stage. Once each group presents move on to the next step.

After students complete The Stages of Genocide Round Robin Explain to students that the Rwandan Genocide system of Classification was conducted while it was a Belgian Colony. Show students Source One and explain that the Belgians categorized Rwandans as either Hutu or Tutsi. The Tutsi's were seen as "closer to white" based off characteristics such as nose width, eye color, etc. They were granted as more important or better than Hutus. These two groups would be the reasoning for the genocide almost a century later. Show students video clip from Hotel Rwanda. By the end of the video students should understand the following:

1. There was virtually zero difference between Hutus and Tutsis and they hated each other because of the grouping Europeans put them in decades before.

Show students BBC Website regarding the Rwandan Genocide. By the end of the video/article students should understand the following:

1. An airplane carrying the Hutu President was shot down. Extremist Hutus blamed Tutsis for the death of the president.

2. The Rwandan Genocide lasted 100 days and around 800,000 people were killed.

3. Propaganda was used to convince Hutus to commit Genocide

4. There wasn't a huge effort to stop the killing. The UN, US and European powers turned a blind eye to the killing causing it to become much larger than original expected.

Show students video clip 2 from Hotel Rwanda. By the end of the video students should understand the following:

1. The Hutus were directed to kill tutsis over the radio

2. Hutus/Tutsis had ID cards that identified whether they were hutus or tutsis

3. While the family was escaping the Hutus were slaughtering Tutsis in the streets

Finally direct students to complete the reflection regarding imperialism and the Rwandan Genocide.