The Year of Africa

1. Set Focus
Pose this essential question: Why might a nation want to be independent? 

2. List Vocabulary
Share some of the challenging vocabulary words in the article. Encourage students to use context to infer meanings as they read.

• somber (p. 18)
• colonial empire (p. 19)
• arbitrarily (p. 19)
• geopolitical conflict (p. 20)
• urbanizing (p. 21)
• stagnant (p. 21)

3. Engage
Have students preview the title, photos, and other text features throughout the article. Have them discuss what they think the article will be about. 

4. Read and Discuss
Ask students to read the Upfront article about the decolonization of Africa. Review why the article is a secondary source. (It was written by someone who didn’t personally experience or witness the events.) Then pose these critical-thinking questions and ask students to cite text evidence when answering them::

• What was the “scramble for Africa”? Who participated? What benefits did it bring? What problems did it cause? (In the 1880s, European nations “scrambled” to carve up and take over Africa. Their actions brought some benefits, like roads and educational institutions. However, the governments also exploited and abused the native peoples, exported resources, and established borders without regard for existing relationships. Many of those borders still remain and are responsible for much of the current turmoil and fighting.)

• What was the push for independence like in nations such as Ghana and Nigeria? How did it differ from the push in countries such as Kenya and Algeria? (The pushes for independence in Ghana and Nigeria were largely peaceful and involved little to no bloodshed, while in Kenya, independence movements turned violent, with guerrilla fighters attacking colonial governments, and in Algeria, the French fought a brutal eight-year war to try to hold on to the country.)

• What impact did the Cold War have on the movement toward independence for some African nations? What example does the article describe? (During the Cold War, the Soviets and the Americans funded rebel groups in Africa to fight each other, turning independence movements into civil wars that became proxies for the fight over the spread of Communism, such as what happened in the Democratic Republic of the Congo.)

• According to the final section, “Africa’s Youth Boom,” what is one way in which Africa is showing impressive growth? (Responses will vary, but students should provide one of the details listed in the final section that shows how Africa is showing impressive growth, such as its booming population, its rapid urbanization, or its growing population of millionaires.)

5. Use the Primary Source
Project, distribute, or assign in Google Classroom the PDF “Today Is Independence Day,” which features excerpts from the speech Nigeria’s first prime minister gave upon Nigeria’s being granted independence by the U.K. in 1960. Discuss what makes the speech a primary source. (It provides firsthand evidence concerning the topic.) Have students read the excerpts and answer the questions below (which appear on the PDF without answers).

• How would you describe the tone and purpose of these excerpts from Balewa’s speech? (The tone of these excerpts can be described as formal and celebratory. The purpose is to acknowledge the achievement of independence in Nigeria and to set the tone of the nation’s relationship with the U.K. moving forward.) Balewa says that Nigeria’s impatience for independence stemmed from “[watching] one country after another overtaking us on the road.” What does he mean?  (Balewa means that Nigerians were impatient because the amount of time it took to gain independence seemed long, especially when compared with the other nations that were achieving independence more quickly.)

• Despite the impatience mentioned above, Balewa argues that Nigeria’s nation-building “proceeded at the wisest pace.” Why does he think Nigeria’s pace was wise? (Balewa states that Nigeria’s independence is “thorough” and stands “well-built upon firm foundations,” which implies that he thinks that nations that achieve independence too quickly might not be ready to take control of themselves and may end up less stable and in a worse position than before.) 

• How does Balewa characterize Nigeria’s relationship with its former colonizer? Cite details. (Balewa says that Nigeria is “grateful” to British missionaries who have provided education, medical services, and taught people about modern methods of banking, commerce, and industries. His speech implies that Nigeria will have a friendly relationship with the U.K. moving forward.)

• Think about how the U.S. achieved its independence from Britain. Why do you think the way that the U.S. gained independence was so different from Nigeria? (Students should note that the U.S. fought violently against Britain to achieve its independence, while Nigeria was granted its independence after waiting and convincing its colonizing nation to grant it its freedom. Students’ analysis as to why will vary but should be supported with reason and logic.)

6. Writing Prompt
Read “Africa Rising” in the January 29, 2024, issue of Upfront. How does that article expand upon what you learned in this article? Explain in a brief essay. 

7. Quiz & Skills
Use the quiz to assess comprehension and the Analyze the Photo skills sheet to practice visual analysis.

8. Classroom Debate
Is it better to fight for independence or to be granted it by a ruling nation?

9. Researching Further
Have groups of students research and report on an African nation post-independence. Have the groups consider how independence affected that nation’s economy, politics, stability, and the quality of life of its people.