Name: ____________________________________________________________________ Ms. Reyes/Ms.

Rust; Global Studies Mini-Lesson 7: New Nations in Africa

Date: __________________

AIM: Why did independence movements increase in Africa after World War II? DO NOW: Many African nations newly independent from colonial rule following WWII struggled under rulers who refused to share power. How does the U.S. government create shared power? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ CLASSWORK: Read the following. Take notes using the graphic organizer and answer the questions that follow.

Summary:
Why did independence movements increase in Africa after World War II?

OBJECTIVE SIX ACTIVITIES: Case Studies. Directions: Copy the graphic organizer above on loose leaf to take detailed notes based on the case study of your choice. Describe how each nation gained independence and the reforms and problems that following independence.
African Nation Idea/Event/Leader significant to that nations history

Ghana Kenya

Decolonization Case Study: Ghana/Gold Coast

In 1957, the Gold Coast became Ghana - and the first black African nation to break from colonialism. Its leader, Kwame Nkrumah, had set a course not just for the country but for the whole continent of Africa. "When we talk about Africa for Africans we just proclaim our right to rule ourselves," he said.
The Gold Coast progressed gradually towards independence with a series of constitutional revisions that granted increasing local authority. The British claimed that this was done in recognition of the Ghanaians increasing ability to rule themselves, while Kwame Nkrumah claimed that it was the result of increasing pressure brought to bear on the British by the Convention People's Party (CPP). Prior to independence, the Gold Coast was divided socially between the more traditional, Muslim, agrarian Northern Territories (Tamale, Mali cattle & fish trade, kola), and the wealthier central region (Asante, Kumasi, gold) and the more industrialized coastal region (Accra, Sekondi-Takoradi, railroads). In the coastal towns of Accra and Sekondi- Takoradi, African labor unions controlled the ports and railroads of the colony. Immediately after WWII, under the governorship of Sir Gerald Creasy (1948-1949), the British encouraged local lawyers and traditional elites to run for seats in the Gold Coast Legislative Council, an advisory body to the colonial governor. However, the Gold Coast had changed as a result of the war, and pre-war methods of indirect rule were no longer successful. Wartime inflation had hurt the westernized sector, which was larger in the Gold Coast (thanks to mining) than elsewhere in West Africa. 30,000 Ghanaians had served with the British in Burma, fighting against the Japanese (veterans). At the end of February 1948, the "Christianborg riots" broke out in Accra after a British policeman fired on an African veteran's protest march. Trading company stores were looted (United Africa Company & Union Trading Company), foreigners assaulted, and 29 Africans killed, with 237 wounded. Strikes and demonstrations by youth and social organizations followed. Kwame Nkrumah (1908-1972) was the main leader. He returned to the Gold Coast in December 1947 after 12 years in the US where he received degrees in education, sociology and theology at Lincoln University and University of Pennsylvania. Nkrumah went to London in 1945 and attended the 6th Pan-African Congress. There, he encountered the political themes that became the basis for his program: positive action, anti-communism, anti-imperialism, non-alignment. In 1948 Nkrumah returned to the Gold Coast. After initially joining the United Gold Coast Convention (UGCC), he formed his own party, the Convention People's Party (CPP) on June 12, 1949 in Accra, at the largest popular assembly in Ghana's history (60,000). Its plans differed from those of the UGCC mainly in the timing of independence, "shortest possible time" versus "now." The CPP urged the population to prepare for "positive action." On January 6, 1950, the Gold Coast Trade Unions Council declared a general strike. The government arrested all of the union and CPP leaders on January 21, 1950. The strike failed and Nkrumah served a year in jail, but the CPP dominated local elections two months later. The British assisted Nkrumah to run for colonial office while he was still in prison, and in the 1951 election, the CCP won a majority and formed a legislative council under the Coussey constitution. Nkrumah won almost all the votes in Accra Central. Although the CPP controlled the colonial legislature, the British controlled economic affairs through the Cocoa Marketing Board, established in 1948, and the oligarchy of 13 British companies, led by the UAC (Unilever), that controlled Ghana's

export trade. They left only the smallest sectors of trade to Ghanaian businessmen, and transportation of the cocoa crop to the coast to Ghanaian transport entrepreneurs. Control over the marketing board became the central issue in colonial politics. Africans opposed to the CPP organized the Ghana Congress Party (wealthy cocoa planters) and the National Liberation Front (NLM, based in Asanti), both of which opposed the CPP's use of the marketing board to finance other endeavors with cocoa profits (world prices soared in the 1950s). The other parties claimed that the CPP was communist while the CPP charged the other parties with representing tribal interests at the expense of national unity. The CPP narrowly won the 1956 election. Less than a month later, the Legislative Assembly called for political independence. On March 4, 1957, Britain granted independence to the Gold Coast, following riots by groups opposed to the CPP. For the next year, the CPP passed laws that strengthened the state in order to suppress its political opposition. Ghana's independence, the first in sub-Saharan Africa, inspired Africans throughout the continent. Residents of western Togo, the former German colony (by then, a UN Mandate under French control) voted to join the Gold Coast in 1957. On March 13, 1966, Nkrumah was overthrown by an army coup.

Decolonization Case Study: Kenya

Kenya, during the 1950's, was dominated by the Mau Mau uprising against the British. A central feature of this revolt was a desire on the part of the Kikuyu, along with some Embu and Meru people, for land taken by the Europeans. The Mau Mau uprising also marked a turning point in the struggle for independence. Kikuyu resistance to European colonisation was well established before the Second World War. The Kikuyu Central Association was active in the 1930's under Jomo Kenyatta who campaigned energetically for the Kikuyu in Europe. In 1951, Kenyatta was arrested and imprisoned by the British for being a leading light in the Mau Mau movement. With his detention Mau Mau expanded. In October 1952, the British declared a state of emergency, which continued until 1960. The State of Emergency was in response to an increase in attacks on the property and persons of white settlers, as well as African chiefs who were seen as collaborators. There was also an increase in oath taking. This was a ceremony, affirming loyalty to the Mau Mau cause and war against the Europeans. About 2,000 Kikuyu were killed by Mau Mau fighters for refusing to take the oath. Private secretary J.M. Kariuki was one of the few people in post-independent Kenya prepared to speak in favour of oath taking.

A far larger amount, about 13,000, were killed fighting the British, and a further 80,000 were kept in detention camps. The number of Europeans who died in the course of the emergency totalled just 32. The number of original Mau Mau fighters was hugely increased by Kikuyu squatters who were expelled from European land after 1952. The main military leaders were Dedan Kimathi and Warihu Itote, also known as General China. Dedan Kimathi was captured and executed in 1956. General China was eventually released. Kenyatta was not released until 1961. The Kenyan African National Union (KANU) had voted him their President while he was still in prison. The other main party to emerge in the run up to independence was the Kenyan African Democratic Union KADU. In the event, KANU gained a majority in the Legislative Assembly and Jomo Kenyatta led Kenya to independence in December 1963.
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/14chapter3.shtml

Date: 3/31/14 AIM: Why did independence movements increase in Africa after World War II? DO NOW/Motivation: Many African nations newly independent from colonial rule following WWII struggled under rulers who refused to share power. How does the U.S. government create shared power?

Mini-Lesson 7: New Nations in Africa Topic: Collapse of Imperialism Objectives: SWBAT identify the social, political and economic issues that led to African Nationalism.

CCLS: CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes; CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Activities: 1. Aim/Do Now 2. Check for Understanding 3. Scholar Pair work reading and Qs. 4. Review Questions from class work activity 5. Notes 6. Summary (Check for understanding) 7. Objective Closure: Why did independence movements increase Assessment: Closure and Objective Activity in Africa after World War II? EVIDENCE OF DIFFERENTIATION: The scholar pairs have been broken up to reflect the heterogeneous nature of our classroom (Flexible Grouping). There are accommodations and modifications of objectives or assessments for ELL or special education students: Notes are provided to clarify information and check for understanding Directions are chunked and student work is modeled. Students will be able to collaborate to fill in any of the pieces of information they may be missing. HOMEWORK: Vocabulary and Objective Assignment Common Core Aligned Lesson: Reflection tion? If so, which shift how? Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher. Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

According to the DOK this task is between a level 2 and 3 on the rigor scale because of the objective activity: Decolonization Case Studies: Ghana/Gold Coast and Kenya did this lesson engage students in collaborative learning and enhance their collaborative learning skills? Pair work will engage students in collaborative learning and enhanced their collaborative skills.