UNIT 2:

AFRICA
SCHOLAR NAME: ______________________________

COHORT: ____________________________

HOMEROOM: ____________________________

GRADUATION YEAR: __________________________

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

Table of Contents
AFRICA LOCATION GRAPHIC ORGANIZER..................................................................... 3
AFRICA PLACE GRAPHIC ORGANIZER ............................................................................. 4
AFRICA MOVEMENT GRAPHIC ORGANIZER .................................................................. 5
AFRICA REGIONS GRAPHIC ORGANIZER ........................................................................ 6
AFRICA HUMAN ENVIRONMENT INTERACTION GRAPHIC ORGANIZER ............. 7
AFRICA ABSOLUTE LOCATION ACTIVITY ...................................................................... 8
AFRICA POLITICAL MAP ACTIVITY .................................................................................. 9
AFRICA POLITICAL MAP ACTIVITY ................................................................................ 10
AFRICA POLITICAL MAP REFERENCE SHEET ............................................................. 11
AFRICA PHYSICAL MAP ACTIVITY .................................................................................. 12
AFRICA CLIMATE ACTIVITY .............................................................................................. 13
RELIGIOUS AND ETHNIC GROUPS READING PART I ................................................. 14
RELIGIOUS AND ETHNIC GROUPS READING PART II ................................................ 15
RELIGIOUS AND ETHNIC GROUPS QUESTIONS ........................................................... 16
AFRICA REGIONS MAP ACTIVITY REFERENCE MAPS .............................................. 18
REGIONS MAP ACTIVITY ..................................................................................................... 22
HUMAN-ENVIRONMENT INTERACTION READING ..................................................... 24
INDPENDENCE CASE STUDIES INTRO ............................................................................. 26
INDPENDENCE CASE STUDIES: KENYA........................................................................... 27
INDPENDENCE CASE STUDIES: NIGERIA ....................................................................... 29
INDPENDENCE CASE STUDIES: SOUTH AFRICA .......................................................... 30
INDPENDENCE CASE STUDIES: COMPREHENSION CHECK ..................................... 31
INDPENDENCE CASE STUDIES: COMPREHENSION CHECK ..................................... 32
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA LOCATION GRAPHIC ORGANIZER

ABSOLUTE
RELATIVE
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA PLACE GRAPHIC ORGANIZER

PHYSICAL
HUMAN
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA MOVEMENT GRAPHIC ORGANIZER

PEOPLE GOODS

IDEAS
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA REGIONS GRAPHIC ORGANIZER

GEOGRAPHICAL ECONOMIC

POLITICAL
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA HUMAN ENVIRONMENT INTERACTION GRAPHIC ORGANIZER

DEPEND ON THE MODIFY?CHANGE THE

ENVIRONMENT ENVIRONMENT

ADAPT TO THE ENVIRONMENT

 Scott Foresman

180 140W 100W 60W 20W 0 20E 60E 100E 140E 180
80N 80N
Name

60N 60N

40N 40N
HR/Cohort ___________

Tropic of Cancer Tropic of Cancer

20N 20N

Prime Meridian
The World Latitude and

Equator Equator
GLOBAL

20S 20S
Tropic of Capricorn Tropic of Capricorn
N
Longitude

0 1,000 2,000 Miles

LITERACY

40S W E 40S
0 1,000 2,000 Kilometers
Argosy Class of 202X

Grid

Scale accurate only at Equator

_________________________________

S
Name: ____________________________ Date: _______________

60S 60S
GRADE 6

80S 80S
AFRICA ABSOLUTE LOCATION ACTIVITY

160W 120W 80W 40W 0 40E 80E 120E 160E

The World Latitude and Longitude Grid

AFRICA
Date __________

BETWEEN LATITUDE LINES: _____________ and _____________

BETWEEN LONGITUDE LINES: _____________ and _____________

 Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA POLITICAL MAP ACTIVITY

STEP 1: Label each country in the list below on the POLITICAL MAP of Africa.

Algeria Mozambique Sierra Leone Guinea

Libya Central African Equatorial Guinea Bissau
Angola Republic Somalia Togo
Madagascar Niger Eritrea Guinea
Benin Chad South Africa Tunisia
Malawi Namibia Ethiopia Ivory Coast
Botswana Congo Sudan Uganda
Mali Nigeria Gabon Kenya
Burkina Faso Dem. Rep. Congo South Sudan Zambia
Mauritania Rwanda Gambia Lesotho
Burundi Djibouti Swaziland Zanzibar
Morocco Senegal Ghana Liberia
Cameroon Egypt Tanzania Zimbabw

STEP 2: Finish Presentation

Color all locations on each map (COLOR AROUND YOUR LABEL)

**SPICY CHALLENGE**

Label the following cities and mark with a star

Cairo Abidjan Cape Town

Alexandria Addis Mogadishu
Tripoli Ababa Khartoum
Algiers Nairobi Johannesburg

EXCEEDS MEETS APPROACHES NOT YET

THE STANDARD THE STANDARD THE STANDARD PROFICIENT

ALL locations on the map are
labeled correctly and neatly and
are printed in black or blue ink or
pencil. Labels are in horizontal
direction. Place names are
capitalized and spelled correctly.
Writing is legible like it would be
in an atlas
Most of the locations are Assignment is a little Assignment is poorly
labeled correctly. Labels more than half attempted or
are not neatly readable complete. Labels are locations are not
by the instructor or are messy or unreadable by labeled accurately.
not all in horizontal instructor or are not in
direction. Place names horizontal direction.
are not capitalized. Place names are not
spelled correctly.
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA POLITICAL MAP ACTIVITY
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA POLITICAL MAP REFERENCE SHEET
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA PHYSICAL MAP ACTIVITY

1. What ocean lies on Africa's western border? ________________________

2. What ocean lies on Africa's eastern border? ________________________

3. What sea forms Africa's northeastern border? _________________________

4. What is the name of the major African river that flows north into the Mediterranean?

_________________________

5. What is the name of the major African river that crosses the equator and flows into the Atlantic?

_________________________

6. What is the name of the largest desert in northern Africa? _________________________

7. What is the name of the smaller desert in southern Africa? _________________________

~~ adapted from www.enchantedlearning.com ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6 ~~

AFRICA CLIMATE ACTIVITY USE
COLLEGIATE
SENTENCES
~~

1. What is the climate like at 30 S, 20 E?

____________________________________________________________________________________

___________________________________________________________________________________

2. What part of Africa might you visit if you wanted a location that was hot, humid, and wet all year?

____________________________________________________________________________________

____________________________________________________________________________________

3. How would you compare the climate near the equator to the climate in the north and south of Africa?

____________________________________________________________________________________

____________________________________________________________________________________
~~ adapated from PEARSON ~~
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

RELIGIOUS AND ETHNIC GROUPS READING PART I

A fr icas RELI GOUS & ETH NIC Grou ps

Africa is a diverse continent made of 54 countries and a variety of ethnic groups and religious groups.
Remember an ethnic group is a group of people with a common family tree and ancestry and who share
cultural ideas and beliefs that have been a part of their community for generations. The characteristics they may
have in common could include language, religion, a shared history, types of foods, and a set of traditional
stories, beliefs, or celebrations. Some of the larger ethnic groups in Africa are the Arabs, Ashanti, Bantu, and
Swahili.

The major religions practiced in Africa are Islam, Christianity, and traditional beliefs. Remember a religious
group shares a belief system in a god or gods, with a specific set of rituals and literature. People from different
ethnic groups may share the same religion, though they may be from very different cultures. Most Africans
today are Christian or Muslim, but traditional beliefs and customs still play a major role in African culture.
Dont forget that a religious group normally only shares a common spiritual belief system.

Arabs
Arab people began to spread into North Africa in the late 600s AD, when the
first Muslim armies arrived in Egypt. From there, Arab armies, traders, and
scholars spread across northern Africa all the way to Morocco. Wherever the
Arabs went, they took Islam and the Arabic language with them. Arabic traders began to lead caravans south
across the Sahara Desert in the gold and salt trade. This brought Islam and Arab culture to the Sahel region and
beyond. Along the east coast of Africa, Arab traders traveled by land and by seas down to present day Kenya,
Mozambique, Tanzania, and Zanzibar. They married local women and the process of
blending cultures and religions began there as well. The Arabic language,
the religion of Islam, and many other aspects of Muslim culture became
part of Africa. Today, Muslims are found throughout Africa. They make
up a majority of the people living along the Mediterranean coast and in
some countries along the Indian Ocean.

Ashanti
The Ashanti people are found in the modern day country of Ghana. They have been a powerful group in this
part of Africa for over three hundred years. Their culture has played a part in the countries around them,
including Burkina Faso, Ivory Coast, and Togo. The Ashanti believe that their kingdom was founded in 1701
with the help of a holy man who produced a Golden Stool from the heavens and gave it to the first Ashanti
king. The Stool came to symbolize Ashanti power and the belief is that the kingdom will last as long as the
golden stool remains in the hands of the Ashanti king. The
traditional religion of the Ashanti is centered on a belief in a
supreme god, or Nayme. His many children, the Abosom,
represent all the natural powers and forces in the world. The
traditional Ashanti believe that all living things have souls. They
also believe that witches, demon spirits, and fairies have powers in
the lives of men. Ancestors are given great respect, and there are a
number of family rituals associated with birth, puberty, marriage,
and death.
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

RELIGIOUS AND ETHNIC GROUPS READING PART II

Other religions are also practiced by many of the Ashanti. Christianity has gained many followers in Ghana
and along the west coast of Africa. It was introduced by European and American missionaries beginning in the
1800s. There are also a large number of Muslims. Like so many other places in Africa, movement of people
through the centuries has resulted in a great deal of diversity in nearly all aspects of life among
the Ashanti.

Bantu
The Bantu speaking people of Africa migrated in many different waves from the region just
south of the Sahara Desert to the central and southern parts of the continent beginning
over 2,000 years ago. Today the speakers of the hundreds of Bantu related languages
include many different ethnic groups, though they share a number of cultural
characteristics. From their earliest days, the Bantu were known as farmers and animal herders, and
they learned iron making crafts as well. As they spread south and east across the continent, following rivers and
streams, they met many new people and learned new skills, even as they shared their own. Bantu speaking
people settled as far south as the southern tip of Africa. They intermarried with the people they met excepting
new traditions and blending them with Bantu culture. The Bantu migration was one of the largest movements of
people in Africas history. Today over 60 million people in central and southern Africa speak Bantu-based
languages and share some part of Bantu culture.

Many Bantu who settled in areas where there was a strong Arab presence are Muslim. Others, living in parts of
Africa influenced by missionary efforts are Christian. Still others follow traditional animist religions.
Animists believe that spirits are found in natural objects and surroundings. They may feel a spiritual presence in
rocks, trees, a waterfall, or a particularly beautiful place in the forest.

Swahili
The Swahili community developed along the coast of east Africa when Arab and
Persian traders looking for profitable markets began to settle there and inter-marry with
local Bantu-speaking population. The resulting Swahili culture is a mix of people who
can claim ancestors in Africa, in Arabia, and even across the Indian Ocean. Many
people in the countries of Kenya, Tanzania, and Mozambique share the Swahilis
cultures, language, history, and traditions. While the Swahili language is considered a
Bantu language there are many Arabic words and phrases included as well. The word
Swahili comes from the Arabic word Swahili, which means one who lives on the coast. Most Swahili today
are city dwellers rather than traditional farmers and herdsman. Many are engaged in fishing and trade, as there
ancestors were.

Because of contact with Arab traders was such a big part of their history, most of the Swahili
today are Muslims. Islam has been one of the factors that helped create a common identity for
such a diverse group of people. It is not unusual for Swahili men to wear charms around their
necks containing verses of the Koran to protect them from harm. The Koran is the holy book
of the Muslims. Many among the Swahili also follow traditional beliefs that have been part
of the culture of eastern Africa since before Muslim traders arrived over a thousand years
ago. These local beliefs are known as mila. One belief that is part of mila is that there are
spirits that can possess a person. Many Swahili also see a close line between their religious
beliefs and the practice of medicine and healing. Herbal medicines are often given along with prescribed
prayers and rituals that are all thought to be part of the cure.
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

RELIGIOUS AND ETHNIC GROUPS QUESTIONS
DIRECTIONS: Read Africas Ethnic & Religious Groups to find out where each ethnic group lives in Africa
and what religions they practice. Record the information in the chart below.
ETHNIC GROUP LOCATION RELIGION(S)

Arab

Ashanti

Swahili

Bantu

QUESTIONS: Now that youve read and created a map about Africas ethnic and religious groups, answer the
following questions to see what you know.

1. How did Christianity get to Africa?

____________________________________________________________________________________

____________________________________________________________________________________

2. How did Islam get to Africa?

____________________________________________________________________________________

___________________________________________________________________________________

3. How did traditional beliefs get to Africa?

____________________________________________________________________________________

___________________________________________________________________________________
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

4. Describe two differences between Africas traditional religions and religions like Christianity and
Islam.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. Do people in the same ethnic group practice the same religion? Explain your answer and use two
examples from Africa.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. How are Africas traditional religions similar to religions like Christianity and Islam?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

~~ ADAPTED FROM COBBLEARNING ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

AFRICA REGIONS MAP ACTIVITY REFERENCE MAPS

~~ adapted from Nystrom ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

~~ adapted from Nystrom ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

v
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

REGIONS MAP ACTIVITY

NORTHERN AFRICA

DIRECTIONS: Use the Political Relief Map of Northern Africa on pages 126127 to match the following
national capitals with their correct countries.

1. _________ Khartoum A. Egypt

2. _________ Algiers B. Mauritania

3. _________ Cairo C. Morocco

4. _________ Rabat D. Sudan

5. _________ Nouakchott E. Algeria

WESTERN AFRICA

DIRECTIONS: Use the Political Relief Map of Western Africa on page 128 to complete the following
sentences.

1. The capital of Burkina Faso is ____________________________________.

2. The country between Ghana and Benin is ____________________________________.

3. The three largest cities in Nigeria are ____________________________________,

____________________________________, and ____________________________________.

4. The only country that borders Gambia is ____________________________________.

5. Liberia is bordered by the countries of ____________________________________,

____________________________________, and ____________________________________.

CENTRAL AFRICA

DIRECTIONS: Use the Political Relief Map of Central Africa on page 129 to sequence the following national
capitals in order from west to east, with 1 representing the westernmost city and 5 the easternmost.

a. _________ Kinshasa, Dem. Rep. of the Congo d. _________ Bangui, Central African Republic

b. _________ Yaounde, Cameroon e. _________ Kigali, Rwanda

c. _________ Abuja, Nigeria

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

CENTRAL AFRICA

DIRECTIONS: Use the Political Relief Map of Eastern Africa on page 130 to determine if the following
statements are true or false. Write T in front of the sentence if it is true and F if it is false.

1. _________ Tanzania has two national capitals.

2. _________ Lake Victoria is bordered by four countries.

3. _________ The island of Socotra is a possession of Somalia.

4. _________ Uganda is bordered by Kenya to the east.

5. _________ Addis Ababa is located in the Ethiopian Highlands.

SOUTHERN AFRICA

DIRECTIONS: Use the Political Relief Map of Southern Africa on page 131 to answer the following questions.
Circle the correct answer under each question.

1. Which of the following cities is the capital of Madagascar?

a. Dodoma c. Antananarivo
b. Windhoek d. Maputo

2. Which of the following countries does not border Zimbabwe?

a. Zambia c. South Africa

b. Botswana d. Namibia

3. How many national capitals does South Africa have?

a. one c. three
b. two d. four

4. In which of the following countries is the Kalahari Desert located?

a. Botswana c. Madagascar
b. Tanzania d. Mozambique

~~ adapted from Nystrom ~~

Name: ____________________________ Date: _______________
HR/Cohort ___________
Name Argosy Class of 202X
GLOBAL LITERACY GRADE 6
Chapter 18 Section 3 (pages 424427)
HUMAN-ENVIRONMENT INTERACTION READINGReading Study Guide
AFRICA
Human-Environment Interaction
BEFORE YOU READ
In the last section, you read about the climate and vegetation of
Africa.
In this section, you will learn about the interaction of humans and
the environment in this region.
AS YOU READ
Use this graphic to take notes about the human-environment
interaction in Africa.
Human-Environment Interaction
Desertification of the Sahel
(pages 424425)
What causes desertification?
Sahel in Arabic means shore of the desert. The
Sahel is a narrow band of dry grassland that runs
east to west along the southern edge of the Sahara.
People use the Sahel for farming and herding. Since
Copyright McDougal Littell Inc.
the 1960s, the desert has spread into the Sahel. This
shift of the desert is called desertification.
Desertification is an expansion of dry conditions to
moist areas that are next to deserts. Normally, it
results from natures long-term cycle.
Scientists and geographers have identified
several human activities that increase
desertification. Overgrazing of vegetation by
livestock exposes the soil. Livestock trampling the
soil makes it more vulnerable to erosion.
Farming also increases the pace of
desertification. When farmers clear the land to
plant crops, they expose the soil to wind. This can
Date
PLACES & TERMS
Sahel a narrow band of dry grassland on
the southern edge of the Sahara
Niger delta in Nigeria, the delta created
by the Niger River, which is the location
of rich oil deposits
desertification an expansion of dry
conditions to moist areas that are next to
deserts; a shifting or spreading of the
desert
Aswan High Dam a dam built in Egypt
on the Nile River
silt loose sedimentary material, especially
that which is deposited by moving water
cause erosion. Also, when farmers drill for water to
irrigate crops, they put further stress on the Sahel.
More irrigation increases salt levels in the soil,
which prevents the growth of vegetation.
Increasing population levels are an indirect cause
of desertification. More people require more food.
As a result, farmers clear more land or overfarm the
land they already have.
Desertification has affected many parts of Africa.
For example, large forests once existed around
Khartoum, Sudan. Slowing desertification is
difficult. Some African countries have increased
tree planting and promoted more efficient use of
forests and farmland.
1. How can population levels affect
desertification?
____________________________________________
____________________________________________
The Plateau Continent 157
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

Africa: Human-Environment Interaction continued

Harming the Environment in Nigeria The dam gives farmers a regular supply of water.
(pages 425426) It holds the Niles floodwaters, releasing them as
How has the discovery of oil affected Nigeria? needed. Farmers can now have two or three
harvests per year, rather than just one. The dam has
In 1956, rich oil deposits were discovered in the
increased Egypts farmable land by 50 percent. The
Niger delta, the delta created by the Niger River in
dam has also helped Egypt avoid floods and
Nigeria. These oil deposits made Nigeria one of
droughts.
Africas wealthiest countries.
The dam has provided many benefits but some
During the 1970s, high oil prices made Nigeria
problems, too. During the dams construction, many
wealthy. As a result, the government borrowed
people had to be relocated. This included thousands
millions of dollars against future oil sales. However,
of Nubians. In addition, one of ancient Egypts
mismanagement, poor planning, corruption, and a
treasures, the temples at Abu Simbel, had to be
decline in oil prices left Nigeria poorer than before
moved. Other smaller ancient treasures could not be
the oil boom.
saved.
There has been considerable damage to the
The dam also decreased the fertility of the soil
people and land of the region. More than 4,000 oil
around the Nile. First, the river no longer deposits
spills have occurred in the Niger delta over the past
its rich silt, or sediment, on the farmland. Now,
40 years. Cleanup operations are slow or non-
farmers must rely on expensive artificial fertilizers
existent. Fires have also occured. The smoke caused
to enrich the soil. Second, this year-round irrigation
acid rain, massive deposits of soot, and respiratory
has resulted in a rising water table in Egypt. As a
diseases among the regions people. In addition,
result, salts from deep in the earth have decreased
between 1998 and 2000, oil pipeline explosions
fertility of the soil. Before the dam, floodwaters
have killed more than 2,000 people. Many of these
flushed out the salt. Now, expensive field drains
explosions were not accidents. Government officials
have to be installed.
have estimated that, in 1999, bandits sabotaged
Also, the still waters of Lake Nasser and the
about 500 pipelines.
many irrigation canals provides an ideal breeding
In May 1999, Olusegun Obasanjo became
ground for mosquitoes and snails, which spread
Nigerias new president. He has started many
malaria and other diseases. In addition, Egyptians
economic reforms and fired corrupt government
lose millions of gallons of fresh water every year to
officials. Now he faces the enormous task of finding
evaporation.
ways for Nigeria to benefit from oil.
3. How has the dam decreased the fertility of
2. Why did Nigeria end up poorer after the oil
the soil?
boom?
____________________________________________
____________________________________________
Copyright McDougal Littell Inc.

____________________________________________
____________________________________________

Controlling the Nile (pages 426427)

How has the Aswan High Dam helped Egypt?
Four miles upriver from the old Aswan Dam, the
Egyptians began building the Aswan High Dam. It
was completed in 1970. Lake Nasser, which Egypt
shares with Sudan, is the artificial lake created
behind the dam. The lake is nearly 300 miles in
length.

158 CHAPTER 18 SECTION 3

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES INTRO

European Control
By the 20th century, ________________________ had colonized the majority of Africa.
The only independent countries were ________________________ .

Liberia was founded in 1822 by ________________________ .

Nationalism
Nationalism, a feeling of ________________________ for ones country, fed the desire for

independence from foreign rule.

Africans wanted to ________________________ of their own governments and natural

resources.

Changes
Africa began to change by the ________________________ .

The rule of tribal chiefs had weakened because of their links with colonial governments, thus

limiting their ________________________ .

An ________________________ that disliked colonial life began to grow in the cities.

The cost for European countries to ________________________ was rising.

By the second half of the century, unrest arose throughout the continent and African nations

fought to ________________________ from European control.

Africa Today
By 1966, ________________________ were independent nation-states.

Unfortunately, once the countries were independent of European rule, they still

________________________ .

Many of the new governments were ________________________ .

European powers ________________________ new leaders how to govern.

In some African countries, ________________________ took over the governments.

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES: KENYA
Colonization

For hundreds of years, outsiders did not enter the region now known as Kenya because of the

________________________ that inhabited the area.

________________________ took control of Kenyas coast during the 1800s.

Next came Germany and Great Britain, but by the 1900s, ________________________ were the only

foreigners who remained.

Unrest

Most Kenyans were upset by their ________________________ as landowners to the British.

They believed that their land was taken unfairly and ________________________ began to form in the

1920s.

For several decades, small bands of ________________________ (guerillas) fought to eliminate white

settlers in Kenya, as well as any Africans who sided with them.

Rebellion

In 1956, there was a ________________________ that resulted in the deaths of tens of thousands of

Africans.

Although the ________________________ the guerillas, this movement gained a great deal support

among Kenyans.

Independence

Kenyans were tired of being treated unfairly, and demanded it was ________________________ .

Great Britain began rethinking its policy on colonization, and on ________________________ , the

British Empire granted Kenya its independence.

________________________ was the most influential leader of the freedom movement in Kenya, and

was appointed as the nations first president.

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

Kenyatta

Kenyatta was a leader of the Kenyan African National Union, and during his presidency, began a

campaign called ________________________ which is Swahili for lets pull together.

Under Kenyatta and his successor, Daniel arap Moi, the KNAU ran ________________________ until

the 1990s.

The country remains a ________________________ , but the reality is that the KNAU is in control of

the government.

Today

By the time of his death in 1978, Kenyatta had helped Kenya become one of the most stable and

________________________ countries in Africa.

Even though there has been improvement in the ________________________ of Kenyas people, more

is still needed.
Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES: NIGERIA

The country now known as Nigeria was a diverse region with more than ________________________ .

Nigeria had maintained its independence until 1914 when ________________________ took over the area.

Unrest

By the end of World War II, Nigerians had started ________________________ to work for Nigerian

independence.

Most Nigerians believed that the only way to have rights was to be ________________________ of European

rule..

Independence

During the 1950s, Great Britain allowed Nigeria to ________________________ .

In 1957, Nigerians elected Abubakar Tafawa Balewa as their ________________________ .

On ________________________ , Great Britain granted Nigeria independence and an independent

government was established.

Today

At first, Nigeria was one of the ________________________ in Africa.

Unfortunately, struggles for power have resulted in ________________________ in the country.

Nigeria suffered from ________________________ from 1966 until 1999, when a democratic

government was established.

In recent years, political instability, religious competition, ________________________ and the need to

become more modern continue to plague Nigeria.

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES: SOUTH AFRICA

Colonization
In the 1600s, the ________________________ colonized South Africa.

________________________ came to South Africa than to anywhere else on the continent.

In 1910, Great Britain established the Union of South Africa, and power was only

________________________ .

Apartheid
In 1948, a new political party, the National Party, came to power and enforced the policy of

________________________ through legislation across South Africa.

Apartheid was a system of ________________________ .

Apartheid allowed many Europeans to grow wealthy and powerful, while ________________________

In 1951, European government officials created the ________________________ , which created

homelands for black South Africans.

At this time, whites owned ________________________ , although they only represented 10% of the

population.

As a result of this law, ________________________ were excluded from participating in the government.

Independence
South Africas National Party, which was white-only and in favor of apartheid, had a goal to

________________________ from Great Britain.

In a ________________________ in 1960, voters approved independence.

On ________________________ , the Republic of South Africa gained its independence from Britain.

Today
It took years of protests, several more decades, and a change of government leaders before blacks began to

have a ________________________ of South Africa.

In 1994, ________________________ became South Africa's first black chief executive and the first elected

in a fully representative democratic election.

~~ adapted from brain wrinkles ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES: COMPREHENSION CHECK

1. Which African country was founded by former American slaves?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. What is nationalism?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Why did it take so long for foreigners to enter the area now known as Kenya?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. A huge rebellion was staged in which country in 1956?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. About how many ethnic groups made up the area now known as Nigeria?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

~~ adapted from brain wrinkles ~~

Name: ____________________________ Date: _______________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

INDPENDENCE CASE STUDIES: COMPREHENSION CHECK

6. What type of government did Nigeria have from 1966 to 1999?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. Which European power granted all three countries their independence?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

8. What was the policy called that separated blacks and whites in South Africa?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

9. Who was the first black president of South Africa (1994)?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

~~ adapted from brain wrinkles ~~