Alabama Social Studies SS24.WH.6a

Social Studies9th GradeRise of Imperialism and World War I

The Standard

Trace the origins of late nineteenth century imperialism, imperialist ideology, and colonialism.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What Students Need to Do: Students explain why industrial powers sought raw materials, markets, and key trade routes in the late 1800s. They show how rivalry between countries and racist claims were used to justify taking control of land and people.
What Mastery Looks Like: A student can explain how rubber profits shaped Leopold II's rule in the Congo and why Britain wanted to protect the Suez Canal route. They can identify a racist claim used to justify colonial rule without treating it as fact.
Common Misconceptions: Students may say European powers took territory only to spread religion, missing profit and strategic goals. Some accept claims about 'civilizing' people as facts. Others confuse trade with direct political control.
How to Assess It: Exit ticket: Why did Britain occupy Egypt in 1882? Name one reason tied to the Suez Canal and one claim Europeans used to justify colonial rule.

Lesson moves

Give pairs 1880 and 1914 Africa maps; have them locate the Congo and attach a card explaining rubber profits.
Read four lines from Kipling's 1899 poem 'The White Man's Burden'; ask, 'Whose interests does this language hide?'
Hand out cards labeled rubber profits, Suez route, racial superiority, and foreign governors; students sort them into motives, justifications, and colonial rule.
Show a current shipping map of the Suez Canal; ask students why Britain wanted to control that route in 1882.

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