SHS3 History · Semester 1 Week 20: Religion and Religious Change

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.2 - Trace the advent and influence of Islam and Christianity on Africa.

By the end of the lesson, learners can:

Trace the routes and timelines by which Islam and Christianity entered Africa, identifying the key people and groups responsible for their introduction.
Explain the methods used to spread Islam and Christianity in Africa, including trade, migration, warfare, and missionary work.
Describe at least three impacts of Islam and Christianity on African societies, including changes in religion, education, politics, and culture.
Compare and contrast Islam and Christianity in terms of their introduction, methods of spread, and influence on Africa.
Assess the extent to which indigenous African religious practices continued alongside Islam and Christianity, demonstrating an understanding of religious change and continuity.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Religion and Religious Change (3.1)
Content standard: 3.3.1.CS.1 - Demonstrate understanding of the religious change and continuity in Africa. 3.3.1.LO.1 Use relevant historical sources in the environment to recount trends of change and continuity in African religious practices, establishing the impact on African societies.
Indicator: 3.3.1.LI.2 - Trace the advent and influence of Islam and Christianity on Africa.
Suggested placement: Semester 1, Week 20 (Week 20 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.
Curriculum reference: NaCCA curriculum document, p. 119

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Which people introduced Islam and Christianity into Africa? How were these two religions introduced? What impact have these two religions had on Africa? What are their similarities and differences?
Cooperative Learning: In small groups, learners formulate historical questions (5Ws 1H) to trace the beginnings of Christianity and Islam in Africa.
Experiential Learning: Learners hold a class seminar with a resource person/griot to discuss how Christianity and Islam were introduced and accepted in Africa. OR Learners watch a documentary on the introduction of Islam and Christianity and discuss their observation in class.
Project-Based Learning: Using the Internet, learners search for the influence of these two religions (Islam and Christianity) on Africa and present your findings in class.
Teaching and Learning Resources:
- Resource persons including traditional priests and leaders/ griots
- Primary source and secondary data including folk songs, photographs, and videos of indigenous religious practices.
- Primary and secondary source data on missionary activities including photographs, videos, documents, etc.
- Internet access
- Computers/ laptops, LCD projector/screen, video/ audio player
- Documentaries on Introduction of Islam and Christianity in Africa.
- Stationery
Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.