CIS Press & Publisher Presents:

Stories of the Scramble

[for Africa]
KADRI & CHETTY
FORWARD
Throughout this unit, we have discussed the various [economic, political, and social]
impacts of cultural contact on people, and in particular, the concept of imperialism.
Based on your knowledge from the textbook, your notes and research, you should begin
to understand the reasons why European nations colonized Africa, the Americas and
Asian nations during the time of imperialism. This assignment will require you to further
investigate one particular European nation that colonized Africa during this time period.

Task
In groups of 3, choose ONE European nation from the list below (only one nation per
group) and develop a presentation in the form of a storybook (digital) on this nation’s
imperialist history in Africa, and focus specifically on ONE African nation.
● Great Britain ● Portugal

● France ● The Netherlands

● Belgium ● Germany

● Spain ● Other

Research the following information and generate a story in a form chosen by your
group.

How we want you to explore and research imperialism and colonization in Africa is
where things get interesting…

Throughout the course, we have provided you with a number of case studies, images
and stories, such as the Lost Boys of Sudan, the story of the Beothuk and the impacts
of SPAM in Guam. These stories have allowed you to see concepts such as
assimilation, marginalization, displacement and colonization first hand.

Through the power of storytelling, these concepts become much more relatable. It is
through this lens that we would like you to consider the varying worldviews of the
Colonial power that you chose, as well as the worldview of the colonies themselves.

We hope that the stories you find during your research inspire you to create original,
engaging and meaningful storybooks that reflect the varying worldviews of the colonizer
and the colonized. Through this process, we hope you are able to othinspire and teach
us with your findings.

Sincerely,
Ms. Kadri and Mrs. Chetty

STORIES OF THE SCRAMBLE (FOR AFRICA)

 Table of Contents:

Page #

Title Page ------------------------------------------------------------------------------------------- 1

History (Perspective of Colonizer) --------------------------------------------------------- 2

- Intro to your European Nation (general worldviews)------------------------- 3
- Reasons why the mother country colonized these areas ----------------- 4
- Areas that were colonized (dates and key events) -------------------------- 5
- Map of the areas:
- before imperialism ------------------------------------------------------------ 6
- during imperialism ------------------------------------------------------------ 7
- after imperialism --------------------------------------------------------------- 8

- Explain how the African nations got their independence ----------------- 9-10

Legacies of Imperialism (Perspective of Colonized) ---------------------------------- 11

- Explain what has happened to the colonized countries
▪ Are they a free and independent country? ---------------- 12

● When and how did this occur? ---------------------- 13

▪ In what condition is the colonized country today?

▪ The social state of the country --------------------------------- 14

▪ The economic state of the country --------------------------- 15

▪ The political state of the country ------------------------------ 16

References -------------------------------------------------------------------------------------- 17

Information must be retrieved from at least three different sources and in APA format

**The page #s will vary due to the # of countries that were colonized by your European
Nation. This is just a guideline for your own table of contents **

Story Time: Monday, November 16, 2020 via Google Classroom

 RUBRIC

Content (12) Communication (8) Organization (4) Creativity (4)

E Content is insightful Vocabulary is precise Ideas flow logically Demonstrates

and sophisticated. and deliberately with a high degree exceptional creativity,
The understanding chosen. Sentence of effectiveness. 4 originality and
of the source and its structure is controlled inventiveness.
relationship to an and sophisticated. The Makes excellent use of
ideological writing demonstrates colour, graphics,
perspective is skillful control of effects, etc. to enhance
comprehensively mechanics and the presentation. 4
demonstrated. 12 grammar and is
judiciously organized. 8
Pf Content is sound Ideas flow logically Demonstrates adequate
and adept. The Vocabulary is and coherently. 3 creativity, originality and
understanding of appropriate and inventiveness.
the source and its specific. Sentence Makes good use of
relationship to an structure is controlled colour, graphics,
ideological and effective. The effects, etc. to enhance
perspective is writing demonstrates the presentation. 3
capably capable control of
demonstrated. 9 mechanics and
grammar and is
purposefully organized.
6

S Content is Vocabulary is Ideas flow Demonstrates some

straightforward and conventional and straightforwardly creativity, originality and
conventional. The generalized. Sentence and clearly. 2 inventiveness. Makes
understanding of structure is controlled some use of colour,
the source and its and straightforward. graphics, effects, etc. to
relationship to an The writing enhance the
ideological demonstrates basic presentation but
perspective is control of mechanics occasionally these
adequately and grammar and is detract from the
demonstrated. 6 adequately organized. 4 content. 2

L/P Content is Vocabulary is Ideas flow Displays limited/no

incomplete or lacks imprecise, simplistic, haphazardly and evidence of creativity.
depth. The and inappropriate. incoherently. 1 Use of minimal colour,
understanding of Sentence structure is graphics, effects, etc. to
the source and its awkward. The writing enhance the
relationship to an demonstrates a faltering presentation. Often,
ideological control of mechanics these detract from the
perspective is and grammar and is content. 1
superficial and lacks ineffectively organized.
development. 3 2

INS Insufficient is assigned to a response that fails to meet the minimum requirements.