Secondary Lesson Plan Template

Scramble for Africa: 1884 Berlin Conference Simulation

Deana M. Jaeschke

Central Middle School, White Bear Lake, MN

Theme:

Africa

Berlin Conference Simulation

Deana M. Jaeschke

Central Middle School, White Bear Lake, MN

Grade Level:

8^th Grade

Title of Lesson:

Creation of the Political Map of Africa: 1884 Berlin Conference Simulation

“Scramble for Africa”

Time:

100 Minutes

Subjects:

Geography, World Cultures, Social Studies, World Studies

Required Materials:

· Background Information on the Berlin Conference 1884-1885

http://geography.about.com/library/weekly/aa021601a.htm

http://www.channelafrica.org/english/2000/

· African political (current and historical) physical, climate, ecosystem, and resource maps

Historical Maps: http://www.lib.utexas.edu/maps/map_sites/hist_sites.html#africa

Africa Political Map 1892: http://www.livgenmi.com/gardiner66.htm

· Reading: “History Shapes the Present: Legacies of Colonialism” World Geography: Building a Global Perspective, Prentice Hall, 2002. (Or other reading giving a background to European Imperialism in Africa.)

Objectives:

· Students will understand that political boundaries are human constructions by groups or individuals in political, economic, military power

· Students will understand that the current political map of Africa is largely a construction of European Imperialism of that late 19^th and early 20^th centuries

· Students will apply their knowledge of African climates, ecosystems, and resources

Prerequisite Knowledge:

· Reading and interpreting historical and political maps

· Rise and fall of European Imperialism

Teaching Suggestions:

· It is teacher discretion as to when to read the background information. It can be done before or after the simulation. Or, the background information can be split into two readings, one reading leading up to the Berlin Conference and the second following the simulation and reporting the results of the conference.

· Students could research the Berlin Conference and their country’s role prior to the simulation

· The actual conference lasted from November 15, 1884 to February 26, 1885, was led by German Chancellor Otto Von Bismark. This role can be assumed by the teacher, a student or not at all.

Student Activities:

Berlin Conference 1884-1885 Simulation-

Teacher notes italicized

1. Students are divided into 8 country “ambassadors” and receive a role card for their country. (Link to Role Cards) Role cards give a historical perspective and outlines where the country had colonial outposts and where they wanted to extend control.

2. Students are given an outline map of Africa

3. Students use text to access physical, climate, ecosystem, and resource maps

4. Ambassadors utilize role card, background information on the conference, and the maps to determine which parts of Africa they would like to control and locate them on the map. Use historical information to create more in depth and historically accurate role cards.

5. Dividing Time: Ambassadors caucus to determine which country gets which pieces of land. This phase can be 15 minutes to multiple class periods depending how historically accurate and structured the teacher would like the simulation.

6. Teacher uses map outline transparency to hear periodic reports from Ambassadors

7. Simulation is complete when the African continent is politically divided.

Closure/ Discussion Questions/ Reflection/Assessment Activities:

Can be done in any order

1. Students compare the simulated and actual political map created by conference Textbooks commonly print the 1914 political map and is more readily available

2. Students discuss or record differences and predict the reasons for the actual political boundaries (i.e. the most powerful countries already controlling coastal areas of Africa were France, Great Britain, Germany, and Portugal)

3. Why did the United States get involved with the conference but not receive or take any land?

4. Who was not represented at the conference? Why?

5. What challenges did this process create for the indigenous people of Africa?

Questions 4 & 5 are perhaps the most important discussion questions as they lead to a discussion of why the indigenous peoples and representatives of the kingdoms were excluded from the process and the effects of this process. These questions can be processed in many ways and for a great deal of time.

6. Read (or finish reading) background information regarding how the European nations extended their rule and controlled the colonies.

7. Compare and contrast the historical and current political map of Africa

8. Student Written Reflection: what did you learn from the simulation?

Extension Activities/ Differentiated Instruction:

· Primary document analysis of the Berlin Act of 1885 (created at the Berlin Conference) http://geography.about.com/gi/dynamic/offsite.htm?site=http://web.jjay.cuny.edu/%7Ejobrien/reference/ob45.html

· This can be a student led simulation (the student leaders would represent Germany)

RESOURCE BAR

Geography Standards:

National Geography Standards- 1,2,4,7,9,11,12,13,16,17,18

Web Links for Teachers and Students:

Berlin Conference & Berlin Act of 1885:

http://geography.about.com/library/weekly/aa021601a.htm

http://www.channelafrica.org/english/2000/

http://geography.about.com/gi/dynamic/offsite.htm?site=http://web.jjay.cuny.edu/%7Ejobrien/reference/ob45.html

Credits