Artifact 3: Creating Community (Lesson)
A piece of work that demonstrates your strength in creating an inquiry-based, democratic classroom community where you address the academic, linguistic, kinesthetic, social, and/or emotional needs of all learners.
Teaching history may sometimes be a challenge for teachers because many students experience difficulty engaging with the content. Many students may feel that history is boring and question the reasons why they need to take these classes. As a history teacher, making history fun is my top priority. My emphasis on African Diaspora has been a topic I have needed to extend in instructing for quite a while. While I started to create my own unit, I choose to concentrate on the Collapse of European
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The reasons of monetary, social and political motivations behind Imperialism towards particular nations in Africa will arise. As the unit advances understudies will break down pictures that were taken amid this day and age and think fundamentally on the impact Imperialism had on the general population of Africa while taking a gander at appalling pictures of Imperialism. Towards the end of the unit students will find out the brutality that occurred in particular nations in Africa and concentrate on Patrice Lumumba's Independence Day Speech. While investigating Patrice Lumumba's speech; take a look at the video of his speech to comprehend the tone and message that Patrice Lumumba was attempting to provide for his fellow …show more content…
Students know and appreciate that no two students are alike. I have a range of students in my class and I know they all learn differently in terms of their reading level, their pace and how long it takes for them to retain information.When I was creating this lesson I thought about the learn styles of many of the students. Some students preferred to read while others prefer to watch the video. I knew that many of my students couldn't read on a high school level to comprehend the text so I provided them with the video as support. Some students used both the text and the video while others choose one. Other students depending on their IEP accommodations I had to read the text to
The contents in this document are a critique of the documentary Taking Root. This Paper takes a systematic and analytical approach to the video and uses class and chapter concepts from CPO 3204 Contemporary African Politics.
The "DBQ Project" What Is the Driving Force Behind European Imperialism in Africa? (2012): 257. pp. 177-177. Print.
Lumumba: Race and Revolution In the French film entitled Lumumba, director Raoul Peck recreates the revolutionary struggle of Patrice Lumumba, the newly elected Prime Minister of The Congolese Republic. In the movie, we do not see much of the independence struggle against the Belgian government, but we begin to see the reconstruction of the African state in African hands. While no one ever claimed that decolonization was easy, maybe this particular example can best be explained by Fanon’s simplified little quip “decolonization is always a violent phenomenon. ” In this paper, I will seek to locate where this post-colonial violence is located in discourses regarding race, class and gender.
So many Americans today are in the dark about the true origin of the African descent. From my past experiences in history classes, the teacher of coarse job is to teach from the textbook. The problem with that is the whole truth does not lie between those pages of how African culture became about. I will discuss the first king of Egypt and how his story applies today.
A. Adu Boahen's African Perspectives on Colonialism neatly classifies African responses to European colonialism during both phases of invasion and occupation during the 19th century with precise labels according to their nature or time period. However, the reactions can also be loosely grouped into two diametric characterizations: peaceful and violent. Although creating this dichotomy seems a gross generalization and oversimplification of the colonial African experience, it more importantly allows for a different perspective- one that exposes the overwhelming success of the typically peaceful or pacifist reaction in contrast to the little gain and large losses of the violent response.
Alas, in 1961 Patrice Lumumba was assassinated by a US- sponsored plot 7 months after independence, and replaced him with a “puppet dictator named Mobutu” (Kingsolver). In her book, Barbara Kingsolver surfaces a forgotten part of our nation’s history in the exploitation of the Congo through her main characters, the Price family, who are missionaries sent to the Kilanga village. Through characters’ narratives that “double as allegories for the uneasy colonial marriage between the West and Africa” (Hamilton, Jones), Kingsolver creates a relatable way for her readers to understand the theme she is trying to convey, which is “‘what did we do to Africa, and how do we feel about it?’” (Snyder). Kingsolver began with this theme and developed the rest of the novel around it, just as she does with her other works, and sticking with her trademark technique, she utilizes her book as a vessel for “political activism, an extension of the anti-Vietnam protests” she participated in college (Snyder).
In the early 1880’s, the powers of Europe started to take control of regions in Africa and set up colonies there. In the beginning, colonization caused the Africans little harm, but before long, the Europeans started to take complete control of wherever they went. The Europeans used their advanced knowledge and technology to easily maneuver through the vast African landscape and used advanced weapons to take control of the African people and their land. The countries that claimed the most land and had the most significant effect on Africa were France, England, Belgium, and Germany. There were many reasons for the European countries to be competing against each other to gain colonies in Africa. One of the main reasons was that the Europeans believed that the more territory a country was able to control, the more powerful it could become and the more powerful it would be seen as by other countries. Other reasons for the desire to control African land included the many natural resources that could only be found in Africa, such as diamonds, gold, and as time progressed, rubber. It also provided new markets in surrounding places so that manufactured goods could be sold for a larger profit. The Europeans had many motives for imperialism in Africa. Yet the true motives were often shielded as they tried tom present themselves as humanitarians when in reality they were making Africa a terrible place to live with brutality and harsh treatment of the African natives. The ways of the Europeans had many physical and emotional costs for the people of Africa. The imperialism process also took a toll on the people of Europe. The European imperialistic colonization in Africa was motivated by the desire to control the abundant natural resources an...
This class was filled with riveting topics that all had positive and negative impacts on Africa. As in most of the world, slavery, or involuntary human servitude, was practiced across Africa from prehistoric times to the modern era (Wright, 2000). The transatlantic slave trade was beneficial for the Elite Africans that sold the slaves to the Western Europeans because their economy predominantly depended on it. However, this trade left a mark on Africans that no one will ever be able to erase. For many Africans, just remembering that their ancestors were once slaves to another human, is something humiliating and shameful.
For this assignment I chose to write about Jomo Kenyatta. After reading chapters three and four of Khapoya’s book, it was hard to imagine an Africa that wasn’t under colonial rule. I can only comprehend on a very basic level the impact colonialism had on the Africans economically, physically, and mentally. It is inspiring to read further and discover the immense, calculated, and passionate efforts that many Pan African leaders played in the years that followed. I found Jomo Kenyatta to be particularly interesting. For many reasons, Kenyatta is considered one of the most significant leaders of the Pan African movement in the twentieth century. Kenyatta had a clear vision of what he wanted for Kenya (or Africa as a whole), he was prepared for the path he would have to take, and he accomplished much for the country and continent as a whole.
While Collins does a succinct job of examining the economic and political factors that heightened colonization, he fails to hone in on the mental warfare that was an essential tool in creating African division and ultimately European conquest. Not only was the systematic dehumanization tactics crippling for the African society, but also, the system of racial hierarchy created the division essential for European success. The spillover effects of colonialism imparted detrimental affects on the African psyche, ultimately causing many, like Shanu, to, “become victims to the white man’s greed.”
History has been told through various forms for decades. In the past, history was more commonly expressed through word of mouth, but more recently in the past century, through written text. While textbooks and articles give formal information with little to no bias, novels give a completely new perspective from the people who experienced it themselves. The Novels, God’s Bits of Wood, written by Sembene Ousmane, and No Longer at Ease, by Chinua Achebe give a more personal account of the effects of colonization. These two novels tackle the British and French method of colonization. God’s Bits of Wood takes place in the late 1940s and sheds light on the story of the railroad strike in colonial Senegal. The book deals with different ways that the Senegalese and Malians respond to colonialism during that time. No Longer at Ease is set in the 1950s and tells the early story of British colonialism and how the Nigerians responded to colonization. Comparing the two novels, there are obvious similarities and differences in the British and French ways of rule. African authors are able to write these novels in a way that gives a voice to the people that are most commonly silenced during colonialism. This perspective allows readers to understand the negative ways that colonization affects the colonized. Historical fiction like God’s Bits of Wood and No Longer at Ease are good educational tools to shed light on the history and effects of colonization, but they do not provide a completely reliable source for completely factual information.
As Marlow passes through the waters of the Congo, it is easily visible the trouble of the natives. “Black shapes crouched, lay, sat between the trees, leaning against the trunks, clinging to the earth half coming out, half effaced with the dim light, in all the attitudes of pain, abandonment, and despair.” (20) Show that the holding of these colonies has started. The soldiers have come in and taken the inhabitants and are destroying them and taking from them the one thing they deserve over everything, life. The imperialists seem to not care about the Africans and are just there for their land.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Throughout history, Africa has been a vulnerable player in the eyes of the rest of the world. From the slave trade to various civil right injustices that have taken place over in every century, from what we have studied in this class, we have been able to see the lasting impact on the continent as a ramification of certain events occurring. Using various sources from the text, which serve as evidence, and help prove how the western world exercised its power in order to capitalize on the African continent and exploit the African people and land.
Having done the above analysis on my favourite text, “Anowa” by Ama Ataa Aidoo, I realise that my like for the text has heightened because the analysis of Anowa has given me a deeper understanding of Africa’s colonialism. I now know what actually led to our colonialisation (the betrayal) and how it began (the bond of 1844) through the personal lives of Anowa and Kofi.