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 middle 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 imagine life as a student during a country’s independence. They reflect on the words “freedom” and “independence,” then respond to a collaborative wall prompt describing features of life for a free and independent person.
Teacher MovesIntroduce the lesson focus and objective. Lead a discussion of student responses about freedom and independence, drawing out ideas about rights, power, and control. Then ask students what life is like without freedom or independence and facilitate a brief conversation to surface initial thinking about dependence and oppression.
Students read background text about European colonial control in Africa and the coming changes in the twentieth century. They visit Exploring Africa to read four sections on African resistance, early resistance to colonialism, interwar demands for equity and inclusion, and 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, focusing on patterns such as the large number of West and Central African countries gaining independence in 1960.
Teacher MovesEnsure students can access the online reading and support them in using the graphic organizer to capture key ideas from each section. Clarify concepts such as colonialism, nationalism, and self-government as needed, and review student responses to the embedded questions to check understanding. After students look at the independence dates, prompt discussion about the concentration of independence in 1960 and emphasize how recent these events are by connecting them to familiar historical milestones from around the same time.
Students select one of the 15 West and Central African countries that gained independence in 1960 and research how that country moved from colonization to independence. Using online sources, they gather information about colonization, key events and leaders in the nationalist movement, terms of independence, ongoing ties to the former colonizer, and relevant images. They create a brief report using a digital tool or by posting directly to a discussion wall, clearly indicating their chosen country. After posting, they read classmates’ reports and respond to at least two with questions or comments comparing and contrasting the independence experiences of different countries.
Teacher MovesGuide students in choosing countries and locating reliable online sources. Clarify expectations for the report’s content and format, and support students in organizing their findings and citing sources appropriately. Monitor and provide feedback on posts to ensure accuracy and depth. If time permits, invite students to present their reports to the class and facilitate a discussion highlighting similarities and differences among the various nationalist and independence movements.
Students imagine themselves as middle school students living in the country they researched at the time of its independence. Drawing on their research and prior learning, they write a diary entry on a class wall describing events during that day or week and what it felt like for them, their family, and their country as independence was achieved.
Teacher MovesPrompt students to use historical details from their research to make their diary entries vivid and realistic, while also expressing personal feelings and perspectives. Select and share one or more thoughtful or creative entries with the class, using them to spark discussion about how independence might have affected everyday life and how people’s experiences could differ within the same country.
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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