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

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.

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 ImperialismTies to Notes 2Morel’s Arguments Against Imperialism Ties to Notes

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:

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.

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

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’s Powerpoint and the textbook pages identified on the first page of the lesson to do this. a)Britain---Main Characteristics, Gold Coast/Ghana, Nigeria, and Impact/Effects b)Britain---Main Characteristics, British Central Africa/Rhodesia, Kenya, and Impact/Effects c)France---Main Characteristics, Algeria, and Impact/Effects d)Belgium---Main Characteristics, Congo, and Impact/Effects e)Portugal---Main Characteristics, Angola, Impact/Effects and all for Italy as well Homework: Continue work on Imperialism Editorial

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.

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.

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