History · Year 13 · Victorian Britain and the Empire 1857–1914 · Autumn Term

British Imperial Expansion in Africa

Students will examine the motivations and methods of British imperial expansion in Africa during the late 19th century, setting the stage for colonial rule.

• National Curriculum Attainment Targets
• A-Level: History - The British Empire, c1857–1967
• A-Level: History - Imperialism and Colonialism

About This Topic

This topic focuses on the ideological debate between two of the most influential African American leaders of the early 20th century: Booker T. Washington and W.E.B. Du Bois. Students compare Washington's 'Atlanta Compromise', which emphasised vocational training and economic self-reliance within the confines of segregation, with Du Bois's demand for immediate political equality and liberal arts education for the 'Talented Tenth'. This debate represents a fundamental tension in civil rights strategy: pragmatism versus radicalism.

At A-Level, students must evaluate these leaders within their specific historical contexts. They explore how Washington's approach appealed to white philanthropists and politicians, while Du Bois's formation of the NAACP laid the groundwork for the legal challenges of the mid-20th century. This topic particularly benefits from structured debates and comparative analysis, allowing students to weigh the merits of each philosophy based on the harsh realities of the Jim Crow era.

Key Questions

1. Analyze the economic and strategic factors driving the British Scramble for Africa in the late nineteenth century.
2. Evaluate how the Berlin Conference (1884–85) influenced British colonial policy and the partition of the African continent.
3. Explain the legal and moral justifications used by Britain to legitimate imperial expansion into Africa.

Learning Objectives

• Analyze the economic motivations, such as resource acquisition and market access, behind British imperial expansion in Africa during the late 19th century.
• Evaluate the impact of the Berlin Conference on the partition of Africa and its influence on subsequent British colonial policies.
• Explain the legal and moral justifications, including concepts like the 'civilizing mission', used by Britain to legitimize its imperial ventures in Africa.
• Compare the methods employed by Britain in establishing and maintaining control over different regions of Africa.
• Critique the long-term consequences of British imperial rule on African societies and economies.

Before You Start

The Industrial Revolution and its Impact

Why: Understanding the technological advancements and economic demands of the Industrial Revolution is crucial for grasping the motivations behind imperial expansion.

European Power Dynamics in the 19th Century

Why: Knowledge of the political landscape and rivalries between European nations provides context for the competitive nature of the Scramble for Africa.

Key Vocabulary

Scramble for Africa	The period of rapid colonization of the African continent by European powers between the 1880s and the start of World War I.
Berlin Conference	A meeting of European powers in 1884-1885 to regulate European colonization and trade in Africa, formalizing the partition of the continent without African representation.
Imperialism	A policy or ideology of extending a country's rule over foreign nations, often by military force or by gaining political and economic control.
Colonialism	The practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.
Sphere of Influence	A region over which a powerful country or organization exerts considerable indirect control, often through economic or political means.

Watch Out for These Misconceptions

Common Misconception

Booker T. Washington was a 'sell-out' who didn't care about civil rights.

What to Teach Instead

Washington secretly funded legal challenges against disenfranchisement and segregation. Peer discussion of his private actions versus his public rhetoric helps students understand the necessity of 'masking' in a period of extreme racial terror.

Common Misconception

Du Bois's 'Talented Tenth' was an elitist idea that ignored the masses.

What to Teach Instead

Du Bois believed that a highly educated leadership was essential to advocate for the rights of all. By investigating the early work of the NAACP, students can see how this elite group worked to protect the most vulnerable through legal and political advocacy.

Active Learning Ideas

Formal Debate: The Atlanta Compromise

Divide the class into supporters of Washington and Du Bois. They must argue whether Washington's 1895 speech was a necessary survival strategy or a dangerous surrender of civil rights, using contemporary evidence of racial violence.

50 min·Whole Class

Inquiry Circle: The Niagara Movement

Groups examine the original manifestos of the Niagara Movement and the NAACP. They identify the specific points where Du Bois directly challenged Washington's leadership and present their findings on a shared digital board.

40 min·Small Groups

Think-Pair-Share: The Talented Tenth vs. Industrial Education

Students read excerpts from 'The Souls of Black Folk' and Washington's 'Up from Slavery'. They discuss in pairs which educational model was more viable for racial uplift in 1900 and how these views might have changed by 1915.

30 min·Pairs

Real-World Connections

• Historians specializing in post-colonial studies at institutions like the School of Oriental and African Studies (SOAS) in London analyze archival documents and contemporary accounts to understand the lasting impacts of imperial policies on modern African nations.
• International relations experts and diplomats frequently reference the historical precedents of imperial partition when discussing contemporary border disputes and resource allocation challenges in Africa.
• Museum curators, such as those at the British Museum, grapple with the ethical considerations of displaying artifacts acquired during the imperial era, prompting discussions about repatriation and historical interpretation.

Assessment Ideas

Discussion Prompt

Pose the question: 'To what extent were economic factors the primary driver of British imperial expansion in Africa compared to strategic or ideological ones?' Ask students to support their arguments with specific examples from the late 19th century and evidence discussed in class.

Quick Check

Provide students with a map of Africa pre- and post-Berlin Conference. Ask them to identify three major changes in borders and write a brief explanation connecting these changes to the conference's outcomes and British policy.

Exit Ticket

On an index card, have students write one specific example of a legal or moral justification used by Britain for its expansion in Africa. Then, ask them to write one sentence explaining why this justification is problematic from a modern perspective.

Frequently Asked Questions

What was the 'Atlanta Compromise'?

In an 1895 speech, Booker T. Washington suggested that African Americans should accept social segregation and disenfranchisement in exchange for economic opportunities and basic education. He argued that through hard work and economic progress, Black citizens would eventually earn the respect and rights of white Americans.

What did W.E.B. Du Bois mean by the 'Talented Tenth'?

Du Bois argued that the top ten percent of the African American population should receive a classical liberal arts education. He believed this group would become the intellectual and political leaders needed to challenge Jim Crow and lead the race toward full social and political equality.

How did the NAACP differ from Washington's approach?

The NAACP, co-founded by Du Bois, focused on legal challenges, political lobbying, and public protest to end segregation and disenfranchisement. Unlike Washington's focus on economic self-help within the system, the NAACP sought to use the courts and the constitution to dismantle the system of Jim Crow entirely.

How can active learning help students evaluate Washington and Du Bois?

Active learning encourages students to step into the shoes of these leaders. By debating their philosophies, students must consider the life-or-death stakes of the early 1900s. This helps them move beyond a simple 'right or wrong' judgement and instead appreciate the complex strategic choices faced by Black leaders during the 'Nadir' of American race relations.