SHS3 History · Semester 2 Week 17: Response to Colonial Rule

Lesson notes

Learning Objectives

Indicator: 3.3.4.LI.2 - Analyse the nature of African resistance against colonial rule.

By the end of the lesson, learners can:

Categorise the various forms of African resistance against colonial rule into armed resistance, peaceful protest, religious movements, and intellectual/political agitation, citing at least two examples for each category.
Explain the specific roles played by protest parties and movements, African-owned newspapers, religious reformist groups, and Pan-Africanists in the struggle against colonial rule.
Analyse primary and secondary sources (such as newspaper reports, photographs, and biographical accounts) to draw reasoned conclusions about the nature of African resistance.
Evaluate how the nature of resistance varied across different African territories, comparing examples such as the Mau Mau in Kenya, the Negritude Movement in Francophone Africa, and protest movements in the Gold Coast.
Develop and defend an opinion on how the different forms of resistance contributed to the growth of patriotism, national consciousness, and teamwork among Africans.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Response to Colonial Rule (3.4)
Content standard: 3.3.4.CS.1 - Demonstrate understanding of Africans' resistance against colonial rule. 3.3.4.LO.1 Use relevant historical sources to investigate the nature of African resistance against colonial rule and develop opinions on how resistance against colonialism helped to exhibit traits such as patriotism, loyalty, national consciousness, tolerance, and teamwork.
Indicator: 3.3.4.LI.2 - Analyse the nature of African resistance against colonial rule.
Suggested placement: Semester 2, Week 17 (Week 37 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:

indicator text - p.133: the page prints this indicator 3.3.3.LI.2 and its assessment 3.3.3.AS.2 inside the Sub-Strand 4 table, under content standard 3.3.4.CS.1 and directly after a correctly coded 3.3.4.LI.1. Filed by the section, which the standard, the sub-strand column and the block's own first row all agree on; 3.3.4.LI.2 and 3.3.4.AS.2 were free. The real 3.3.3.LI.2 is a different indicator on printed p.128 covering indirect and direct rule, so filing by the printed code would put an African-resistance lesson under the Berlin Conference sub-strand
Curriculum reference: NaCCA curriculum document, p. 133

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How did Africans resist against colonial rule? What role did individuals and groups play towards the struggle of Independence across Africa?
Project-Based Learning: In pairs, learners create charts to describe the nature of Africans' resistance against colonial rule including the role of protest parties and movements, role of African-owned presses and newspapers, religious reformist groups, role of Pan-Africanists, etc.
Cooperative Learning: In small groups, learners create biographical data/ history-makers chart on African nationalists abroad including Marcus Garvey, W.E.B. Dubois, George Padmore, etc. and how they influenced African nationalists in the struggle for independence.
Project-Based Learning:
- In small groups, learners perform a drama on the contributions of independent movements and groups toward the struggle for independence in parts of Africa. E.g., the Negritude Movement, the Mau Mau etc. HINT: Encourage learners who are physically challenged to take part in the drama.
- Using primary and secondary sources, learners examine how Independence struggles occurred in some parts of Africa: (Nigeria in 1960, Algeria in 1962, Kenya in 1963, and South Africa in 1994)
Technology-Enhanced Active Learning: Learners watch documentaries on the role of African nationalists in the struggle of Independence across parts of Africa. E.g., Dr. Kwame Nkrumah of Ghana, Jomo Kenyatta of Kenya, Ahmed Ben Bella of Algeria, Nelson Mandela of South Africa, etc.
Teaching and Learning Resources:
- Photographs of European settlement patterns in Africa / housing units / Government reservation areas in Africa
- Mind map of conditions leading to African resistance of European rule
- Pictures of cash crops
- Documentary on the general socio-economic policies of the colonial government
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Primary sources (old photographs, art forms, newspaper reports, etc. nationalist groups)
- Textbooks, newspaper articles/opinion papers, etc.
- A chart on early protest movements in Africa.
- Documentaries on activities on early protest movements.
- Pictures of nationalists
Assessment (3.3.4.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.