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Algonquin College 1385 Woodroffe Ave Ottawa, Ontario K2G-1V8 (613)727-4723 ext.5138 Governance History Main Threads History Of Africa Provided by Ottawa Carleton District School Board Last updated: July 12, 2007 All pictures, maps and graphics associated with lesson plans are the property of Algonquin College, unless otherwise noted or linked. Statistical data and background information has been collected from the CIA World Factbook, public domain reference materials, and (where identified) external resources. Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has been made to maintain the accuracy of the information provided, Algonquin College is not responsible for unintentional data entry errors or omissions. If you would like to report any errors or corrections for lesson plans, or use copyrighted materials for purposes other than the Ontario Curriculum please contact: Expedition Africa at (613)727-4723 ext. 5138 or email [email protected] Small World Big Picture, Expedition Africa 2006 Table of Contents Summary of Lesson Plan Summary of Lesson Plan ................... 2 Subject Areas ...................................... 3 Unit ....................................................... 3 Length of Unit ..................................... 3 Activity Number .................................. 3 LESSON OBJECTIVES ....................... 3 This lesson introduces students to the history of the African continent in order to understand the modern day governance of African nations. The enclosed activities are based on providing a basic overview of the following 3 time periods: Pre-colonialism, Colonialism, and Post-colonialism. MOTIVATION ....................................... 3 MATERIALS ......................................... 4 INSTRUCTIONAL PLAN ..................... 5 #1 Brainstorm ............................. 5 #2 Maps ...................................... 5 #3 Connecting ............................ 6 #4 Suggested reading topics and analysis topics ............................ 6 This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio; video will be captured as listed. Feedback Page.................................... 8 Governance History Main Threads – History Of Africa Page 2 of 8 Small World Big Picture, Expedition Africa 2006 Subject Areas Intermediate Social Studies, Grade 10 Civics and Canadian History, Grade 11 Canadian Law and World History, Grade 12 International Law, Politics, World Issues, World History Unit History of Africa – linking to modern day Africa and Canadian History Length of Unit Depending on ability of individual teachers to build some or all of the following activities into their class curriculum. Activity Number 4 activities NB: Activities 1 & 2 can stand alone. Activities 3 & 4 require background knowledge. Depending on the course you are teaching and your particular areas of study may or may not be viable. Activities 3 & 4 can be used to engage in an exploratory discussion of concepts or become an in-depth case study for your course. LESSON OBJECTIVES (Students will learn) ~ Introduce students to the history of the African continent in order to understand the modern day governance of African nations. The following activities are based on providing a basic overview of the following 3 time periods: Pre-colonialism, Colonialism, Post-colonialism. ~ Enable students to draw parallels between the history of indigenous peoples of Africa and Canada. ~ Enable students to put into practice their mapping skills. ~ Enable students to put into practice their research skills. ~ Enable students to put into practice their writing skills. ~ Develop student’s analytical skills in drawing comparisons/ties between historical concepts. MOTIVATION (Hook) Introducing the Expedition Africa project through the Expedition Africa Legacy website. Brainstorm on any parallels in African and Canadian history. LESSON TIME Depends on which of the 4 activities individual teachers choose to implement. Governance History Main Threads – History Of Africa Page 3 of 8 Small World Big Picture, Expedition Africa 2006 MATERIALS (Requirements) Activity # Activity Resources needed Activity 1 Activity 2 Brainstorm Glossary: Imperialism and colonialism Chalkboard/Whiteboard Regular classroom Internet or textbooks Computer lab or library Preparing maps Activities 3&4 (based on teachers preferences and background knowledge) Connecting concepts in history and analysis Preferred location Maps: Computer lab or (A) Africa – continent (2 library class sets – the same map front/back) (B) Egypt, Sudan, Ethiopia, Kenya, Tanzania, Zambia, Botswana, Lesotho, South Africa (3 copies of each nation). Textbook information, paper copy of articles, on-line articles, films etc… Governance History Main Threads – History Of Africa Classroom, library or computer lab Page 4 of 8 Small World Big Picture, Expedition Africa 2006 INSTRUCTIONAL PLAN #1 Brainstorm As a class brainstorm about students present knowledge of Africa and African nations history and people. Discuss which media mediums and other sources of information have been the basis of student knowledge thus far. From this jumping off point begin the following activities to facilitate a basic knowledge of key aspects of African history. #2 Maps Identify the following 3 time periods and begin mapping out concepts essential to the history of Africa. The following can be done with any or all regions of Africa – for the intents of this project we will focus on East African nations on the East Africa Expedition. PRE-COLONIALISM: Map is to focus on the multicultural aspect of African tribes and civilisations which to this day contribute to the diversity of African nations. The objective is for students to appreciate the ethnic diversity within modern day borders. Organize 10 groups, one for each of the following nations : Egypt, Sudan, Ethiopia, Kenya, Tanzania, Malawi, Zambia, Botswana, Lesotho, South Africa. These can be then posted on bulletin board in class as a map of East Africa Expedition – to follow along for the semester / term. Each group receives a blank map of their nation. Each group must research via the Internet the Ethnic groups within their nation. Final product: Map which includes the following criteria : Title, Date of map information, Source of Map information, Legend identifying the main ethnic groups within the nation at hand. Groups will then present their maps to the class by focussing on 3 particular areas of interest based on their research. COLONIALISM: Map is to focus on the colonisation of the continent of Africa. Each student receives a map of Africa with nations labelled. Each student must research via the Internet or textbook, if one is available, which European nation colonized which African regions and the new borders established through this process. *A reading on the Berlin Conference 1884-1885 will prove helpful. Final Product: Map which includes the following criteria: Title, Date of map information, Source of Map information, Legend identifying the colonial powers over each African nation. This map will be used in conjunction with other activities listed below. POST-COLONIALISM: Map is to focus on the identification of the Government regimes in present day Africa. Each student receives a map of Africa with nations labelled. In 5 small groups students will research the modern day government regime for their region of Africa: North West, North East, Central, South West, South East – using a map teacher will clarify which countries are included in each region. Final Product: Map which includes the following criteria: Title, Date of map information, Source of Map information, Legend identifying the type of government Governance History Main Threads – History Of Africa Page 5 of 8 Small World Big Picture, Expedition Africa 2006 regime in place: Democracy, Authoritarian regimes: dictatorship, monarchy, oligarchy (religious, military). Based on their research students may decide to create or change the categories listed, as long as the class comes to a consensus on what the categories are – this in itself will lead to discussion about whether some nations are more difficult to classify due to civil unrest etc… Each group will present their findings to the class and based on the presentations, all students will complete their own map of Africa with modern day government regimes. This map activity can be used in conjunction with other activities listed in this document, as well as the activities for the Unit on Government regimes. #3 Connecting - Concepts relating to the History of Africa and the History of Canada PRE-COLONIALISM: Compare diversity of First Nations of Canada and diversity of Ethnic groups in Africa Missionaries and the movement to convert “savages” in Canada and African regions (indigenous spirituality, Christianity and Islam) European contact – Africa & Canada Indigenous oral history and European written history COLONIALISM: Cultural Assimilation policies within Canada and African Nations Exploitation of Natural Resources (non-indigenous wealth) POST-COLONIALISM: Self-determination – success and challenges for First Nations of Canada and African nations Standard of life in African nations, and standard of life of First Nations in Canada (literacy, access to education, drinking water, poverty, abuse) Compare immigration and emigration within African nations and Canada Discuss multiculturalism within African nations and Canada #4 Suggested reading topics and analysis topics Tribalism in Africa & European racist theories First Nations & Canadian government racism Slavery (human exports, human imports, underground-railway) Berlin Conference 1884-1885 (European Colonialism – dividing the continent of Africa) Discussion topics leading to Argumentative paragraph writing: (i) Many factors can explain the on-going political instability in African nations. (ii) Many parallels can be drawn between the experiences of the indigenous peoples of Africa and North America. (iii) Human rights violations were the result of many policies undertaken by the Europeans in Africa and the Canadian government vis a vis First Nations. (iv) The exploitation of natural resources leads to the exploitation of Indigenous peoples in Africa and Canada. (v) It is problematic studying the history of Indigenous peoples in Africa and Canada due Governance History Main Threads – History Of Africa Page 6 of 8 Small World Big Picture, Expedition Africa 2006 to the cultural tradition of oral history, and the fact that our studies are generally based on the written histories written by Europeans. Governance History Main Threads – History Of Africa Page 7 of 8 Small World Big Picture, Expedition Africa 2006 Feedback Page Please provide us with your feedback on this lesson and/or its available resources. We welcome suggestions for improvements, additional methodologies, and/or new resources you may have found to support the lesson(s). If you would like to submit your own lesson plan(s) or curriculum idea(s) please contact your school board representative listed at http://www.algonquincollege.com/africa Last Name First Name M.I. School Board Address Apt./Unit City Phone Province ( ) Postal Code E-Mail Lesson Plan Title: Governance History Main Threads – History Of Africa Page 8 of 8