MODERN WORLD

HISTORY

AFRICA
Subject Area: Social Studies Course: Modern World CRN:2707
History
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.
The motives behind European
colonialism/imperialism.
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.
Essential Questions:
How does physical geography impact the
development of a region?
Do the former colonial powers owe modern
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)
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 Other Evidence:

the following. NOTE: This unit offers • Pre-assessment
many different opportunities to assess KWL on African geography
student learning as they are learning. KWL on African history/culture
To assume that a single post-unit KWL on colonialism and imperialism
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.

Stage 3 – Learning Plan

Lesson Plans
1. Explore the African Map 2 days
2. Intro to “Film Assignment”
3. Transatlantic Slave Trade PPT 1 day
4. Creating Illustrated Spoke Diagrams of pre-colonial Nigeria 2-3 days
5. Facing Colonialism: How would you Respond ? 2 days
6. A Conference on Independence: Planning Nigeria’s Future 2-4 days
7. Major Events in South Africa 1-2 days
8. Apartheid 4-5 days
9. Conflict in Sudan 3-4 days
10.Additional Resources/Case studies
11. Post-assessment

23 days plus assessment. 5 weeks

 MODERN WORLD HISTORY
Explore the Map of Africa: Lesson #1
Course: Modern World History
CRN: 2707
Unit: Africa
Title: Explore the Map of Africa
Time Frame: 1-2, 45 min. class periods
Learning 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 Environment
Indigenous populations
Evidence 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 Map
Procedures:
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 HISTORY: Modern Africa
The Transatlantic Slave Trade and La Amistad: Lesson #2
Course: Modern World History
CRN: 2707
Unit: Modern Africa
Title: The Transatlantic Slave Trade and La Amistad
Time Frame: 2-3 45 minute class periods
Learning 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 Africa

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
Academic/Content Vocabulary:
Colonialism
Imperialism
Evidence 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 trade
2. 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 PPT
4. 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 HISTORY
Creating Illustrated Spoke Diagrams of Pre-colonial Nigeria: Lesson #3

Course: Modern World History

CRN: 2707
Unit: Modern Africa
Title: Creating Illustrated Spoke Diagrams of Pre-colonial Nigeria
Time Frame: 2-3 45 min. class periods
Learning 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 Development
Indigenous 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 Africa
Facing Colonialism: How Would You Respond? Lesson #4

Course: Modern World History

CRN: 2707
Unit: Modern Africa
Title: Facing Colonialism: How Would You Respond?
Time Frame: two 45 minute class periods
Learning 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:
Colonialism
Imperialism

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 History

CRN: 2707
Unit: Modern Africa
Title: A Conference on Independence: Planning Nigeria’s Future
Time Frame: 2-4 class periods
Learning 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:
Colonialism
Nationalism
Political 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 Africa
Major Events in South African History: Lesson #6

Course: Modern World History

CRN: 2707
Unit: Modern Africa
Title: Major Events in South African History
Time Frame: 1-2 class periods
Learning 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:

Colonialism
Imperialism
Political development
Indigenous 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 Africa
Apartheid: Lesson #&

Course: Modern World History

CRN: 2707
Unit: Africa
Title: Apartheid
Time Frame: 4-5, 45min. class periods
Learning Target(s): MWH.1
The student will reconstruct and interpret the laws that form apartheid in South Africa
The student will use the S.O.A.P.S. Document form to research and to take notes on laws
The student will experience discrimination by participating in the experiential exercise in TCI.
Academic/Content Vocabulary:
Apartheid, Colonialism, Political Development
Evidence 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 form
Participation in the TCI experiential exercise 3.1
Procedures: 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.jpg
Suggested 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.
 MODERN WORLD HISTORY: Modern Africa
Conflict in Sudan: Lesson #9

Course: Modern World History

CRN: 2707
Unit: Modern Africa
Title: Conflict in Sudan
Time Frame: 2-3 45 min. class periods
Learning 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:

Darfur
Genocide
Janjaweed
Referendum
Secession
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 History

CRN: 2707
Unit: Modern Africa
Title: Additional Resources
Time Frame: To round out the curriculum
Learning 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:
Imperialism
Colonialism
Social Development
Industrial Revolution
Physical Environment
Political Development
Economic development

Evidence of Student Learning:

An array of opportunities to be determined by the classroom teacher

Additional 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.