Nationalism, Citizenship… · SHS2 Social Studies

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Analyse the origins and impact of Pan-Africanism on the growth of nationalist consciousness in Africa

By the end of the lesson, learners can:

Define Pan-Africanism and explain its core ideas, including the unity and solidarity of African peoples worldwide.
Trace the origins of Pan-Africanism from the late 1800s through its early advocates in the diaspora and Africa.
Identify at least three prominent Pan-Africanists and describe their specific contributions to the movement.
Analyse how Pan-Africanist ideas and conferences contributed to the growth of nationalist consciousness and the decolonisation of African countries.
Evaluate primary source excerpts from Pan-Africanist speeches, identifying main ideas, goals, and historical challenges, and relate these ideas to Ghana’s independence struggle.

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Curriculum details

Strand: Nationalism and Nationhood (Strand 4)
Sub-strand: Nationalism, Citizenship and Nation building (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate understanding of the origins and impact of Pan-Africanist ideals, highlighting how these ideals can be used to solve contemporary problems faced by African countries 2.4.2.LO.1 Analyse the origins and impact of Pan-Africanist ideals on the decolonisation process in Africa, highlighting how these ideals can be used to solve contemporary problems faced by African countries
Indicator: 2.4.2.LI.1 - Analyse the origins and impact of Pan-Africanism on the growth of nationalist consciousness in Africa
Suggested placement: Semester 1, Week 15 (Week 15 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. 66

Exemplars (from the NaCCA curriculum)

Collaborative learning:
- In a think-pair-share activity, learners explain the concept of Pan-Africanism
- In pairs, learners identify images of prominent Pan-Africanists like Kwame Nkrumah, Jomo Kenyatta, W.E.B DuBois and Marcus Garvey
Source analysis:
- Learners explore primary sources to analyse excerpts from a Pan-Africanist speech or writing, focusing on the following questions: - What were the main ideas expressed in the text? - How does the text/speech define Pan-Africanism and its goals? - What were the challenges facing Africa at the time? - How did Pan-Africanism inspire hope and action for liberation?
- In a jigsaw technique, learners create posters summarizing their analysis of the primary source for a gallery walk
Teaching and Learning Resources:
- Pictures/documentaries about Pan-
- Africanists
- Excerpts of Pan-Africanist speeches
- Stationery and texts
- Internet access
Assessment (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.