HISTORY GRADE 8 TERM 3 ACTIVITY 1

BERLIN CONFERENCE 1884

Use Source 1A and your own knowledge to answer the questions in Worksheet 1 and 2 that
follow

SOURCE 1A: BERLIN CONFERENCE 1884- 1885

Source: https://www.pbslearningmedia.org/.../the-berlin-conference-of-1884-1885/

1. What was the Berlin Conference? (1)

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2. Where and when did the Berlin Conference take place? (2)
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3. Why was the Berlin Conference called? (1)
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4. What were the main outcomes of the Berlin Conference? (2)
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5. Mention TWO motives of European powers at the Berlin Conference (2)
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6. Who participated in the Berlin Conference? (3)
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7. Name criticisms of the Berlin Conference (2)
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8. How did the Berlin Conference reflect the attitudes and ideologies of the time? (2)
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[15]
HISTORY GRADE 8 TERM 3 ACTIVITY 1 MEMO
BERLIN CONFERENCE 1884

1. The Berlin Conference was a meeting held from 1884 to 1885 where European powers
negotiated and formalized colonisation and trade in Africa.
2. The Berlin Conference took place in Berlin, Germany,  from November 1884 to February
1885. 
3. The Berlin Conference was organised by German Chancellor Otto von Bismarck. 
4. The main outcomes were the partitioning of Africa among European powers, recognition
of the Congo Free State (under personal rule of King Leopold II of Belgium),  and
establishment of rules for future colonisation. 
5. European powers sought to expand their territories,  control trade routes,  exploit
natural resources, and gain prestige through colonisation in Africa.
6. Representatives from 14 European countries,  the United States,  and the Ottoman
Empire participated in the Berlin Conference.
7. Criticisms include the lack of African representation,  the arbitrary drawing of borders, 
and the devastating impact on African societies, cultures, and economies due to
colonisation.
8. The conference reflected the imperialistic ambitions of European powers, who viewed
Africa as a source of wealth and prestige,  and justified colonialism through notions of
racial superiority and civilizing missions. 
HISTORY GRADE 8 TERM 3 ACTIVITY 2
BERLIN CONFERENCE 1884/ PARAGRAPH QUESTIONS
Your paragraphs must have the following structure:

 Topic Sentence
 Supporting information
 Concluding sentence

Level Indicators Marks

Level 1 Uses evidence in an elementary manner e.g. shows little or no Marks: 0-2
understanding.
Uses evidence partially to report on topic or cannot report on
topic.
Level 2 Evidence is mostly relevant and relates to a great extent to the Marks: 3-5
topic.
Uses evidence in a very basic manner.
Level 3 Uses relevant evidence e.g. demonstrates a thorough Marks: 6-8
understanding
Uses evidence very effectively in an organized paragraph that
shows an understanding of the topic.

1. In a paragraph of 8 to 10 lines, describe the main objectives of the Berlin

Conference and its significance in the history of Africa. (8)
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2. To what extent did the Berlin Conference contribute to the partitioning of Africa
and its long-term consequences? In a paragraph of 8 to 10 lines, answer the
question above (8)
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[16]
HISTORY GRADE 8 TERM 3 ACTIVITY 2 MEMO
BERLIN CONFERENCE 1884

1. Describe the main objectives of the Berlin Conference and its significance in the
history of Africa.

The Berlin Conference, held from 1884 to 1885, aimed to regulate European colonization and
trade in Africa. Organized by Otto von Bismarck, the conference formalized the Scramble for
Africa by establishing rules for territorial claims and trade rights. Its significance lies in
legitimizing European domination over Africa, leading to arbitrary borders that ignored ethnic
and cultural realities. This division contributed to decades of exploitation, conflict, and
resistance, shaping the continent's modern political and economic challenges.

2. To what extent did the Berlin Conference contribute to the partitioning of Africa and
its long-term consequences?

The Berlin Conference was pivotal in the partitioning of Africa among European powers,
establishing boundaries that ignored African cultural and historical contexts. By legitimizing
colonial rule and economic exploitation, it set the stage for decades of oppression,
underdevelopment, and conflict. The arbitrary borders created by European powers led to
ethnic tensions and territorial disputes that continue to impact African nations today.
Moreover, the conference entrenched patterns of economic dependence and political
instability, shaping Africa's struggle for independence and post-colonial challenges in
governance and development.
HISTORY GRADE 8 TERM 3 ACTIVITY 3
BERLIN CONFERENCE 1884

Read source 3A and use your own knowledge to answer the questions that follow
Source 3A
This source explains how Europe took over Africa. It is taken from General History of
Africa, VII Africa under colonial Domination 1880–1935, edited by A Boahen, Paris:
UNESCO.
Prior to the Berlin Act, European powers had acquired spheres of influence in Africa in
variety of ways … through settlement, exploration, establishment of commercial posts,
missionary settlements and occupation of strategic areas, and by making treaties with
African rulers. Following the conference, influence by means of treaty became the most
important method of effecting the paper partition of the continent.

According to Article 34 of the Berlin Act, the document signed by the participants at the
conference, any European nation which, in future, took possession of an African Coast, or
declared a protectorate there, had to notify such action to the signatory powers of the
Berlin Act in order to have its claims ratified. This was the so-called doctrine of spheres of
influence. Article 35 stipulated that the occupier of any such costal possession had also to
demonstrate that it possessed sufficient authority there to protect existing rights, and as the
case may be, freedom of trade and of transit … this was the so called doctrine of effective
occupation that was to make the conquest of Africa such murderous business. It should be
noted that this conference did not begin the partition of Africa but merely laid down a few
rules to govern a process already in motion.

1.1 According to Source 3A, what was the doctrine of effective occupation? (2)
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1.2 What was the law that divided Africa amongst the Europeans? (2)
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1.3 Explain the Berlin Act as an historical concept. (2)
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1.4 What do you think was the attitude of the author of this source? (2)
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1.5 How did European nations used to take over African states before the Berlin
Conference? (2)
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1.6 What do you think the author means by “… this conference did not begin the
partition of Africa but merely laid down the few rules to govern a process
already in motion”? (2)
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1.7 Mentioned TWO decisions taken by Otto Von Bismark during the Berlin
Conference about Africa. (2)
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1.8 Explain the usefulness of this source to an historian studying the colonisation
of Africa. (2)
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1.9 Do you think this Source provides a fair evaluation of the Berlin Conference? (2)
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1.10 Is SOURCE 3A a Primary or Secondary source? Support your answer. (3)
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1.11 Write a paragraph describing the reason for the Berlin Conference in 1884 (8)
Your paragraph must have the following structures:

 Topic Sentence
 Supporting information
 Concluding sentence

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Level Indicators Marks

Level 1 Uses evidence in an elementary manner e.g. shows little or no Marks: 0-2
understanding.

Uses evidence partially to report on topic or cannot report on topic.

Level 2 Evidence is mostly relevant and relates to a great extent to the topic. Marks: 3-5

Uses evidence in a very basic manner.

Level 3 Uses relevant evidence e.g. demonstrates a thorough understanding Marks: 6-8

Uses evidence very effectively in an organized paragraph that shows an

understanding of the topic.

[29]
HISTORY GRADE 8 TERM 3 ACTIVITY 3 MEMO
BERLIN CONFERENCE 1884

1.1 The proof that a colonising country is able to manage the colony it is taking over. 
1.2 Berlin Act. 
1.3 A law that allowed European nations to divide Africa among themselves. 
1.4 Angry; disappointed; any other valid response. 
1.5 Military force and land dispossession. 
1.6 European colonisation of Africa was already far advanced; the conference just
formalised it. 
1.7 Decided how to divide Africa without fighting each other
 African was divided into 46 countries
1.8 It shows how the Europeans divided Africa amongst themselves
 It indicates how the Europeans legalised colonisation
 It captures the real reasons for the colonisation of Africa
 It shows the greediness of the workers
Any other valid point.
Note: If learners assert that the source is not useful, they must provide valid reasons
for their view. 
1.9 Yes: it was after this conference that the Europeans colonised Africa legally.
Note: If learners assert that the source is not a fair evaluation, they must provide valid
reasons for their view. 
1.10 It is a secondary source√ because it is an edited version of the original document. 
1.11 By the 1880s there was growing trade between Europe and Africa. Europe
experiencing an Industrial Revolution. They needed to find colonies to obtain more
material. There was competition between Britain, France, Germany and Belgium to
control this trade.
Some parts of Africa, European countries were building railway lines to link trading
posts to inland areas and signing treaties with chiefs to gain control over trade.
Some European countries leaders began to think that the competition over Africa
might lead to war between them. To prevent this Bismarck, the leader of Germany
invited the European countries with interests in in Africa to a Conference in berlin in
1884. Named the Berlin Conference.
The aim of the Berlin Conference was to discuss ways of dividing up Africa peacefully.
Representatives from 15 countries attended the berlin conference, but not a single
African leader was invited to attend. The leaders who were there decided that certain
European countries could control parts of Africa.
HISTORY GRADE 8 TERM 3 ACTIVITY 4
BERLIN CONFERENCE 1884
MAP OF AFRICA SHOWING DIFFERENT COLONISING COUNTRIES

Use source 4A and your own knowledge to answer the questions that follow:

SOURCE 4A

1. Define the term Colonialism (1)

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2. What does scramble for Africa mean? (1)
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3. Which African countries were not colonised? (2)
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4. How did Europe under-develop Africa? (1)
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5. Why was Europe interested in Africa? (1)
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6. What raw materials did Europe want from Africa? List FIVE. (5)
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[11]
HISTORY GRADE 8 TERM 3 ACTIVITY 4 MEMO
BERLIN CONFERENCE 1884

1. Colonialism: Is the occupation and control of one nation by another

2. The "Scramble for Africa" is the invasion, occupation, colonization and annexation
of African territory by European powers during the period of New Imperialism, between
1881 and 1914. It is also called the Partition of Africa and the Conquest of Africa. 
3. There are two countries in Africa that hold the reputation of never having been
colonised. These are Ethiopia and Liberia.  Many people are for the opinion that,
since Italy occupied Ethiopia militarily from 1936 to 1941 (as claimed by Italy), its
history is not clear of colonisation
4. By taking away its all its wealth in the form of raw materials and Africa not benefiting
from its wealth. 
5. Africa could provide a market for their manufactured goods and also it could provide
them with raw material. 
6. Copper,  cotton,  rubber,  palm oil,  cocoa, diamonds, tea, and tin (ANY FIVE)
HISTORY GRADE 8 TERM 3 ACTIVITY 5
CAUSES OF COLONISATION
Read Source 5A and use your own knowledge to answer the questions that follow
Source 5A
REASONS FOR THE COLONISATION OF AFRICA AND THE STRATEGIES

The colonisation of Africa by European powers was necessitated by several factors. Notable,
among the factors was the emergence of the industrial revolution which brought about a rapid
change in the socio-economic transformation and technology of the European countries. The
industrial revolution led to increase in production. The progress in the industry went faster than the
progress in agriculture. It was becoming increasingly hard or difficult for the agriculture to satisfy the
demand for raw materials required in the industries. There was therefore, the need for the
European powers, for example, the British to go outside the country to look for additional raw
materials. Furthermore, as a result of the decline in agricultural production, there was the problem
of how to produce enough or adequate food to feed the fast growing urban population. In other
words, the rural areas in Britain for example, were finding it increasingly difficult to produce enough
food to feed the increasing urban population. Similarly, there was also need for market, not only for
the production of raw materials but for food to sustain the increasing population. As a result of rapid
increase in technology, new products were produced at a faster rate than the populations could
dispose of. Africa with her large population constituted a ready market for such products.
https://www.tralac.org/images/News/Documents/
Analysis_of_Colonialism_and_Its_Impact_in_Africa_Ocheni_and_Nwankwo_CSCanada_2012.pdf

1. What were the economic reasons for European colonisation? (2)

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2. How did political competition among European powers contribute to colonisation? (2)
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3. Discuss the role of technological advancements in facilitating colonisation (2)
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4. What were the religious motivations behind European colonisation? (2)
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5. How did ideologies of racial superiority justify colonisation? (2)
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HISTORY GRADE 8 TERM 3 ACTIVITY 5 MEMO
CAUSES OF COLONISATION

1 European colonisation was driven by the desire for new markets,  raw materials, 
and investment opportunities. Colonies provided valuable resources like gold, silver,
spices, and agricultural products that fuelled Europe's industrial revolution and
economic growth.

2 Political rivalry among European nations, such as Britain, France, Spain, Portugal, and
later Germany, fuelled a race to acquire colonies. Colonies were seen as symbols of
national prestige and power, allowing countries to expand their influence globally. 

3 Technological advancements, such as improved navigation techniques, ships like the

caravel, and later steamships, enabled European powers to explore and establish
trade routes to distant lands. This technological superiority gave them a military
advantage over indigenous populations and facilitated the colonisation process. 

4 Religious factors, including the spread of Christianity and the desire to convert
indigenous populations, played a significant role in colonisation. Missionaries
accompanied explorers and settlers, aiming to Christianise and "civilise" natives 

5 European ideologies of racial superiority, such as Social Darwinism and the "White
Man's Burden," rationalised colonisation as a mission to civilise and uplift supposedly
inferior races. These ideologies provided moral justification for the exploitation and
domination of indigenous peoples. 
HISTORY GRADE 8 TERM 3 ACTIVITY 6
CAUSES OF COLONISATION

Read source 6A and use your own knowledge to answer questions that follow

Source 6A
This source explains why European powers were able to conquer Africa quite easily. It
is taken from General History of Africa, VII Africa under colonial Domination 1880–
1935, edited by A Boahen, Paris: UNESCO

European powers were able to conquer Africa with such relative ease because in virtually
every aspect the dice were so heavily loaded in their favour. In the first place, by 1880,
thanks to the activities of European explorers and missionaries, Europeans knew far more
about Africa and its interior – its physical appearance, terrain, economy and other
resources …

Secondly, owing to the revolutionary changes in medical technology and in particular the
discovery of the prophylactic use of quinine against malaria, Europeans became far less
fearful of Africa than they had been before the middle of the nineteenth century.

Thirdly, as a result of the uneven nature of the trade between Europe and Africa up to the
1870s, and even after, as well as the increasing pace of the industrial revolution, the
material and financial resources available to Europe were more in comparison with those of
Africa. Thus, while European powers could afford to spend millions of pounds on overseas
campaigns, African states were unable to sustain any protracted military invasion.

1.1 Quote a line that shows that Europeans had more money than Africans. (1)
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1.2 Explain the following historical concepts:
1.2.1 Missionaries (1)

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1.2.2 Explorer (1)

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1.3 In ONE sentence explain what Europeans knew about Africa. (1)

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1.4 Evaluate the accuracy of this source by elaborating on its strengths and its
limitations. (4)
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1.5 Do you think the reasons stated here were sufficient for the colonisation
of Africa? (3)
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1.6 Write an essay of discussing the causes of colonisation during The Scramble for Africa
under the following headings.

a) Political Causes b) Social Causes c) economic causes. (20)

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[31]
PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
CONTENT Very well Well Writing Clear Some Largely Answer
planned planned structured. attempt to attempt to descriptive/ not at all
and and Constructed construct organise with little or well
structured. structured. an an the some structured.
Good Synthesis argument. argument. information attempt to
synthesis of of Evidence Evidence into an develop an
information. information. used to used to a argument. argument.
Constructed Constructed support large Evidence
an and argument. extent to not well
argument. argument. support used in
Very good Evidence the supporting
use of used to argument. the
evidence to support the argument.
support argument.
LEVEL 7
The question has
been fully
answered. 18-20 16-17
Content selection
fully relevant to
line of argument.
LEVEL 6
The question has
been answered. 16-17 15 14
The content
selection is
relevant to a line
LEVEL 5
The question has
been answered 14 13 12
to a great extent.
The content is
adequately
covered and is
relevant
LEVEL 4
The question is
recognizable in 12 11 10
the answer.
Some omissions/
irrelevant content
selection.
LEVEL 3
The content
selection does 10 9 8
not always relate.
Omissions in
coverage.
LEVEL 2
The content is
sparse. The 8 7 6
question is
inadequately
addressed.
LEVEL 1
The content is
sparse, the 6 0-5
question is
inadequately
addressed
HISTORY GRADE 8 TERM 3 ACTIVITY 6 MEMO
CAUSES OF COLONISATION

1.1 “The material and financial resources available to Europe were overwhelming.” 
1.2 ,
1.2.1 People who attempted to convert others to a particular doctrine or religion
1.2.2 Someone who travels into little-known regions to find out about them (often for
scientific purposes, but also to assess resources available for economic exploitation,
inhabitability and terrain) 
1.3 They knew about its physical appearance, terrain, economy and other resources. 
1.4 The source is accurate in the way that it identifies the main reasons that European
nations were able to colonise Africa. √√ Its main limitation is that it does not assess the
divided nature of some African countries as a contributory factor.  (Accept all
arguments that are logical and relevant, and that provide substantiation.)
1.5 Yes,  the European nations were more technologically advanced, they had superior
military power, they had financial resources, etc. 
 No,  it does not account for lack of cohesion (unity) within African countries or the
attitude of some leaders (who stood to benefit from colonisation), etc., which
facilitated colonisation. (Accept all arguments that are logical and relevant, and that
provide substantiation.) 
1.6 Introduction

The Scramble for Africa took place between 1880 and 1900. The European colonisation of
Africa was motivated by three factors, Economic, political, and Social.

Body.

Political Causes

(I)During the 19th European countries were involved in a power struggle. Britain, Germany,
France, Spain, Portugal, Italy, and Belgium. (S)One of the ways of gaining more power was
to take over territories around the world, including Africa- which are called nationalism.
European countries therefore became wealthy. Increased wealth resulted in greater military
strength and political power. (C)A country like Britain took over large areas of land over the
world that inhabited by other people.

Social Causes

The industrial revolution resulted in Social problems. Many rural people lost their land and
their work. They moved to the cities to find jobs in factories in cities. Life in cities was hard
and there was high unemployment, poverty, and homelessness. The European countries
looked to Africa to settle their surplus population. This led to the establishment of the colonies
in South Africa, Angola, Mozambique, and Kenya. The Colonies provided opportunities for
young people, as well as for failed businessmen who wanted to make a new start.

One other reason for Colonisation was based on the Christian religion. Some Christians in
Europe became missionaries and travelled to other parts of the world to tell people about
Jesus Christ. Not only did they spread the message of Jesus Christ but also spread values
and customs that was part of the European culture. Europeans also saw Africa as a dark
continent and hope to bring light of the Christian Gospel and European cultural practices.

Economic Causes

The last factor involves the economic causes. The west European countries began trading on
the coast lines of Africa. One of the trading was slave trade. After the abolished of slaves
Europe looked for other goods of trade. At a time of the Industrial Revolution, it strengthened
the economies of Western Europe. They manufactured better ships, weapons, and other
goods.

The continent of Africa was rich source of raw material such as gold, diamonds, copper,
rubber, and tin. Other products include ivory- to make cutlery handles and piano keyboards.
Ostrich features was used to decorate hats. Europe wanted to have direct control of the raw
materials in Africa. There were not enough people in Europe to buy all these goods, hence;
the people in Africa became a market for European manufactured goods. Some individual
investors used the opportunity to make personal fortunes by helping to finance establishment
of colonies.

Conclusion.

Lastly the process of trading brought conflict between the European countries and African
Kingdoms. Through the violent process of colonisation, the European countries secured
control of the continent itself

(Any other correct and relevant answer)

HISTORY GRADE 8 TERM 3 ACTIVITY 7
PATTERNS OF COLONISATION
Use source 7A and your own knowledge to answer questions that follow

Source 7A

https://makinghistoryrelevant.wordpress.com/category/19th-century/1882-1914-the-scramble-
for-africa/

1.1 Name FIVE countries colonised by Britain (5)

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1.2 How many countries were owned (colonised) by Germany? (1)
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1.3 Which TWO countries had the fewest colonies and why? (3)
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1.4 Name FIVE ways in which Europeans occupied Africa. (5)
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1.5 Differentiate the views of African nationalists and European colonisers on the
issue of colonisation in Africa. (2)

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1.6 In a paragraph discuss why you think Britain occupied so many territories? (8)
Your paragraph must have the following structures:

 Topic Sentence
 Supporting information
 Concluding sentence
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[24]
HISTORY GRADE 8 TERM 3 ACTIVITY 7 MEMO
PATTERNS OF COLONISATION

1.1 South Africa;  Botswana;  Rhodesia; British East Africa;  Egypt;  Nigeria;
Uganda
1.2 Three 
1.3 Portugal and Italy had fewer African colonies primarily due to their late entry into
colonization efforts,  geopolitical constraints, and historical focus on other regions for
colonial expansion and economic interests. (Any valid reason)
1.4 Through settlement,  exploration,  establishment of commercial military posts,
missionary settlements  and occupation of strategic areas. 
1.5 African nationalists viewed colonisation as a period of oppression and exploitation that
disrupted their societies.  European colonisers often justified colonisation as a
civilizing mission to bring progress and development to Africa. 
1.6 Britain needed

 Resources to fuel the Industrial Revolution (raw materials for factories)

 Markets to which it could export manufactured goods
 Agricultural resources for its growing population
 To maintain its imperial dominance
Any other valid point. (Paragraph should have opening sentence, supporting evidence
and closing sentence)
HISTORY GRADE 8 TERM 3 ACTIVITY 8
WHY EUROPEAN POWERS WERE ABLE TO COLONISE AFRICA SO QUICKLY

Use source 8A and your own knowledge to answer the questions that follow:

Source 8A: Factors Promoting the European Colonisation of Africa

The European countries were able to colonise African countries rapidly because there were
rivalries between African leaders. These kings and chiefs were competing with each other to be the
richest and most powerful within their tribes. During these rivalries, European leaders would take
advantage of the situation and persuaded some leaders to be on their side to fight against other
leaders. Natural disasters also played a big role in the rapid and easy colonisation of Africa. In
1895, a serious drought reached many regions in Africa which was caused by a sudden decline in
rainfall. Hardly any crops were produced, and the food shortage which followed caused the death of
many people and animals. The little crops that were produced were destroyed by a plague of
locusts. In addition to this plague, the cattle plague broke out during the 1890’s which killed cattle,
sheep and goats. This led to even more deaths of animals and people, and due to their physical
and mental weakness, they were unable to fight against European powers…

https://oercommons.org/courseware/lesson/80459/student/?section=4

1.1 According to the source, what factors enabled European powers to colonise Africa
swiftly in the late 19th century? (2)
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1.2 How did technological advancements contribute to the speed of European
colonisation in Africa? (2)
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1.3 What economic motivations led to European powers in colonising Africa? Mention
THREE. (3)
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1.4 Evaluate the role of geopolitical rivalries among European powers in the rapid
colonisation of Africa. (2)
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1.5 Discuss the reasons why European Powers could colonise Africa so quickly? (20)

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[29]
PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
CONTENT Very well Well Writing Clear Some Largely Answer
planned planned structured. attempt to attempt to descriptive/ not at all
and and Constructed construct organise with little or well
structured. structured. an an the some structured.
Good Synthesis argument. argument. information attempt to
synthesis of of Evidence Evidence into an develop an
information. information. used to used to a argument. argument.
Constructed Constructed support large Evidence
an and argument. extent to not well
argument. argument. support used in
Very good Evidence the supporting
use of used to argument. the
evidence to support the argument.
support argument.
LEVEL 7
The question has
been fully
answered. 18-20 16-17
Content selection
fully relevant to
line of argument.
LEVEL 6
The question has
been answered. 16-17 15 14
The content
selection is
relevant to a line
LEVEL 5
The question has
been answered 14 13 12
to a great extent.
The content is
adequately
covered and is
relevant
LEVEL 4
The question is
recognizable in 12 11 10
the answer.
Some omissions/
irrelevant content
selection.
LEVEL 3
The content
selection does 10 9 8
not always relate.
Omissions in
coverage.
LEVEL 2
The content is
sparse. The 8 7 6
question is
inadequately
addressed.
LEVEL 1
The content is
sparse, the 6 0-5
question is
inadequately
addressed
HISTORY GRADE 8 TERM 3 ACTIVITY 8 MEMO
WHY EUROPEAN POWERS WERE ABLE TO COLONISE AFRICA SO QUICKLY

1.1 Rivalry.  Natural disasters. 

1.2 Technological advancements such as steamships and railways facilitated rapid
transportation of troops, administrators, and supplies across Africa's diverse
landscapes.  Communication technologies like telegraphs also improved
coordination and control over distant territories. 
1.3 European powers sought economic benefits such as access to raw materials
(minerals, agricultural products), new markets for industrial goods, and investment
opportunities in Africa.  These economic incentives drove competition and expedited
colonization efforts.
1.4 Geopolitical rivalries, particularly among Britain, France, Germany, and Belgium,
fuelled a race to acquire colonies as sources of prestige,  national power,  and
strategic advantage. This competition intensified after the Berlin Conference,
prompting swift and aggressive colonization efforts. (Any other relevant answer)
1.5 Introduction

European powers were able to colonise Africa so quickly.

Body

Firstly, it was the Rivalries between different African leaders- Europeans powers took
advantage of rivalries between different African leaders. They persuaded some African
leaders to side with them against other African leaders.

Secondly it was caused by Natural disasters- drought – decline in rainfall –food shortage
which was caused by death plague of locust who destroyed crops, as well as the starvation
and death of more people. African people became weak to fight against the colonising
powers.

Thirdly the invention of machine gun- Europeans took control over land by using force and
violence. They had newly invented machine gun called the Maxim gun. Most African had
outdated guns. This disadvantage the African military against the colonising countries.

Fourthly it was about New diseases. In 1890, Africa was affected by smallpox. These
diseases weakened the African population – many people became sick, and many died.

Lastly European states had advanced weapons by comparison to African states. European
traders had supplied guns and gunpowder to local chiefs. However European maintained
their military superiority by restricting the slae of the new weapons for Africans.

In conclusion Africa was colonised between …………………………………………………

(Any other relevant answer)

HISTORY GRADE 8 TERM 3 ACTIVITY 9
RESULTS OF COLONISATION

Study source 9A below and answer questions that follow

SOURCE 9A

Source:https://www.lcsnc.org/cms/…/Effects%20of%20Imperialism%20in%20Africa.pdf

1.1 What is this cartoonist trying to say? (1)

______________________________________________________________

1.2 What other country is to blame besides European countries according to this
cartoon? (1)
______________________________________________________________
1.3 Examine the cartoon, how does this information support the cartoonists' point of
view (Tip: Pay particular attention to the "ring" graphs along the left-hand side of
the image.) (1)
______________________________________________________________
1.4 How did colonisation affect African societies politically? (2)
______________________________________________________________
______________________________________________________________.
1.5 Discuss the social impacts of colonisation on African communities. (2)

______________________________________________________________
______________________________________________________________
1.6 How did resistance movements shape the outcomes of colonisation in Africa? (2)
______________________________________________________________
______________________________________________________________
1.7 In a paragraph, discuss the economic consequences of European colonisation on
Africa. (8)
Your paragraph must have the following structures:

 Topic Sentence
 Supporting information
 Concluding sentence
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
1.8 Use the source above and your knowledge and write an essay explaining the results
of colonisation in Africa with special reference to political, social and economic
outcomes after colonisation. (20)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
[37]
PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1
CONTENT Very well Well Writing Clear Some Largely Answer
planned planned structured. attempt to attempt to descriptive/ not at all
and and Constructed construct organise with little or well
structured. structured. an an the some structured.
Good Synthesis argument. argument. information attempt to
synthesis of of Evidence Evidence into an develop an
information. information. used to used to a argument. argument.
Constructed Constructed support large Evidence
an and argument. extent to not well
argument. argument. support used in
Very good Evidence the supporting
use of used to argument. the
evidence to support the argument.
support argument.
LEVEL 7
The question has
been fully
answered. 18-20 16-17
Content selection
fully relevant to
line of argument.
LEVEL 6
The question has
been answered. 16-17 15 14
The content
selection is
relevant to a line
LEVEL 5
The question has
been answered 14 13 12
to a great extent.
The content is
adequately
covered and is
relevant
LEVEL 4
The question is
recognizable in 12 11 10
the answer.
Some omissions/
irrelevant content
selection.
LEVEL 3
The content
selection does 10 9 8
not always relate.
Omissions in
coverage.
LEVEL 2
The content is
sparse. The 8 7 6
question is
inadequately
addressed.
LEVEL 1
The content is
sparse, the 6 0-5
question is
inadequately
addressed
HISTORY GRADE 8 TERM 3 ACTIVITY 9 MEMO
RESULTS OF COLONISATION

1.1 It tells us that foreign countries like in Europe and North America took the wealth of
Africa and enriched their countries. 

1.2 North America

1.3 Most of the gold was taken to North America 
1.4 African political structures were often dismantled or manipulated to serve colonial
interests. Indigenous rulers were replaced or co-opted into colonial administrative
systems, leading to the erosion of traditional governance structures. 
1.5 Colonization disrupted traditional social structures and cultural practices. It led to
demographic changes due to forced labour, migration, and introduction of new
diseases. Social hierarchies were also reshaped based on racial classifications
imposed by colonial powers. 
1.6 African resistance movements, such as the Maji Maji Rebellion in Tanzania and the
Mau Mau Uprising in Kenya, challenged colonial rule and contributed to eventual
independence movements. These movements fostered a sense of national identity
and autonomy among African populations. 
1.7 European colonisation profoundly affected Africa economically. Colonisers exploited
Africa's natural resources, such as minerals, timber, and agricultural products, to fuel
industrialisation in Europe. This led to the establishment of extractive economies
where raw materials were exported without significant value addition in Africa.
Moreover, colonial policies undermined local industries and infrastructure
development, perpetuating economic dependency on colonial powers. Post-
independence, many African countries continue to grapple with the legacies of
economic exploitation, uneven development, and challenges in achieving sustainable
economic growth.
1.8 Africa was colonised because of social Economic and religious reasons

Economic results

1. Extraction of Resources: Colonizing countries extracted vast amounts of natural

resources from the colonies, which fueled industrial growth in Europe.
 2. Introduction of Cash Crops: Colonies were often transformed into monoculture
economies focusing on cash crops like sugar, tobacco, and cotton, which were
exported to Europe.
3. Exploitation of Labor: The colonization era saw extensive use of forced labor,
including slavery, indentured servitude, and exploitation of local labor.

Social and Cultural results

1. Cultural Assimilation: European powers often imposed their language, religion, and
cultural practices on colonized peoples, leading to a loss of indigenous cultures and
languages.
2. Education Systems: Western education systems were established, which sometimes
improved literacy rates but also propagated colonial ideologies.
3. Social Stratification: Racial and ethnic hierarchies were often established, privileging
Europeans and marginalizing indigenous populations.
4. Population Displacement: Colonization led to significant displacement of local
populations, both within the colonies and through the forced migration of enslaved
people.
5. Urbanization: Colonies often saw the development of urban centers designed to
support the economic activities of the colonizers.
6. Disease: The introduction of European diseases to indigenous populations had
devastating effects, leading to significant population declines.
7.

Political results

1. Creation of Borders: Arbitrary borders drawn by colonizers often combined or divided

ethnic groups, leading to future conflicts and political instability.
2. Governance Structures: European administrative systems were imposed, which
sometimes led to centralized forms of government but often lacked representation for
local populations.
3. Decolonization Movements: The struggle for independence led to significant political
upheaval and the formation of new nations, often accompanied by conflict.

Any other correct and relevant answer.

HISTORY GRADE 8 TERM 3 ACTIVITY 10
CASE STUDY: ASHANTI KINGDOM

1. Study the map of the west Coast of Africa Before the arrival of Europeans and answer the
following questions

1.1 Why were Europeans traders so interested in trading with the Akan people? (1)

______________________________________________________________

1.2 How did the traders indirectly help to form the Ashanti Kingdom? (1)

______________________________________________________________

1.3 What was the importance of golden stool to the Ashanti? (1)

______________________________________________________________

1.4 Explain why Tutu was a popular King? (1)

______________________________________________________________
2. Study the extract on Ashanti Kingdom below and use your own knowledge to answer the
following questions

There is little information on other early European visitors, though it is likely that
there had been occasional visits during the eighteenth century, probably mainly
from the Dutch-held fort at Elmina. A Dutch envoy, W. Huydecoper, had been in
Kumase from May 1816 to April 1817, just before the arrival of T. Bowdich
who – as part of a British embassy.At the end of the 17th century a number of
Akan groups become united as the Ashanti. For the next 200 years their power
and prosperity grew until they controlled a large empire. Kings of the Ashanti were
called Asantehene. Osei tutu became the first Asantehene.

2.1 Why did the Ashanti shift to slave trading? (1)

_____________________________________________________________

2.2 Name THREE things that attracted Europeans to the West coast of Africa (3)

______________________________________________________________
______________________________________________________________
______________________________________________________________

2.3 Why the Queen mother was very important? Give TWO reasons (2)

_____________________________________________________________

2.4 Give evidence that the Ashanti people were so skillful Goldsmith (1)

______________________________________________________________
[11]
HISTORY GRADE 8 TERM 3 ACTIVITY 10 MEMO
CASE STUDY: ASHANTI KINGDOM

1.1 Because of the availability of gold and other raw materials 

1.2 By displacing some of the Akan people during war, that is how the Ashanti Kingdom
was formed

Akan people came to realise the importance of being united, having their own currency
and a king

1.3 It represents the souls of the people and the unity of the nation. 

1.4 He was the first king of the Ashanti kingdom

2.1 They did not want to lose more gold instead they shifted to slave trading 

Trading with slaves was more profitable

2.2 The availability of gold (raw materials) 

It was easy to travel 

Slaves
The coast and Elmina Castle

2.3 The Queen Mother was the custodian of the Golden Stool

She was the King's advisor

She was a warrior

2.4 They were able to make jewelry from gold and the built the golden stool. 
 HISTORY GRADE 8 TERM 3 ACTIVITY 11
CASE STUDY: THE ASHANTI KINGDOM
THE ASHANTI AND THEIR EARLY CONTACT WITH EUROPEAN TRADERS AND EXPLORERS

Read Source A and use your own knowledge to answer the questions that follow

Source A
ASHANTI EMPIRE/ ASANTE KINGDOM (18TH TO LATE 19TH CENTURY)

The Ashanti Empire was a pre-colonial West African state that emerged in the 17th century in what is now Ghana.
The Ashanti or Asante were an ethnic subgroup of the Akan-speaking people, and were composed of small
chiefdoms.

The Ashanti established their state around Kumasi in the late 1600s, shortly after their first encounter with
Europeans. In some ways the Empire grew out of the wars and dislocations caused by Europeans who sought the
famous gold deposits which gave this region its name, the Gold Coast. During this era the Portuguese were the most
active Europeans in West Africa. They made Ashanti a significant trading partner, providing wealth and weapons
which allowed the small state to grow stronger than its neighbors. Nonetheless when the 18th Century began Ashanti
was simply one of Akan-speaking Portuguese trading partners in the region.

That situation changed when Osei Tutu, the Asantehene (paramount chief) of Ashanti from 1701 to 1717, and his
priest Komfo Anokye, unified the independent chiefdoms into the most powerful political and military state in the
coastal region. The Asantehene organized the Asante union, an alliance of Akan-speaking people who were now
loyal to his central authority. The Asantehene made Kumasi the capital of the new empire. He also created a
constitution, reorganized and centralized the military, and created a new cultural festival, Odwira, which symbolized
the new union. Most importantly, he created the Golden Stool, which he argued represented the ancestors of all the
Ashanti. Upon that Stool Osei Tutu legitimized his rule and that of the royal dynasty that followed him.

Gold was the major product of the Ashanti Empire. Osei Tutu made the gold mines royal possessions. He also made
gold dust the circulating currency in the empire. Gold dust was frequently accumulated by Asante citizens,
particularly by the evolving wealthy merchant class. However even relatively poor subjects used gold dust as
ornamentation on their clothing and other possessions. Larger gold ornaments owned by the royal family and the
wealthy were far more valuable. Periodically they were melted down and fashioned into new patterns of display in
jewelry and statuary
.
If the early Ashanti Empire economy depended on the gold trade in the 1700s, by the early 1800s it had become a
major exporter of enslaved people. The slave trade was originally focused north with captives going to Mande
and Hausa traders who exchanged them for goods from North Africa and indirectly from Europe. By 1800, the trade
had shifted to the south as the Ashanti sought to meet the growing demand of the British, Dutch, and French for
captives. In exchange, the Ashanti received luxury items and some manufactured goods including most importantly
firearms.

The consequence of this trade for the Ashanti and their neighbors was horrendous. From 1790 until 1896, the
Ashanti Empire was in a perpetual state of war involving expansion or defense of its domain. Most of these wars
afforded the opportunity to acquire more slaves for trade. The constant warfare also weakened the Empire against
the British who eventually became their main adversary. Between 1823 and 1873, the Ashanti Empire resisted British
encroachment on their territory. By 1874, however, British forces successfully invaded the Empire and briefly
captured Kumasi. The Ashanti rebelled against British rule and the Empire was again conquered in 1896. After yet
another uprising in 1900, the British deposed and exiled the Asantehene and annexed the Empire into their Gold
Coast colony in 1902.

POSTED ONJANUARY 11, 2010 BY CONTRIBUTED BY: MARIA QUINTANA (https://www.blackpast.org/global-

african-history/ashanti-empire-asante-kingdom-18th-late-19th-century/)
1.1 Who were the Ashanti people and where did they originate? (2)
______________________________________________________________
______________________________________________________________
1.2 When did the Ashanti first encounter European traders and explorers? (1)
______________________________________________________________
1.3 Which European countries were involved in early trade with the Ashanti? (3)
______________________________________________________________
______________________________________________________________
______________________________________________________________
1.4 How did the Ashanti benefit from trade with European traders in the early
periods? (2)
______________________________________________________________
______________________________________________________________
______________________________________________________________
1.5 What were some of the challenges the Ashanti faced during early
interactions with European traders? (2)
______________________________________________________________
______________________________________________________________
______________________________________________________________
1.6 Analyse the impact of European trade and influence on Ashanti political
and social structures. (2)
______________________________________________________________
______________________________________________________________
1.7 How did early contact with European traders shape the Ashanti perception
of the outside world? (2)
______________________________________________________________
______________________________________________________________
[14]
HISTORY GRADE 8 TERM 3 ACTIVITY 11 MEMO
CASE STUDY: THE ASHANTI KINGDOM
THE ASHANTI AND THEIR EARLY CONTACT WITH EUROPEAN TRADERS AND EXPLORERS

1.1 The Ashanti are an ethnic group located primarily in present-day Ghana, West Africa.
They originated in the region known as the Ashanti Kingdom, with Kumasi as its
capital. 
1.2 The Ashanti first encountered European traders and explorers in the late 17th century,
primarily through interactions with Portuguese and later Dutch traders along the
coast.
1.3 Initially, Portuguese traders were followed by Dutch and later British traders who
engaged in commerce with the Ashanti for gold, ivory, and slaves.
1.4 The Ashanti benefited from trade with European traders by acquiring firearms, textiles,
and other goods that enhanced their military strength and economic prosperity. 
They traded gold, ivory, and slaves for European goods, which contributed to the
kingdom's wealth and expansion. 
1.5 The Ashanti faced challenges such as competition and conflicts with neighbouring
tribes over control of trade routes to European coastal forts.  They also experienced
the destabilizing effects of the slave trade, which disrupted local societies and
contributed to internal conflicts. 
1.6 European trade and influence affected Ashanti political structures by reinforcing
centralized authority under the Asantehene (king) and expanding the kingdom's
territory and influence through military alliances and economic dominance.  Socially,
European goods and technologies introduced through trade altered traditional
practices and norms among the Ashanti, leading to cultural adaptation and changes in
social hierarchy. 
1.7 Early contact with European traders exposed the Ashanti to different cultures,
technologies, and geopolitical dynamics beyond their immediate surroundings. This
interaction influenced their diplomatic strategies, economic policies, and perceptions of
global power dynamics, contributing to their adaptation and resilience as a regional
power in West Africa.imperialism, and the legacy of colonialism on African
societies
HISTORY GRADE 8 TERM 3 ACTIVITY 12
CASE STUDY: THE ASHANTI KINGDOM
THE BRITISH AND THE COLONISATION OF THE GOLD COAST

Read Source 12A and use your own knowledge to answer the questions that follow

Source 12A
This source shows how the Ashanti resisted British attempts to colonise the Gold Coast. It is taken from

General History of Africa, VII Africa under colonial Domination 1880–1935, edited by A Boahen, Paris:

UNESCO.

Nowhere in Africa had there been a longer tradition of confrontation between Africans and
Europeans than in the Gold Coast between the Ashanti and the British. This started in the
1760s and culminated in the military engagement in 1824 in which the Ashanti forces
defeated the British forces and their allies and killed their commander, Sir Charles
MacCarthy, the then governor of the Gold Coast. Two years later, the British revenged this
defeat at the Battle of Dodowa. In 1850 and 1863, war was narrowly averted but, between
1869 and 1872, the Ashanti virtually attacked and occupied all the southern and coastal
areas of the Gold Coast. To beat back the Ashanti, the British government launched one of
the best-organised campaigns of the period under the command of one of the most famous
British officers, Governor Garnet Wolseley.

Armed with the latest weapons, this army succeeded in pushing the Ashanti army to across
the Pra River

… This decisive defeat of the Ashanti by the British in 1874 had very far-reaching
consequences and was to influence, to a great extent, the reactions of the period 1880–
1900. The first obvious effect was the disintegration of the Ashanti Empire. By the Treaty of
Fomena, the Ashanti recognised the independence of all the vassal states south of the Pra
River.

1.1 In which year did the Ashante defeat the British? (1)
____________________________________________________________________
1.2 In which battle did the British defeat the Ashante? (1)
____________________________________________________________________
1.3 Name the leader of the British during the Ashante defeat. (1)
____________________________________________________________________
1.4 What advantage did the British have over the Ashante forces? (1)
____________________________________________________________________
1.5 What were the primary economic interests of the British on the Gold Coast? (2)
____________________________________________________________________
____________________________________________________________________

1.6 Mention the TWO results of the British colonisation of the Gold Coast (2)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
1.7 Using this source and your own knowledge, write a paragraph of about eight
lines to explain how the Gold Coast resisted British presence. (8)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
1.8 Explain how the defeat of the Ashante led to the downfall of the Gold Coast.
Give TWO results. (2)
____________________________________________________________________
____________________________________________________________________
1.9 Explain what the treaty of Fomena was. (1)
____________________________________________________________________
____________________________________________________________________
[19]
HISTORY GRADE 8 TERM 3 ACTIVITY 12 MEMO
CASE STUDY: THE ASHANTI KINGDOM

1.1 1824
1.2 Dodowa. 
1.3 General Garnet Wolseley
1.4 British had the Latest/superior weapons 
1.5 Trade in gold, ivory
 Trade inslaves
 . Establlishing forts and trading posts along the coast to facilitate these trade
activities.
1.6 Disintegration of the Ashante
 Other states broke from the Gold Coast
 Any other valid points.
1.7 Learners could look into the following:
 Confrontation
 Attack against the British (with examples)
 Any other valid point.

Level Indicators Marks

Level 1 Uses evidence in an elementary manner e.g. shows little or no Marks: 0-2
understanding.
Uses evidence partially to report on topic or cannot report on
topic.
Level 2 Evidence is mostly relevant and relates to a great extent to the Marks: 3-5
topic.
Uses evidence in a very basic manner.
Level 3 Uses relevant evidence e.g. demonstrates a thorough Marks: 6-8
understanding
Uses evidence very effectively in an organized paragraph that
shows an understanding of the topic.

1.8 Disintegration of society. 

 Tribes moved from the Gold Coast.
 The economy declined. (Any TWO)
 Any other valid point.
1.9 A treaty that recognised the independence of some states from the Gold Coast. This
led to the disintegration of the Gold Coast. 
HISTORY GRADE 8 TERM 3 ACTIVITY 13
CASE STUDY: THE ASHANTI KINGDOM
THE RESULTS OF COLONISATION FOR THE ASHANTI KINGDOM AND BRITAIN

Read Source 13A and use your own knowledge to answer the questions that follow

Source 13A
The Decline of the Asante Economy and Conflict with the British

In 1807, Great Britain abolished the slave trade, thereby diminishing the global demand for slaves
and crippling the Asante Empire’s economy. That same year, Osei Bonsu occupied southern Fante
territory, an enclave around the British headquarters at Cape Coast.

The decline in trade relations, along with disputes over the Fante territory, sparked friction over the
following decade, eventually culminating in warfare in the 1820s. The Asante defeated a British
force in 1824 and then entered a peaceful agreement with them in 1831, closing the door to conflict
for the next 3 decades.

In 1863, under Kwaku Dua’s rule, the Asante instigated conflict against the British once more by
sending their forces to occupy the coastal provinces. 6 years later, the British took possession of
Elmina, a region over which Asante claimed jurisdiction, and in 1874, British marshal Garnet
Wolseley led an expeditionary march on Kumasi. Though Wolseley and his party were only able to
occupy the capital for one day, the expedition revealed to the Asante the comparative weakness of
their military and communication systems. Subsequently, there were several recessionary revolts in
the northern provinces.

Also in that year, the British officially merged the old southern provinces—of which Asante was part
—into the Gold Coast colony. The then king of the Asante Empire was then deposed, giving way to
Mensa Bonsu who tried to adapt the empire’s agencies to the new situation. Bonsu reorganised his
army, installed some Europeans in senior posts and increased Asante resources. However, the
British political agents prevented him from restoring Asante imperial power. The empire’s decline
continued under Bonsu’s successor, Agyeman Prempeh I, who ascended the throne in 1888.

In 1900, Frederick Mitchel Hodgson, the British governor of the Gold Coast, demanded for the
Golden Stool to be handed to him. In response, Yaa Asantewaa, the Asante Warrior Queen
Mother, led a military revolt against the British which evolved into the War of the Golden Stool. The
war lasted about six months, ending in British victory in July of the same year. Consequently, Yaa
Asantewaa, Prempeh I and some other Asante leaders were exiled to the Seychelles Islands.

Nearly two years later, the Asante Empire was officially declared a British crown colony on
1st January 1902. On the same day, the former northern provinces constituted the Protectorate of
the Northern Territories of the Gold Coast. In 1935, an Asante Confederacy Council was
established and the Asantehene was restored, granting the Asante some level of self-rule.

Source: https://www.africarebirth.com/the-rise-and-fall-of-the-ancient-asante-empire/
1.1 How did colonisation affect the Ashanti Kingdom economically? (2)
____________________________________________________________________
____________________________________________________________________
1.2 What were some key cultural impacts of colonisation on the Ashanti Kingdom? (2)
____________________________________________________________________
____________________________________________________________________
1.3 How did British colonisation affect relations between the Ashanti Kingdom and
neighbouring states? (2)
____________________________________________________________________
____________________________________________________________________
1.4 Analyse the political consequences of British colonisation for the Ashanti
Kingdom. (2)
____________________________________________________________________
____________________________________________________________________
1.5 How did British colonisation impact trade and economic relations between the
Ashanti Kingdom and Britain? (2)
____________________________________________________________________
____________________________________________________________________
1.6 Evaluate the long-term consequences of colonisation on the Ashanti Kingdom's
socio-economic development. (2)
____________________________________________________________________
____________________________________________________________________
1.7 How did resistance movements against British colonisation shape the outcomes for
the Ashanti Kingdom? (2)
____________________________________________________________________
____________________________________________________________________
[14]
HISTORY GRADE 8 TERM 3 ACTIVITY 13 MEMO
CASE STUDY: THE ASHANTI KINGDOM
THE RESULTS OF COLONISATION FOR THE ASHANTI KINGDOM AND BRITAIN

1.1 Colonisation disrupted the Ashanti Kingdom's economy by redirecting trade routes and
resources to benefit European powers. The Ashanti, known for their gold production,
saw their resources exploited for European gain, contributing to economic dependency
and disruption of local industries. 
1.2 Colonisation introduced Christianity and Western education to the Ashanti Kingdom,
leading to shifts in religious beliefs and cultural practices. Additionally, colonial policies
often suppressed or marginalised indigenous cultural traditions, impacting social
structures and identities. 
1.3 British colonisation intensified conflicts and rivalries between the Ashanti Kingdom and
neighbouring states, as European powers manipulated local dynamics to expand their
territories and influence in the region. 
1.4 British colonisation led to the imposition of indirect rule over the Ashanti Kingdom,
where local rulers were allowed to govern under British oversight. This altered
traditional political structures and weakened the authority of the Ashanti monarch
(Asantehene), while integrating the kingdom into the British colonial administration.
1.5 British colonisation disrupted traditional trade patterns of the Ashanti Kingdom by
redirecting resources, such as gold and agricultural products, to British markets. This
contributed to economic exploitation and dependency, disadvantaging the Ashanti
economically. 
1.6 Colonisation had lasting impacts on the Ashanti Kingdom, contributing to economic
underdevelopment, social disruption, and cultural assimilation. The legacy of
colonialism continues to influence Ghana's socio-political landscape, including issues
of governance, identity, and economic inequality. 
1.7 Resistance movements, such as the Anglo-Ashanti Wars and local uprisings,
challenged British colonial rule and influenced negotiations over governance and
territorial control. These movements demonstrated the Ashanti Kingdom's resilience
and desire for autonomy amidst external pressures. 