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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. 159 Es: %) The Scramble for Territory Experiential Exercise pee) 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 Ci Ea) 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