Colonialism vs. Imperialism - Marcom Projects

Teacher’s Guide 

Colonialism vs. 

Imperialism 

Grades 5-12 

CITV

CREDITS 

Program Production 

Teacher’s Guide 

Print Material Design 

© 2004 Sunburst Visual Media, a division of Global Video, LLC 

Hawthorne, NY 10532 

Approximate running time: 21 minutes 

Colonialism vs. Imperialism 

Sunburst Visual Media 

Tonya Burnley, M.Ed. 

Desktop Productions

Table of 

Contents 

Guide Information ......................................5 

Fast Facts ....................................................7 

Before Viewing Activities ............................8 

During Viewing Activities ..........................13 

After Viewing Activities ............................17 

After Viewing Quizzes ..............................22 

Additional Resources ................................24 

Answer Keys ............................................32 

Script........................................................44 

© Sunburst Visual Media, a division of Global Video, LLC Colonialism vs. Imperialism

About This Guide 

Providing students with visual media is an excellent way to take them out of the 

classroom and into the real world. Our programs offer real-world footage, dynamic graphics, 

engaging dramatizations, and first-person testimonials that keep students interested and help 

them visualize difficult concepts. More importantly, they reinforce critical learning objectives 

shaped by state and national educational standards. However, the learning doesn’t begin and 

end when the program does. You can make the learning experience even more effective by 

using the materials provided in this Teacher’s Guide. 

This guide is divided into the following sections: 

• Fast Facts are designed to give your students a quick overview of the 

information presented within the video. 

• Before Viewing Activities help identify what students already know 

about the subject, what they are curious about, and what they hope to learn. 

• During Viewing Activities may be used during viewing to enhance 

students’ understanding of the video. 

• After Viewing Activities help students summarize and draw conclusions 

from the information that was presented. 

• After Viewing Quizzes test students’ retention of the information presented 

in the program and activity sheets. 

• Additional Resources are designed to help you extend the information 

presented in the program into other areas of your curriculum. 

• Answer Keys are provided for relevant activities or reproducible pages. 

• Script content is provided in an unabridged version for future reference. 

© Sunburst Visual Media, a division of Global Video, LLC Colonialism vs. Imperialism 

Guide 

Information 

5

Program Overview 

6 

Imperialism and Colonization 

Imperialism, the practice of expanding a country’s territory, has brought about a 

number of positive and negative effects as our world has developed. The enclosed 

informative video explores the concept of imperialism by examining each of the three 

major imperialistic movements and their effects on the colonies, the motherland, and 

the people themselves. Framed by an introduction to the concept and a summation of 

the long-term effects imperialism has had, the presentation is broken into four detailed 

sections. 

The first section discusses the first movement of imperialism, beginning with the empire 

of the Phoenicians and lasting until the crusades of the Middle Ages. The second major 

phase of imperialism described is that of European Exploration and the birth of 

colonization. The beginning of the Industrial Revolution marked the last period of active 

imperialism. With such a high need for markets and raw materials, colonialism saw a 

great revival. The final section of the video discusses the negative stance of the United 

Nations on imperialism and the end of colonization in our world. 

Viewing Objectives 

After viewing the DVD/video and utilizing the activities provided in the teacher’s 

guide, the students will be able to: 

• Examine the way imperialism affected the world from ancient times to 

present day 

• Identify the three phases of imperialism, and when they occurred 

• Describe the causes and consequences of the three phases of 

imperialism 

• Understand the relationship between colonization and imperialism 

• Analyze the positive and negative effects of imperialism on the weaker 

country 

Guide 

Information 

Colonialism vs. Imperialism © Sunburst Visual Media, a division of Global Video, LLC

Fast Facts 

• When a strong nation attempts to expand its territory by military conquest, political or 

economic domination, or colonization, it is practicing imperialism. 

• The history of imperialism can be divided into three major movements. 

Phase I 

• The earliest known Imperialists were the Phoenicians. 

• Rome was the greatest colonial empire of ancient times. 

• European Christians, encouraged by the Church, sponsored The Crusades. These Christian 

military expeditions took place between the 11th and 13th centuries A.D. 

Phase II 

• The second phase of imperialism is often referred to as the period of European Exploration 

and Colonialism. 

• Vasco de Gama established a new trade route around the Southern tip of Africa. 

• Colonialism in the New World was somewhat different from imperialism in the Eastern 

Hemisphere. Explorers found sparsely populated land, or primitive cultures that were easily 

exploited. 

• Major European powers competed through an economic system called mercantilism. 

• Spanish armies conquered the Aztec and Inca empires in Mexico and Central America. 

• The Thirteen Colonies gained independence from Great Britain in the Revolutionary War from 

1776 to 1783, and the United States was born. 

• Mexico won independence from 300 years of Spanish rule in 1821. 

Phase III 

• The Industrial Revolution modernized trade in the west. 

• The modernization of factories increased the need for raw materials. 

• Imperialist Europe turned their sights to the African continent. Belgium, France, Germany, 

Great Britain, Italy, Portugal, and Spain divided almost all of Africa among themselves. It 

was called the “Scramble for Africa.” 

An End to Imperialism 

• Two world wars were waged within 25 years, resulting in mass destruction. Europe was 

devastated. 

• After World War II, colonialism rapidly declined throughout the world mostly because: 

• Over time the idea of subjugating a people or taking over their land had become less 

acceptable to society. 

• The people living under the control of those colonial powers waged protests and increased 

their demands for the right to self-govern. 

• The United Nations formed as a worldwide alliance to preserve peace after the war. 


Fast Facts 

7

Vocabulary 

8 

IMPERIALISM — the policy of a strong nation expanding its territory by military 

conquest, political or economic domination, or colonization. 

Fast Facts 

COLONIALISM — the policy by which one nation controls a dependent area or people. 

DOMINATION — supremacy over another; the exercise of such control or governing 

CULTURE — the customary beliefs, social forms, and material traits of a racial, 

religious, social group, period, class, community, or population 

EXPEDITION — a journey or trip undertaken for a specific purpose or objective 

CIVILIZATION — the type of culture and society developed by a particular nation 

CONQUER — to defeat or take over by force 

MERCANTILISM — an economic system developed in Europe based on accumulating 

wealth, establishing colonies, and developing commercialism. 

CAPITALISM — free market economies 

NATIONALISM — a devotion to one’s nation 

EXPLOITATION — using another nation or group of 

people for selfish reasons 

SUBJUGATE — to conquer 


Name 

LAND!! 

Completing the following activity will help you 

discover how much you already know about 

imperialism! 

Step 1: Complete the first two boxes. Remember 

that there are no right or wrong answers. 

Step 2: Watch the imperialism vs. Colonialism 

video. 

Step 3: Complete the last two boxes using what 

you learned from the video. 

Listen to me! (What you already know.) 

Ask! (What you want to know.) 

Now I know! (What you learned.) 

Details are still fuzzy! (What do you still not understand?) 


Before Viewing 

Activity 1 

9

Name 

10 

Discussion 

It might be helpful to get a class discussion going on a few thoughts before watching the video. 

Below are some sample questions that will enable your students to start thinking about 

imperialism. 

• Is it fair for one country to impose its rules and 

regulations on another country? 

• Should a country expect another country to 

adopt new beliefs and customs that are not 

their own? 

• When a strong nation attempts to expand its 

territory by military conquest, political or 

economic domination, or colonization, it is 

practicing imperialism. Can you think of this in 

history? 

• Has there ever been a time in history when 

imperialism has happened with positive 

effects? What about times when there were 

negative effects? Give examples. 

• Are there any benefits to a country becoming a 

colony of a more powerful country? 

• How long in history have countries tried to use one another for the betterment of themselves? 

• Why would a country choose to take over another country? What benefits would it receive as 

the “mother” country? What risks would it incur? 

• What are some attributes that might make one country more powerful than another? Which 

ones are most important? 

• What are some attributes that might make a country vulnerable for conquest? 

• What do you already know about the colonization of America? 


Activity 2 


Name 

Think—Pair —Share—Dare 

This activity will prepare the students to study the three phases of imperialism in history. 

Supplies: 

• Index cards — one fact 

written on each card from the 

list on the next page. 

• Three large sheets of chart 

paper labeled Phase 1, 

Phase 2, and Phase 3. 

Step 1: Think — Ask your students to take a few minutes to think silently about what 

they already know about imperialism and/or colonization. 

Step 2: Pair — • Assign students a partner or allow them to choose someone to 

work with. 

• Hand out an index card to each pair of students. 

• Show them the chart paper, and briefly explain that there were 

three important periods or phases of imperialism in history. 

• Ask the students to read the card with their partner, and discuss in 

which phase the information might belong. 

Step 3: Share — Ask one student from each pair to read the index card aloud. 

• Ask students to place a card on the phase of imperialism they think 

is most appropriate. 

• Allow class discussion. If any debate arises over placement of the 

cards, place a question mark next to the fact, and return to it after 

viewing the video. 

Step 4: Dare — By looking at these clues, challenge students to figure out an estimate 

for when each phase occurred. Allow students to look at a timeline 

for help. 



Activity 3 

11

Name 

12 

Agree or Disagree? 


Activity 4 

Read the following statements about imperialism. Before watching the video, decide if you 

agree or disagree with each statement. Circle A for “agree” or D for “disagree.” 

A D Imperialism is only when a country takes over another country by military 

force. 

A D The American colonies are the first examples of imperialism or colonization 

in history. 

A D Rome was the greatest colonial empire of ancient times. 

A D The Crusades were fought for money, not religion. 

A D The period of European Exploration and Colonialism began in the 17th 

century. 

A D Vasco de Gama sailed around the southern tip of Africa. 

A D Italian armies conquered the Aztec and Inca empires in Mexico and Central 

America. 

A D The settlers in America colonies stayed loyal to their mother nations. 

A D The Thirteen Colonies lost the Revolutionary War, thus not gaining 

independence from Great Britain. 

A D Mexico won independence from Spain in 1821. 

A D The Scramble For Africa did not include Ethiopia and Liberia. 

A D After WWII, colonialism rapidly increased. 

A D The United Nations formed an alliance to preserve peace after WWII. 

A D Colonization is one way in which a country practices imperialism. 


Name 

PNI Chart 

This chart will help you organize your thoughts as you watch the video. In the column 

labeled P, write the Positive effects of imperialism. In the column labeled N, write the 

Negative effects of imperialism. In the column labeled I, write any interesting facts that you 

learn from the video. 

P N I 

Positive Negative 

Interesting 


During Viewing 

Activity 1 

13

Name 

14 

Thoughtful Thoughts 

As you watch the movie, fill the spaces provided with as many facts as you can about 

imperialism. 


Activity 2 


Name 

Colonialism Cloze 

Fill in the following sentences while you are watching the video. This will enable you to 

identify the important facts about imperialism. 

1. The word “imperial” is derived from a Latin term meaning __________________. 

2. The history of imperialism can be divided into _______________ major movements. 

3. By the end of the middle ages, European countries were entering into a new phase of 

exploration, and _____________________ developed as a modern form of imperialism. 

4. The earliest known Imperialists were the ___________________________. 

5. ___________________ was the greatest colonial empire of ancient times. 

6. The second phase of imperialism is often referred to as the period of European 

Exploration and ____________________. 

7. Vasco de Gama established a new trade route around the Cape of Good Hope at the 

Southern tip of _______________. 

8. By the 16th century, major European powers competed through an economic system 

called ________________________. 

9. The Thirteen Colonies gained independence from Great Britain in the 

__________________________ War. 

10. By the late 1800s, ___________________, or free market economies, had been 

established in Europe. 

11. The _______________ _______________ formed as a worldwide alliance to preserve 

peace after the war. 

12. The world no longer tolerates __________________________. 



Activity 3 

15

Name 

16 

Neat Notes 

Use this outline to help you take notes while you are watching the video. This strategy will 

allow you to organize the important information from the video about imperialism and 

colonization. A few have been completed for you. 

The history of imperialism can be divided into three major movements. Those movements 

include: 

1. ancient 

2. __________________________________________________ 

3. __________________________________________________ 

Most nations that practiced imperialism or colonization did so for economic benefits. Those 

benefits include: 

1. new markets to sell goods 

2. __________________________________________________ 

3. __________________________________________________ 

4. __________________________________________________ 

The great Roman Empire ultimately collapsed in the fifth century AD under a burden of 

1. governmental corruption 

2. __________________________________________________ 

3. __________________________________________________ 

These three religious groups claim the Holy Land. 

1. Muslims 

2. __________________________________________________ 

3. __________________________________________________ 

The only two countries that remained independent in the scramble for Africa were 

1. Ethiopia 

2. __________________________________________________ 

Three negative effects of colonialism and imperialism on colonies include 

1. racism 

2. __________________________________________________ 

3. __________________________________________________ 


Activity 4 


Name 

Sum it Up! 

After watching the video, fill in as much as you can remember about the following topics. 

Imperialism is: 

In the first phase… 

In the second phase… 

In the third phase… 

Imperialism today… 


After Viewing 

Activity 1 

17

Name 

18 

Timely Timeline Project 

Student Materials: 

• large paper suitable for a timeline 

• markers, crayons, or colored pencils 

• resource material for obtaining dates of events 

AFTER Viewing 

Activity 2 

Student Activity: 

1. Sketch a timeline for the events you learned about in the video 

on a scratch sheet of paper. You must use at least four events, 

but try to use as many as possible. 

2. After you have your sketch, transfer it to the timeline paper. 

3. Write the dates as well as the description of the event of your 

timeline. Be sure to include the phase of imperialism that the event belongs to. 

4. For each timeline entry, draw a picture depicting the event. Be sure to add detail and 

make it colorful! You might add dialogue or captions to your pictures. 

Class Activity: 

1. Get in groups of 4-5. 

2. Each person in the group will share his or her timeline to the group members. 

Points Possible Your Points 

Timeline Includes 

Presentation 

Four events 10 __________ 

Correct dates 10 __________ 

Identification of phase 10 __________ 

Appropriate descriptions 20 __________ 

Picture 30 __________ 

Effort 20 __________ 

Your Total Points/Grade __________/ 100 


Name 

You Be the Teacher! 

You have just gotten a job as a social studies teacher at your school. The first concept 

you must teach is imperialism and colonization. But, you’re lucky! You have two team 

teachers to help you out. Divide the three phases of imperialism between the three of 

you. Each teacher will teach the class one phase. Be creative. Use the video to help you. 

The following list is required for your job. Good luck! 

For each phase you must include: 

1. a summary of the information 

2. a list of important vocabulary words 

3. a worksheet for students to complete as you are teaching 

4. a quiz for students to complete after you teach 

5. a visual aid for your phase of imperialism (example: poster, artifacts, Power Point, etc.) 

6. a project idea for your topic (idea only) 


AFTER Viewing 

Activity 3 

19

Name 

20 

Chronological Command 

Order is important! The following statements are all mixed up. Can you fix it? 

Materials: scissors, one sheet of 

construction paper, glue 

Directions: 

1. Cut out each sentence. 

2. Put sentence in chronological order. 

3. Glue them in the correct order on the 

construction paper. 

• World War II 

• The Thirteen Colonies gained independence from Great Britain in the Revolutionary 

War, and the United States was born. 

• World War I 

• Mexico won independence from 300 years of Spanish rule. 

• The United Nations formed as a worldwide alliance to preserve peace. 


After Viewing 

Activity 4 


• Belgium, France, Germany, Great Britain, Italy, Portugal, and Spain divided almost all 

of Africa among themselves. 

• European Christians, encouraged by the Church, sponsored The Crusades. 



Name 

Vocabulary Genius 

Draw a line to match the vocabulary term to the correct definition. 


Colonialism 

Culture 

Expedition 

Civilization 

Conquer 

Mercantilism 

Capitalism 

Nationalism 

Exploitation 

Subjugate 

the customary beliefs, social forms, and material 

traits of a racial, religious, social group, period, 

class, community, or population 

free market economies 

the policy by which one nation controls a 

dependent area or people. 

using another nation or group of people for selfish 

reasons 

the type of culture and society developed by a 

particular nation 

an economic system developed in Europe based on 

accumulating wealth, establishing colonies, and 

developing commercialism. 

the policy of a strong nation expanding its territory 

by military conquest, political or economic 

domination, or colonization. 

a devotion to one’s nation 

to defeat or take over by force 

supremacy over another; the exercise of such 

control or governing 

a journey or trip undertaken for a specific purpose 

or objective 


After Viewing 

Vocabulary Quiz 

21

Name 

22 

Show What You Know 

Read the passage below. Use the word bank to fill in the spaces with the appropriate 

words. Hint: You will use each word only once. 

After Viewing 

Content Quiz 

When a strong nation attempts to expand its territory by military conquest, political or 

economic domination, or colonization, it is practicing _______________. The earliest known 

Imperialists were the _______________. Later, European Christians, encouraged by the 

Church, sponsored The _______________. These Christian military expeditions took place 

between the 11th and 13th centuries A.D. 

The second phase of imperialism began with the European _______________. Many 

explorers helped to colonize the _______________ for mother countries in Europe. 

____________________ established a new trade route around the southern tip of Africa. 

Colonialism in the new world was somewhat different from imperialism in the 

_______________ hemisphere. Explorers found sparsely populated land, or primitive cultures 

that were easily _______________. Major European powers competed through an economic 

system called _______________. Spanish armies conquered the ______________ and 

_______________ empires in Mexico and Central America. The Thirteen Colonies gained 

_______________ from ______________________ in the Revolutionary War from 1776 to 

1783, and the United States was born. Mexico won independence from 300 years of 

_______________ rule in 1821. 

The _______________ Revolution marks the third phase of imperialism. The 

modernization of factories _______________ the need for raw materials. Imperialist Europe 

turned their sights to the _______________ continent. Belgium, France, Germany, Great 

Britain, Italy, Portugal, and Spain divided almost all of Africa among themselves. It was 

called the “________________________.” 

The end of imperialism was soon to come. Two world wars were waged within 25 years, 

resulting in mass destruction. _______________ was devastated. After World War II, the 

_________________ formed as a worldwide alliance to preserve peace after the war. 

WORD 

BANK: 

Aztec 

Inca 

Europe 

eastern 

African 

imperialism 

Great Britain 

Phoenicians 

mercantilism 

independence 

increased 

Spanish 

exploited 

Americas 

Industrial 

Crusades 

Vasco de Gama 

United Nations 

Scramble for Africa 

exploration 


Interdisciplinary Ideas 

Technology 

Web Quest Race: 

Make a checklist of important facts about imperialism. Hand out the list to each student or pair 

of students. Instruct the students that this is a race using the Internet. Ask students to use the 

web to find websites giving the information from the checklist. They may check off the fact on 

the checklist as they find it on the web. Have students write down the web address next to 

each fact. The student who finds all the facts listed first wins! 

Social Studies 

Artifact Symbolism: 

Ask students to think about symbolic items. Some examples include: the Statue of Liberty 

stands for freedom, a four-leaf clover stands for good luck, etc. Ask students to look around 

their home and try to find items that might be symbolic of imperialism or colonization. Tell 

them to be creative — it might not be obvious! Some examples might include a flag, a toy 

ship, play money, etc. Have them bring the item in to share with the class. They must be 

prepared to share what makes the item symbolic. 

Math, Writing 

Population Study: 

Give students a chart of population numbers for English colonies in America. The chart should 

include populations at different periods of time. Ask students to calculate percentage change 

using the population in one year compared to another year. Ask questions to probe discussion. 

Continue these calculations until you have compared many combinations of time periods. Why 

did the population increase or decrease? What was going on in Europe at the time? How do 

you think the pattern compares to the Native American population? Have students write 

responses to these type of questions independently or with a partner. 

Reading, Writing, Social Studies 

Pedro’s Journal: 


Additional 

Resources 

23

Interdisciplinary Ideas 

24 

Pedro’s Journal by Pam Conrad is a short read-aloud or easy read for students. Written like a 

diary, the book is about Christopher Columbus’ journey to America through the eyes of a 

young boy. While you are teaching the imperialism unit, read three to four journal entries 

each day, or assign reading each night to students. Ask students to discuss in small groups 

how it might have been like to be an explorer living on a ship, traveling to new lands, 

working for a country’s Imperialistic goals, etc. 

After completing the book, ask students to compare and contrast Columbus’ journey (the 

second phase of imperialism) to the ancient explorers in Rome and Greece (the first phase of 

imperialism). How would their expeditions be different? How might they have been alike? 

They can use the video to help them. Ask them to complete a Venn Diagram with a partner. 

Writing 

Oprah 

Student Instructions: Imagine you have your own “Oprah show” during the time of European 

exploration and colonization. You get to have all the famous explorers come talk to you on 

your show. Choose an explorer to interview for your first broadcast. Write a list of interview 

questions you will have ready to ask that person. Be creative! Try to ask the person things that 

you may not already know. Also, prepare a speech to give the audience in order to introduce 

the special guest. Be sure to let your audience know why this guest is on your show! 

King or Queen 

Additional 

Resources 

Student Instructions: Pretend you are the leader of a strong, wealthy nation in Europe during 

the third phase of imperialism. You want to colonize a weak, unstable country in order to 

capitalize on that country’s natural resources. Write a speech for the citizens of your country to 

rationalize and promote your idea to conquer a weaker country. Make sure you let them 

know the details of your plan on exactly how you will dominate. Alternative: Pretend you are 

the leader of the weaker country in the preceding scenario. You have been taken over and are 

under their rule. Write a speech to give to the United Nations demanding freedom from the 

mother country. Discuss the problems you have suffered in result of the exploitation. Be sure to 

use details that would make the United Nations support your argument in order to get 

freedom. 


Classroom Discussion Prompts 

After watching the video, revisit the following discussion questions. Reponses might vary 

greatly from the discussion you had before watching the video. Some questions are new 

questions that will promote individual opinions from your students. 

• Is it fair for one country to impose its rules and regulations on another country? 

• Should a country expect another country to adopt new beliefs and customs that are not 

their own? 

• Why would a country choose to take over another country? What benefits would it 

receive as the “mother” country? What risks would it incur? 

• What are some attributes that might make one country more powerful than another? 

Which ones are most important? 

• What are some attributes that might make a country vulnerable for conquest? 

• What do you already know about the colonization of America? 

• Near the end of the video, it is suggested that some people think that some policies of 

the United States are imperialistic. Do you agree? Is it possible to control a country 

through economics only? In what ways? 

• Can you think of any present day examples of imperialism? 

• Guam is a US territory. Puerto Rico is a US commonwealth. What do you think this 

means? Do you think those countries should be independent of the United States? Do 

you think those countries should become states? 

• How did imperialism and colonization help bring about its own end? 


Additional 

Resources 

25

Suggested Reading List 

26 

Additional 

Resources 

Bartlett, Robert Merrill. The Making of Europe: Conquest, Colonization, & Cultural Change 

9500-1350. Princeton University Press, August 1994. This book is set in the middle 

ages in Europe. It covers topics intertwined with imperialism such as cultural 

transformation, racism, war, and more. The author paints the picture of conquest and 

power. 

Conrad, Pam. Pedro’s Journal. Scholastic, Inc. New York, September 1992. This book is 

written in diary format. It is about a young boy who works on the ship with 

Christopher Columbus on his expedition to the new world. Many issues of exploration 

are discussed. 

Firchow, Peter E. Envisioning Africa: Racism and Imperialism in Conrad’s Heart of Darkness. 

University Press of Kentucky, November 1999. Originally published in 1899, this 

timeless classic describes European imperialism in Africa. It has been widely read by 

scholars as a fiction novel that closely parallels the truth. While some claim that 

Firchow leaves out important negative interpretations of history, the book will 

definitely get you thinking on both sides of the issue. 

Gruzinski, Serge. The Mestizo Mind: The Intellectual Dynamics of Colonization and 

Globization. Routledge, October 2002. Gruzinski discusses the mixture of two 

cultures from vastly different worlds. During the 15th century colonization of Latin 

America, Europeans and Native Americans collided. The book delves into the 

consequences of that encounter and how it has shaped a new culture today. 

Mignolo, Walter D. Darker Side of the Renaissance: Literacy, Territoriality, and Colonization. 

University of Michigan Press, October 2003. Mignolo analyzes the role that literature 

played in colonization. It also discusses how the revolutionary map helped Europe 

conquer the new world. 

O’Rourke, P.J. Peace Kills: America’s Fun New Imperialism. Grove/Atlantic, Incorporated, 

June 2004. This book tackles modern day imperialism with a humorous twist. 

O’Rourke describes several events in recent history that have imperialist 

characteristics. While contracting mostly on American policy, the author takes the 

reader across the world to look at viewpoints from other places. 


Suggested Reading List 

Said, Edward W. Culture and Imperialism. Knopf Publishing Group, May 1994. 

Said looks at the effects of imperialism in the Oriental countries. The book discusses 

the culture that was forever changed by Western expeditions. 

Schlesinger, Stephen. Act of Creation: The Founding of the United Nations. Westview Press, 

August 2003. Full of powerful leaders, strong countries, and debates over policy, this 

book describes the creation of the United Nations. The United Nations was formed to 

preserve peace in an unstable world. Schlesinger describes how the institution almost 

didn’t make it. 


Additional 

Resources 

27

Internet Sites 

28 

Below are a list of sites that you may use to find more information about the colonialism 

and imperialism. Due to routine web maintenance, not all of the links will be accurate at the 

time of access. If the link is not available, try to conduct a search on that topic from the 

main site or from a search engine. 

Age of Imperialism 

This website is for students to use who are studying imperialism in class. It is full of studentfriendly 

academic websites focusing on the topic. The links are classified by continent 

making a search for a particular area very easy. 

www.orecity.k12.or.us/ogden/link%20pages/imperialism.htm 

Colonialism and Imperialism Resource From the Chico High School Library 

Contains interesting resources relating to imperialism. Gives suggested readings, websites, 

and other possible places to find information. The blurb about each resource makes finding 

needed resources simple. 

dewey.chs.chico.k12.ca.us/imp.html 


This is from the fact-index website. This website is similar to an online encyclopedia. This 

particular link describes colonialism, but it also gives many links to related topics that 

students or teachers might find useful. 

www.fact-index.com/c/co/colonialsim.html 


This is from the fact-index website. This website is similar to an online encyclopedia. This 

particular link describes imperialism, but it also gives many links to related topics that 

students or teachers might find useful. 

www.fact-index.com/i/im/imperialism.html 

Encyclopedia Britannica 

This online encyclopedia is full of related information on imperialism, colonization, Scramble 

for Africa, and many other related topics. By simply searching a keyword, you will be given 

links directly to wanted information. 

www.britannica.com 

Postmodernism and Postcoloniality 

This wonderfully simple outline describes expansionism, factors enabling colonization, 

disabling factors, plus more. The outline format is very easy to follow. The level of this 

Additional 

Resources 


Internet Sites 

website is high school. 

courses.nus.edu.sg/course/ellpatke/EN4205/imperialism.htm 

Africa-European Imperialism 

This site is a unit for teachers about imperialism written by Joyce H. Millman. The unit 

covers five days. It gives great details including objectives, materials, and standards for 

each day. 

fga.fsu.edu/1995/imperial.html 

History of Imperialism 

This site includes many, many pages of links on imperialism and all related topics. The 

website begins with directions on how to do research using the site. This would be a 

wonderful place for students to start a web quest. 

members.aol.com/TeacherNet/World.html 


Additional 

Resources 

29

30 

Answer Key - Before Viewing Activity Sheet 3 

Think—Pair —Share—Dare 

This activity will prepare the students to study the three phases of imperialism in history. 

Step 1: Write one fact on each index card. 

Step 2: Mix up the cards. 

Step 3: Distribute to pairs of students. 

Step 4: Student Activity 

Step 5: Go over after watching the video using this answer key. 

(Phase I) 

• The earliest known Imperialists were the Phoenicians. 

• Rome was the greatest colonial empire of ancient times. 

• European Christians, encouraged by the Church, sponsored The Crusades. These 

Christian military expeditions took place between the 11th and 13th centuries A.D. 

(Phase II) 

• This phase is often referred to as the period of European exploration and colonialism. 

• Portuguese explorer Vasco de Gama established a new trade route around the Cape of 

Good Hope at the Southern tip of Africa. 

• Colonialism in the New World was somewhat different from imperialism in the Eastern 

Hemisphere. Explorers found sparsely populated land, or primitive cultures that were 

easily exploited. 

• Major European powers competed through an economic system called mercantilism. 


(Phase III) 


• The modernization of factories increased the need for raw materials. 

• Imperialist Europe turned their sights to the African continent in the “Scramble for 

Africa.” 


PNI Chart 

Answer Key - During Viewing Activity Sheet 1 

This chart will help you organize your thoughts as you watch the video. In the column 

labeled P, write the Positive effects of imperialism. In the column labeled N, write the 

Negative effects of imperialism. In the column labeled I, write any interesting facts that you 

learn from the video. 

The answers 

may include: 

security 

stability 

protection 

combines Western 

culture 

retained ideas of 

individual rights 

push for democratic 

governments 

new health standards 

built railways, roads 

built factories for jobs 

built schools and 

hospitals 

P N I 

Positive 

The answers may 

include: 

racism 

Negative 

exploitation 

destruction of traditions 

loss of culture 

pressure to change 

religion 

loss of land 

permanently dependent 

disease 

Interesting 

The answers will vary 


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Colonialism Cloze 

Fill in the following sentences while you are watching the video. This will enable you to 

identify the important facts about imperialism. 

1. The word “imperial” is derived from a Latin term meaning __________________. empire 

2. The history of imperialism can be divided into _______________ three major movements. 

3. By the end of the middle ages, European countries were entering into a new phase of 

exploration, and _____________________ colonialism developed as a modern form of imperialism. 

4. The earliest known Imperialists were the ___________________________. 

Phoenicians 

5. ___________________ Rome was the greatest colonial empire of ancient times. 

6. The second phase of imperialism is often referred to as the period of European 

Exploration and ____________________. 


7. Vasco de Gama established a new trade route around the Cape of Good Hope at the 

Southern tip of _______________. Africa 

8. By the 16th century, major European powers competed through an economic system 

called ________________________. 

mercantilism 

9. The Thirteen Colonies gained independence from Great Britain in the 

__________________________ Revolutionary War. 

10. By the late 1800s, ___________________, capitalism or free market economies, had been 

established in Europe. 

11. The _______________ United _______________ Nations formed as a worldwide alliance to preserve 

peace after the war. 

12. The world no longer tolerates __________________________. 

colonialism 


Neat Notes 


Use this outline to help you take notes while you are watching the video. This strategy will 

allow you to organize the important information from the video about imperialism and 

colonization. A few have been completed for you. 

The history of imperialism can be divided into three major movements. Those movements 

include: 

1. ancient 

2. __________________________________________________ 

colonial 

3. __________________________________________________ 

modern 

Most nations that practiced imperialism or colonization did so for economic benefits. Those 

benefits include: 

1. new markets to sell goods 

2. __________________________________________________ 

sources of raw materials 

3. __________________________________________________ 

investment opportunities 

4. __________________________________________________ 

new products to export 


1. governmental corruption 

2. __________________________________________________ 

heavy taxes 

3. __________________________________________________ 

wars 

These three religious groups claim the Holy Land. 

1. Muslims 

2. __________________________________________________ 

Jews 

3. __________________________________________________ 

Christians 

The only two countries that remained independent in the scramble for Africa were 

1. Ethiopia 

2. __________________________________________________ 

Liberia 

Three negative effects of colonialism and imperialism on colonies include 

1. racism 

2. __________________________________________________ 

exploitation 

3. __________________________________________________ 

destruction of their native culture/tradition 


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Answer Key - After Viewing Activity Sheet 4 

Chronological Command 

Order is important! The following statements are all mixed up. Can you fix it? 

Materials: scissors, one sheet of 

construction paper, glue 

Directions: 

1. Cut out each sentence. 

2. Put sentence in chronological order. 

3. Glue them in the correct order on the 

construction paper. 

The following events are placed in chronological order, starting with the earliest. 

• European Christians, encouraged by the Church, sponsored The Crusades. 



• The Thirteen Colonies gained independence from Great Britain in the Revolutionary 

War, and the United States was born. 

• Mexico won independence from 300 years of Spanish rule. 


• Belgium, France, Germany, Great Britain, Italy, Portugal, and Spain divided almost all 

of Africa among themselves. 

• World War I 

• World War II 

• The United Nations formed as a worldwide alliance to preserve peace. 


Answer Key - After Viewing Vocabulary Quiz 

Vocabulary Genius 

Draw a line to match the vocabulary term to the correct definition. 



Culture 

Expedition 

Civilization 

Conquer 

Mercantilism 

Capitalism 

Nationalism 

Exploitation 

Subjugate 

the customary beliefs, social forms, and material 

traits of a racial, religious, social group, period, 

class, community, or population 

free market economies 

the policy by which one nation controls a 

dependent area or people. 

using another nation or group of people for selfish 

reasons 

the type of culture and society developed by a 

particular nation 

an economic system developed in Europe based on 

accumulating wealth, establishing colonies, and 

developing commercialism. 

the policy of a strong nation expanding its territory 

by military conquest, political or economic 

domination, or colonization. 

a devotion to one’s nation 

to defeat or take over by force 

supremacy over another; the exercise of such 

control or governing 

a journey or trip undertaken for a specific purpose 

or objective 


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Answer Key - After Viewing Content Quiz 

Show What You Know 

Read the passage below. Use the word bank to fill in the spaces with the appropriate 

words. Hint: You will use each word only once. 


economic domination, or colonization, it is practicing _______________. imperialism The earliest known 

Imperialists were the _______________. Phoenicians Later, European Christians, encouraged by the 

Church, sponsored The _______________. Crusades These Christian military expeditions took place 

between the 11th and 13th centuries A.D. 

The second phase of imperialism began with the European _______________. exploration Many 

explorers helped to colonize the _______________ Americas for mother countries in Europe. 

____________________ Vasco de Gama established a new trade route around the southern tip of Africa. 

Colonialism in the new world was somewhat different from imperialism in the 

_______________ eastern hemisphere. Explorers found sparsely populated land, or primitive cultures 

that were easily _______________. exploited Major European powers competed through an economic 

system called _______________. mercantilism Spanish armies conquered the ______________ Aztec and 

_______________ Inca empires in Mexico and Central America. The Thirteen Colonies gained 

_______________ independence from ______________________ Great Britain in the Revolutionary War from 1776 to 

1783, and the United States was born. Mexico won independence from 300 years of 

_______________ Spanish rule in 1821. 

The _______________ Industrial Revolution marks the third phase of imperialism. The 

modernization of factories _______________ increased the need for raw materials. Imperialist Europe 

turned their sights to the _______________ African continent. Belgium, France, Germany, Great 

Britain, Italy, Portugal, and Spain divided almost all of Africa among themselves. It was 

called the “________________________.” 


The end of imperialism was soon to come. Two world wars were waged within 25 years, 

resulting in mass destruction. _______________ Europe was devastated. After World War II, the 

_________________ United Nations formed as a worldwide alliance to preserve peace after the war. 

WORD 

BANK: 

Aztec 

Inca 

Europe 

eastern 

African 

imperialism 

Great Britain 

Phoenicians 

mercantilism 

independence 

increased 

Spanish 

exploited 

Americas 

Industrial 

Crusades 

Vasco de Gama 

United Nations 


exploration 


Script 

SCENE ONE 

June Hollis 

CAST 

June Hollis ........................................................................Host 

Throughout history, civilizations have progressed at different rates. 

Clashes between nations were often unbalanced. More advanced people had 

significant advantages of superior weaponry and fighting strategies. 

Relatively sophisticated nations have taken land and resources from their more 

primitive counterparts, and even enslaved their people. 


economic domination, or colonization, it is practicing Imperialism. 

The word ‘imperial’ is derived from a Latin term meaning ‘empire.’ 

The history of Imperialism can be divided into three major movements. Since the 12th 

century BC, history reports ancient civilizations building great empires by conquering 

weaker nations. 

By the end of the middle ages, European countries were entering into a new phase of 

exploration, and colonialism developed as a modern form of Imperialism. 

The Industrial Revolution brought about a third phase of imperialism. Some argue this 

period ended in the latter part of the 20th century, while others believe imperialism is 

still present, but disguised as economic influence. 


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Script 

Hi, my name is June Hollis. In this program we will survey these three periods, and 

examine the different practices and motivations of the ages. Then we will review the 

effects imperialism has had on civilizations. 

SCENE TWO 

June Hollis 

Most nations that practiced imperialism or colonization did so for economic benefits. 

Amassing large territories allowed them to expand their wealth and control trade. 

New territories provided new markets for goods, fresh sources of raw materials, 

investment opportunities, and products that could be exported to other countries. 

The earliest known Imperialists were the Phoenicians. 

They ruled the region that now makes up Syria, Lebanon, and Israel. 

Phoenicians were one of the most advanced people of the ancient world. 

They were great sailors, navigators, and traders. Beautiful buildings filled their 

wondrous cities. 

The Phoenicians stood at the height of power and prosperity. 

They were among the first on record to send out explorers and establish trading 

colonies throughout the Mediterranean Sea. 

Phoenician colonies existed along the southern coast of Spain, the northern coast of 

Africa, and the western coast of Sicily. 

Through colonization, they built a trading monopoly that lasted nearly three hundred 

years. 

The desire to expand and control their trade motivated the Phoenicians to seek and 

conquer other lands. 


Script 

Of course, these motivations drove other nations as well. Eventually, Assyria won 

control of Mediterranean trade from the Phoenicians. 

Rome was the greatest colonial empire of ancient times. It began expanding overseas 

in 264 B.C. At its height, the Romans ruled over much of Europe and the Middle East. 


governmental corruption, heavy taxes, and wars. 

Several hundred years later, however, German nobles attempted to revive the Roman 

Empire in Central Europe. It was known as the Holy Roman Empire. 

This was a period of great advancement in Europe, economic, political, and religious. 

European Christians, encouraged by the Church, sponsored The Crusades. These 

Christian military expeditions took place between the 11th and 13th centuries A.D. 

At that time, Muslims had taken control the Holy Land, or what is now Israel, Syria 

and Palestine. This area is also the Holy Land of Muslims, Christians, and Jews. 

European Christians formed armies and joined with knights to travel to the Middle East 

to reclaim the Holy Land for Christianity. 

Religion was the primary focus of these missions, though financial gains were surely 

made. 

Many who joined the fight were in it for adventure, securing wealth and new lands. 

The Crusades provided a perfect opportunity for Italian merchants to explore new 

markets relatively close to home. 

Europeans became acquainted with different cultures in the East, and acquired new 

tastes in food and clothing. These experiences increased their desire to travel. 

The Crusades also inspired Europeans to improve their ships and develop new 

mapping techniques. Although the original purpose of these voyages proved futile, the 

excursions did prepare Europeans for the next phase of Imperialism. 


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Script 

SCENE THREE 

June Hollis 

The second phase of Imperialism began in the fifteenth century. It is often referred to 

as the period of European Exploration and Colonialism. 

Muslims still controlled trade routes across the Middle East between Asia and Europe, 

but Portugal and Spain were looking to expand their trading markets. 

So, they sent explorers in search of alternative sea routes to India and the Far East. 

In 1498, Portuguese explorer Vasco de Gama established a new trade route around 

the Cape of Good Hope at the Southern tip of Africa. 

His search led to Portuguese trading colonies in West Africa, India and Southeast Asia. 

Other European explorers such as Christopher Columbus, Amerigo Vespucci, and 

Vicente Pinzon made expeditions to the New World. 

Colonialism in the New World was somewhat different from imperialism in the 

Eastern Hemisphere. Explorers found sparsely populated land, or primitive cultures 

who were easily exploited. 

European explorers took vast stores of silver and gold from new colonies, sending it 

home to their mother countries. But European governments realized there was more 

wealth to be had in the New World. 

By the 16th century, major European powers competed through an economic system 

called mercantilism. 

This policy was propelled by the belief that a nation’s wealth is determined by the 

amount of silver and gold it possesses. 

Silver and gold was also accumulated by selling goods to foreign countries. 

Colonizing other lands allowed nations to acquire more goods and resources to sell. 

The more colonies a nation had, the more wealth it could amass. 


Script 

Spanish armies conquered the Aztec and Inca empires in Mexico and Central America. 

The Spanish government awarded its citizens plots of land in the new colonies, so that 

they would inhabit the territory, control the natives, and regulate labor. 

The plan was to integrate the natives and form a profitable satellite colony. It would 

be called New Spain. 

As a result, Spain emerged as one of the most powerful empires of its time. Portugal 

concentrated on South America, while Britain and France looked to North America. 

European powers often established trading laws in their American colonies to fit their 

own trading needs. 

In North America, for example, the British government passed a series of Navigation 

Laws during the 1600s to strengthen its control over the economy of its thirteen 

colonies. 

These laws required British colonists to trade exclusively with British merchants and to 

use British ships. 

Other laws limited colonial manufacturing, because the British wanted the colonists to 

depend largely on Great Britain for manufactured goods. 

Slavery was also an important part of the economic policy. 

Slaves imported from Africa were forced to work on plantations that produced cotton 

and other raw materials for the mother country. 

These new territories eventually proved less profitable than the European empires had 

planned. Mother nations had depended upon their settlers to be loyal. 

But many of the settlers in North America were not motivated by the same economics. 

Most were after personal freedoms and new opportunity. 

English pilgrims sought a place to live where they could practice their religion freely 

away from the rigid Church of England. 


41

42 

Script 

Others wanted a chance to own land and prosper. 

The trade constraints of the British monarchy began to wear on the colonists. Settlers 

in Latin American colonies were experiencing the same frustrations. 

Settlers were far removed from their motherlands which made it easy to disobey them. 

After several generations, many European settlers had become so integrated in the 

culture of the new territories, they thought of themselves as citizens of their new land 

rather than their home country. 

Revolutions sent many of the great colonial powers packing. 

The Thirteen Colonies gained independence from Great Britain in the Revolutionary 

War from 1776 to 1783, and the United States was born. 

Mexico won independence from 300 years of Spanish rule in 1821. Many colonies in 

Latin America followed this trend. 

European colonialism declined considerably in the Americas in the 1800s. 

These once-great colonial powers now focused their attentions eastward. 

As a result of the trade routes established by Spain and Portugal, the other great 

European nations had established trade colonies in India and southeast Asia starting 

in the 17th century. 

The French, British, and Dutch chartered trading companies by the name of East India 

Company. 

Under these charters, merchant voyagers were given the authority to acquire territory 

and exercise governmental functions there. 

They made laws, established trading posts and currency, and even administered 

justice and waged wars when the natives rebelled. 

The manipulation of these underdeveloped territories proved very profitable. They 

provided a lot of raw materials for the drastic increase in production that would start 

the third phase of Imperialism. 


Script 

SCENE FOUR 

June Hollis 

The Industrial Revolution modernized trade in the west, and imperialism changed with 

it. 

By the late 1800s, capitalism, or free market economies, had been established in 

Europe. 

The modernization of factories increased the need for raw materials. 

Industrial nations also needed raw materials for markets for their manufactured 

goods, and places to invest their cash. 

This time Imperialist Europe turned their sights to the African continent. 

Between the late 1800s and early 1900s, Belgium, France, Germany, Great Britain, 

Italy, Portugal, and Spain divided almost all of Africa among themselves. 

It was called the “Scramble for Africa.” Only Ethiopia and Liberia remained 

independent. 

Britain also took control of India. The French staked claims to Indochina, and the Dutch 

expanded their control of the East Indies. 

By 1900, nearly 90 percent of Africa, Polynesia, and Southeast Asia were colonized. 

But Europe wasn’t alone in its massive expansion. 

The U.S. also gained territory since declaring its independence in 1776. 

The Industrial Revolution took hold in the United States, too. And by 1850, the young 

nation had more than quadrupled in size. 

Much of the new territory was acquired through peaceful agreements with European 

nations. But settlement required a massive relocation of Native Americans. 

U.S. citizens also settled land in the Southwest that belonged to Mexico. A short war 

and a peace agreement stretched the U.S. to the Pacific Coast. 


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Script 

Many Native American tribes indigenous to these lands were also displaced. 

At the turn of the century, the U.S. began to expand outside its continental borders. 

In 1898, the U.S. helped Cuba attain independence from Spain. As part of the peace 

agreement after the Spanish-American War, the U.S. gained Puerto Rico, Guam, and 

purchased the Philippines for $20 million. 

Eventually, the Philippines gained their independence, Puerto Rico decided to become 

a U.S. commonwealth, and Guam became a U.S. territory. 

SCENE FIVE 

June Hollis 

By the 20th century, the competition for economic prosperity and nationalist 

enthusiasm brought the world some major conflicts. 

Two world wars were waged within 25 years, resulting in mass destruction. Europe 

was devastated. 

After World War Two, colonialism rapidly declined throughout the world. 

Public sentiment about freedom and civil rights encouraged citizens of strong nations 

to reassess their policies of colonization. 

Over time the idea of subjugating a people or taking over their land had become less 

acceptable to society. 

The people living under the control of those colonial powers waged protests and 

increased their demands for the right to self-govern. 

They shared a common language, race, religion, politics, and history. 


Script 

These experiences formed a sense of nationalism, which encouraged each colony to 

seek independence. 

The United Nations formed as a worldwide alliance to preserve peace after the war. 

The members heard from struggling colonies. 

The UN formed committees to encourage colonial powers to release control of their 

colonies, and assist them in regaining economic and political independence. 

This chain of events helped to scale down traditional colonialism during the 1950s and 

60s. Some of the transitional activities became violent, but colonial rule was basically 

eradicated by the end of the century. 

SCENE SIX 

June Hollis 

When colonialism declined, nations were able to evaluate its effects. 

For newly colonized people, problems outweighed the benefits. Even though some 

colonies experienced security and stability with the protection of a powerful colonial 

defense, the people also encountered racism, exploitation, and destruction of their 

traditions and culture. 

Most colonial rulers forced their way of life on native people. They generally 

considered native cultures to be inferior to their own. 

Many rulers tried to convert the colonial people to their own religion. 

They also integrated the languages of their homelands into those of the natives. 

Some cultural traditions were permanently altered after colonial domination. In Burma, 

before their colonial period, 90 percent of the population practiced Buddism. Under 

British rule, Buddhist monks, who had been the bearers of national values and 

customs, were replaced by Christian missionaries. The Burmese society disintegrated 

from the influence of another religion. 


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46 

Script 

Loss of land and resources made the former way of life impossible for a colony once 

they achieved independence. 

The economies of colonized nations were structured to be “permanently dependent” 

on Western nations. 

Colonies often continued to export their products to their former colonial powers. And 

colonies frequently required foreign aid to stabilize their economies. 

Another negative consequence of colonialism was disease. Colonists had unwittingly 

brought with them illnesses for which the local people had no immunity. 

In some cases, illness wiped out whole villages. 

Various diseases, such as Small Pox devastated several Native American tribes when 

colonists landed in the New World. 

In Fiji, diseases such as the measles killed nearly half of the population in eight years 

after Europeans landed. 

Despite these problems, a few colonial legacies did benefit the colonies. 

Some colonies embraced the best of the Western culture and combined it with their 

traditional ways. The Caodai movement in French Indonesia blended Roman 

Catholicism, Buddism and Taoism into a new philosophy. 

Ironically, natives retained the ideals of individual rights and democratic governments 

through their dealings with former colonizers. 

New health standards brought by the colonial powers led to population increases in 

several colonies, like 

Java and the Philippines. 

Most colonial rulers did modernize the colonies by building railways, roads, and 

factories and by setting up schools and hospitals. 

But overall, the colonial powers came out ahead, accumulating unprecedented wealth 

from their colonies. 


Script 

SCENE SEVEN 

June Hollis 

Though colonialism has faded from most of the world, some people believe a modern 

economic imperialism still exists. 

Although there is no formal colonial relationship, a stronger national power can still 

exert economic influence over weaker nations. 

Some would say, for example, that the United States practices economic imperialism 

over underdeveloped countries. 

The U.S. invests money in developing countries and therefore influences their policies. 

Others contend that these practices are beneficial to both parties. The weaker nations 

grow stronger as a direct result of these practices. 

The world no longer tolerates colonialism. Today, most people believe that every 

country’s traditions and cultures should be respected. It is not acceptable to deem one 

country’s culture better than another or expendable in the search for wealth. 

Colonialism brought wealth and power to the ruling countries, but it also led to 

nationalist feelings and rebellions among the colonial peoples. In this way, Colonialism 

helped bring about its own end. 


47

Colonialism vs. Imperialism - Marcom Projects

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