Students explore the growing nationalist and independence movements that developed in West and Central Africa during the twentieth century. They learn about the West and Central African countries that gained independence in 1960, and they individually research the specific progression of independence in one of those countries. Finally, students write a diary entry imagining what it might have been like to be a high school student at the time of their country’s independence.
Students read an introduction to the experience, which explains that they will study twentieth-century nationalist and independence movements in West and Central Africa and later research one country’s path to independence. They reflect on the words “freedom” and “independence,” then respond to a discussion wall prompt describing features of life for a free and independent person.
Teacher MovesIntroduce the overall purpose of the lesson and highlight the objective. Facilitate a class discussion using students’ wall responses about freedom and independence, then prompt them to consider the contrasting question, “If you do not have freedom or independence, what is life like?” to deepen their thinking before moving on.
Students read background text about European colonial control in Africa and the coming changes in the twentieth century. They access Exploring Africa to read four sections on resistance, nationalism, and independence, using a graphic organizer to take notes on each section. They then answer two multiple-choice questions about who led demands for opportunity and inclusion and how World War II and the postwar period contributed to African nationalism. Finally, they examine a chronological list of African independence dates to notice patterns, including the many countries that gained independence in 1960.
Teacher MovesEnsure students can access and navigate the online reading and support them in using the graphic organizer to capture key ideas from each section. Review and discuss student responses to the embedded questions to check understanding of resistance, nationalism, and the impact of World War II. Lead a brief discussion about the timing of African independence, asking whether it is surprising that many West and Central African countries gained independence around 1960, and connect this era to other global and U.S. events to provide historical context.
Students select one of the 15 West and Central African countries that gained independence in 1960 and conduct online research about that country’s independence movement. They create a report that may address original European colonization, key events and leaders, terms of independence, the ongoing relationship with the former colonizer, and relevant images. They either post the report directly to a discussion wall or share a link to a product created with a digital tool such as Prezi, a timeline creator, a presentation platform, or another approved tool, clearly indicating which country they studied. Students then review classmates’ reports and respond to at least two with questions or comments comparing similarities and differences between independence movements.
Teacher MovesGuide students in choosing a country and planning their research, clarifying expectations for the content and format of the report. Support students in using digital tools as needed and monitor the discussion wall to ensure posts are substantive and accurate. If time permits, invite students to present their reports to the class and facilitate a whole-group discussion that draws out similarities and differences among the various nationalist and independence movements.
Students imagine themselves as high school students living in the country they researched at the time of its independence. Drawing on their research and understanding of the historical context, they write a diary entry on a class wall describing what happened during that day or week and what it felt like for them, their family, and their country.
Teacher MovesEncourage students to use specific historical details from their research to inform their diary entries and to focus on personal perspective and emotion as well as events. Select and share one or more thoughtful or vivid diary entries with the class to prompt discussion about how independence might have affected ordinary people’s lives.
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.
©2026 Exploros. All rights reserved.