LESSON PLAN

Grade: Social Studies 10-1 Lesson Title: Global Implications of New Imperialism Lesson Duration: 20 minutes

Overview of lesson
In this lesson students will explore the Global Implications of New Imperialism through the “White Man’s
Burden” poem and the case study of the scramble for Africa. Then, independently students will explore how
New Imperialism affected India and Asia.
Alberta Program of Study:
GLO /GLE
 Students will assess the impacts of
historical globalization on Indigenous
and non-Indigenous peoples.
SLO/SLE
 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
(influence of government and social
institutions)
 2.7 explore the foundations of historical
globalization (rise of capitalism,
industrialization, imperialism, eurocentrism)
 2.8 explore the relationship between historical
globalization and imperialism

Critical Questions
Unit Inquiry Question:

To what extent should contemporary society respond to the legacies of historical globalization?

Learning Objectives Teaching Strategies

 Explore the different types of  Direct instruction
Imperialism through examining the
 Whole class discussion
differences and similarities they
share  Independent work time.
 Begin to explore Eurocentrism in
combination with Capitalism and
Industrialization
 Students will explore how the
concept of the White Man’s Burden
fueled expansion in the name of the
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 duty to civilize societies.

Assessment

Learning Resources
Resource #1: Difference between New Imperialism and Old Imperialism
Resource #2: Scramble for Africa
Resource #3: Berlin Conference
Resource #4: Countries in Africa considered Never Colonized

Material and Equipment

 PowerPoint presentation

 Copies of the India and China case study

Lesson Guiding Questions

Lesson Procedures
Introduction (5 min.):
We will begin the lesson with a brief review of old imperialism.
 Before showing students the slides, I will try to engage the class and have them give me the information
they know about Old Imperialism.

Body (24 minutes):

New Imperialism (~7 minutes)
 Raw materials
 Outlet for larger populations
 Technologies
 Economies
o Colonies are both producers and markets for goods
White man’s burden (~9 minutes)
 Read part of the poem
 Discuss the following questions to analyze the part of the poem we read
o What is this “burden” that “white men” have?
o Why do “white men” have this burden?
o How does this poem reflect the time it was written?
o How does the meaning of this poem relate to what has happened to Indigenous People?
 Analyze the context of the poem
o  Philippine–American War (1899–1902)
o Duty of Europeans to help make other cultures ‘better’
Scramble for Africa (~8 minutes)
 Leopold II and the Report on the Congo Basin
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  The Berlin Conference (1884 - 1885)
 Nations that were never colonized
o Ethiopia and Liberia

Closure (~40 minutes):

Students will Independently examine two more case studies of New Imperialism (India and China) to see
another perspective of imperialism and the concept of White Man’s Burden.

Reflection