MODERN WORLD HISTORY

AFRICA

Subject Area: Social Studies Course: Modern World History

CRN:2707

Unit Title: Modern Africa

Stage 1 – Desired Results

Established Goals/Standard(s): MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect relationships. MWH.3 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century. MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments in different spheres of human activity (i.e. economic, social, political, cultural). MWH.6 Illustrate and use geographic information with the implementation of a variety of scales, patterns of distribution, and arrangements.MWH.8 - Hypothesize why places and regions are important to human identity and serve as symbols to unify or fragment society. MWH.9 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions. MWH.10 - Determine how human modification of the physical environment in a place affects both that place and other places.

SSA.1 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms. SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns and trends. SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a thesis. SSA.4 Apply learning through communication and problem solving skills in order to contribute to the betterment of personal, community and global circumstances.

Key Vocabulary:

Social Development Nationalism Colonialism Imperialism Industrial Revolution Physical Environment Political Development Economic Development Indigenous Populations

Big Ideas and Enduring Understandings: Students will understand…

The impact of European colonialism and imperialism on modern Africa.

Essential Questions:

How does physical geography impact the development of a region?

Do the former colonial powers owe modern

The motives behind European colonialism/imperialism.

Africa?

How did the notions of Race play into the consolidation of power by the Europeans

Were any of the motives for imperialism/ colonization justified?

How will the critical issues facing modern African nations best be resolved?

Learning Target(s)I will know…

I will know how to read map of Africa and locate key features such as countries.

I will know the laws that created South African Apartheid.

I will know the causes and effects of colonialism and imperialism.

I will know the different styles of colonial control/management.

I will be able to show how the Transatlantic slave trade impacted African society.

I will know the different motives for European colonization in Africa.

I will be able to show how Africans resisted European colonization.

I will be able to show how African societies changed over the course of pre-colonial through post-colonial eras.

I will be able to formulate and defend a thesis involving events in modern Africa.

Learning Target(s)Students will be able to…

Students will access prior knowledge and clarify key terms

Identify key geographic features in the continent of Africa and recognize their impact.

Compare and contrast the diversity of pre-colonial African societies.

Explore the motives behind European colonialism in Africa.

Evaluate the different colonial governing methods (direct/indirect rule) and show how they impacted African society.

Evaluate the impact of the Transatlantic slave trade on both the enslaved and African society.

Recognize the cause and effect of European incursion into Africa and the African resistance to it.

Analyze the societal and historical “arc” of pre-colonial through post-colonial African societies.

Understand the cause and effect relationship between colonialism and the issues facing African nations today.

Analyze key events/movements by evaluating opposing claims and formulating a thesis.

Apply learning through communication and problem solving skills.

Stage 2 – Assessment Evidence

Culminating Assessment: Choose from the following. NOTE: This unit offers many different opportunities to assess student learning as they are learning. To assume that a single post-unit assessment truly measures student growth is questionable. That being said, here are the culminating assessment opportunities. sn

1.Document-based essay: Document 6 on page 80 and Documents 2-6 on pages 90-94 in the McDougal Littell Document Based Questions supplement.2. Create a Political Cartoon that accurately depicts the relationship between The legacy of European colonialism and the troubles faced by modern African nations. 3. Write an essay in support or opposition of proposals to forgive the debt of economically fragile African nations. Support your views with the historical perspective of European colonialism and its impact on the development of modern Africa.

Other Evidence: Pre-assessment

KWL on African geographyKWL on African history/cultureKWL on colonialism and imperialism

Stage 3 – Learning Plan

Lesson Plans1. Explore the African Map 2 days2. Intro to “Film Assignment” 3. Transatlantic Slave Trade PPT 1 day4. Creating Illustrated Spoke Diagrams of pre-colonial Nigeria 2-3 days5. Facing Colonialism: How would you Respond ? 2 days6. A Conference on Independence: Planning Nigeria’s Future 2-4 days7. Major Events in South Africa 1-2 days8. Apartheid 4-5 days9. Conflict in Sudan 3-4 days10.Additional Resources/Case studies 11. Post-assessment

23 days plus assessment. 5 weeks

Course: Modern World HistoryCRN: 2707Unit: AfricaTitle: Explore the Map of AfricaTime Frame: 1-2, 45 min. class periodsLearning Target(s): MWH.8 The student will see the visual of the size of the African continent.The student will learn the names and locations of the countries of Africa

Academic/Content Vocabulary:Physical EnvironmentIndigenous populationsEvidence of Student Learning:The student will fill in the names of each African Country on a blank continent map. (Blank Africa Outline Map, Political)Write in name of colonizing country on the current African Continent MapProcedures:To show the size of the African Continent Go to: http://strangemaps.wordpress.com/2006/11/20/35-the-size-of-africa/

It is suggested that you compare this map, showing the size of Africa, to the world map on pg 29 in the PETHES World Atlas, where Africa appears to be much smaller.

Hand out a blank map of the continent of Africa pg 15 Outline Maps from MWH Geography Skills and Outline Maps source. (Blank Africa Outline Map, Political) Take student to a computer lab and have students go to: http://www.yourchildlearns.com/mappuzzle/africa-puzzle.html where the student will fill in the name of the country into the blank map. At the same time the student will place the outline of the country into the correct location on the map. The name of the country is visual when placed correctly on the map. Also, at the end of the activity, the time is shown on the screen for how long it took for the student to complete.

Day 2:Have students work with a partner to compare this current map of Africa with the African map in the MWH book on pg 337, Colonial Claims. Label the map with the colonizing country from the 1900s. Suggested Questions that could be used by the teacher:What is the difference between the Colonial Map and your political map?Can we predict anything from these maps?

MODERN WORLD HISTORYExplore the Map of Africa: Lesson #1

MODERN WORLD HISTORY: Modern AfricaThe Transatlantic Slave Trade and La Amistad: Lesson #2

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: The Transatlantic Slave Trade and La AmistadTime Frame: 2-3 45 minute class periodsLearning Target(s):MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect relationships. SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a thesis.

Explore the motives behind European colonialism in AfricaEvaluate the impact of the Transatlantic slave trade on both the enslaved and African societyRecognize the cause and effect of European incursion into Africa and the African resistance to itAcademic/Content Vocabulary:ColonialismImperialismEvidence of Student Learning: Students will write a “letter” to McDougal Littell (the publishers of our textbook) opposing or supporting their decision to omit any mention of the Amistad Slave Revolt. Procedures:

1. Brainstorm what students know about the Atlantic slave trade2. Introduce the textbook reading pages 132-136. Have the students complete the reading

and pull out five key details from the reading. Or use Guided Reading Atlantic Slave Trade

3. Students take notes on Triangle Slave Trade PPT4. Handout reading The Life of Olaudah Equiano (Unit 1 in-depth resources page 92)5. Have students reflect on how Equiano’s account deepened their understanding of the

slave trade.Enrichment:

6. Introduce the case study of the Amistad slave revolt. Interestingly, our text does not mention the event. Luckily, you can find plenty of info at www.amistad.mysticseaport.org and www.archives.gov/education/lessons/amistad Visit these sites beforehand and cull the resources you would like to use. In addition, United Streaming has a very good video titled Slave Ship that is 52 minutes long. This video can be shown in its entirety or in segments.

7. Students should take notes using either Cornell notes or Levels of Questioning to bolster their understanding of the event.

8. Question to the class “Should the Amistad Slave Revolt have been mentioned/included in the Atlantic Slave Trade section of the text?” Have students brainstorm their reasons in support or opposition to the lack of inclusion.

9. Students will choose a side and write a letter of no less than 150 but no more than 300 words to the publisher detailing their support or opposition their decision to omit the story of the Amistad Slave Revolt from the text. Persuasive Essay Rubric

There are great strategies and graphic organizers in the TCI Writing Toolkit.

MODERN WORLD HISTORYCreating Illustrated Spoke Diagrams of Pre-colonial Nigeria: Lesson #3

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: Creating Illustrated Spoke Diagrams of Pre-colonial NigeriaTime Frame: 2-3 45 min. class periodsLearning Target(s): MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect relationships.MWH.9 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions.

Compare and contrast the diversity of pre-colonial African societies.

Academic/Content Vocabulary:Social DevelopmentIndigenous populations

Evidence of Student Learning:Successful completion of the spoke diagram activity and Venn diagram.

Procedures: Follow instructions for activity 2.1 in the TCI Modern Africa lesson guide. (All handouts are included)

3 Nigerian Ethnic Groups PPT very helpful

MODERN WORLD HISTORY: Modern AfricaFacing Colonialism: How Would You Respond? Lesson #4

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: Facing Colonialism: How Would You Respond?Time Frame: two 45 minute class periodsLearning Target(s):MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect relationships.

Explore the motives behind European colonialism in Africa.

Evaluate the different colonial governing methods (direct/indirect rule) and show how they impacted African society.

Academic/Content Vocabulary:ColonialismImperialism

Evidence of Student Learning:

Successful completion of the Critical-Thinking questions that follow each of the five scenarios. These questions might work well in a Socratic Seminar setting.

Procedures:

Follow the procedures for Activity 2.2 in the TCI Modern Africa lesson guide. (All handouts are included) If time is a constraint, this lesson can be modified to not include the transparency images section and to focus just on the five scenarios. In addition, further information for Jaja of Opobo can be found online.

Show slides at this web site about village of Akaraolu

MODERN WORLD HISTORY A Conference on Independence: Planning Nigeria’s Future: Lesson # 5

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: A Conference on Independence: Planning Nigeria’s FutureTime Frame: 2-4 class periodsLearning Target(s): MWH.3 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century. MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments in different spheres of human activity (i.e. economic, social, political, cultural).

Analyze the societal and historical “arc” of pre-colonial through post-colonial African societies

Understand the cause and effect relationship between colonialism and the issues facing African nations today

Academic/Content Vocabulary:ColonialismNationalismPolitical Development

Evidence of Student Learning:Successful completion of the Experiential Exercise & “Plan for Independent Nigeria”

Procedures:

Follow the procedures for Activity 2.3. (All handouts are included)

MODERN WORLD HISTORY: Modern AfricaMajor Events in South African History: Lesson #6

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: Major Events in South African HistoryTime Frame: 1-2 class periodsLearning Target(s): SSA.3 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a thesis. MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.2 Compare and contrast institutions and ideas in history, noting cause and effect relationships. Evaluate the impact of the Transatlantic slave trade on both the enslaved and African society.

Recognize the cause and effect of European incursion into Africa and the African resistance to it.

Explore the motives behind European colonialism in Africa

Academic/Content Vocabulary:

ColonialismImperialismPolitical developmentIndigenous populations

Evidence of Student Learning:Successful completion of the short essay.

Procedures: Follow procedures in TCI Modern World History “Modern Africa” activity 3.2 Photocopy Student Handout 3.2A (pages 100-102 in TCI Modern Africa Guide). The TCI lesson provides students the opportunity to finish each of the illustrations before each event (Get transparencies here). You can break students into six groups (one for each of the major events) and have them create a poster/overview of their Major Event and present it to the class. You could also just have students read in pairs or alone and then complete a brief write-up addressing the following prompt “Which of the Major Events in South African History had the greatest impact on its history?” or “Compare and contrast two of the major events in South African history.”

MODERN WORLD HISTORY: Modern AfricaCourse: Modern World HistoryCRN: 2707Unit: AfricaTitle: ApartheidTime Frame: 4-5, 45min. class periods Learning Target(s): MWH.1 The student will reconstruct and interpret the laws that form apartheid in South AfricaThe student will use the S.O.A.P.S. Document form to research and to take notes on lawsThe student will experience discrimination by participating in the experiential exercise in TCI.Academic/Content Vocabulary:Apartheid, Colonialism, Political DevelopmentEvidence of Student Learning:The student will research pre-apartheid Laws and complete the S.O.A.P.S. Document Response Form.The student will take notes on laws presented by other students and complete same formParticipation in the TCI experiential exercise 3.1Procedures: Assign one of the following laws for teams of students to research. The student should use the S.O.A.P.S. Document Response Form: The Population Registration Act of 1950 Prohibition of Mixed Marriages Act of 1949 Group Areas Act of 1950 The Bantu Authorities Act of 1951 The Reservation of Separate Amenities Act of 1953 The Suppression of Communism Act of 1958 Promotion of Black Self-Government Act of 1958 The Bantu Investment Corporation Act of 1959 The Bantu Education Act The Black Homeland Citizenship Act of 1970 The Afrikaans Medium Decree of 1974

Have the students share out what they learned from their research and other students take notes from all presentations.

Teacher will project a map showing Racial Concentrations and Homelands based on the 1970 census found at: http://www.lib.utexas.edu/maps/africa/south_africa_racial_1979.jpgSuggested questions while students are viewing this map could be:Can someone point to the area of South Africa where the Indians were given? Can you find where the Bophuthatswana are?Where are the Whites? Which group has the ideal locations? DAY 2: Understanding the System of Apartheid. TCI Experiential Exercise, pg 80-89 see procedures in TCI book.DAY 3: Student Handout 3.1E An Overview of Apartheid. Have the student’s pair and share what they understand from the reading. TCI Activity 3.3 pg 103-112 Writing Songs of Resistance to Apartheid, writing for understanding. Handout: Pg 108, Timeline of Resistance to Apartheid Pg 110-111 Brainstorming Lyrics for a Song of Resistance, 3.3C + 3.3D Directions. DAY 4: Have students present their songs.

Apartheid: Lesson #&

MODERN WORLD HISTORY: Modern AfricaConflict in Sudan: Lesson #9

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: Conflict in SudanTime Frame: 2-3 45 min. class periodsLearning Target(s): MWH.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. MWH.5-Recognize, assess, and interpret relationships among events, issues, and developments in different spheres of human activity (i.e. economic, social, political, cultural).MWH.6 Illustrate and use geographic information with the implementation of a variety of scales, patterns of distribution, and arrangements.MWH.9 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions.

Students will demonstrate that they can… Identify and describe general geography of Sudan. Construct timeline of conflict in Sudan. Analyze the possible causes of conflict in Sudan Predict the effect of the April 2010 referendum in Southern Sudan

Academic/Content Vocabulary:

DarfurGenocideJanjaweedReferendumSecession Physical Environment Political Development Economic Development

Evidence of Student Learning:

Annotated maps of Sudan Timeline of Conflict in Sudan 3 to 5 paragraph essay: What is the Southern Sudan referendum scheduled for 2011

and do you think it will lead toward lasting peace?

Procedures: A. Sudan: Getting Geographically Oriented:

1. Distribute Maps of Africa. And atlases. It might be helpful to point out that Sudan is the largest country in Africa and maybe even revisit the illustration of the Size of Africa image

2. Distribute Sudan Map Activity Student Handout and use a jig saw, paired groupings, or favorite strategy for students to complete.

3. Reflection in notebook: What do you find most surprising about the geography of Sudan? Why?

B. Time Line of Conflict in Sudan:

1. Discuss purpose of a timeline as a historical reference tool. -Easy to read - Identify important events - Organized chronologically -easy to compare other events at same time

2. Distribute "A Brief History of the Conflict in Sudan" handout and The Map of Sudan to each student.

3. Read first paragraph aloud. Identify important events. Instruct students to highlight, circle, underline, each important event including date, or range of dates, on the handout. Have students turn and talk to a neighbor and share what they thought were the 2 most important events.

4. Distribute “The United Nations and Darfur” repeat step 3 with emphasis on students finding more information about events in previous article as well as adding new events.

5. Designate groups to work on the timeline. Distribute recent news articles about Conflicts in Sudan. Violence Grips Southern Sudan – North, South Agree on Independence Referendum - South Sudan leaders reach deal on secession – Or look to the Sudan Tribune for up to date articles. Have each student read one of the articles and share their findings, especially new events and dates to be added to the timeline.

6. On the board, create the portion of the timeline for the events identified. With the students, summarize the information from the handout to fit the timeline.

7. Assign all groups of students the creation of a group time line for the Conflict in Sudan based on the information provided in the text. Students are also encouraged to search other sources for more information.

8. Students complete the Questions handout independently or with small group. (Students should complete the essay should complete the essay on their own.

9. Students are assessed on the organization and quality of information included in their timelines with one of these Rubrics “Standard Timeline” or “Illustrated timeline” and written response to Questions handout. Assess essay with the persuasive essay rubric.

Additional Resources

Course: Modern World HistoryCRN: 2707Unit: Modern AfricaTitle: Additional ResourcesTime Frame: To round out the curriculumLearning Target(s):The resources listed below represent a small portion of what is available through district or local sources. These resources will undoubtedly help students meet all of the standards adopted by the state. Due to the limited nature of the district adopted materials (TCI Modern Africa and McDougal MWH text), this list of additional resources play extremely well to SSA.2 Acquire and organize information by investigating multiple sources and recognizing patterns and trends and SSA.4 Apply learning through communication and problem solving skills in order to contribute to the betterment of personal, community and global circumstances.

Academic/Content Vocabulary:ImperialismColonialismSocial DevelopmentIndustrial Revolution Physical EnvironmentPolitical DevelopmentEconomic development

Evidence of Student Learning:

An array of opportunities to be determined by the classroom teacherAdditional Procedures/Resources that are readily available throughout the district:

Guns,Germs, and Steel DVD disc 2 Into the Tropics. This DVD details European incursion into Africa and how Africans resisted. The DVD also explores issues facing modern African societies.

Strangers in their Own Land, curriculum on South Africa by Bill Bigelow

Rethinking Globalization: Teaching Justice in an Unjust World, Bill Bigelow and Bob Peterson.

Sarafina (Film) The story of a young girl growing up during Soweto riots against Apartheid.

Wonders of the African World, series with Henry Louis Gates Jr.

CONGO: WHITE KING, RED RUBBER, BLACK DEATH DVD describes how King Leopold II of Belgium turned Congo into its private colony between 1885 and 1908.