Prelude to Colonisation and… · SHS3 History

Lesson notes

Learning Objectives

Indicator: 3.3.3.LI.2 - Assess indirect and direct rule systems in West Africa.

By the end of the lesson, learners can:

Distinguish between the indirect rule system and the direct (assimilation) rule system, identifying at least four key differences.
Identify the European colonial powers and the specific territories in West Africa that practised each system of administration.
Explain the roles of traditional rulers under both indirect and direct rule, using specific examples from Ghana, Nigeria, and Senegal.
Analyse the reasons why educated elites opposed indirect rule, citing at least two specific grievances.
Evaluate the strengths and weaknesses of both systems of colonial administration, drawing reasoned conclusions about their impact on African societies. This objective requires Strategic Reasoning (Level 3) and Extended Critical Thinking (Level 4).

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Prelude to Colonisation and Colonial Rule (3.3)
Content standard: 3.3.3.CS.1 - Demonstrate understanding of how the Europeans scrambled for and partitioned Africa and how Africans were eventually drawn into the two World Wars. 3.3.3.LO.1 Employ relevant historical skills to analyse and describe how Africa was partitioned, the nature of European rule and the involvement of Africans in the two World Wars including how both influenced nationalism towards independence in different African countries.
Indicator: 3.3.3.LI.2 - Assess indirect and direct rule systems in West Africa.
Suggested placement: Semester 2, Week 10 (Week 30 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. 128

Exemplars (from the NaCCA curriculum)

Enquiry Routes: How is indirect rule different from direct (assimilation) rule? Which African countries practised indirect rule? What were the roles of traditional rulers under Indirect Rule? Where in Africa was direct rule system practised? In which years were direct and indirect rule systems predominantly used in West Africa? How did Africans resist direct and indirect rule?
Collaborative Learning:
- Using think-pair share activity, learners explain how Indirect Rule differs from Direct Rule system.
- Learners brainstorm and identify the European countries that adopted indirect and direct rule systems.
- In a Jigsaw activity, learners create a chart that explains features of the direct and indirect rule systems.
Talk for Learning:
- With the help of a resource person, learners hold a seminar on the role of traditional leaders in Indirect Rule.
- In a Snowball activity, learners discuss why the educated elites opposed the Indirect system.
Technology Enhanced Active Learning (TEAL):
- Using the internet, learners search for the reasons for the adoption of Indirect and Direct rule systems in parts of Africa.
- In mixed-ability groups, learners create multimedia presentations on the unintended advantages and the disadvantages of indirect and direct rule systems.
Teaching and Learning Resources:
- Primary sources on the Berlin Conference (old photographs, videos, documents, newspaper reports, etc.)
- A chart on the rationale for the Berlin Conference.
- Cartoons on the Berlin Conference
- Map of Africa before and after its partition.
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- A chart on the difference between Direct and Indirect Rule.
- Old African and European maps
- A chart on features of Direct and Indirect Rule.
- A resource person
- Primary sources on WWI and WWII (old photographs, videos, newspaper reports, etc.)
- Documentaries on WWI and WWII
- A chart on impact of the World Wars on Africa
Assessment (3.3.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.