PANAFRICAN INDEPENDENCE Movements Presentation Graphic Organizers Activities STANDARDS
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PAN-AFRICAN & INDEPENDENCE Movements Presentation, Graphic Organizers, & Activities
STANDARDS: SS 7 H 1 Analyze continuity and change in Africa. b. Explain how the Pan-African movement and nationalism led to independence in Kenya and Nigeria. © Brain Wrinkles
TEACHER INFO: What’s In My Head? • Print off the What’s In My Head handout for each student. • BEFORE the presentation, have the students write down things that they already know about each country. • AFTER the presentation, give the students a few minutes to add things that they learned about each country’s independence movement. © Brain Wrinkles
What’s In My Head? Directions: BEFORE the presentation, write down everything that you know about Kenya, & Nigeria in the “heads” below. AFTER the presentation, add more facts that you learned about each country’s independence movements. Kenya © Brain Wrinkles Nigeria
TEACHER INFO: CLOZE Notes • The next pages are handouts for the students to use for note-taking during the presentation. (Print front to back to save paper and ink. ) • Check the answers as a class after the presentation. © Brain Wrinkles
Pan-African & Independence CLOZE Notes 1 PAN-AFRICAN MOVEMENT Colonization • By the 20 th century, European powers had colonized the ___________ • The only independent countries were ___________. • Liberia was founded in 1822 by ___________. Nationalism • Africans resented their unequal status and ___________ under European control. • They wanted to ___________ of their own governments, land, and resources. • Nationalism, a ___________ in one’s own country, began to sweep across Africa and fed the desire for independence from European rule. Pan-African • An example of African nationalism was the ___________ that began in the late 1800 s. • The movement believed that all Africans ___________ and should work together for their freedom. • The Pan-African movement’s principles actually dated back to the ___________. • The first ___________ occurred in 1900. • By the end of World War II, ___________ had occurred. • The fifth Pan-African Congress counted in ___________ , including the future leaders of Kenya and Ghana. • Eventually, the influence of the movement began to fade, but not before pushing the ___________ forward. Changes • Africa began to change by the ___________. • The rule of tribal chiefs had weakened because of their links with colonial governments, thus limiting their ___________. • An ___________ that disliked colonial life began to grow in the cities. Unrest • The cost for European countries to maintain ___________. • By the second half of the century, ___________ throughout the continent and African nations fought to free themselves from European control. © Brain Wrinkles
Pan-African & Independence CLOZE Notes 2 KENYA Colonization • For hundreds of years, outsiders did not enter the region now known as Kenya because of the ___________ that inhabited the area. • ___________ took control of Kenya’s coast during the 1800 s. • Next came Germany and Great Britain, but by 1920, ___________ were the only foreigners who remained. • Under British rule, native Kenyans had to ___________ and did not have the same access to education and jobs that whites did. • The government also ___________ and gave it to British settlers and war veterans. Opposition • Most Kenyans were upset by their ___________ as landowners to the British. • They believed that their land was taken unfairly and ___________ began to form. • For several decades, small bands of armed ___________ (guerillas) fought to eliminate white settlers in Kenya. Rebellion • In 1956, there was a violent rebellion that resulted in the deaths of thousands of ___________ , • Although the British army mostly defeated the guerillas, this movement gained a great ___________ among Kenyans. Change • The Mau uprising had ___________ throughout Kenya. • It showed the British that Africans ___________ and raised global awareness about the struggle for independence in Kenya. • Great Britain slowly began returning land to Kenya’s African citizens and also granting them ___________. © Brain Wrinkles
Pan-African & Independence CLOZE Notes 3 Independence • Kenyans were tired of being treated unfairly, and ___________. • On ___________ , the British Empire granted Kenya its independence. • ___________ was the most influential leader of the freedom movement in Kenya, and was appointed as the nation’s first president. Kenyatta • ___________ of the Kenyan African National Union, and during his presidency, began a campaign called harambee, which is Swahili for “let’s pull together. ” • Under Kenyatta and his successor, Daniel arap Moi, the KNAU ran ___________ until the 1990 s. • The country remains a multi-party state, but the reality is that the ___________ of the government. Today • By the time of his death in 1978, Kenyatta had helped Kenya become one of the ___________ and economically dynamic countries in Africa. • Even though there has been improvement in the political rights of Kenya’s people, ___________ as there is a great deal of corruption within the country’s government. NIGERIA • The country now known as Nigeria was a diverse region with more than ___________. • Nigeria had maintained its independence until 1914 when ___________ the area. Unrest • The British government took land from the Nigeria’s tribes and controlled most of the ___________. • This angered many Nigerians so they ___________ to work for independence. • Most Nigerians believed that the only way to have rights was to be ___________ of European rule. © Brain Wrinkles
Pan-African & Independence CLOZE Notes 4 Change • At first, they ___________. • After World War II, more and more Nigerians encouraged nationalism and ___________. • Nationalism and the cause for independence from the British ___________ of Nigeria’s ethnic groups. Independence • After many (mostly) peaceful protests, Great Britain allowed Nigeria to ___________. • On ___________ , Great Britain granted Nigeria independence and an independent government was established. • At first, it was one of the ___________ of the new African countries. Power • Nigeria did not remain ___________. • Unfortunately, struggles for power between ___________ have resulted in three military coups and a civil war. Today • Nigeria suffered from violence and ___________ , when a democratic government was established. • In recent years, political instability, religious competition, ethnic differences and the need to become more modern ___________. Africa Today • By 1966, ___________ African countries were independent nationstates. • Unfortunately, once the countries were independent of European rule, they still ___________. • Many of the new governments were ___________. • European powers ___________ new leaders how to self-govern after granting them independence. • Ethnic groups ___________ over political power in many African nations. • In some African countries, ___________ took over the governments. © Brain Wrinkles
AFRICA’S Independence Movements Kenya and Nigeria © Brain Wrinkles
PAN-AFRICAN Movement © Brain Wrinkles
Colonization • By the 20 th century, European powers had colonized the majority of Africa. • The only independent countries were Liberia and Ethiopia. • Liberia was founded in 1822 by former American slaves.
Nationalism • Africans resented their unequal status and lack of political rights under European control. • They wanted to take control of their own governments, land, and resources. • Nationalism, a feeling of strong pride in one’s own country, began to sweep across Africa and fed the desire for independence from European rule.
Pan-African • An example of African nationalism was the Pan. African movement that began in the late 1800 s. • The movement believed that all Africans shared a common heritage and should work together for their freedom. • The Pan-African movement’s principles actually dated back to the slave trade era. • The first Pan-African Congress occurred in 1900.
Pan-African Congress Delegates © Brain Wrinkles
Pan-African • By the end of World War II, four more meetings had occurred. • The fifth Pan-African Congress counted in 90 delegates, including the future leaders of Kenya and Ghana. • Eventually, the influence of the movement began to fade, but not before pushing the cause of nationalism forward.
© Brain Wrinkles
Changes • Africa began to change by the 1940 s. • The rule of tribal chiefs had weakened because of their links with colonial governments, thus limiting their ability to control people. • An educated middle class that disliked colonial life began to grow in the cities.
Unrest • The cost for European countries to maintain colonies was rising. • By the second half of the century, unrest arose throughout the continent and African nations fought to free themselves from European control.
© Brain Wrinkles
KENYA © Brain Wrinkles
Republic of Kenya © Brain Wrinkles
Colonization • For hundreds of years, outsiders did not enter the region now known as Kenya because of the fierce warrior tribes that inhabited the area. • Arab traders took control of Kenya’s coast during the 1800 s. • Next came Germany and Great Britain, but by 1920, the British were the only foreigners who remained.
© Brain Wrinkles
Colonization • Under British rule, native Kenyans had to pay high taxes and did not have the same access to education and jobs that whites did. • The government also took land gave it to British settlers and war veterans.
Opposition • Most Kenyans were upset by their loss of rights as landowners to the British. • They believed that their land was taken unfairly and opposition groups began to form. • For several decades, small bands of armed resistance forces (guerillas) fought to eliminate white settlers in Kenya.
The Mau was a secret society that believed force was the only way to win Kenyan rights and independence. © Brain Wrinkles
Rebellion • In 1956, there was a violent rebellion that resulted in the deaths of thousands of Mau fighters. • Although the British army mostly defeated the guerillas, this movement gained a great deal of support among Kenyans.
© Brain Wrinkles
Change • The Mau uprising had spread nationalism throughout Kenya. • It showed the British that Africans would fight back and raised global awareness about the struggle for independence in Kenya. • Great Britain slowly began returning land to Kenya’s African citizens and also granting them improved rights.
Independence • Kenyans were tired of being treated unfairly, and demanded to be free. • On December 12 th, 1963, the British Empire granted Kenya its independence. • Jomo Kenyatta was the most influential leader of the freedom movement in Kenya, and was appointed as the nation’s first president.
Lancaster House Conference for Kenya’s Independence in 1963. © Brain Wrinkles
Kenyatta • Kenyatta was a leader of the Kenyan African National Union, and during his presidency, began a campaign called harambee, which is Swahili for “let’s pull together. ” • Under Kenyatta and his successor, Daniel arap Moi, the KNAU ran unopposed in elections until the 1990 s. • The country remains a multi-party state, but the reality is that the KNAU is in control of the government.
Jomo Kenyatta -- The first president and “founding father” of Kenya. © Brain Wrinkles
Today • By the time of his death in 1978, Kenyatta had helped Kenya become one of the most stable and economically dynamic countries in Africa. • Even though there has been improvement in the political rights of Kenya’s people, more is still needed as there is a great deal of corruption within the country’s government.
Federal Republic of Nigeria © Brain Wrinkles
NIGERIA © Brain Wrinkles
Nigeria • The country now known as Nigeria was a diverse region with more than 250 ethnic groups. • Nigeria had maintained its independence until 1914 when Great Britain took over the area.
Nigerian Tribal Royalty – late 1800 s © Brain Wrinkles
Unrest • The British government took land from the Nigeria’s tribes and controlled most of the country’s resources. • This angered many Nigerians so they started political parties to work for independence. • Most Nigerians believed that the only way to have rights was to be completely free of European rule.
Change • At first, they protested peacefully. • After World War II, more and more Nigerians encouraged nationalism and demanded self-rule. • Nationalism and the cause for independence from the British united the majority of Nigeria’s ethnic groups.
Independence • After many (mostly) peaceful protests, Great Britain allowed Nigeria to elect its own government. • On October 1 st, 1960, Great Britain granted Nigeria independence and an independent government was established. • At first, it was one of the most stable governments of the new African countries.
Nigerian Independence - 1960 © Brain Wrinkles
Abubakar Tafawa Balewa – Nigeria’s first prime minister. He was overthrown and murdered in a military coup in © Brain Wrinkles
Power • Nigeria did not remain peaceful for long. • Unfortunately, struggles for power between different ethnic groups have resulted in three military coups and a civil war.
Today • Nigeria suffered from violence and military rule until 1999, when a democratic government was established. • In recent years, political instability, religious competition, ethnic differences and the need to become more modern continue to plague Nigeria.
Nigerian Soldiers © Brain Wrinkles
Africa Today • By 1966, all but six African countries were independent nation-states. • Unfortunately, once the countries were independent of European rule, they still faced many challenges. • Many of the new governments were politically unstable.
Africa Today • European powers did not teach new leaders how to self-govern after granting them independence. • Ethnic groups continue to clash over political power in many African nations. • In some African countries, military dictators took over the governments.
© Brain Wrinkles African Independence Dates
TEACHER INFO: Pan-African Stamp • Print off the Pan-African Stamp handout for each student. • The students will design a stamp to represent the Pan-African Movement. They should include symbols or key words to represent the movement’s purpose and what it ended up inspiring (nationalism across Africa). • They will also write a caption that describes the stamp’s design. © Brain Wrinkles
Pan-African Movement Stamp Directions: Design a stamp that represents the Pan -African Movement. You should included symbols or key words to represent the movement’s purpose and what it ended up inspiring. In the textbox, explain your stamp’s design and its significance to the Pan-African Movement. Stamp Description: © Brain Wrinkles
TEACHER INFO: Get Your Game On • Print off the Game handout for each student. • The students will create a video game about one of the country’s independence movements. On the front (right side), they will design an allencompassing cover about the country’s struggle for independence. • On the back (left side) they will draw one exciting “level” and summarizes it in the textbox. © Brain Wrinkles
Get Your Game On Directions: Create a video game about either Kenya or Nigeria’s independence movement. On the front (right side), design a cover that portrays the event. Be sure to include significant people or things involved. Write your game title on the spine. On the back, design a screenshot of the most exciting “level” in your game and write a brief summary of the game (historical event). SSii © Brain Wrinkles
TEACHER INFO: You Are There Diary • Print off the You Are There Diary handout for each student. • The students will write a diary entry as if they were living through the independence movement of either Kenya or Nigeria. • *The students should keep in mind that this is not a report on the event but the thoughts and feelings of someone living through it. The diary should include key terms and people involved with the event. © Brain Wrinkles
You Are There… Diary Directions: Write a diary entry as if you were living through the independence movement of either Kenya or Nigeria. Keep in mind this is not a report on the event but the thoughts and feelings of someone living through it. Your diary should include key terms and people involved with the event. Dear Journal, _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ © Brain Wrinkles
TEACHER INFO: Throwback Thursday • Print off the Throwback Thursday handout for each student. • The students will imagine they traveled back in time to Kenya and Nigeria when the countries were seeking independence from Great Britain and will draw the last 6 pictures in their Instagram feed. (All of the pictures should directly relate to important information learned about each country’s independence movement. ) • Next, they will write a caption that explains what’s happening in the picture to all of their followers. © Brain Wrinkles
Throwback Thursday? Directions: Imagine that you traveled back in time to Kenya and Nigeria when the countries were seeking independence from Great Britain. What important events did you witness? What would the last six pictures in your Instagram feed look like? (All of the pictures should directly relate to important information that you have learned about both countries’ independence movements. ) Next, write a caption that explains what’s happening in the picture to all of your followers. © Brain Wrinkles
TEACHER INFO: Comprehension Check • Print off the Comprehension Check for each student. • After the lesson, have the students answer the questions. *This could also be used as a quiz. © Brain Wrinkles
Pan-African & Independence Comprehension Check 1. Which African country was founded by former American slaves? 2. What is nationalism? 3. What was the purpose of the Pan-African movement? 4. After the Pan-African movement pushed the cause of nationalism forward, what did many Africans begin to do? 5. Why did it take so long foreigners to enter the area now known as Kenya? 6. What guerilla group staged a huge rebellion in 1956? 7. Even though the British army defeated the Mau, how could the rebellion be considered a success for Kenyan independence? 8. Why were the Nigerian people upset under colonial rule? 9. About how many ethnic groups made up the area now known as Nigeria? 10. What united all of these ethnic groups? 11. Which European power granted both Kenya and Nigeria their independence? 12. What was Nigeria’s government like after it gained independence (from 1966 to 1999)? © Brain Wrinkles
TEACHER INFO: Ticket Out the Door • Print off the Recycle It Ticket Out the Door for each student (two-per-page). • Have the students connect today’s lesson with something that they’ve previously learned. • They will explain how the “recycled material” relates to the new concepts from today’s lesson. © Brain Wrinkles
Name: Recycle It Name something that you’ve previously learned that relates to today’s lesson. Explain the connection. Topic: Explanation: © Brain Wrinkles
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