Students learn about the early civilizations as well as the colonial rule of both Eastern and Southern Africa. They will also explore how colonialism in Southern Africa was different from colonialism in the rest of the continent.
Students learn about the early civilizations as well as the colonial rule of both Eastern and Southern Africa. They will also explore how colonialism in Southern Africa was different from colonialism in the rest of the continent.
Students read an introduction to the experience that previews the early civilizations and colonial history of Southern and Eastern Africa. They view an image of a castle in Gonder, Ethiopia and respond to a word cloud prompt about what comes to mind when they think of Ethiopia. Students then watch The Ark of the Covenant: Aksum to learn about Ethiopia’s ancient religious and historical significance and post to a collaborative wall about what surprised them from the video. They conclude by reading a brief statement about exploring the broader history of Ethiopia and the region in the lesson.
Teacher MovesPresent the overview and objectives, highlighting that students will investigate both early civilizations and the distinct nature of colonialism in Southern Africa. Prompt students to share and compare their initial associations with Ethiopia, then play and briefly frame the video. Facilitate discussion of wall responses, drawing out misconceptions (such as only associating Ethiopia with famine) and emphasizing Ethiopia’s deep Jewish, Christian, and Islamic roots. When the class is ready, unlock the next scene.
Students examine images related to Eastern Africa and read selected sections from The Region Called East Africa (“Pre-history: The Origins of Modern Humans,” “Early East African Kingdoms and Trade Networks,” and “European Colonialism”) to trace the region’s historical development. As they read, they take structured notes in a three-column table organized by pre-history, early kingdoms and trade networks, and European colonialism. Students then answer several multiple-choice questions to check their understanding of topics such as the significance of the fossil “Lucy,” early trade partners, the location of Aksum, and which European countries colonized East Africa.
Teacher MovesGuide students into the reading by clarifying expectations for which sections to focus on and how to use the note-taking table. Monitor students’ work, using the sortable table to review and compare entries by topic or student. Provide clarification as needed on key concepts like human origins, trade routes, and colonial powers. Use student responses to the embedded questions to identify and address misconceptions, then unlock the next scene when students are ready to move on.
Students shift focus to Southern Africa by reading History of Africa during the Time of the Kingdom of Great Zimbabwe to learn about the Great Zimbabwe civilization, including its geography, political organization, and trade. They answer poll questions about the rivers between which Great Zimbabwe was located and how the state was organized. Students then read the section “Why Southern Africa Is Different” from What Do We Know about Southern Africa? and post to a class wall explaining, in their own words and with supporting details, how colonialism in Southern Africa differed from colonialism in other parts of Africa.
Teacher MovesIntroduce the shift from Eastern to Southern Africa and ensure students understand the historical context of Great Zimbabwe. Review poll results to reinforce correct information about the civilization’s location and centralized political structure. After students post to the wall, select and share interesting or exemplary responses with the class, guiding discussion toward the idea that large numbers of permanent European settlers in Southern Africa created a distinct tone and structure of colonial rule. Clarify and elaborate on key differences using student examples, then unlock the next scene.
Students view an image depicting the arrival of Jan van Riebeeck and read a brief note that this experience ends with the colonial period, with independence movements to be explored later. They then respond on a collaborative wall by describing anything they already know about independence movements in Eastern and Southern Africa or, if they are unsure, by predicting how independence may have occurred and what the legacy of colonialism might be, using evidence from prior knowledge and from this experience where possible.
Teacher MovesFrame this scene as a bridge between the colonial history studied in the lesson and future learning about independence movements. Encourage students to connect their predictions or prior knowledge to evidence from earlier readings and activities. Highlight and discuss one or more thoughtful or insightful wall posts with the class, using them to deepen thinking about possible paths to independence and long-term colonial legacies. Unlock the next scene when discussion is complete.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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