Mapping the History of Imperialism and Colonization

This is a collection of mapping scenarios that could be used in support of the Learning and Evaluation Situation (LES) entitled Imperialism & Colonization – Focus on Africa.

Mapping technologies can help students to visualize political realities, relationships between people, resource locations, and economic relationships.

Note that these scenarios could be performed by Secondary Cycle 1 students or used by teachers to display locations as students work through the content of the LES.

1. The Berlin Conference and Divided Peoples - Workbook 1 + 2

Objective: Students visualize how the 1884–1885 Berlin Conference borders ignored existing African cultural and political realities.

Cartograf Task: Use drawing tools to trace colonial borders related to the dividing up of Africa during the Berlin Conference. Use zones (colours) and place markers (icons, etc.) to locate the specific African groups identified in the workbooks' maps, texts, and videos. Students can use all of Workbook 1 including the document collection and also Workbook 2 to find 5 to 10 groups or people to place on their map, or they can use the list below:

• Hausa: A major Chadic ethnolinguistic group situated in West Africa.
• Berber: Hamitic ethnolinguistic groups across Northern Africa.
• Cushitic: Major ethnolinguistic groups in Northeast Africa.
• Semitic (Ethiopian): Groups in the Horn of Africa to be situated in space.
• Nandi: A group in East Africa noted for their resistance against British settlers.
• Maasai: Communities that fought against the dispossession of their land in Kenya.
• Kikuyu: The primary ethnic group involved in the Mau Mau Uprising in Kenya.
• San People: Groups identified in Southern Africa (Namibia, Zimbabwe, South Africa).

2. Mapping the Colonial Zones of Exploitation - Workbook 1

Objective: Illustrate how European powers organized Africa into specific zones for resource extraction and industrial supply. Specifically refer to "Causes for Imperialism in Africa" document collection in the Imperialism Colonization Workbook 1.

Cartograf Task: Create layers or polygons for the economic zones and pin specific resources or infrastructure projects mentioned in the workbooks.
Students can find 5 to 10 example zones to map, or use the list below combined with the documents and research to find and mark example locations:

• Rubber: Production in the Congo Free State that "exploded" due to industrial demand.
• Gold: A primary driver for colonial expansion and labor exploitation in South Africa.
• Diamonds: Specifically at the Wesselton Mines in Kimberley, South Africa.
• Ivory: An early resource that led European merchants to move into the interior.
• Palm Products: Key raw materials sought for European industrial home markets.
• Groundnuts: An export crop identified as fueling industrializing Europe.
• Cotton: A critical resource supply for the textile industries of European powers.
• Dakar-Niger Railway: An infrastructure project in West Africa built using forced labor.

3. Resistance and the Struggle for Independence - Workbook 2

Objective: Map key sites of African resistance and the diverse paths to sovereignty. Specifically, use the available documents "about the effects of 19th-20th century colonization in Africa".

Cartograf Task: Identify sites of conflict, movements, and countries with unique independence statuses.

• Mau Mau Uprising (Kenya): A rebellion against British rule regarding land rights.
• Algerian War: A key example of the decolonization process from France.
• Ethiopia: A sovereign state that successfully resisted colonization (a "rare exception").
• Liberia: One of only two African states to remain independent during the "Scramble".
• Nandi Resistance: A specific military defense against British occupation in East Africa.
• Maasai Resistance: Armed and political resistance to colonial land grabs.
• Ghana: A primary example of a colony transitioning to independence.
• Nigeria: A case study for research on the path from colony to sovereignty.

4. From Colonization to the African-Canadian Diaspora - Workbook 3

Objective: Connect historical colonization to the present-day presence of African communities in Canada.

Cartograf Task: Trace migration and cultural links between "home countries" and Canadian cities. Students can refer to suggestions and information in Workbook 3 or the list below.

• Algeria: A country with a significant diaspora presence in Canada.
• Somalia: Linked to community networks in the Waterloo Region and Montreal.
• Cameroon: A focus for studying diaspora associations and diplomatic links in Ottawa.
• Democratic Republic of the Congo: A site for examining the transition from colonial exploitation to modern diaspora.
• Nigeria: A major source of immigration and cultural contribution to Canada.
• South Africa: Noted for its unique history and significant diaspora presence.
• Kenya: Studied for the challenges left by its colonial past and subsequent migration.
• Ghana: A country for students to examine regarding positive cultural impacts and diaspora links.