Objectives (5 - 7 minutes)

1. Understand the concept of European Imperialism and how it manifested in Africa and Asia, focusing on the 19th and early 20th centuries.

2. Analyze the motivations and justifications of European powers for imperialistic expansion in Africa and Asia.

3. Identify and discuss the consequences of European Imperialism in Africa and Asia, both for the colonizing powers and the colonized peoples.

Secondary objectives:

• Develop research and critical analysis skills by exploring the topic of European Imperialism in Africa and Asia.
• Encourage reflection and debate on the lasting impact of European Imperialism on the political, social, and economic landscape of these regions.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher begins the class by reminding students about the concept of imperialism, its relation to colonialism, and its general characteristics. They can ask students questions, encouraging active participation and reactivation of prior knowledge. (3-5 minutes)

2. Problem situations: The teacher introduces two situations involving European imperialism in Africa and Asia. The first one may involve the exploitation of natural resources without benefits for the local population, resulting in poverty and conflicts. The second can be the imposition of European cultures and values, leading to the erasure of local cultures. The aim of these situations is to spark students' curiosity and prepare them for the content that will be covered in class. (2-3 minutes)

3. Contextualization: The teacher highlights the relevance of the topic by discussing how European imperialism has shaped the history, politics, economy, and culture of these regions to this day. They can mention concrete examples of how colonial exploitation still affects people's lives in Africa and Asia. (2-3 minutes)

4. Attention grabber: To capture students' attention, the teacher can share some fun facts or stories related to the topic. For example, they can mention how the "Scramble for Africa", a central event in European imperialism, took place in a conference in Berlin where no African representatives were present. Another fun fact can be the story of the "Indian Rebellion of 1857", an uprising in India against the British East India Company, which was a landmark in the resistance against imperialism. (3-4 minutes)

Development (20 - 25 minutes)

1. Simulation Activity - "Berlin Conference" (10 - 12 minutes)

   • Scenario: The teacher divides the class into groups of 5 to 6 students. Each group represents one of the European powers that participated in the Berlin Conference, an actual event that partitioned Africa among European colonial powers. Each group receives a map of Africa with no borders and a set of cards representing different resources (such as gold, diamonds, ivory, etc.) and strategic factors (such as ports, trade routes, etc.).

   • Task: The groups must negotiate with each other to "acquire" African territories (represented by the cards) according to their resources and strategic factors. The negotiation must be carried out following rules previously established by the teacher (for example, one group cannot acquire a territory that has already been acquired by another group).

   • Objective: The objective of the activity is to let students experience, in a playful way, the process of the colonial partition of Africa and to understand the motivations and consequences of such an event.

2. Discussion and Research Activity - "Impact of Imperialism on Local Culture" (10 - 12 minutes)

   • Scenario: After the simulation activity, the teacher proposes a new scenario. Each group is now a group of contemporary historians, responsible for researching and presenting the impact of imperialism on a specific country in Africa or Asia (previously assigned by the teacher).

   • Task: The groups must research the assigned country, focusing on the impact of imperialism on its culture (e.g., language, religion, customs, etc.). They can use digital resources (such as the internet) or printed materials (such as books or encyclopedias) to conduct the research.

   • Objective: The objective of this activity is for students to develop research skills, critical analysis, and teamwork, as well as to deepen their knowledge about the impact of imperialism on local culture.

3. Debate - "Imperialism: Progress or Exploitation?" (5 - 7 minutes)

   • Preparation: After the research, each group must prepare an argument about whether they consider imperialism to be a movement of progress (bringing benefits such as infrastructure, education, etc.) or exploitation (resource extraction, cultural imposition, etc.).

   • Debate: Finally, the groups present their arguments in a debate moderated by the teacher. The objective of this debate is for students to understand different perspectives regarding imperialism and to be able to form an informed opinion about the topic.

   • Objective: The objective of this debate is for students to understand different perspectives regarding imperialism and to be able to form an informed opinion about the topic.

Wrap Up (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher invites representatives from each group to share the conclusions or solutions found during the simulation, research, and debate activities. Each group has a maximum of 3 minutes to present. The teacher should encourage other students to ask questions or make comments after each presentation, fostering an environment of discussion and reflection.

2. Connection to theory (2 - 3 minutes): After all the presentations, the teacher revisits the theoretical concepts of European imperialism in Africa and Asia and makes a connection to the activities carried out. They highlight how the processes and consequences of imperialism were experienced and reflected by the students during the simulations and research. The teacher can also point out examples from the presentations that practically illustrate the concepts discussed in theory.

3. Individual reflection (2 - 3 minutes): The teacher proposes students reflect individually on what they learned in class. They suggest students think about the following questions:

   1. What was the most important concept learned today?
   2. What questions still remain unanswered?

   The teacher asks students to jot down their reflections on a piece of paper. This activity promotes metacognition, that is, awareness of one's own learning processes. At the end, the teacher can encourage students to share their answers, if they feel comfortable, to promote collective reflection.

4. Feedback and clarification of doubts (1 minute): Finally, the teacher opens the floor for students to share doubts, comments, or suggestions about the class. They should ensure that all questions are answered and that students feel heard and valued. The teacher can also take this moment to provide feedback on students' performance, praising positive points and suggesting areas for improvement.

Conclusion (5 - 7 minutes)

1. Summary and recap (2 - 3 minutes): The teacher revisits the main points covered during the class, reinforcing the concept of European Imperialism in Asia and Africa, the motivations and justifications of the colonizing powers, and the consequences for the colonized peoples. They can make a brief summary of the activities carried out, highlighting the main findings or conclusions of the students. This helps to consolidate the knowledge acquired and to connect theory with practice.

2. Connection between theory, practice, and applications (1 - 2 minutes): The teacher explains how the class connected the theory of Imperialism to practice, through the simulation, research, and debate activities. They point out how these activities allowed students to experience and understand in a deeper way the processes and consequences of Imperialism. Also, the teacher highlights the relevance of the topic, showing how the study of Imperialism can help to understand current political, social, and economic challenges and dynamics in Asia and Africa.

3. Supplementary materials (1 minute): The teacher suggests complementary reading or viewing materials for students who wish to deepen their knowledge about Imperialism. These materials may include documentaries, books, journal articles, educational websites, among others. For example, the teacher may suggest the documentary "The Scramble for Africa" (BBC), which explores the colonial partition of Africa, or the book "Orientalism" by Edward Said, which analyzes the representation of the Orient in Western culture and thought.

4. Relevance of the topic (1 - 2 minutes): Finally, the teacher emphasizes the importance of the topic, showing how European Imperialism in Asia and Africa still impacts people's lives in those regions. They can mention concrete examples, such as the ethnic conflicts in Africa that were exacerbated by colonial division, or the influence of colonialism in the formation of national identities in Asia. The teacher encourages students to reflect on how the knowledge acquired in class can help them better understand the world they live in and become more critical and aware citizens.