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.
Key Questions
- Analyze the economic and strategic factors driving the British 'Scramble for Africa'.
- Evaluate how the Berlin Conference (1884-85) influenced British colonial policy.
- Explain the legal and moral justifications used by Britain for imperial expansion.
National Curriculum Attainment Targets
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.
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.
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.
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.
Watch Out for These Misconceptions
Common MisconceptionBooker 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 MisconceptionDu 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.
Suggested Methodologies
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Frequently Asked Questions
What was the 'Atlanta Compromise'?
What did W.E.B. Du Bois mean by the 'Talented Tenth'?
How did the NAACP differ from Washington's approach?
How can active learning help students evaluate Washington and Du Bois?
Planning templates for History
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
unit plannerThematic Unit
Organize a multi-week unit around a central theme or essential question that cuts across topics, texts, and disciplines, helping students see connections and build deeper understanding.
rubricSingle-Point Rubric
Build a single-point rubric that defines only the "meets standard" level, leaving space for teachers to document what exceeded and what fell short. Simple to create, easy for students to understand.
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