Objectives (5 - 7 minutes)

1. Understand the Concept of New Imperialism: The students will be able to define the concept of New Imperialism, its characteristics, and its impact on the colonized regions. They should be able to explain how it differed from earlier forms of imperialism.
2. Examine the Impact of New Imperialism on Asia and Africa: The students will analyze and discuss the specific impacts of New Imperialism on the regions of Asia and Africa. They should be able to explain how this period of history shaped the current geopolitical situation in these regions.
3. Develop Critical Thinking Skills: Through the analysis of primary and secondary sources, the students will develop their critical thinking skills. They will learn to form educated opinions and engage in thoughtful discussions about the topic.

Secondary Objectives:

• Improve Research Skills: The students will enhance their ability to research and gather information on historical topics. This will involve locating and evaluating relevant sources of information.
• Enhance Collaborative Skills: The students will work in groups during the hands-on activities. This will provide an opportunity for them to enhance their collaborative and communication skills.

Introduction (10 - 15 minutes)

1. Recall of Previous Knowledge: The teacher begins the lesson by asking students to recall their previous knowledge about the Age of Exploration and the Initial Wave of Imperialism. The teacher prompts the students with questions such as: "What do you remember about the Age of Exploration?" and "How did the Initial Wave of Imperialism impact different regions of the world?" This will help to activate prior knowledge and set the stage for the new topic. (3 - 5 minutes)

2. Problem Situations: The teacher then presents two hypothetical situations to the students. The first is about a rich country (Country A) that, due to its technological advancements, decides to conquer and colonize a resource-rich but underdeveloped country (Country B). The second situation is about a group of explorers who stumble upon a technologically advanced but resource-poor country and decide to take it over. The teacher asks the students to think about the reasons behind these actions and the potential impacts on the colonized countries. This will stimulate the students' thinking and curiosity about the topic. (3 - 5 minutes)

3. Real-World Context: The teacher then contextualizes the topic by discussing its relevance in today's world. The teacher explains that the effects of New Imperialism can still be seen in the geopolitical landscapes of Asia and Africa. For instance, the teacher can mention the conflicts in the Middle East, which can be traced back to the arbitrary borders drawn by European powers during the period of New Imperialism. The teacher can also discuss how the exploitation of resources during this period has influenced the economic disparities that exist today. This will help the students to understand the long-term impacts of historical events. (2 - 3 minutes)

4. Engaging Introduction: Finally, the teacher introduces the topic by sharing two intriguing stories. The first is about the Scramble for Africa, where European powers rapidly divided the African continent among themselves. The second story is about the Opium Wars, where Great Britain forced China to open up to international trade, leading to a significant loss of sovereignty for China. The teacher can use visuals or props to make these stories more engaging. This will grab the students' attention and make them curious to learn more about the topic. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1: Imperialism Role-play (10 - 15 minutes)

   • The teacher divides the class into groups of 5 or 6 and assigns each group a specific role: a European power, an Asian or African country, and a neutral observer.
   • Each European power is given a set of resources (cards or tokens) representing military, economic, and technological advantages. Each Asian or African country is given a set of resources representing their indigenous culture, population, and natural resources.
   • The teacher then presents a scenario where the European powers have decided to expand their territories. Each European power has to convince an Asian or African country, using either force or negotiation, to cede control of their land, resources, or sovereignty.
   • The neutral observer's role is to document the proceedings and later share their observations with the class.
   • After the role-play, the class reconvenes and each group shares their experiences and observations. The teacher facilitates a discussion on the ethical implications, power dynamics, and long-term effects of the decisions made during the role-play.

2. Activity 2: Mapping the Scramble for Africa (7 - 10 minutes)

   • The teacher provides each group with a blank map of Africa during the late 19th century. The students are also given a set of colored pencils or markers.
   • The teacher describes the historical context of the Scramble for Africa and the rules for the activity: each European power must claim as much territory in Africa as possible, but they must also consider the geographical and cultural diversity of the continent.
   • The students, working in their groups, then mark on their maps the areas claimed by each European power during the Scramble for Africa.
   • After the activity, the teacher leads a discussion about how the arbitrary borders created during the Scramble for Africa have contributed to the conflicts in the continent today.

3. Activity 3: The Opium Wars Debate (3 - 5 minutes)

   • The teacher divides the class into two groups: one representing Great Britain and the other representing China.
   • The students are given time to research and prepare arguments for or against the actions taken by their assigned country during the Opium Wars.
   • The groups then take turns presenting their arguments to the class, followed by a class discussion about the impacts of the Opium Wars on China and the role of imperialism in the conflict.

4. Activity 4: Collage of New Imperialism (5 - 7 minutes)

   • The teacher provides each group with a collection of magazines, newspapers, and other print materials. The students are also given scissors, glue, and large sheets of paper.
   • The teacher instructs the students to create a collage that represents the concept of New Imperialism and its impacts on Asia and Africa. The collage can include images, headlines, and words that the students find relevant.
   • After the collages are completed, each group presents and explains their collage to the class. The teacher leads a discussion about the different aspects of New Imperialism represented in the collages.

Throughout the Development stage, the teacher will be actively facilitating the activities, providing guidance as needed, and encouraging dialogue and discussion among the groups and the class as a whole. The hands-on, interactive nature of the activities will help the students to better understand the complexities of New Imperialism and its impacts on Asia and Africa.

Feedback (5 - 7 minutes)

1. Group Discussions: The teacher brings the class back together for a group discussion. The teacher asks each group to share their solutions or conclusions from the activities they participated in. The teacher encourages all students to ask questions and provide feedback on each group's work. This will allow the students to learn from each other's perspectives and experiences. (2 - 3 minutes)

2. Linking Theory and Practice: The teacher then facilitates a discussion about how the activities relate to the theoretical concepts of New Imperialism. The teacher guides the students to make connections between the actions they simulated in the role-play and the real-world actions of imperial powers during the period of New Imperialism. The teacher can also prompt the students to discuss the impacts they observed in the activities and how they align with the historical accounts of the impacts of New Imperialism. (1 - 2 minutes)

3. Reflection Time: The teacher then asks the students to take a moment to reflect on the day's lesson. The teacher poses the following questions for the students to consider:

   • What was the most important concept you learned today?
   • What questions do you still have about New Imperialism?
   • How does the concept of New Imperialism connect with events or issues in the world today?

   The students are encouraged to write down their thoughts. This reflection time helps the students to consolidate their learning and identify any areas of confusion or curiosity that they can explore further. (1 - 2 minutes)

4. Addressing Unanswered Questions: The teacher then collects the students' reflections and uses them to guide future lessons and activities. The teacher also takes note of any common questions or areas of confusion that were identified during the reflection. These will be addressed in the next class or through additional materials provided to the students. This ensures that all students have a clear understanding of the topic and can continue to deepen their knowledge. (1 minute)

The Feedback stage provides an opportunity for the students to reflect on their learning, articulate their thoughts, and receive clarification on any areas of confusion. It also allows the teacher to assess the effectiveness of the lesson and make adjustments as necessary for future lessons.

Conclusion (3 - 5 minutes)

1. Summarize and Recap: The teacher begins the conclusion by summarizing the main points of the lesson. The teacher reminds students that New Imperialism was a period in the late 19th and early 20th centuries where European powers, driven by economic, political, and social factors, expanded their empires into Asia and Africa. The teacher also reiterates the impacts of New Imperialism, such as the redrawing of borders, the exploitation of resources, and the loss of cultural and political autonomy. (1 - 2 minutes)

2. Connecting Theory, Practice, and Applications: The teacher then explains how the lesson connected theory, practice, and real-world applications. The teacher highlights how the hands-on activities allowed the students to simulate the actions of imperial powers, thereby helping them to understand the concept of New Imperialism in a more tangible way. The teacher also discusses how the real-world examples used in the lesson, such as the Scramble for Africa and the Opium Wars, helped to illustrate the broader historical context and impacts of New Imperialism. (1 minute)

3. Suggested Additional Materials: The teacher suggests additional materials for students who wish to further explore the topic. This could include books, documentaries, or online resources about New Imperialism and its impacts on Asia and Africa. The teacher can also provide a list of discussion questions or essay topics to guide the students' further exploration of the topic. (1 minute)

4. Relevance to Everyday Life: Lastly, the teacher discusses the importance of understanding New Imperialism in everyday life. The teacher explains that the effects of New Imperialism are still felt today, particularly in the geopolitical landscapes of Asia and Africa. The teacher can give examples, such as the conflicts in the Middle East and the economic disparities between countries, to illustrate these ongoing impacts. The teacher also emphasizes that understanding these historical events can help students to critically analyze current events and to better understand the causes and effects of global power dynamics. (1 minute)

The conclusion serves to consolidate the students' learning, to connect the lesson to broader contexts, and to stimulate further exploration and reflection. It underscores the relevance and importance of the topic in understanding not only the past but also the present and future.