7th Grade Packet April 13th- 24th Lessons  Day 1 Activity – Work Book o SS7G1 o Learning Target – I can locate on a world and regional political- physical map selected features in Africa. o Activity Instructions . Complete the introduction to Africa Work Book pages labeled “Geographic Understandings” This is two pages (1 front and back). . Complete Map Skills -2 pages (1 front and back). Follow directions for features on the first map and countries on the second.  Day 2 Activity – Work Book o SS7G2 o Learning Target – I can explain how water pollution and unequal distribution of water impacts countries in Africa. o Activity Instructions . Complete Work Book pages labeled “Chapter 2” read the topics; Polluted Water, Water- a shrinking supply and complete the Cause and Effect of Unequal Distribution in Africa.  Day 3 Activity – Work Book o SS7G3 o Learning Target– I can how climate, natural resources and population effects where people live and trade in Africa. o Activity Instructions . Complete work book pages with the writing on top “Day 3” this will include a reading labeled “Where People Live and What They Do” with a quick review chart to be filled in. . Complete review maps also labeled Day 3 Activity at the top in hand writing.  Day 4 Activity – Close read for main ideas o SS7H1 o Learning Target: I can explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries in Africa today. o Activity instructions: . Read the article on European partitioning across Africa. In the side pane write the main idea of EACH paragraph in complete sentences. Remember, the main idea does not mean the first sentence of the paragraph  . Complete the summarizer on the next page, there are two vocab fryer models to be completed. The words are from the reading, use the reading and prior knowledge to complete the vocab frames.  Day 5 Activity- This is a continuation of yesterday’s activity. We are looking at different historic concepts in Africa. Today’s topic is the Pan-African Movement. o SS7H1 o Learning Target: I can explain how the Pan-African movement and led to independence in Kenya, and . o Activity Instructions: . Read the article on the Pan-African Movement in Kenya and Nigeria. This is a continuation of Africa’s history. As you go, answer questions underneath each paragraph to insure comprehension. . Complete the summarizing stamp at the bottom of the page. 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  Day 6 Activity- Our Next topic in African History is Apartheid. What is it? Let’s find out! We are going to focus on the country of South Africa while we discuss this topic. o SS7H1 o Learning Target: I can explain the Apartheid in South Africa and the effects it had on the citizens and country as a whole. o Activity Instructions: . Read the article, underneath each section you will have a task to complete. They range from defining words from the text to creating an image. . Make sure on task #5 you create a neat visual timeline using a minimum of 5 dates with explanations. This should come directly from the text.  Day 7 Activity- Nelson Mandela Reading Activity o SS7H1 o I can explain how Nelson Mandela impacted South Africa due to his dedication to equal rights for blacks. o Activity Instructions: Read the Article detailed Nelson Mandela’s Life and contributions. He was previously mentioned in Activity 6 so you should have a general idea of who he is. This article will go into further detail. . Answer the summarizing questions in complete sentence when you finish reading. Make sure to cite and use textual evidence.  Day 8 Activity- One Pager o SS7H1 o I can explain how Nelson Mandela impacted South Africa due to his dedication to equal rights for blacks. o Activity Instructions: . Using the article on Nelson Mandela from Activity 7, fil in the one pager graphic organizer. This is very similar to the ones who have seen before. Make sure to write in complete sentences. Use color is possible in your visual representation.  Each section should be completely filled in. (Ex: Summary should be a full paragraph…)  Day 9 Activity – Apartheid “What do you think?” Short read and response o SS7H1 o Learning Target: I can explain the Apartheid in South Africa and the effects it had on the citizens and country as a whole. o Activity Instructions: . This reading will further explain the concept of the Apartheid in South Africa. You have two prompts to respond to beneath the article. When finished with the reading you should be able to explain some characteristics of life under the apartheid. . Question 2 wants you to connect this issue to someone today. . Make sure to answer both in paragraph form.  Day 10 Activity - The End of Apartheid and the Beginning of National Reconciliation o SS7H1 o Learning Target: I can explain the Apartheid in South Africa and the effects it had on the citizens and country as a whole. o Activity Instructions: . Read the article discussing the end of the Apartheid and respond to the 2 prompt underneath in complete paragraphs.

Activity 1 Activity 1 Activity 1 Activity 1 Activity 2 Activity 2 Activity 2 Activity 3 Activity 3

Day 4 Activity – Close Read on Change and continuity in Africa – Write the main idea of each paragraph in the side pane, then complete summarizing task.

SS7H1 Analyze continuity and change in Africa. a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries in Africa today.

As European imperialism spread across the globe, competition for African land increased. Fueled by nationalism, Africa quickly became the focus of Europe’s insatiable desire for colonies. This fight over land is commonly referred to as the Scramble for Africa (1881-1914). Figure 1 is a cartoon depicting the admiration given to

Cecil Rhodes upon his completion of a telegraph line across Africa. The prestige he earns is a microcosm of the true message: He who claims Africa is a giant among men. As European countries faced increasing conflicts amongst themselves over the land, they agreed to the Berlin Conference (1884-1885). In 1884, the leaders of multiple European countries met with Otto Von Bismarck in Berlin to portion out African land amongst themselves.

Unsurprisingly, African leaders were not invited to the Berlin Conference. The pre- existing cultural, linguistic, and political landscapes of Africa were ignored to the future detriment of many. As when slicing a cake, European leaders divided Africa in the most convenient way for them. To appreciate the scope of these actions note that there are over 250 ethnic groups in Nigeria alone. This grouped together many African peoples who shared no common culture, religion, or even language in many instances. These new partitions even combined rival groups in the same colonies.

These tensions, particularly ethnic tensions, were intensified by the method of indirect rule. Indirect rule allowed imperial powers freedom from governance of their colonies while quietly encouraging conflict between two local groups, one whom they gave power of governance over the other. These boundaries worked in more stealthy ways as well. Imagine the issues if a student were required to complete a task with someone who speaks a different language. Now imagine the students aren’t completing a simple task but rather building a new shared identity. Even the most innocuous and haphazard of European partitioning served to weaken Africa’s stability and continues to force the continent to grapple with its histories, cultures, and identities to the modern day. As colonies gained independence, they still grappled with these domestic issues as sovereign nations.

The (1967-1970) and the Rwandan genocide (1990-1994) were events that confronted each country’s legacy of indirect rule. In Rwanda, it was less than 30 years after independence that members of the Hutu group orchestrated genocide against the Tutsi who were given preferential treatment under British indirect rule. Nigeria gained independence from Britain only seven years before the beginning of its civil war. This serves as a testament to the long mounting tension between the Hausa and Igbo that cause the Igbo to secede and create their own nation of .

South Sudan, the youngest country in the world, is an example of arbitrary boundaries grouping together rival groups. Sudan was compromised of two major religions which fought bloody civil wars on and off until South Sudan gained independence in 2011. All these and similar armed political conflicts are directly responsible for refugee crises, starvation, and lack of stability experienced in modern African history

Summarizing task: Complete the vocab Fryer Models

Imperialism

Secede

Day 5 Activity – This is a continuation of yesterday’s activity. We are looking at different historic concepts in Africa. Today’s topic is the Pan-African Movement. This time read and answer questions as you go.

SS7H1 Analyze continuity and change in Africa. Learning Target – I can explain how the Pan-African movement and nationalism led to independence in Kenya, and Nigeria.

Emerging at the end of the nineteenth century, the ideals of the Pan African movement were a direct response to the destabilizing legacy of colonialism. The movement encouraged all Africans, both residing on the continent and those abroad due to the diaspora, to identify with a single homeland, identity, and destiny. While the entire continent never combined to create a single political identity, this solidarity touted as the identifying principle of the Pan African movement has been credited with sparking nationalist movements in many African countries including Kenya and Nigeria.

1. What was the purpose of the Pan African movement?

Though their routes to independence differed, both Kenya and Nigeria boasted of intellectuals(scholars) whose patriotic ideals were closely related to Pan African ones. Nigerian nationalism is often credited as starting in the early Twentieth Century with who promoted many principles of solidarity similar to the Pan African movement. While not a loyal Pan Africanist, it is clear that through the decades, Nigeria’s history became a case for Pan Africanism. In the 1963 speech “The Future of Pan Africanism,” , the first Nigerian president, holds the country up as an example of what Pan Africanism can accomplish. “The Federation of Nigeria has proved that racially homogenous African people with heterogeneous languages and cultures can be united…” Kenya’s triumphant Mau Mau Revolt began in 1952 when multiples ethnic groups banded together against British colonists. This act of solidarity alone was a remarkable example of Pan African solidarity. The revolt continued for many years and is credited with eventually gaining Kenya its independence in 1963.

2. Using context clues define Solidarity:

Over this period, many Kenyans were arrested including Jomo Kenyatta. Kenyatta, a loyal supporter of Pan Africanism, would eventually become Kenya’s president. The most visually stunning link between nationalism and the Pan African movement lies in the flag designs of newly independent countries. In 1920, the Universal Negro Improvement Association (UNIA) founded by Pan Africanist declared that “that the colors Red Black and Green, be the colors of the Negro race.” These colors are seen in the flags of both countries. Indeed, Kenya uses all three in a pattern similar to that of the Pan African flag itself. If you remember, South Sudan also has a similar flag. The common use of these colors individually and together serves as a reminder of the legacy of Pan Africanism in crafting modern Africa

3. How can Pan-African Ideals be seen in Kenya’s Flag?

Summarizer 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.

Description:

Day 6 Activity: Our Next topic in African History is Apartheid. What is it? Let’s find out! We are going to focus on the country of South Africa while we discuss this topic. Complete the numbered tasks for each section.

In the 1600s, the British and the Dutch colonized South Africa. South Africa was eventually seized by the British from the Dutch settlers (after the Boer War).In 1685, the first policy of white superiority became visible when a law was passed forbidding whites and Africans to marry in the territory.

1. Define Colonization -

More European settlers came to South Africa than to anywhere else on the continent. In 1910, Great Britain established the Union of South Africa. Governing power was only given to whites.In 1948, a new political party, the National Party, came to power and voted to implement a series of restrictive segregationist laws, known collectively as apartheid. The National Party enforced the policy of apartheid through legislation across South Africa. Apartheid was a social and political policy of racial segregation and discrimination. In Afrikaans (the language of white South Africans), apartheid means “apartness”.

2. Define apartheid -

The policy of apartheid took a strong hold in the country.It separated South Africa into whites and non-whites, restricting where blacks could live, work, travel, sit, go to the bathroom, eat, etc.Under apartheid, blacks could not vote or participate in government.

3. What does this remind you of? Hint: Think of the Civil Rights

Bantu Authorities Act

In 1951, government officials created the Bantu Authorities Act, which created “homelands” for black South Africans.At this time, whites owned 80% of the land, although they only represented 10% of the population.As a result of this law, 9 million South Africans were excluded from participating in the government. Apartheid allowed many whites to grow wealthy and powerful, while millions of blacks suffered. Afrikaners lived in up-scale neighborhoods while native South Africans lived in slums or in Bantustans. Bantustans were artificially created reservations (“homelands”) for native Africans to live on.Bantustans offered a poor quality of land and were unfit for the large populations forced to live there. South Africans were unable to leave their Bantustan without a passport.

4. Summarize life under the apartheid in 2 sentences:

Many people resisted the partied and were even imprisoned. The most famous prisoner was Nelson Mandela, a leader of the African National congress. He was arrested in 1962 and sentenced to life in 1964 for treason and sabotage. He became the national symbol for the resistance. There were many protests for his and others releases. Finally in 1990 the president of South Africa released all prisoners including Mandela. The president, F.W. De Klerk also helped end Apartheid in 1993 and he and Mandela won a Nobel Peace Prize.

5. Create (draw) a brief timeline of Apartheid in South Africa below. Include at least 5 dates with descriptions.

Day 7: Reading Activity with questions. Activity #8 Complete the one pager graphic organizer based on the article from activity #7.

Title of Article: Summarize the article in your own words:

Write 3 questions you have or can come up with based on the article:

A quote that best describes the article:

I choose this quote because…..

Visual representation that summarizes the article:

Day 9 Activity- Apartheid – What do you think? Read the excerpt and respond to the two prompt below.

Although Europeans first colonized what is now the country of South Africa in the middle of the 17th century, it was not until the 1948 election of the Afrikaner-led National Party that the system of apartheid—with which the nation of South Africa came to be so closely associated for the second half of the 20th century—was formally instated. While this strict system of racial classification and segregation drew on a variety of existing measures that had limited the rights of non-whites, the 1950s saw a dramatic expansion of discriminatory laws.

Under apartheid, the South African population was divided into four distinct racial groups: white (including Afrikaners, who speak a Germanic language called Afrikaans), black, colored, and Indian. Strict residential, economic, and social segregation was enforced on the basis of these racial categories. Non-whites were not allowed to vote in national election. Moreover, apartheid saw the institution of the "homeland system," in which the government sought to establish separate states for members of each of the country's many black ethnic groups. This often involved the forced removal of families from their original homes to the newly-created "bantustans" (or ethnic states). In other cases, it meant breaking up interracial and inter-ethnic families. While non-whites were confined to squalid ghettoes with few decent educational and employment opportunities, whites were afforded the basic privileges of life in a democracy.

In a 1955 article, Nelson Mandela—then a leading activist in the growing fight against apartheid—described the horrors of the system and the brutal means by which it was enforced:

“The breaking up of African homes and families and the forcible separation of children from mothers, the harsh treatment meted out to African prisoners, and the forcible detention of Africans in farm colonies for spurious statutory offenses are a few examples of the actual workings of the hideous and pernicious doctrines of racial inequality. To these can be added scores of thousands of foul misdeeds committed against the people by the government: the denial to the non-European people of the elementary rights of free citizenship; the expropriation of the people from their lands and homes to assuage the insatiable appetites of European land barons and industrialists; the flogging and calculated murder of African laborers by European farmers in the countryside for being "cheeky to the baas"; the vicious manner in which African workers are beaten up by the police and flung into jails when they down tools to win their demands; the fostering of contempt and hatred for non-Europeans; the fanning of racial prejudice between whites and non-whites, between the various non-white groups; the splitting of Africans into small hostile tribal units; the instigation of one group or tribe against another; the banning of active workers from the people`s organizations, and their confinement into certain areas. “

For Discussion:

1. According to the reading, what were some of the defining features of the apartheid system?

2. Many South Africans took action against apartheid despite great risk to themselves and their families. Are there any causes or issues that are important enough to you today that would motivate you to speak out, even at personal risk?

Activity #10 -The End of Apartheid and the Beginning of National Reconciliation – read the excerpt and respond to the two discussion prompt.

By the 1980s, resistance to apartheid had reached its peak. Many feared that a civil war in South Africa was inevitable. At last, leaders of the ruling National Party were left with little choice but to consider a drastic change of course. In 1989, F.W. de Klerk assumed the presidency of South Africa. He promptly began discussions to free Mandela and to legalize the ANC. By February 1990, both had been done.

With Mandela free and with the ANC serving as the primary political party of the country's non-white majority, apartheid appeared to be on its last legs. Nevertheless, as representatives of the ANC and the ruling National Party held often-contentious negotiations, government security forces collaborated with tribal nationalists to spread violence. Finally, the ANC and the National Party came to an agreement that a multiracial national election would be held. In April of 1994, Nelson Mandela—the ANC's candidate—became to the first black president in South Africa's history. This victory represented the official end of apartheid and a moment of major triumph for black South Africans.

The transition to democracy did not solve all of South Africa's problems. Today, many South Africans continue to face crime and poverty, and the freedom struggle did not achieve its goal of establishing economic justice. Nevertheless, Mandela will be remembered for his personal dedication to healing the nation's wounds after the downfall of a regime as brutal and entrenched as apartheid.

For Discussion:

1. According to the reading, what were some of the fears of white South Africans upon the fall of apartheid? How did racism fuel these fears?

2. While they have gained political rights, many black South Africans still face poverty and inequality. Do you think the methods of the freedom struggle have relevance in confronting these continuing injustices?