2014 Decolonization in Africa Lesson Plan

1. 2014 Decolonization in Africa Lesson Plan Date your papers: Friday, January 10, 2014 Monday, January 13, 2014 Tuesday, January 14, 2014 Wednesday, January 15, 2014

2. Please Note: Changes to Lesson • Same as with the last lesson, to catch up with pacing what is marked in RED in has been cut from your lesson plan. • Be sure to cross them off in the provided lesson plan. • Thanks.

3. Day One: Friday, January 10, 2014 • Quiet Question-Type Two Prompt: Working with your partner, read the two excerpts. • The first is from Rudyard Kipling’s poem, “The White Man’s Burden.” • The second is from Edward Morel’s article, “The Black Man’s Burden” written in response to Kipling’s poem. • 2 Kipling’s Arguments That Support Imperialism Ties to Notes • 2Morel’s Arguments Against Imperialism Ties to Notes

4. Day One: Friday, January 10, 2014 • CUT: • Groups: Turn to the other pair that makes up your group and share and discuss your answers. Then as a group, do the following Type Two Prompt---- • Read the following primary source excerpts and then answer how and why did Africans choose to rebel against European Imperial rule after World War Two:

5. Day One: Friday, January 10, 2014 • Class: Groups will share their response to the second Type Two Prompt. Use to introduce Decolonization. • Class:Ms. Barben is going to begin her “Collapse of Imperialism in Africa: Decolonization” Powerpoint, and you are to take notes in the provided graphic organizer. • In class today, we should cover the following sections: • World War One • World War Two •  Cold War • African Nationalism • Homework: Continue your work on the Imperialism Editorial.

6. Day Two: Monday, January 13, 2014 • Class: Ms. Barben is going to continue her “Collapse of Imperialism in Africa: Decolonization” Powerpoint, and you should continue to take notes in the provided graphic organizer. • In class today, we should cover the following sections: • Pan-Africanism • Phases of Decolonization

7. Day Two: Monday, January 13, 2014 • For the rest of class and if not finished, homework for tonight: • Groups: You will be broken up into Jigsawed Groups to read about and take notes on the following European country and how that country handled Decolonization. • Each group member will be responsible for taking COMPLETE notes, because you will then be assigned to different groups tomorrow to teach the content to your new group members. • You will use the class set copy of Ms. Barben’sPowerpoint and the textbook pages identified on the first page of the lesson to do this. • Britain---Main Characteristics, Gold Coast/Ghana, Nigeria, and Impact/Effects • Britain---Main Characteristics, British Central Africa/Rhodesia, Kenya, and Impact/Effects • France---Main Characteristics, Algeria, and Impact/Effects • Belgium---Main Characteristics, Congo, and Impact/Effects • Portugal---Main Characteristics, Angola, Impact/Effects and all for Italy as well • Homework: Continue work on Imperialism Editorial

8. Day Three: Tuesday, January 14, 2014 • Groups: You will now be put into new groups. Each group will have a different group member representing a through e. • You have the class period to teach the content to your groups and make sure notes are complete. • Homework: Continue your work on the Imperialism Editorial.

9. Day Four: Wednesday, January 15, 2014 • Groups: You will finish your Group-Shares of the notes on Decolonization. • If finished early, use rest of class time to work quietly on your Africa Unit Study Guide to use on the midterm.

10. CUT DAY FIVE: Cross Out In Lesson Plan • Groups:Summative Assessment---You will be creating a Propaganda Poster on the independence movement for the African country assigned to your group. • Propaganda Poster Topics: • Gold Coast/Ghana---Kwame Nkrumah and the Convention People’s Party (CCP) • Kenya---Jomo Kenyatta, Ki Kuyu, and Mau Mau • Algeria---Ahmed Ben Bella and the National Liberation Front OR France’s Charles de Gaulle • Congo---Patrice Lumumba and the Mouvement National Congolais OR Joseph Mobutu