Download When Africa broke Free

Lesson Plan 4: Pairing a primary & a secondary source
times past pages 18-21
Lexile level: 1260L
Lower Lexile level (available online): 1090L
When Africa
Broke Free
In 1960, 17 African countries gained
independence from European colonial
rule. Times Past looks at some of Africa’s
successes and struggles since then.
Additional
Resources
upfrontmagazine.com
Before Reading
1
List Vocabulary: Share with students
the challenging general and domain-specific
vocabulary for this article. Encourage them to use
context to infer meanings as they read and to later
verify those inferences by consulting a dictionary.
Distribute or project the Word Watch activity
to guide students through this process, if desired.
2
arbitrarily
elusive
extremism
genocide
guerrilla
tempered
Engage: Have students study the map on
page 19 for the independence dates of African
Print or project:
• Word Watch (vocabulary)
• U.N. Declaration on Colonialism
(also on p. 13 of this Teacher’s Guide)
• Article Quiz (also on p. 10 of this
Teacher’s Guide)
• Analyze the Graph (also on p. 11 of
this Teacher’s Guide)
• Analyze the Photo (also on p. 14 of
this Teacher’s Guide)
countries. Discuss any patterns they observe.
Analyze the Article
3
Read and Discuss: Have students read the article. Discuss what makes this a secondary source. (It was
written in contemporary times by an author who researched the topic but didn’t experience the events firsthand.)
Then pose the following critical-thinking questions:
uAnalyze what the author means when he writes that
6 •
uExplain why many African economies were stunted by
Africa’s wind of change “turned out to be not a wind
years of colonial rule. (Colonial powers had focused
but a hurricane.” (He likely means that huge changes
exclusively on generating raw materials and crops in the
happened in a relatively brief period of time: By 1960, 27
colonies and exporting them, so economies in the former
African nations had secured their independence, including
colonies were not well developed. Even the infrastructure
17 in that year alone. There was an atmosphere of great
reflected this singular focus: Roads led to mines and farms,
celebration and hope.)
not to villages.)
Upfront • upfrontmagazine.com
u Why might some of today’s ethnic turmoil in Africa be
uWhat signs does the author point to that suggest
attributable to colonialism? (When European powers
Africa is on the verge of an economic and social
carved up Africa in 1884, they gave little regard to pre-
transformation? (Africa’s economy is growing at a pace
existing tribal relationships and geographic considerations.
twice that of the world as a whole. African nations are
The borders they created were arbitrary and in some cases
embracing technology, and their middle classes are growing.
led to today’s conflicts.)
Honest leadership is replacing corrupt governments.)
4
Integrate the Primary Source: Project or distribute the
PDF U.N. Declaration on Colonialism (p. 13 of this Teacher’s Guide), which
features an excerpt from a 1960 United Nations document on colonialism. Discuss
what makes it a primary source. (It was drafted in 1960 about events of that time.)
Have students read the excerpt and answer these questions (which appear on the
PDF without answers). Discuss.
uFor what audience is the declaration written?
u How would you describe the tone of the declaration?
(The declaration, which documents the U.N.’s stand on
(The tone of the U.N.’s declaration can be described as
colonialism, is meant for a global audience. Its writers may
hopeful, impassioned, and decisive or authoritative.
have hoped to appeal to the world’s colonial powers.)
Students may choose other descriptors.)
uWhat are some of the grounds on which the United
u The writers note that colonialism “impedes the social,
Nations calls for an end to colonialism? (The U.N.
cultural and economic development of dependent
argues that colonized peoples yearn to be free and have
peoples.” Based on the Upfront article, why might this
the right to be free. It also argues that denying freedom has
be so? Do you think the end of colonialism in Africa
caused conflicts, “which constitute a serious threat to world
resolved this problem? Explain. (The article notes that
peace,” as well as economic problems for both the colonized
colonizers created political, social, and economic structures
territory and the world at large.)
that served their own ends. For example, colonial economies
were meant only to generate raw materials for the colonial
uWhat do you think the writers of the declaration mean
powers. Colonial governments were meant to keep the state
when they note that the “process of liberation is
secure, not to improve people’s lives. The end of colonialism
irresistible and irreversible”? Do you agree? Explain.
in Africa did not suddenly resolve these problems. The
(To call the drive for freedom “irresistible and irreversible”
former colonies had to build much of their social, political,
means that it is a force that can no longer be stopped or
and economic systems from the ground up.)
dialed back. Student responses will vary.)
Extend & Assess
5
Writing Prompt
How would you summarize
6
Classroom Debate
Is the recent rise in Islamic
8
Paired Texts
Try pairing the article with the
the legacy of colonialism in Africa?
extremism in some African countries
novel Waiting for the Barbarians by
Is Africa ready to move beyond its
part of the legacy of colonialism?
J. M. Coetzee. Discuss the ways in
colonial past? Use evidence from the
Upfront article as well as the primary
source text to support your response.
7
which the novel serves as an allegory
Quiz
about African colonialism.
Use the quiz on page 10 of this
Teacher’s Guide.
Find all activity sheets and other support materials at upfrontmagazine.com
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