Students get an overview of the history of ancient Egypt, focusing on the ancient Egyptians' emphasis on the afterlife. Then they trace the more recent history of North Africa, from colonization to independence to today. Finally, students explore through writing what it might be like to reclaim a community after it has been colonized.
Students are introduced to the idea that Africa is a diverse continent and that this lesson will focus on the six countries of North Africa. They examine a photograph and respond to a word cloud prompt about what the image suggests about the past and present. Students then read selected sections of Ancient Egypt to focus on the early history of Egypt, and use a shared wall to identify significant developments from the early timeline of ancient Egyptian civilization.
Teacher MovesPresent the lesson overview and objectives, emphasizing the diversity of Africa and the focus on North Africa’s history. Prompt students to look closely at the image and share brief ideas about what it reveals about continuity between past and present. After students post to the wall, highlight key developments such as settlement of the Nile Valley, unification of Egypt, the development of hieroglyphic writing, and pyramid building. When the class is ready, unlock the next scene.
Students view an image of the pyramids and read a brief caption to situate ancient Egypt. They watch the video Ancient Egypt to learn about major achievements and beliefs of the civilization, then answer two polls about Egyptian “firsts” and beliefs about the afterlife. Next, they explore the website Ancient Egypt and use a graphic organizer to take notes on specific features such as pharaohs, pyramids, mummies, the Great Sphinx, the journey of the dead, Egyptian writing, and the Valley of the Kings, adding additional details if time allows.
Teacher MovesDirect students’ attention to the image and caption to activate prior knowledge, then play the video and ensure all students respond to the polls. Monitor students as they complete the graphic organizer, checking that they capture key information for each feature. If many students miss important points, review each of the seven features together as a class. Encourage students to explore additional sections of the site if time permits, and lead a discussion about the significance of ancient Egyptian views of life, death, and the afterlife. Organize students into at least six small groups for the next scene, assigning one North African country to each group, and then unlock the next scene.
Students are introduced to the focus on the more recent history of North Africa, including colonization, independence, and current political conditions. Using a blank map of North Africa, they label each country, the European power that colonized it, and its date of independence, drawing on information from Politics of North Africa. In assigned small groups, students research their specific country and create a timeline with at least eight significant historical events, including facts about early history, colonization, and the current government, and the group recorder uploads the timeline.
Teacher MovesClarify the goals of the scene and ensure students can identify and label the North African countries on the blank map, including colonizing powers and independence dates. Assign or confirm a recorder for each group and make sure each group understands the requirements for its country timeline. After timelines are created and shared, invite representatives to present their country’s history. Facilitate a whole-class discussion comparing similarities and differences among the countries’ histories, especially the shared experience of colonization and the types of problems it can create. When discussion is complete, unlock the next scene.
Students imagine re-establishing a community after being freed from a conquering power, reflecting on how colonization might have affected daily life and freedoms. They write a letter explaining what they believe should be the most important values for their new community, why those values matter, and what lessons from the past should shape how the community is rebuilt.
Teacher MovesPrompt students to draw on what they have learned about colonization and independence in North Africa as they imagine rebuilding a community. Encourage thoughtful, specific reflection in their letters about lost freedoms and desired values. After students submit their letters, select and share one or more interesting or exemplary letters with the class to spark discussion about values and lessons learned from history. When ready, unlock the final scene.
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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