The New Senior Secondary

Curriculum for Sierra Leone

Subject Syllabus for African History
Subject stream: Social and Cultural Studies

This subject syllabus is based on the National Curriculum

Framework for Senior Secondary Education. It was prepared
by national curriculum specialists and subject experts.
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Curriculum elements for the History of Africa – a core subject

Subject Description
The African History curriculum introduces students to the historical processes, events and people that have shaped and influenced the African
continent from early times to the present. The aim is to develop the students’ intellectual capacity and skills of historical interpretation and analysis, as
well as their ability to relate historical events in Africa to those of the wider world.

Rationale for the Inclusion of African History in the Senior Secondary School Curriculum
According to UNESCO, teaching African history is a vision for the future.
a) To improve the knowledge of students on how African societies have evolved through time and space and the impact of these changes on the
present and the future.
b) To give African students the opportunity to relate their past with the present in a better way.
c) To highlight the contribution of the African continent to the general progress of humanity. As a result, students will learn to develop pride in
their heritage, self-esteem, and self-confidence, which are essential to becoming masters of their destiny and that of the African continent.
d) African history addresses the notion and misconception that Africa has made little contribution to world history and dispels the idea of African
inferiority.
e) African history enables the student to develop a critical mind and appreciate the variety of human behaviour and motives and understand
politics, economics, and society. In this respect, history in the African context can increase human tolerance and respect for differences in
opinion.
f) Knowledge of other cultures through the appreciation of history encourages students of history to engage in critical analysis of their own
culture and society and to understand and criticise their own assumptions
g) The teaching of African history is decisive for the achievement of the objectives of the Charter for African Cultural Renaissance, which states
that “the unity of Africa is founded first and foremost on its history”, while stressing “the need for reconstruction of the historical memory and
conscience of Africa and the African diaspora”.
h) African history also promotes the implementation of Agenda 2063: The Africa We Want, which emphasises the need to fully embed the ideals
of pan-Africanism and the African Renaissance in all school curricula.

General learning outcomes

At the end of the course, students will be able to:
a) Challenge the stereotypical views and misrepresentations of Africa and its people and provide a fuller and more balanced view, a greater
appreciation and understanding of the complexity of the African continent.
b) Examine the evidence that Africa is the evolutionary birthplace of humankind.
c) Discuss the transformation of human society from hunting and gathering to farming and the metal age

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d) Investigate the role of long-distance trade (trans-Saharan trade and the Atlantic slave trade) on Africa’s development or underdevelopment.
e) Demonstrate an understanding of the enduring importance of indigenous religions in the socio-cultural life of Africans despite the advent of
Islam and Christianity.
f) Show the interconnectedness of Africa to the rest of the world and analyse Africa’s contribution to the prosperity of other nations.
g) Explore the processes that led to the European colonisation of the African continent and African reactions to colonisation.
h) Show the connection between geography and the European colonisation of North, East and South Africa.
i) Trace the steps by which selected African countries regained their independence.
j) Explain South Africa’s democratisation process and the legacy of Apartheid.
k) Examine the political, economic, social, and cultural impact of European colonial rule in Africa.
l) Analyse the factors why African independence became a disappointment to many Africans.
m) Examine, with examples, the sources and consequences of authoritarian/ military rule, violent conflicts, and corruption in postcolonial Africa.
n) Show success stories of economic and social improvement in contemporary Africa.
o) Debate the possibility of an African renaissance.

Content (Topics/Themes)
Senior Secondary 1 Foreign invasions in Egypt and the Maghreb
Exploring the diversity of Africa ▪ European presence in North Africa
▪ Africa’s many natural and cultural environments ▪ Egypt and the Maghreb under Roman domination
▪ Africa’s rich history ▪ Arab invasion and conquest of the Maghreb
▪ Myths and stereotypes ▪ Islamisation of North Africa
Sources of African history The Horn of Africa to the 15th century
▪ Primary and secondary sources ▪ Ethiopia
▪ Written sources ▪ The Nubian kingdoms
▪ Non-written sources (e.g., Archaeology, Oral Tradition, ▪ Aksumite empire
Linguistics, Ethnography, Art forms/ History) Long-distance trade and West African empires
▪ Advantages and disadvantages of the sources of history ▪ West African kingdoms and empires
Early history of Africa ▪ Trans-Saharan trade
▪ Africa: cradle of humankind? ▪ The empires of Ghana, Mali, and Songhai
▪ Farming and pastoralism in ancient Egypt ▪ Kanem-Borno
▪ Farming and pastoralism in tropical Africa
▪ Iron Age communities Commerce and the East African coast to the 15th century
▪ Interior-coastal trade
▪ Trading settlements

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▪ Indian Ocean trade Senior Secondary 3

▪ Development of Swahili culture Colonial Africa
▪ Geography and European colonisation of Africa
Senior Secondary 2 ▪ Consolidation of empire
Central African kingdoms to the 15th century ▪ Common characteristics of colonial policies
▪ Bantu expansion and technological diffusion ▪ African experiences under European colonial rule
▪ Great Zimbabwe Second World War and Africa
▪ Kongo ▪ Africa’s contribution to the European war effort
Religions in Africa ▪ Rise of African nationalism
▪ Indigenous religious beliefs and practices ▪ Pan African congresses
▪ Indigenous religion and politics ▪ Peaceful paths to independence
▪ Rites of passage ▪ The armed struggles for independence
▪ Islam Apartheid and post-apartheid South Africa
▪ Christianity ▪ Segregation to apartheid in South Africa
▪ Impact of Islam and Christianity ▪ Pillars of segregation and Apartheid (land, labour, and power)
West Africa in the era of the Atlantic slave trade ▪ 1948 elections
▪ Start of a unique globalised commerce ▪ Apartheid legislations
▪ West African kings and merchants ▪ The long and bitter march to freedom
▪ Organisation of the trade ▪ ANC and Black activism
▪ Slave resistance ▪ Sharpeville massacre of 1960 and imprisonment of Nelson
▪ End and impact of the slave trade Mandela
South Africa and the coming of the Dutch settlers ▪ Steve Biko and Black Consciousness
▪ South African societies before the arrival of the Dutch ▪ 1976 Soweto uprising
▪ Dutch Cape Colony ▪ International community responses to apartheid
▪ The Zulu kingdom ▪ Freedom for Mandela and the historic elections of 1994
▪ The frontier, unification, diamonds, and gold ▪ A new South Africa
The ‘Scramble for Africa’ and partition Postcolonial Africa: achievements and challenges
▪ African polities before the scramble ▪ First experiments in western democracy
▪ Why the scramble for Africa? ▪ Rise of dictatorships
▪ The Berlin Conference ▪ Military rule in Africa
▪ Partition of Africa and African reactions ▪ Corruption and underdevelopment
▪ Hostile international economic climate
▪ Contemporary crises
▪ An African renaissance?

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Structure of the Syllabus Over the Three Year Senior Secondary School Cycle
SSS 1 SSS 2 SSS 3

Term 1 Exploring the diversity of Africa Central African kingdoms to the 15th Colonial Africa
▪ Africa’s many natural and cultural century ▪ Geography and European colonisation
environments ▪ Bantu expansion and technological
of Africa
▪ Africa’s rich history diffusion
▪ Consolidation of empire
▪ Myths and stereotypes ▪ Great Zimbabwe
▪ Common characteristics of colonial
▪ Kongo
policies
Sources of African history ▪ African experiences under European
Religions in Africa
▪ Primary and secondary sources colonial rule
▪ Indigenous religious beliefs and
▪ Written sources
practices
▪ Non-written sources (e.g., Second World War and Africa
▪ Rites of passage
Archaeology, Oral Tradition, ▪ Africa’s contribution to the European
▪ Indigenous religion and politics
Linguistics, Ethnography, Art forms/ war effort
▪ Islam
History) ▪ Rise of African nationalism
▪ Christianity
▪ Advantages and disadvantages of ▪ Pan African congresses
▪ Impact of Islam and Christianity
the sources of history ▪ Peaceful paths to independence
▪ The armed struggles for independence
Early history of Africa
▪ Africa: cradle of humankind?
▪ Farming and pastoralism in ancient
Egypt
▪ Farming and pastoralism in tropical
Africa
▪ Iron Age communities
Term 2 Foreign invasions in Egypt and the West Africa in the era of the Atlantic Apartheid and post-apartheid South
Maghreb slave trade Africa
▪ European presence in North Africa ▪ Start of a unique globalised commerce ▪ Segregation to apartheid in South
▪ Egypt and the Maghreb under ▪ West African kings and merchants Africa
Roman domination ▪ Organisation of the trade ▪ Pillars of segregation and apartheid
▪ Slave resistance (land, labour, and power)
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ Arab invasion and conquest of the ▪ End and impact of the slave trade ▪ 1948 elections
Maghreb ▪ Apartheid legislation
▪ Islamisation of North Africa South Africa and the coming of Dutch ▪ The long and bitter march to freedom
settlers ▪ ANC and Black activism
The Horn of Africa to the 15th century ▪ South Africa before the arrival of the ▪ Sharpeville massacre of 1960 and
▪ Ethiopia Dutch imprisonment of Nelson Mandela
▪ The Nubian kingdoms ▪ Dutch Cape Colony ▪ Steve Biko and Black Consciousness
▪ Aksumite empire ▪ The Zulu kingdom ▪ 1976 Soweto uprising
▪ The frontier, unification, diamonds, and ▪ International community responses to
gold Apartheid
▪ Freedom for Mandela and the historic
elections of 1994
▪ A new South Africa
Term 3 Long-distance trade and West The ‘Scramble for Africa’ and partition Postcolonial Africa: achievements and
African empires ▪ African polities before the scramble challenges
▪ West African kingdoms and ▪ Why the scramble for Africa? ▪ First experiments in western
empires ▪ The Berlin Conference democracy
▪ Trans-Saharan trade ▪ Partition of Africa and African reactions ▪ Rise of dictatorships
▪ The empires of Ghana, Mali, and ▪ Military rule in Africa
Songhai ▪ Corruption and underdevelopment
▪ Kanem-Borno ▪ Hostile international economic climate
▪ Contemporary crises
Commerce and the East African ▪ An African renaissance?
coast to the 15th century
▪ Interior-coastal trade
▪ Trading settlements
▪ Indian Ocean trade
▪ Development of Swahili culture

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Teaching Syllabus
Topic/Theme/Unit Expected learning outcomes Recommended teaching methods Assessment of learning
(see Suggested Resources below) outcomes
Exploring the diversity of At the end of the unit, students will be ▪ Introduce the lesson with a short a) True/ false questions on the
Africa able to: discussion on students’ knowledge diversity of Africa’s natural and
▪ Africa’s many natural a) Explain the diversity and and expectations. social environments.
and cultural importance of Africa’s natural and ▪ Let them write briefly b) Short answer questions:
environments cultural environments. a) What they already know about i) Show the relationship
▪ Africa’s rich history b) Define myth and stereotype and Africa. between a myth and
▪ Myths and stereotypes show the connection between the b) What they want to learn about stereotype.
two. Africa and why. ii) List 7 myths about Africa
c) List seven myths and stereotypes ▪ Brainstorming session (e.g., and briefly debunk
about Africa and argue why they “When you think of Africa, what (discredit) these myths.
are wrong and dangerous. images do you evoke” “What has c) Suggest three possible
d) Determine why Africa is portrayed influenced you to conjure up these reasons why the western
so negatively in the western world. images?” world/ media often associate
▪ Explain the reasons for the Africa and Africans with
diversity of Africa’s natural and negative images.
cultural environments and indicate
how these diversities have
influenced the course of the
continent’s history.
▪ List seven myths about Africa on
the board (or give a handout that
contains these myths) for
discussion.
▪ Summarise key points in the
lesson for students to copy.

Sources of African history At the end of the unit, students will be ▪ Outline the key issues in the topic a) Quiz: Give examples of
▪ Primary and secondary able to: on the board. primary and secondary
sources a) Name the different types of sources ▪ Introduce the lesson by asking sources.
▪ Written sources in history students for their meaning of the

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▪ Non-written sources b) Distinguish between primary and word “source” as it relates to b) Matching questions on written
(e.g., Archaeology, Oral secondary sources and written and history. and non-written sources of
Tradition, Linguistics, non-written sources. ▪ Discuss the importance of sources history.
Ethnography, Art forms/ c) State why sources are important for in the reconstruction of history. c) Homework:
History) reconstructing African history. ▪ Ask students to name some i) State the importance of
▪ Advantages and d) Show the advantages and sources they are familiar with. sources in the
disadvantages of the limitations of each source. ▪ Brainstorm why it is necessary to reconstruction of African
sources of history use more than one source to history.
reconstruct history. ii) Choose three sources of
▪ Discuss the advantages and history. Give the
limitations of each source. advantages and
▪ Show why it is important to limitations of each
interrogate sources. source.

Early history of Africa At the end of the unit, students will be ▪ Help students understand that a) Multiple-choice and short
▪ Africa: cradle of able to: science and religion (the creation answer questions derived from
humankind? a) Trace the idea that humans evolved story) are two different ways of the learning outcomes.
▪ Farming and in Africa to Charles Darwin. knowing the world – i.e., two b) Define evolution. What do we
pastoralism in ancient b) Use archaeological and fossil perspectives, not necessarily in know about human evolution?
Egypt evidence to argue that the earliest conflict. Science relies on (Fill in the blanks with the
▪ Farming and humans evolved in Africa. evidence; religion on faith. words below the paragraph).
pastoralism in tropical c) Describe the nature and tools of the ▪ Remind students that many c) Describe how the Nile
Africa earliest human societies in Africa. scientists are religious, and many contributed to the
▪ Iron Age communities d) Identify some communities in Africa religions support the teaching of development of ancient Egypt.
that still live like early stone age evolution. d) Explain why farming methods
humans. ▪ Write key terms on the board (e.g., developed much earlier in the
e) Explain the connection between the evolution, fossil, hominid, natural savanna regions of African
Nile and agriculture in ancient selection, DNA studies) and give than in the forest regions.
Egypt. their meanings. e) Examine the importance of the
f) Elaborate on the expression that ▪ Encourage students to ask Iron Age in Africa under the
“Egypt is the gift of the Nile.” questions on evolution. following headings:
g) Describe the early farming ▪ Interrogate the “common descent i) Agriculture
techniques in Egypt. theory” by explaining the ii) Industry

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h) Examine early farming methods in misconception that humans iii) Trade

other parts of Africa. evolved from apes. Humans did iv) Political power
i) Determine why agriculture not evolve from apes but share a
developed much earlier in the common ancestor with the apes
savanna regions of Africa than in that exist today.
the forest regions. ▪ Accept “creationist” students
j) Describe what the Iron Age period without prejudice.
in history means. ▪ Explain the way of life of stone age
k) Name some important early iron communities and some of the
working sites and civilisations in problems they encountered.
Africa. ▪ Activity: Students identify
l) Show the ways in which the communities in Africa that still live
discovery of iron transformed the like early stone age humans.
lives of early African peoples. ▪ Explain why the Iron Age began at
different times in different
communities.
▪ Name some iron age settlements
in Africa and state why many of the
settlements were located near
rivers.
▪ Brainstorm how iron technology
changed the way of life of early
African communities.
▪ Role play: What was life like in the
Iron Age?
▪ Together with the students,
summarise the main points in the
unit on the board.

Foreign invasions in At the end of the unit, students will be ▪ Begin the lesson with a large map a) Multiple choice, true/ false,
Egypt and the Maghreb able to: of Africa and concentrate on the and matching questions on the
▪ European presence in North African countries. topic and sub-headings.
North Africa.

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▪ Egypt and the Maghreb a) Demonstrate knowledge of the ▪ Encourage students to name the b) Short answer questions on
under Roman geographical location of Egypt and countries of North Africa. Roman North Africa and the
domination. the Maghreb (North Africa). ▪ Explain what the term Maghreb Arab invasions of North Africa
▪ Arab invasion and b) Name the countries of the means. c) Essays
conquest of the Maghreb. ▪ Discuss common features of the 1. Show how Egyptian
Maghreb. c) Examine the factors for the foreign North African countries. society was socially
▪ Islamisation of North invasion of North Africa in early ▪ Explain why various European organised during Roman
Africa. times. countries were interested in North rule and the importance
d) State the importance of Egypt Africa in early times. of this social structure.
during the Roman conquest of ▪ Throw out the question to students. 2. Explain the meaning and
North Africa. “Imagine you were an Egyptian significance of the
e) Show how Islam spread in North during the Roman invasion of following statement with
Africa and the consequences of this Egypt. How would you have respect to Roman rule in
Islamisation process. reacted to the invasion?” Egypt. “Egypt was the
▪ Point out the significance of Egypt breadbasket of the
during Roman rule under the Roman empire, ‘the jewel
following headings: of the empire’s crown’.”
i) Administration 3. Give the major reasons
ii) Economy and taxation for the spread of Arab
iii) Military and Islamic influences in
iv) Social structure North Africa.
▪ Brainstorm the reasons for the 4. Analyse the following two
spread of Islam in North and the impacts of the Arab
effects of Islam on the indigenous invasions in North Africa:
communities. ▪ Religion
▪ Reinforcement: Summarise the key ▪ Language and customs.
points in the lessons.

The Horn of Africa to the At the end of the unit, students will be ▪ Start the lesson with a map of a) Multiple choice and true/ false
15th century able to: northeast Africa that shows the questions on the topic and
▪ Ethiopia a) Trace the early history of the location of the Nubian kingdoms. sub-headings.
▪ The Nubian kingdoms Ethiopian empire (Abyssinia) b) Short answer questions on
▪ Aksumite empire Ethiopia, the Nubian

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beginning from the Solomonic ▪ Talk about the early sources of kingdoms, and the Aksumite
dynasty. early Nubian history and their empire.
b) Examine the role of Christianity and importance. c) Essay questions
Islam in shaping Ethiopian national ▪ State the importance of Kush (with 1. What roles did Christianity
identity. its capitals) in Nubian history. and Islam play in shaping
c) Locate the position of ancient Nubia ▪ Discuss the political, economic, the national identity of
(Kush) on a map of Northeast and cultural influence of the Nubian Ethiopia?
Africa. kingdom (Kush) over Egypt and the 2. What were the main
d) Determine the sources of wealth of significance of these influences. sources of wealth of the
the Nubian kingdoms. ▪ Talk about the special place of Nubian kingdoms?
e) Demonstrate knowledge of the Meroe in Nubian (Kushite) history 3. Examine the cultural
influence of Nubia over Egypt in and culture. influences of Nubia over
early times. ▪ Talk briefly about the location of Egypt in early times.
f) Describe the origin and sources of the Aksumite empire in relation to 4. Describe the societal
wealth of the Aksumite (Axumite) Ethiopia and the Nubian kingdoms. structure of the Aksumite
empire. ▪ Discuss with students the sources empire and its importance.
g) Analyse the societal structure and of wealth of the kingdom and how
cultural achievements of the these contributed to the growth of
empire. the empire.
h) Account for the decline of the ▪ Show the importance of the cultural
empire. achievements of the empire.
▪ State what led to the decline of the
empire.

Long-distance trade and At the end of the unit, students will be ▪ Begin the lesson with a brief a) Multiple choice and true/false
West African empires able to: discussion on a large map of the questions on the West African
▪ West African kingdoms a) Explain the factors that led to the Trans-Saharan trade routes. kingdoms and empires.
and empires establishment of the Trans-Saharan ▪ Ask the question “Why was the b) Short answer questions on
▪ Trans-Saharan trade trade. commerce called Trans-Saharan trade, politics and religion on
▪ The empires of Ghana, b) Identify the main commodities of trade? the empires and kingdoms
Mali, and Songhai the Trans-Saharan trade. ▪ Talk about the main trade items governance.
▪ Kanem-Borno c) Show the connection between the and where they were obtained c) Essay questions
trade and the growth of the from.

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Western Sudanic kingdoms and ▪ Have some discussion on the 1. Discuss the importance of
empires. camel to the enhancement of the a) salt, b) gold and c):
d) Evaluate their systems of trade. camels in the evolution of
administration. ▪ Explain in detail the origin and the trans-Saharan trade.
e) Analyse the factors for the decline development of the empires of 2. In what ways did the
of these kingdoms and empires. Ghana, Mali, Songhai, and Kanem- trans-Saharan trade
Borno and the role of the Trans- contribute to the growth
Saharan trade in the development and development of the
and decline of these empires. empire of Ghana?
▪ Group discussion on some of their 3. Analyse the benefits and
rulers; the good and bad points shortcomings of Mansa
about their rule. Musa’s pilgrimage to
▪ General class discussion on the Mecca in 1324.
administration of Mansa Musa of 4. How important is Sonni Ali
Mali. What parallels can be drawn in Songhai history?
from the organisation of his 5. Account for the greatness
pilgrimage to Mecca and the and fall of Kanem-Bornu.
overseas trips modern African
leaders make?

Commerce and the East At the end of the unit, students will be ▪ Begin the lesson with a study of a a) Multiple choice, true/ false and
African coast to the 15th able to: large map of East Africa, pointing matching questions on
century a) Locate the East African coast on a out some important trading areas. commerce, politics, and
▪ Interior-coastal trade large map of Africa and identify the ▪ Point out some similarities between culture on the East African
▪ Trading settlements main items of the East African the trans-Saharan trade and the coast.
▪ Indian Ocean trade interior-coastal trade. East African trade, including some b) Short answer questions on the
▪ Development of Swahili b) Examine the growth and trade items. interior-coastal trade in East
culture importance of the trading ▪ General discussion on the Africa, the Indian Ocean trade,
settlements. interconnectedness of the East and the development of
c) Show how the East African interior- African interior-coastal and the Swahili culture in East Africa.
coastal trade fed into the Indian Indian Ocean trade. c) Essay questions
Ocean trade. ▪ Explain how the Indian Ocean 1. What factors contributed
trade contributed to the to the growth of city states

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d) Analyse the factors that led to the development of Swahili culture in on the East African coast
development of a Swahili culture in East Africa. from 1000-1500 AD?
East Africa. ▪ Discuss some aspects of Swahili 2. How important was the
e) Discuss the importance of Swahili culture and their impact in the East Indian Ocean trade to the
culture in East Africa. African sub-region. development of Swahili
culture in East Africa?
3. Examine the
characteristics of Swahili
culture.

Central African kingdoms At the end of the unit, students will be ▪ Begin the lesson with a brief talk of a) Multiple choice, true/ false,
to the 15th century able to: who the Bantu were, emphasising and matching questions on
▪ Bantu expansion and a) Identify Bantu communities in their point of origin. Bantu dispersal, Great
technological diffusion southern Africa. ▪ Stress on the reasons for and Zimbabwe, and the Kingdom
▪ Great Zimbabwe b) Examine the factors for Bantu importance of Bantu dispersal into of Kongo
▪ Kongo dispersal and the effects of this southern Africa. b) Short answer questions on
dispersal. ▪ Identify some Bantu groups in the factors for the dispersal of the
c) Point out where Great Zimbabwe region. Bantu, the technological
was in Eastern Africa. ▪ Talk about Great Zimbabwe in the achievements of Great
d) Evaluate the factors for the decline context of the Hamitic hypothesis. Zimbabwe, trade, and politics
of Great Zimbabwe. ▪ Emphsize that the technological in the Kongo kingdom.
e) Analyse the importance of Great achievements of Great Zimbabwe c) Essay questions
Zimbabwe in African history. were purely an African affair. 1. Examine three main
f) Locate the kingdom of Kongo on a ▪ Trace the growth of the kingdom of reasons for the dispersal
map of Africa. the Kongo, highlighting its main of the Bantu into
g) Show the relevance of the political achievements. southern Africa.
structure of the Kongo kingdom. ▪ Point out how the reasons for early 2. Why is bantu dispersal
h) Analyse the impact of the early contact between the kingdom of important for African
contact between the kingdom of the Kongo and Europeans and the history?
Kongo and European explorers and significance of this contact for both 3. What is the significance
merchants. parties. of Great Zimbabwe in
▪ Talk about some connections African history?
between the kingdom of the Kongo

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and the modern country of 4. Trace the origin and

Democratic Republic of Congo growth of the Kongo
(DRC). kingdom from the 1300s-
1500s.

Religions in Africa At the end of the unit, students will be d) Start with a brainstorming session. a) Multiple choice, true/ false,
▪ Indigenous religious able to: Ask students the question – “What and matching questions on
beliefs and practices a) Identify some indigenous religions is religion and what is the indigenous religions, Islam,
▪ Indigenous religion and in Africa and show their importance importance of religion in their and Christianity in Africa.
politics in the lives of communities that lives?” b) Short answer questions on the
▪ Rites of passage practice these religions. e) Outline the main characteristics of characteristics and impact of
▪ Islam b) Demonstrate knowledge of the indigenous religions. indigenous religions, Islam,
▪ Christianity characteristics of indigenous f) Using a case study, discuss more and Christianity on the
▪ Impact of Islam and religions. fully how these religions affect peoples of Africa.
Christianity c) State the connection between some people’s way of life socially, c) Essay questions
indigenous religions and politics. economically, and politically. ▪ With examples, show
d) Examine the significance of the g) Define rites of passage and give indigenous religions
rites of passage in African cultures. examples in indigenous religions affect the way of life of
e) Trace the growth, spread and and Christianity. Africans.
influence of Islam and Christianity h) Explain the origin of Islam and ▪ What is a ‘rite of
in Africa. show how it spread across Africa. passage’. Show the
f) Illustrate the importance of the i) Discuss the importance of the cultural significance of a
indigenisation of Christianity in School Approach in the spread of rite of passage in an
Africa. Christianity in Africa. African indigenous
g) Examine some parallels between j) Debate the question – “What is the religion?
Indigenous African religions, Islam, connection between Christianity ▪ Discuss two main ways in
and Christianity. and European colonialism in which Islam spread into
Africa?” Africa and examine the
k) Group discussion. In small groups significance of this
encourage students to discuss the spread on African
importance of the indigenisation of peoples.
Christianity in Africa. ▪ Examine three similarities
and three differences

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between Islam and

Christianity.
▪ What is the significance
of the indigenisation of
Christianity in Africa?
▪ Examine some significant
parallels between
indigenous African
religions and Christianity

West Africa in the era of At the end of the unit, students will be ▪ Begin the lesson with questions to a) Multiple choice, true/ false and
the Atlantic slave trade able to: elicit information about the matching questions on the
▪ Start of a unique a) Explain why the Atlantic slave trade students’ prior knowledge of the origins, course, and effects of
globalised commerce was such a unique globalised Atlantic slave trade. the Atlantic Slave Trade.
▪ West African kings and commerce. ▪ General discussion on why the b) Short answer questions on
merchants b) Examine the reasons for the start of Atlantic slave trade was such a the trans-Atlantic slave trade
▪ Organisation of the the Atlantic slave trade. unique globalised commerce. and its impact.
trade c) Show why the trade was called the ▪ Name the trade items from Europe, c) Essay questions
▪ End and impact of the triangular trade and name the main West Africa and the Americas and 1. Determine the role of
slave trade items from each side of the triangle. organize as a triangle. sugar and slaves in the
d) Analyse the role of West African ▪ Talk about the Middle Passage and development of the
kings in the conduct of the slave the problems connected with the Trans-Atlantic slave
trade. Middle Passage. trade.
e) Demonstrate knowledge of why the ▪ Discuss one or two slave revolts 2. Describe the conduct of
Atlantic slave trade was such an and the importance of these the Trans-Atlantic slave
evil commerce. revolts. trade.
f) Discuss ways in which enslaved ▪ Debate – “The slave trade came to 3. Why did the Atlantic
Africans resisted slavery in the an end because of economic and slave trade end in the
Americas. not humanitarian reasons.” 19th century?
g) Examine the factors for the ▪ Project for students: Read more on 4. Show how the Atlantic
abolition of the slave trade, and the the Atlantic slave trade and slave trade affected a)
impact of the trade in the Americas, analyse the impact of the trade in West Africa, b) the
West Africa, and Europe. Americas and c) Europe.

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the Americas, West Africa and

Europe.

South Africa and the At the end of the unit, students will be 1. Start with a brainstormer to a) Multiple choice, true/false, and
coming of the Dutch able to: elicit the students’ knowledge matching questions on
settlers a) Demonstrate knowledge of the of contemporary South Africa. commerce, politics, and
▪ South African societies ethnic make-up of South Africa 2. Build on this knowledge to culture on the East African
before the arrival of the before the arrival of the Europeans. introduce South African coast.
Dutch b) Examine the political and social history prior to the arrival of b) Short answer questions on
▪ Dutch Cape Colony organisation of some of the ethnic the Europeans in South Africa. South African kingdoms before
▪ The Zulu kingdom groups, e.g., the Khosa. 3. Identify some major ethnic the arrival of the Europeans,
▪ The frontier, unification, c) Show why Europeans became groups in South Africa and etc.
diamonds, and gold interested in South Africa and the discuss the significance of c) Essay questions
implications of such interest for the their social and political 1. Describe the political and
subsequent history of Africa. organisations. social organisation of one
d) Explain the importance of the Cape 4. Talk about the European South African kingdom
Colony in South Africa to European voyages of exploration from before the arrival of
exploration and colonisation in the mid-15th century and why Europeans at the Cape.
Asia. the South African coast was 2. How important is King
e) Evaluate the contribution of King critical in these voyages. Shaka in Zulu history?
Shaka in the growth and expansion 5. Discuss the initial relations 3. How did the discovery of
of the Zulu kingdom. between the European minerals (diamonds and
f) Determine why the Europeans at (Dutch) settlers and the South gold) transform the early
the Cape moved massively into the African coastal communities. history of South Africa?
South African interior and the 6. Talk about the importance of 4. What is the significance
consequences of this movement. the Zulu kingdom and the role of the frontier in South
of King Shaka in South African African history?
history.
7. Explain the meaning and
significance of the frontier in
South African history.
8. Group discussion on the
importance of minerals

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

(particularly gold and

diamonds) to the development
of South African history.

The ‘Scramble for Africa’ At the end of the unit, students will be ▪ Begin the lesson by writing the a) Multiple choice, true/ false and
and partition able to: words SCRAMBLE and matching questions on the
▪ African polities before a) Distinguish between scramble and PARTITION on the board and ask scramble and partition of
the scramble partition. students to suggest words Africa.
▪ Why the scramble for b) Dramatize the concepts of associated with them. b) Short answer questions on the
Africa? scramble and partition. ▪ Ask for their meaning and above.
▪ The Berlin Conference c) Demonstrate knowledge of the understanding of scramble and c) Essay questions
▪ Partition of Africa and political organisations of selected partition. ▪ Explain how each of the
African reactions African polities prior to the scramble ▪ Talk about the relations between following contributed to
for Africa. African rulers and Europeans on the scramble for Africa:
d) Analyse the factors for the the coast prior to the scramble. a) industrialisation, b)
scramble of Africa. ▪ Ask students what they make of technology, c) ideological
e) Examine the significance of the these pre-scramble relationships. considerations.
Berlin Conference of 1884-85. ▪ Outline the causes of the scramble ▪ Examine the significance
f) Discuss the significance of the for class discussion. of the Berlin Conference
reactions of African rulers to the ▪ Ask students to list the causes (1884-85) for the
partition of Africa. from what they consider the most subsequent history of
important to the least important, Africa.
and the reasons for their ▪ Examine two strategies
categorisation. used by African leaders
▪ Talk about the purpose of the to challenge the forceful
Berlin Conference, and African acquisition of their
reactions to the decisions taken at territories by Europeans
the conference. before 1900.

Colonial Africa At the end of the unit, students will be ▪ Use a large map of colonial Africa a) Multiple choice, true/ false,
▪ Geography and able to: to introduce the lesson. and matching questions on the
European colonisation a) Explain, with examples, how ▪ Encourage the students to make a connection between
of Africa geographical features influenced table naming the European geography and European

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ Consolidation of empire the European colonial project in countries that colonised Africa and colonisation of Africa, methods
▪ Common characteristics Africa. insert the names of the African use by the Europeans to
of colonial policies. b) Delineate the common elements of countries they colonised under consolidate their rule in Africa,
▪ African experiences European colonial rule in Africa. each European country. common characteristics of
under European c) Compare and contrast the French ▪ Ask the question – “Why did the European colonial rule and
colonial rule and British systems of governance French appear to colonise more African experiences under
in Africa. African countries than the rest of colonial rule.
d) Examine the methods and the other European nations?” b) Short answer questions on the
institutions of colonial exploitation in ▪ Discuss with students the common above.
Africa. characteristics of European c) Essay questions
colonial policies. ▪ With example, show how
▪ Outline the significance of the geography influenced the
colonial transport infrastructure in European colonisation
the exploitation of Africa. project in Africa.
▪ Project: Ask students to read more ▪ Discuss three features of
about colonial economic policies in European colonial rule in
a country of their choice and show Africa.
how these policies affected the ▪ Compare and contrast
colonised peoples. the French and British
systems of administration
in colonial Africa.
▪ Show three ways in
which European colonial
economic policies led to
the underdevelopment of
Africa.

Second World War and At the end of the unit, students will be ▪ Show pictures and documentaries a) Multiple choice, true/ false,
Africa able to: of African soldiers during World and matching questions on
▪ Africa’s contribution to a) Show the social, economic, and War 2. World War 2 and Africa.
the European war political significance of World War 2 ▪ Discuss with students the b) Short answer questions on
efforts for Africa. relevance of these pictures and African nationalism and
documentaries. African nationalist leaders.

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ Rise of African b) Trace the growth of African ▪ Outline on the board, or give a c) Essay questions
nationalism nationalism during and after World handout for discussion, the ways in ▪ Examine four ways in
▪ Pan African congresses War 2. which World War 2 influenced the which World War 2
▪ Peaceful paths to c) Explain the significance of the Pan dismantling of European colonial contributed to the
independence African congresses to the regimes in Africa. movement for
▪ The armed struggles for nationalist cause in Africa. ▪ Give background to the Pan independence in Africa.
independence d) Examine the steps taken by the African congresses and their ▪ Discuss the importance
European countries, particularly influence on the move for of the Pan African
France and Britain, to decolonise independence in Africa. Congresses to the
their African holdings. ▪ Explain why tropical African decolonisation process in
e) Contrast the paths to independence countries had a relatively smooth Africa.
in West Africa and East Africa. transition to independence ▪ Explain how Sierra Leone
compared to countries in the or Guinea (Conakry)
temperate regions. attained their
independence.
▪ Why did Kenya or Algeria
fight a long and bitter war
of independence?
▪ Examine the impact of
European colonial rule in
Africa under the following
headings: a) political, b)
economic and c) cultural.

Apartheid and post- At the end of the unit, students will be ▪ Begin the lesson by defining the a) Multiple choice, true/false and
apartheid South Africa able to: words segregation and apartheid matching questions on
▪ Segregation to a) Explain the meaning and and show the connection between apartheid South Africa and the
apartheid in South importance of the apartheid system the two. attainment of political
Africa in South Africa. ▪ Discuss with students the independence in South Africa.
▪ Pillars of segregation b) Examine the relevance of the main importance of land, labour, and b) Short answer questions on
and apartheid (land, pillars (land, labour, and power) of power in South African history. apartheid legislation and
labour, and power) segregation in South Africa. South African nationalist
▪ 1948 elections leaders.

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ Apartheid legislations c) State the importance of the 1948 ▪ Explain the relevance of the 1948 c) Essay questions
▪ The long and bitter election in South Africa for the elections to the cementing of the ▪ Explain the meaning of
march to freedom subsequent history of South Africa. apartheid system in South Africa. apartheid and discuss the
▪ ANC and Black activism d) Examine some of the apartheid ▪ Discuss the major apartheid importance of three
▪ Sharpeville massacre of legislation. legislations, indicating their effects apartheid laws.
1960 and imprisonment e) Trace the growth of Black African on Blacks in South Africa. ▪ In what ways did the
of Nelson Mandela activism (ANC and other ▪ Organise students to dramatize 1948 elections in South
▪ Steve Biko and Black movements) in South Africa. some Black reactions to apartheid Africa affect the Black
Consciousness f) Examine the responses of South in South Africa. population in that
▪ 1976 Soweto uprising African security forces to Black ▪ Explain the role of some Black country?
▪ International community protests. activists in the struggle for freedom ▪ Discuss two forms of
responses to apartheid g) Demonstrate an understanding of in South Africa. Black protest in South
▪ Freedom for Mandela the reactions of the international ▪ Share pictures of the 1960 Africa.
and the historic community to the apartheid system Sharpeville Massacre and the 1976 ▪ Describe the causes and
elections of 1994 in South Africa. Soweto uprising and in small consequences of the
▪ A new South Africa h) Show why the apartheid system groups, encourage students to 1976 Students’ uprising
eventually crumbled. discuss the significance of these in Soweto, South Africa.
i) Indicate why Nelson Mandela was pictures. ▪ Examine four reasons
released from prison in February ▪ Explain why the apartheid system why the apartheid system
1990 and the outcomes of this lasted for over 40 years, and the in South Africa lasted so
release. factors that led to its collapse. long.
j) Explain what the concept of the ▪ Why was Nelson
‘Rainbow Nation’ means for South Mandela freed from
Africa. prison in 1990?
▪ What is the place of
Nelson Mandela in South
African history?
▪ Why is South Africa
referred to as the
‘Rainbow Nation’?

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Postcolonial Africa: At the end of the unit, students will be ▪ Start the lesson with a poignant a) Multiple choice, true/false, and
achievements and able to: question – “What is the students’ matching questions on the
challenges a) Describe the major achievements understanding of independence?” successes and challenges of
▪ First experiments in of some African countries during ▪ Show pictures and documentaries post-colonial African countries.
western democracy the first few years of independence. of some countries celebrating b) Short answer questions on
▪ Rise of dictatorships b) Show why autocratic rule quickly independence. the above.
▪ Military rule in Africa spread across Africa from the ▪ Ask the students why the people c) Essay questions.
▪ Corruption and 1960s to 1980s. are celebrating. 1. Explain why most
underdevelopment c) Analyse the role of the military in ▪ Outline some reasons for the rise Africans were jubilant
▪ Hostile international postcolonial African politics. of dictatorships in postcolonial when their countries
economic climate d) Show, with examples, how Africa for discussion. Encourage attained independence in
▪ Contemporary crises corruption is adversely affecting the students to add to the list. the 1960s.
▪ An African overall development of Africa. ▪ General discussion – “Why has the 2. Why was national
renaissance? e) Evaluate the international factors army been so quick in toppling integration a major
for Africa’s slow pace of civilian governments?” challenge for many
development. ▪ Encourage students to define postcolonial African
f) Explain how armed conflicts and corruption and list words they leaders?
diseases are having a telling effect associate with corruption. 3. Discuss four reasons why
on African peoples. ▪ Discuss how corruption is affecting one-party dictatorships
g) Debate whether an African the overall development of Africa. became quite common in
renaissance is possible. ▪ Debate the topic – “External factors Africa from the 1960s to
are to blame for postcolonial 1980s.
Africa’s slow pace of 4. Examine the main
development.” reasons for and results of
▪ Talk about other negative factors military rule in Africa.
for Africa’s slow pace of 5. Examine four effects of
development, including population corruption on African
explosion in Africa’s cities, drought, development.
and diseases. 6. Analyse two internal and
▪ Explain the meaning of African two external factors for
renaissance and encourage Africa’s slow pace of
students to debate whether an development.
African renaissance in possible.

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

7. Examine the sources and

consequences of armed
conflict in one African
country.

Suggested Resources
Topic/Theme/Unit Suggested resources
Exploring the diversity of Africa ▪ Large physical map of Africa
▪ Africa’s many natural and cultural ▪ Course Guidebook
environments Short videos and documentaries on “Exploring Africa” (e.g., YouTube Mother Africa - History Of
▪ Africa’s rich history Africa with Zeinab Badawi [Episode 1] - YouTube ), BBC “Story of Africa” Zeinab Badawi The
▪ Myths and stereotypes Story of Africa| BBC World Service., “History of Africa”
BBC World News - History of Africa - Clips
Sources of African history ▪ Course Guidebook
▪ Primary and secondary sources ▪ Short videos and documentaries on “Exploring Africa” (e.g., YouTube), BBC “Story of Africa”.
▪ Written sources Zeinab Badawi, “History of Africa (see links above)
▪ Non-written sources (e.g., Archaeology, ▪ Examples of historical sources
Oral Tradition, Linguistics, Ethnography,
Art forms/ History)
▪ Advantages and disadvantages of the
sources of history

Early history of Africa ▪ Course Guidebook

▪ Africa: cradle of humankind? ▪ Africa’s first iron age culture had a sweet tooth (text – can also be used for ‘Sources’ above)
▪ Farming and pastoralism in ancient Egypt ▪ Short videos and documentaries
▪ Farming and pastoralism in tropical Africa • Did Africa have the first iron age? https://www.youtube.com/watch?v=touQN1mkC5o
▪ Iron Age communities • https://thekidshouldseethis.com/post/the-untold-history-of-ironworking-in-central-west-
africa
• Cattle, crops and iron https://www.youtube.com/watch?v=Srlf_xltWfc

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Foreign invasions in Egypt and the ▪ Course Guidebook

Maghreb ▪ Maps of Arab Muslim conquest of North
▪ European presence in North Africa. ▪ Short videos
▪ Egypt and the Maghreb under Roman • Ancient Rome Provinces of Africa (YouTube)
domination. • Northern Africa – Boundless World History (https://www.coursehero.com/ study-
▪ Arab invasion and conquest of the guides/boundless-worldhistory/northern-africa/
Maghreb. • Arab Conquest of North Africa (YouTube)
▪ Islamisation of North Africa. • The Berber Queen who defied the Caliphate (In Arabic. Other similar is lecture in notes)
• History of Africa: Episode 9 (Zeinab Badawi). www.youtube.com/watch?v= tcF-e6RhLzU

The Horn of Africa to the 15th century ▪ Course Guidebook

▪ Ethiopia ▪ Relevant maps and diagrams
▪ The Nubian kingdoms ▪ Short videos
▪ Aksumite empire ▪ Full History of the Horn of Africa https://www.youtube.com/watch?v=BSeJALXfdNc
(YouTube)
▪ Christianity in Ancient Africa https://study.com/academy/lesson/christianity-in-ancient-
africa.html
▪ The Rise Of Aksum - History Of Africa With Zeinab Badawi [Episode 5] (YouTube)

Long-distance trade and West African ▪ Course Guidebook

empires ▪ Map of West medieval African kingdoms and empires, including the trans-Saharan trade routes
▪ West African kingdoms and empires ▪ Short videos
▪ Trans-Saharan trade • West African kingdoms (Ghana, Mali, Songhai)
▪ The empires of Ghana, Mali, and Songhai https://www.youtube.com/watch?v=T6xF5u4wSYc
▪ Kanem-Borno • History of Africa, Episode 10 (Zeinab Badawi). (YouTube)
• BBC Story of Africa
• African kingdoms and empires. https://www.youtube.com/watch?v=QdVNN9wAabE
• Mansa Musa and Islam in Africa. https://www.youtube.com/watch?v=jvnU0v6hcUo

Commerce and the East African coast to ▪ Course Guidebook

the 15th century ▪ Other relevant books and maps
▪ Interior-coastal trade ▪ Short videos
▪ Trading settlements

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ Indian Ocean trade • Establishment of small city states on Africa’s East Coast
▪ Development of Swahili culture https://study.com/academy/lesson/establishment-of-small-city-states-on-africas-east-
coast.html
• Kilwa – World History Encyclopedia https://www.worldhistory.org/Kilwa/
• Ancient trade cities on Africa’s East Coast (https://study.com/academy/lesson/ancient-
trade-cities-on-africas-east-coast.html)
• Crash Course World History #18 (https://www.youtube.com/watch?v=a6XtBLDmPA0 )
• Indian Ocean Trade Before the European Conquest (worldhistory.org)

Central African kingdoms to the 15th ▪ Course Guidebook

century ▪ Maps and diagrams of Bantu migration
▪ Bantu expansion and technological ▪ Videos
diffusion • Welcome to Africa – Explore the Bantu migration story
▪ Great Zimbabwe • Migration of the Bantu into East Africa
▪ Kongo (https://www.youtube.com/watch?v=cwuogpXtDOA)
• The Bantu people: Migration, language and impact (study.com)
• Who built Great Zimbabwe? https://ed.ted.com/lessons/who-built-great-zimbabwe-and-
why-breeanna-elliott
• https://smarthistory.org/great-zimbabwe/ (video in text)
• History of Africa, Episode 19 Zeinab Badawi (You Tube)
• Afonso 1 of Kongo https://www.dw.com/en/afonso-i-of-kongo-the-ruler-caught-up-in-the-
slave-trade/a-56974888
• The kingdom of Kongo https://www.youtube.com/watch?v=f8DmKlw1jcA

Religions in Africa ▪ Course Guidebook

▪ Indigenous religious beliefs and practices ▪ Other relevant literature
▪ Indigenous religion and politics ▪ Videos
▪ Rites of passage • BBC Story of Africa (You Tube
▪ Islam • History of Africa, Episode 8, Zeinab Badawi (You Tube)
▪ Christianity • Religious systems of Africa – Similarities and differences
▪ Impact of Islam and Christianity https://study.com/academy/lesson/religious-systems-of-africa-similarities-differences.html
• Traditional African religions https://www.youtube.com/watch?v=VQY-V4C5Z9o

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Global Church: History of Christianity in Africa

https://www.youtube.com/watch?v=W1sLVsNUgpw
• African Christianity Rising https://www.youtube.com/watch?v=qDygf6uy2R4
• The truth about Islam in Africa https://www.youtube.com/watch?v=N3fru8wffPQ

West Africa in the era of the Atlantic slave ▪ Course Guidebook

trade ▪ Other texts on the Trans-Atlantic slave trade
▪ Start of a unique globalised commerce ▪ Videos
▪ West African kings and merchants • The history of the Transatlantic slave trade
▪ Organisation of the trade https://www.youtube.com/watch?v=wNn9AUnpg_I
▪ End and impact of the slave trade • Europe, West Africa and the Transatlantic slave trade examined.
https://www.britannica.com/video/73145/history-slave-trade-Africa-region
• WATCH – Impact of the slave trade https://www.khanacademy.org/humanities/whp-
origins/era-5-the-first-global-age/54-the-transatlantic-slave-trade-betaa/v/impact-of-the-
slave-trade-through-a-ghanaian-lens-world-history-project-beta
• The Atlantic slave trade: What few books told you.
https://www.youtube.com/watch?v=3NXC4Q_4JVg

South Africa and the coming of the Dutch ▪ Course Guidebook

settlers ▪ Videos and documentaries
▪ South African societies before the arrival • Who lived in South Africa before the Dutch arrived?
of the Dutch https://www.youtube.com/watch?v=csZla1XV8yU
▪ Dutch Cape Colony • The Dutch in South Africa: More than just Apartheid and Boers
▪ The Zulu kingdom https://dutchreview.com/culture/history/the-dutch-and-south-africa/
▪ The frontier, unification, diamonds, and • Shaka Zulu: Founding father of the Zulu nation
gold https://www.youtube.com/watch?v=CeubekShy4s
• What was the Great Trek? https://www.youtube.com/watch?v=028OjMGirj0

The ‘Scramble for Africa’ and partition ▪ Course Guidebook

▪ African polities before the scramble ▪ Other relevant texts
▪ Why the scramble for Africa? ▪ Maps of the scramble for and partition of Africa
▪ The Berlin Conference ▪ Videos
▪ Partition of Africa and African reactions • History of Africa – Episode 19 Zeinab Badawi (You Tube)

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• The scramble for Africa: late 19th century https://www.sahistory.org.za/article/grade-8-term-

3-scramble-africa-late-19th-century (video in text)
• History Year 11 Imperialism: The scramble for Africa
• Berlin 1885: The division of Africa https://www.youtube.com/watch?v=FTjBNppdk-M
.
Colonial Africa ▪ Course Guidebook
▪ Geography and European colonisation of ▪ Other relevant texts
Africa ▪ Videos
▪ Consolidation of empire • Colonization of Africa https://www.youtube.com/watch?v=Fbb7nbIUUEM
▪ Common characteristics of colonial • African resistance to European imperialism https://study.com/learn/lesson/african-
policies. resistance-european-imperialism-history-conflicts-effects.html
▪ African experiences under European • History Form Three: Topic 3 – Colonial economy
colonial rule https://www.youtube.com/watch?v=L6zlEsoWoTg

Second World War and Africa ▪ Course Guidebook

▪ Africa’s contribution to the European war ▪ Other relevant texts
efforts ▪ Diagrams of African soldiers during World War 2
▪ Rise of African nationalism ▪ Videos
▪ Pan African congresses • Remembering Africa’s role in World War 2 https://brandsouthafrica.com/4234/africa-
▪ Peaceful paths to independence played-a-role-in-ending-world-war-2/
▪ The armed struggles for independence • Talk Africa: Africans and World War 2
https://www.google.com/search?q=Talk+Africa:+Africans+and+World+War+2&source=lnm
s&tbm=vid&sa=X&ved=2ahUKEwi7i5zT3eT7AhUaacAKHW6gBpcQ_AUoAXoECAEQAw&
biw=1233&bih=913&dpr=1#fpstate=ive&vld=cid:002e4364,vid:0Ek43bzDNB8
• Africans and World War 2 (CUP)
https://www.youtube.com/watch?v=58RI21aNEd8&list=PLC5C19446D4A9D994
• Battle of North Africa YouTube various)
• World war II’s forgotten army: West Africa’s soldiers in Burma
https://www.youtube.com/watch?v=DWIHOIZVZtE&t=14s
• 1945 Pan African congress: Young Roots project (various)
https://firstcutmedia.com/heritage-digital-archive/1945-pan-african-congress/

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Reasons why the Pan African movement became active after 1945
https://www.tutorke.com/lesson/4556-reasons-why-the-pan-african-movement-became-
active-in-africa-after-1945.aspx
• Mau Mau uprising 1952-60: Anti-British rebellion in Kenya
https://www.youtube.com/watch?v=gYMVLbeAQ_o
• Operations against the Mau Mau (1954) https://www.youtube.com/watch?v=eOiIf-mLiQc
• UK to compensate Kenyans tortured in Mau Mau revolt.
https://www.france24.com/en/20130606-uk-compensate-kenya-tortured-mau-mau-colonial-
uprising
• Algeria’s bloody war of independence. https://www.youtube.com/watch?v=wex8waAEa1Y

Apartheid and post-apartheid South Africa ▪ Course Guidebook

▪ Segregation to apartheid in South Africa ▪ Other relevant texts
▪ Pillars of segregation and apartheid (land, ▪ Videos
labour, and power) • Apartheid: The rise and fall of South Africa’s ‘apartness’ laws
▪ 1948 elections https://www.youtube.com/watch?v=kJOU9YYMzpw
▪ Apartheid legislations • The anti-Apartheid struggle in South Africa (1912-1992) https://www.nonviolent-
▪ The long and bitter march to freedom conflict.org/anti-apartheid-struggle-south-africa-1912-1992/ (video in text)
▪ ANC and Black activism • 1976 Soweto uprising
▪ Sharpeville massacre of 1960 and https://www.google.com/search?q=1976+soweto+uprising&source=lnms&tbm=vid&sa=X&v
imprisonment of Nelson Mandela ed=2ahUKEwjIxu2J5uT7AhUEi1wKHSKcCQ0Q_AUoA3oECAIQBQ&biw=1233&bih=913&
▪ Steve Biko and Black Consciousness dpr=1#fpstate=ive&vld=cid:f2cc9144,vid:Nv3FBT4bcbw
▪ 1976 Soweto uprising • The Day in History: Nelson Mandela freed from prison
▪ International community responses to https://www.google.com/search?q=d)+The+Day+in+History:+Nelson+Mandela+freed+from
apartheid +prison&source=lnms&tbm=vid&sa=X&ved=2ahUKEwiEqPCY5uT7AhWxgVwKHbe5BaUQ
▪ Freedom for Mandela and the historic _AUoBHoECAEQBg&biw=1233&bih=913&dpr=1#fpstate=ive&vld=cid:9def6462,vid:-
elections of 1994 ZWIVvmqBEg
▪ A new South Africa • How CBS covered Nelson Mandela’s 1994 Presidential victory.
https://www.cbsnews.com/video/how-cbs-news-covered-nelson-mandelas-historic-1994-
presidential-victory/

Postcolonial Africa: achievements and ▪ Course Guidebook

challenges ▪ Other relevant texts

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Building Young Futures
MBSSE’s Senior Secondary School Curriculum

▪ First experiments in western democracy ▪ Videos

▪ Rise of dictatorships • Democratic promises: Is democracy good for development in Africa? (not found)
▪ Military rule in Africa • The African state: Development and the Common Good (not found)
▪ Corruption and underdevelopment • Botswana at 50: The end of an African success story? (video in text is a movie trailer. See
▪ Hostile international economic climate also https://www.youtube.com/watch?v=FRlR-Yw6Pc0)
▪ Contemporary crises • Why has Africa fallen behind the rest of the world’s economies?
▪ An African renaissance? https://www.theguardian.com/global-development/2014/aug/04/africa-fallen-behind-
economies-science-technology
• Dealing with corruption in Africa: A complex yet surprisingly simple answer
https://www.dedev.com/news/dealing-with-corruption-in-africa-a-complex-yet-surprisingly-
simple-answer-84030 (video in text)
• African perspectives on corruption https://www.youtube.com/watch?v=xgF7R14PEPU

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