Response to Colonial Rule · SHS3 History

Lesson notes

Learning Objectives

Indicator: 3.3.4.LI.1 - Discuss the conditions that led to African resistance to colonial rule.

By the end of the lesson, learners can:

Identify at least four social conditions, such as segregation in housing, low remuneration for African civil servants, discrimination, and limited access to higher education, that contributed to African resistance against colonial rule.
Explain at least four economic conditions, including exploitation of resources, forced labour, cash crop production issues, European monopoly, foreign domination of the economy, and high taxation, that fuelled African resistance.
Categorise the conditions leading to resistance into social and economic groups using a mind map or chart.
Discuss how these conditions sparked and increased resistance against colonial rule, using specific examples from Ghana and other African territories.
Work collaboratively in groups to formulate historical questions and present findings on how colonial policies provoked African resistance.

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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.1 - Discuss the conditions that led to African resistance to colonial rule.
Suggested placement: Semester 2, Week 16 (Week 36 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. 133

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What conditions led to Africans' resistance against colonial rule? How did these conditions spark-up, increased resistance against colonial rule?
Collaborative Learning:
- In small groups, learners formulate historical questions to analyse how social policies of the colonial government led to African resistance. E.g., segregation in types of housing units (accommodation), low remuneration to African civil servants, discrimination, limited opportunities for higher education, etc.
- Learners form concentric circles to discuss and present on economic policies of the colonial governments and how they increased African resistance or nationalism. E.g., exploitation of resources, forced labour, cash crop production issues, European monopoly, foreign domination of the economy, high taxation, etc.
Project-Based Learning: Learners dramatize how social and economic policies of colonial governments in Africa contributed to nationalistic tendencies in different parts of Africa. Hint: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.