SHS2 Social Studies · Semester 1 Week 11: European Encounter, Colonialism and Neo-Colonialism

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Explain the motivations behind European exploration of Africa

By the end of the lesson, learners can:

Identify at least five European powers involved in the exploration of Africa and name the regions they targeted
Explain the economic motivations for European exploration, including the search for gold, spices, raw materials and new markets
Describe the political motivations for European exploration, including competition between European nations for power and prestige
Analyse the religious motivations for European exploration, including the spread of Christianity and the desire to “civilise” African peoples
Evaluate which motivation was most significant in driving European exploration, using evidence to support their independent conclusion

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Curriculum details

Strand: Nationalism and Nationhood (Strand 4)
Sub-strand: European Encounter, Colonialism and Neo-Colonialism (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate understanding of European encounter and colonialism in Africa, recognising the limitations and biases inherent in traditional Eurocentric narratives 2.4.1.LO.1 Evaluate the historical narratives surrounding European exploration and colonialism, highlighting the perspectives of the African people
Indicator: 2.4.1.LI.1 - Explain the motivations behind European exploration of Africa
Suggested placement: Semester 1, Week 11 (Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.63: the content standard code is printed 2.4.1CS.1 without the required dot before CS; normalised to 2.4.1.CS.1 for import, the intended code being unambiguous
Curriculum reference: NaCCA curriculum document, p. 63

Exemplars (from the NaCCA curriculum)

Project-based learning:
- With the aid of a world map, learners identify the major European powers or countries involved in the exploration of Africa and their competing interests
- Create multimedia presentations on the role of technological advancements, such as caravels and navigation instruments, in facilitating the European exploration of Africa
Collaborative learning: In a jigsaw activity, learners identify the economic, political, and religious factors that drove European interest in Africa
Teaching and Learning Resources:
- World map/globe
- Stationery
- Internet access
- Library sources
- Standard textbooks
- Computer/laptop
- Cartoons on Berlin Conference
- Audio devices
- Documentaries/pictures on Berlin
- Conference
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.