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 are introduced to the focus of the experience—early civilizations and colonial rule in Eastern and Southern Africa—and review the lesson objectives. They examine an image of a castle in Gonder, Ethiopia, then respond to a word cloud prompt about what comes to mind when they think of Ethiopia. Students watch The Ark of the Covenant: Aksum to learn about Ethiopia’s ancient religious and historical significance, and then post to a class wall describing what surprised them about Ethiopia based on the video. They conclude by reading a brief statement that previews further exploration of the history of Ethiopia and other parts of Eastern and Southern Africa.
Teacher MovesPresent the overview and objectives, clarifying that students will investigate both early civilizations and the distinct nature of colonialism in Southern Africa. Review and, if appropriate, display student word cloud responses to surface prior knowledge and preconceptions about Ethiopia. After the video, prompt students to share what surprised them on the wall and facilitate a brief discussion, highlighting Ethiopia’s ancient Jewish, Christian, and Islamic roots and addressing stereotypes (such as only associating Ethiopia with famine). Transition students to the next scene when the class is ready.
Students view images related to Eastern Africa, then read selected sections from The Region Called East Africa to learn about human origins, early East African kingdoms and trade networks, and European colonialism. As they read, they complete a three-column digital notes table, recording key ideas about pre-history, trade networks, and colonialism. Students then answer a series of multiple-choice questions that check understanding of topics such as the significance of the “Lucy” skeleton, early trade partners, the role of Arab and European slave traders, the location of Aksum, and which European countries colonized East Africa.
Teacher MovesSet expectations for close reading and note-taking, modeling how to use the table to organize information by topic. Monitor students’ notes and use the table’s sorting features to quickly review contributions by topic or by student, identifying misconceptions or gaps. Circulate as students answer the comprehension questions, providing clarification on key concepts like human origins in East Africa, trade routes, and the impact of colonialism. Use student responses to guide brief whole-class or small-group discussion before moving 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 location, organization, and trade of the Great Zimbabwe civilization. They respond to two polls about the rivers that bordered Great Zimbabwe and how the state was organized. Students then read the section “Why Southern Africa Is Different” from What Do We Know about Southern Africa? to understand how colonialism in Southern Africa differed from other parts of Africa. Finally, they post to a class wall explaining, in their own words and with supporting details from the reading, how Southern African colonialism was different from colonialism elsewhere on the continent.
Teacher MovesIntroduce the shift from Eastern to Southern Africa and briefly preview Great Zimbabwe’s importance. After students complete the polls, review the results to reinforce correct information about Great Zimbabwe’s geography and centralized political structure. Guide students’ reading of the “Why Southern Africa Is Different” section, emphasizing the role of permanent European settlement. As students post to the wall, look for accurate explanations that reference the different tone and structure of Southern African colonialism. Share one or more strong or thought-provoking responses with the class and facilitate discussion that highlights how permanent European settlement shaped political power, land control, and social relations in Southern Africa.
Students view an image depicting the arrival of Jan van Riebeeck and the first European settlement in South Africa, then read a brief statement noting that this experience ends with the colonial period and that independence movements will be explored later. They respond to a class wall prompt 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 when possible.
Teacher MovesUse the image and closing text to connect colonial history to later independence movements, framing this as a bridge to future learning. Encourage students to draw on what they have learned about colonial structures and power dynamics to inform their descriptions or predictions. Review wall posts and select an interesting or exemplary response to share with the class, using it to spark discussion about possible paths to independence and long-term effects of colonialism in Eastern and Southern Africa.
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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