History Grade 10 Teacher Guide PDF

HISTORY HISTORY Teacher’s Guide GRADE 10 HISTORY Teacher’s Guide Teacher’s Guide GRADE 10 GRADE 10 Barcode ISBN PRINTING PRESS Price:ETB 167.00 HISTORY TEACHER’S GUIDE Grade 10 Writers: Tsegaye Zeleke Tufa (PhD) Yonas Seifu Desta (Assistant Professor) Editors: Tigab Bezie Bikis (PhD) (Content Editor) Messay Kebede Abebe (MA) (Curriculum Editor) Girma Gezahegn (PhD) (Language Editor) Book Designer Mulat Shiferaw Siyoum (MSc) Illustrator Ayele Sankura Samako (MSc) Evaluators: Doctor Telila (MA) Bekele Kene’a (MA) Zegeye Woldemariam (MA) FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY MINISTRY OF EDUCATION First Published June 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education, under the General Education Quality Improvement Program for Equity (GEQIP-E) supported by the World Bank, UK’s Department for International Development/DFID-now merged with the Foreign, Common wealth and Development Office/FCDO, Finland Ministry for Foreign Affairs, the Royal Norwegian Embassy, United Nations Children’s Fund/UNICEF), the Global Partnership for Education (GPE), and Danish Ministry of Foreign Affairs, through a Multi Donor Trust Fund. © 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education. All rights reserved. The moral rights of the author have been asserted. No part of this textbook reproduced, copied in a retrieval system or transmitted in any form or by any means including electronic, mechanical, magnetic, photocopying, recording or otherwise, without the prior written permission of the Ministry of Education or licensing in accordance with the Federal Democratic Republic of Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring Rights Protection. The Ministry of Education wishes to thank the many individuals, groups and other bodies involved – directly or indirectly – in publishing this Textbook. Special thanks are due to Hawassa University for their huge contribution in the development of this textbook in collaboration with Addis Ababa University, Bahir Dar University and Jimma University. Copyrighted materials used by permission of their owners. If you are the owner of copyrighted material not cited or improperly cited, please contact the Ministry of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa, Ethiopia. Photo crediting : pages 8, 13, 20, 21, 28, 32, 84, 85, 86, 88, 122, 125, 132, 137, 140, 180, 181, 187, 200 @slideplayer.com @britannica.com @upscfever.com @mrunal.org @researchGate @science.org @wiki-wand.com @slidetodoc.com @mfa.gov.il @vietnamwar50th.com @euroland.eklablog.com @nikotina72.blogspot.com @exploringafrica.matrix.msu.edu @contemporary-world history (@parkmont) Printed by: P.O.Box : ADDIS ABABA, ETHIOPIA Under Ministry of Education Contract no. : ISBN: Foreword Education and development are closely related endeavors. This is the main reason why it is said that education is the key instrument in Ethiopia’s development and social transformation. The fast and globalized world we now live in requires new knowledge, skill and attitude on the part of each individual. It is with this objective in view that the curriculum, which is not only the Blueprint but also a reflection of a country’s education system, must be responsive to changing conditions. It has been almost three decades since Ethiopia launched and implemented new Education and Training Policy. Since the 1994 Education and Training Policy our country has recorded remarkable progress in terms of access, equity and relevance. Vigorous efforts also have been made, and continue to be made, to improve the quality of education. To continue this progress, the Ministry of Education has developed a new General Education Curriculum Framework in 2021. The Framework covers all pre-primary, primary, Middle level and secondary level grades and subjects. It aims to reinforce the basic tenets and principles outlined in the Education and Training Policy, and provides guidance on the preparation of all subsequent curriculum materials – including this Teacher Guide and the Student Textbook that come with it – to be based on active-learning methods and a competency-based approach. In the development of this new curriculum, recommendations of the education Road Map studies conducted in 2018 are used as milestones. The new curriculum materials balance the content with students’ age, incorporate indigenous knowledge where necessary, use technology for learning and teaching, integrate vocational contents, incorporate the moral education as a subject and incorporate career and technical education as a subject in order to accommodate the diverse needs of learners. Publication of a new framework, textbooks and teacher guides are by no means the sole solution to improving the quality of education in any country. Continued improvement calls for the efforts of all stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guider and facilitator. To assist this, teachers have been given, and will continue to receive, training on the strategies suggested in the Framework and in this teacher guide. Teachers are urged to read this Guide carefully and to support their students by putting into action the strategies and activities suggested in it. For systemic reform and continuous improvement in the quality of curriculum materials, the Ministry of Education welcomes comments and suggestions which will enable us to undertake further review and refinement. ADDIS ABABA, ETHIOPIA June 2022 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA MINISTRY OF EDUCATION Contents nit 1 U1815 Development of Capitalism & Nationalism to 1914........................................................................................... 2 1.1 Features of Capitalism..................................................................................... 3 1.2 Features of Nationalism and formation of Nation States................................. 6 1.2.1 Unification of Italy........................................................................................ 8 1.2.2 Unification of Germany............................................................................... 11 1.2.3 The American Civil war................................................................................ 14 1.2.4 Nationalism and the “Eastern Question”................................................... 17 U 2 nit Africa & the Colonial Experience (1880s -1960s)......................... 20 2.1. General Background to Colonialism............................................................. 21 2.3. Scramble for Africa and the Berlin Conference............................................. 24 2.4. Colonial Policies and Administration............................................................. 26 2.5 Early African Resistance Movements Against Colonial Expansion; 2.6 Impacts of Colonial Rule on Africa................................................................ 29 U 3 nit Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941.............................................................. 34 3.1. Long Distance Trade in 19th Century............................................................. 35 3.1.2. The Role of Cottage Industries...................................................................38 3.2. The Making of Modern Ethiopian State 1855-1913....................................... 40 3.3. External Aggressions and the Unity of Ethiopian People in Defense of National Sovereignty, 1871-1896............................................... 42 3.4. Inception of Power Struggle among the Ruling Elites 1906 to 1935......................................................................................... 46 3.5. Fascist Italian Aggression and Patriotic Resistance........................................ 50 Unit 4 Society and Politics in the Age of World Wars 1914-1945................................................................................. 53 4.1. The First World War: Causes, Course and Consequences.............................. 54 4.2. The October 1917 Russian Revolution: Causes, Course and Results............ 57 4.3. The League of Nations................................................................................... 60 4.4. The Worldwide Economic Crises.................................................................... 62 4.5. The Rise of Fascism in Italy, Nazism in Germany and Militarism in Japan......................................................................................... 64 4.6. The Second World War.................................................................................. 66 i 5 History Grade 10 Student Textbook Unit Global and Regional Developments Since 1945......................... 69 5.1. The United Nations Organization: Formation, Mission, Principles and Achievements....................................................................... 70 5.2. The Rise of the Superpowers and the Beginning of the Cold War..................74 5.3. Situations in Asia during the Cold War: Japan, Korea, China, Vietnam; 5.4. Non-Aligned Movement /NAM/.................................................................... 78 5.5 The Arab-Israeli Conflict............................................................................... 82 5.6 The Decline and Eventual Collapse of the Soviet Union............................... 84 Unit 6 ETHIOPIA: Internal Developments & External Influences from 1941 to 1991..................................................................88 6.1. Major Administrative Reforms and Socio–Economic Conditions in the Post Liberation Period; 6.1.1. External Influences................................................................................... 90 6.1.2 Administrative Reforms; 6.1.3 The 1955 Constitution; 6.1.4 Agriculture, land Tenure and Tenancy............................................................ 94 6.1.5. Trade, Industry, Financial Sector, Education, Transport and Communication, and Health......................................................97 6.2. Early Opposition Movements Against the Imperial Rule............................100 6.2.3 The Ethiopian Student Movement...............................................................102 6.3. The Ethiopian Revolution and the Fall of the Monarchy ; 6.3.1. Deposition of Emperor and Emergence of the Derg..................................105 6.3.2 Socio-economic and political Reforms of the Derg.....................................108 6.4 The Ethio-Somalia War and Foreign Influences the Question of Eritrea, & the Fall of the Derg........................................................................................111 Unit 7 African Since 1960s..............................................................................115 7.1. Rise of Independent States in Africa.............................................................116 7.2 Struggle for Economic Independence.............................................................123 7.3 Major Issues in Contemporary Africa.............................................................125 Unit 8 Post-1991 Developments in Ethiopia............................................129 8.1. Transitional Government of Ethiopia (TGE)................................................129 8.2. Hydro-political History of the Nile(Abay) and Development Issues...............................................................................132 ii Unit 9 Indigenous Knowledge Systems and Heritages of Ethiopia..........................................................................137 9.1. Indigenous Knowledge................................................................................138 9.1.1 The Role of Indigenous Knowledge for overall Development; 9.1.2 Characteristics of Indigenous Knowledge.................................................140 9.1.3 Some Specific and Unique Knowledge Systems in Ethiopia within a Particular Cultural Group and Region........................................................143 9.2. Heritages of ETHIOPIA ; 9.2.1. Meaning and Values of Heritages..............................................................146 9.2.2 Types of Heritages.......................................................................................148 References.................................................................................................151 Glossary.....................................................................................................152 iii Introduction to Grade Ten History Teacher’s Guide The Teacher’s Guide is prepared based on the new grade ten history syllabus and forthcoming student textbook. The guide provides you with a springboard of ideas which help you plan and deliver effective lessons. Moreover, it motivates you to research and look for new and stimulating ways of implementing the curriculum. It contains the following major items:- Total number of period the allotted for each unit; Unit introduction ; Unit learning outcomes; Main contents of the unit; Learning competencies for each lesson; Contents of each lesson; Overview for each lesson ; Suggested teaching methods for each lesson ; Suggested teaching aids for each lesson ; Pre-lesson preparations ; Lesson introduction; Body of the lesson; Stabilization; Evaluation/Assessment; and Feedback for activities. Moreover, the guide has been prepared cognizant of the fact that a teacher needs as many different instructional strategies and materials to implement the curriculum effciently. The level of the students’ motivation is higher if there is variation in the teaching strategies. However, the teacher should be mindful that the guide only provides hints. Therefore, she/he apply her/his own creativity in enriching or improving the guide, or use, if necessary, entirely different teaching methods, which her/his believes, are more appropriate to deliver a lesson. After all, it should be noted that no one is more responsible than the classroom teacher for making the teaching-learning process interesting and meaningful to the students. 1 1 History Grade 10 Teacher’s Guide U NIT Development of Capitalism and Nationalism 1815 to 1914 Total Periods Allotted: 6 Periods 1. Unit Introduction In this unit, students are going to learn about the development of capitalism and nationalism from 1815 to1914. The unit deals with the major characteristics of capitalism and the effects of industrial capitalism. It also tries to illustrate the nationalist movements and the processes of unification of Italy and Germany. Similarly, the last two lessons of the unit deal with the American civil war and the eastern question, which denotes the diplomatic question posed as a result of the gradual decline of power of Ottoman Turkey. It also illustrates the relations between nationalism and capitalism and how they influenced each other. 2. Unit Learning Outcomes At the end of this unit, the students will be able to: distinguish the major characteristics of capitalism; explore how nationalism causes wars and empire expansion; analyse how Italian and German unification changed the political landscape of Europe; explain the root causes and consequences of the American civil war. 3. Main Contents of the Unit 1.1. Features of Capitalism 1.2. Features of Nationalism and formation of Nation States 1.2.1. Unification of Italy 1.2.2. Unification of Germany 1.2.3. The American Civil war 1.2.4. Nationalism and the “Eastern Question” 2 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 1.1 Features of Capitalism (1 Period) 1. Competencies At the end of this lesson, the student will be able: define the features of capitalism; explain the role of the Industrial Revolution in the establishment of the capitalist system; and recognise why capitalism first emerged in western Europe. 2. Contents Characteristics features of capitalism Impacts of the Industrial revolution 3. Overview Capitalism is a socio-economic system in which resources are owned by a few rich and private people, and production is for profit. It emerged as a result of the Industrial Revolution and the factory system. In the capitalist system, the factors of production (resources) are owned by a few rich people called capitalists (the bourgeoisie). The proletariat sell their labour to the capitalist class in exchange for wages. There is complete free trade and competition. There is no restriction or interference by the government. Everything is left to private enterprise. In a capitalist economy, the production of all the goods and services is dependent on demand and supply. It is known as a market economy. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Short Discussion Pair work Small group discussion 4.2 Suggested Teaching Aids Political map Charts showing features of capitalism 4.3 Pre-Lesson Preparation Before the lesson, you may obtain maps of modern Europe or the world, photographs, diagrams, and other teaching materials from the school pedagogical centre. 3 History Grade 10 Teacher’s Guide Outline the major points in the lesson. Select the teaching strategies suitable for the lesson. Think of active teaching learning. Prepare tasks to be done by students during group/pair work,and debate. Select debatable issues such as the advantages and disadvantages of a free market/command economy or any topic you think is relevant. Prepare a time chart summary to wind up the lesson or use any other method you think can summarise the lesson. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Introduce the objectives of the lesson Begin the lesson by brainstorming questions; raise selected, lesson-centred questions starting from the simplest and progressing to the complex. Encourage students to forward their opinions and answer orally. Let students discuss in small groups and see how many of them are familiar with the following concepts: the meaning of capitalism and how capitalism evolved. characteristic features of the capitalist system. B. Body of the lesson After hearing the response of your students, describe briefly the meaning of capitalism; explain factors for the rise of capitalism. Organise group discussion to ensure your students understand the characteristics of capitalism focusing on the following questions/concepts: Who owns the means of production in capitalism? How are goods and services being produced in capitalist system? What were the causes for the economic changes and development of new social classes? The social, economic, and political changes brought by the Industrial Revolution. C. Stabilization Give short summary of the following points: the meaning of capitalism. factors for the rise of capitalism. the social, economic, and political changes brought by the Industrial Revolution. Clarify the chart that describe features of capitalism 4 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 D. Evaluation/Assessment Check the students stay on task during group discussion. Make sure that your students have understood the essential concepts of the lesson. Additional questions: 🗝 Critical thinking: what are the advantages and disadvantages of free market and command economy? Why did capitalism first come as a system in the western Europe? Feedback for Exercise and Activity Exercise 1.1: Answer Part I: 1. D 2. C 3. B 4. D Activity 1.1 :Answer Part II: A. In a capitalist free market economy, the production of all the goods and services is mainly dependent on the demand and supply. It is different from the central planning system of the socialist economy which is also known as a command economy. In this economic system, the government determines production, investment, prices and incomes. B. Due to the Industrial Revolution, new sources of energy and power, especially coal and steam, replaced wind and water. Manual labour replaced by machines. Factories replaced the domestic system. Industrialization promoted the development of new socio-economic classes, especially the proletariat and the bourgeoisie. Urbanization was flourished. 5 History Grade 10 Teacher’s Guide 1.2 Features of Nationalism and Formation of Nation States (1 Period) 1. Competencies At the end of the lesson, the students will be able to: appreciate the positive role of nationalist movements played in nation building; describe the factors that had contributed to the 19th century nationalist movements. 2. Contents Nationalism: definition Factors for the rise of nationalism in the 19th century 3. Overview Several great movements before the 19th century helped the growth of nationalist sentiment. These include: the Renaissance, the Protestant Revolution, and the expansion of commerce. The Renaissance and the developments of national language and literature, helped to bring about a national self-consciousness; the Protestant Revolution broke out religious unity of Europe and ended the supremacy of the pope. Trade and colonies brought in wealth and helped to build a strong state. Factors for the rise of nationalism include: Geographical factors- affiliation with a particular territory; Social factors- concern for group values, culture, customs, language, and tradition; Economic factors- concern for the standard of living; Political factors- the desire for political power; Historical factors- attachment to long-standing conditions and practices. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Ranking Short Discussion Pair work Small group discussion Debate 6 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 4.2 Suggested Teaching Aids Chart showing factors for the rise of nationalism. Website link: http://studylecturenotes.com/merits-and-demerits-of-national ism-critical-evaluation. 4.3 Pre-Lesson Preparation Before you begin teaching the lesson prepare a chart showing factors for the rise of nationalism or you may get it from the school pedagogical centre. Outline the major points in the lesson. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work, debate. Give students reading assignments from their textbook on nationalism and assign them to write a short essay on features of nationalism. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Introduce the objectives of the lesson. Begin the lesson by brainstorming questions. Do you think that nation is an important part of our identity? Give reasons for your answer. Encourage oral answers from students. B. Body of the lesson Explain the meaning of nationalism and describe how the great movements of pre 19th century like, the Renaissance, Reformation, the growth of trade and colonialism helped to build strong nationalist sentiments. Discuss briefly factors that helped the rise of nationalism in the 19th century using the chart produced. Let the student discuss in peer and rank factors that contribute to nationalism from 1-5, based on the following issues: was it a minor or major motivation?(Intensity) were many or few people motivated by the factor? (Scope). Identify the features, positive and negative aspects of Nationalism. C. Stabilization Revise the meaning of nationalism, give examples of the manifestations of nationalist sentiments. Identify economic, social, political, historical and geographical factors for the 7 History Grade 10 Teacher’s Guide rise of nationalism. D. Evaluation/Assessment Check the achievement of expected competencies. Review learning against the objectives at the end of the lesson. Ask students to suggest improvements that could be made to his/her peer work. Provide feedback to students on their progress. Feedback for Activity 1.2 Dear Teacher! Encourage your students to actively engage in the pair work; listen to the opinion of your students, and finally, give the following feedback. The conditions that allowed the emergence of nationalism had developed over centuries. These political, economic, and intellectual advancements took a long time to develop and progressed at varied rates in different European countries. It’s impossible to rank them in order of importance or to make them mutually dependent. All are interrelated one responding to the other. A. Nationalism is the idea that people, who speak the same language, share culture and inhabit contiguous territory ought to organise themselves and creates a stable and enduring state. Nationalism is tied to patriotism, and it is the driving force behind the identity of a culture. This political movement led the people to believe that they are citizens of a country, attachment to long-standing conditions and practices; affiliation with a particular territory, concern for group values, culture, customs, language, tradition, the standard of living and desire for political power. 1.2.1 Unification of Italy (1 Period) 1. Competencies At the end of this lesson, the students will be able to: describe the causes for the unification of Italy; outline events leading to the Italian unification; explain the effects of the Italian unification. 2. Contents Italy after the congress of Vienna (1815) Factors hindering Italian nationalism Leaders and the process of the Italian Unification Results of the Italian unification movement 8 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 3. Overview The first few years after the Napoleonic era have been called a time of “reaction”, a time when those in power wanted to return to old orders. These were conservatives who opposed the change. Britain, Russia, Prussia and Austria drew the “Treaty of Vienna” in 1815, with the objectives to stop the changes initiated by Napoleon and to restore Monarchy. On the other side, some revolutionaries spread the ideas of nationalism and oppose conservatism. Nationalism in the 19th century mainly focused on the establishment of a strong centralized government. Among the obstacles the Italians faced during Unification were foreign intervention, political disunity of the Italian or weak national feeling among the Italian states and opposition of the pope of the Catholic Church. The three architects of the process of unification of Italy were Giuseppe Garibaldi, Count Camillo di Cavour, and Giuseppe Mazzini. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Short Discussion Pair work Small group discussion 4.2 Suggested Teaching Aids Map of Italy before and after unification Pictures of leaders of Italian unification 4.3 Pre-Lesson Preparation Before you begin teaching the lesson, prepare a sketch map of Italy before and after unification. Identify key terms : unification, nationalism, nation states. Outline the major points in the lesson. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Prepare daily lesson plans. 9 History Grade 10 Teacher’s Guide 4.4 Presentation of the Lesson A. Lesson Introduction Introduce the objectives of the lesson. Revise the previous lesson about nationalism. Begin the lesson by brainstorming questions who knows where Italy is? What does unification mean in history? Show the location of Italy on the World Map. B. Body of the lesson Explain the impact of the congress of Vienna ( 1815) on Italy. Discuss the internal and external forces against Italian unification. Give individual work: 1. Which European nations were obstacles of Italian unification? 2. What was the stand of the Pope towards Italian unification? Let students swap their work with a partner and then mark their partner’s work. C. Stabilization Give a summary of causes, obstacles, and process of unification of Italy. Show in the map Italy before and after Unification. Describe the changes observed in Italy in different sectors after unification. D. Evaluation/Assessment Check the achievement of expected competencies Review learning against the objectives at the end of the lesson. Assign each student to work on review questions from their textbook. Feedback for Activity 1.3 1. Austria and France 2. The Popes believed that nationalism might lead to division along ethnic and linguistic lines. The Catholic clergy wanted a federation of Italian states headed by the Pope. 10 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 Feedback for Exercise 1.2 Part I: 1. False 2. False 3. False Part II: 1. D 2. B Part III. Short answer questions 1. Giuseppe Mazzini had a radical program focusing on a centralized democratic republic based on universal suffrage and the will of the people. Cavour held the necessary political power to manipulate and exploit strategic situations, which made the unification possible. He supported the constitutional monarchy. Garibaldi brought popular support to the cause for unification, a necessary element to the process that Cavour could not offer. 2. In 1866, following the defeat of Austria in the Seven Weeks War (war between Austria and Prussia), Italy got Venetia. In 1871 following its defeat by the Prussian army, all the French army withdrew from Italy, and this finalized the unification of Italy. 1.2.2 Unification of Germany (1 Period) 1. Competencies At the end of the lesson, the students will be able to: analyse how Italian and German unification changed the political landscape of Europe; relate political and strategic causes to subsequent effects in German unification; organise events related to German unification in a visual timeline. 2. Contents Steps towards unification Obstacles of German unification Bismarck’s Plan for Germany 3. Overview In the mid-nineteenth century, many Germans were driven by nationalistic feelings to support a unified Germany. Germany was the last major European country to unify. In 1815, the Congress of Vienna created the German Confederation, which consisted of 39 separate autonomous states with common language, culture poised for movement to unite. 11 History Grade 10 Teacher’s Guide There were various obstacles against German unification. The most important of these were foreign powers: Austria, Russia, and France; small German states who feared Prussian domination, and opposed unification; and the Catholic states who feared domination by Protestants. Southern Germany had a Catholic majority. German Unification was achieved by Bismarck’s “Blood and iron’ policy. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Short Discussion Pair work Small group discussion 4.2 Suggested Teaching Aids Map of Germany before and after unification Pictures of Otto Von Bismarck 4.3 Pre-Lesson Preparation Before you begin teaching the lesson prepare maps of Germany before and after unification. Outline the major points in the lesson : Germany after 1815, obstacles to German unity, Bismarck and Blood and Iron Policy, and the three wars with Denmark, Austria, and France. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Begin the lesson by introducing the objectives of the lesson. Revise the previous lesson about features of nationalism. Ask brainstorming questions: What is unification? Show the location of Germany on the World Map? B. Body of the lesson Explain factors that helped for the rise of nationalism in Germany, focusing on the 1848 revolutions. 12 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 Discuss the internal and external forces that stood against the unification of Germany Briefly describe the steps in the unification process. Give an individual reading assignment to students to identify the essence of the “Blood and Iron” Policy. Let students produce a timeline of German unification and discuss in pairs the similarities and differences between the processes of the Italian and German unification. C. Stabilization Give a summary of causes, obstacles, and process of unification of Germany. Show in the map Germany before and after Unification. Identify the similarities and differences between Italian and German unifications. D. Evaluation/Assessment Check the achievement of expected competencies. Review learning against the objectives at the end of the lesson. Assign each student to do review questions from their textbook. Feedback for Activity 1.4 1. In his “Blood and Iron Policy”, Bismarck stated that the unification of Germany would only be possible not through speeches and majority decisions , which was the mistake of the 1848 and 1849 revolution, but by military power. 2. The unification of Germany was smoother than that of Italy. Unlike the Italians, the Germans had a Confederation Parliament and a Customs Union (Zollverein), which brought some form of political and economic unity. The actual unification of Italy took a longer period compared to that of the Germans. Feedback for Exercise 1.3 Part I: 1. D 2. A Part II: 1. A. Zollverein: an economic alliance between the German states established in 1834. B. The battle of Sadowa: the Seven Weeks War, the war between Prussia and Austria. C. Alsace-Lorraine: the area ceded by France to Germany in 1871 after the 13 History Grade 10 Teacher’s Guide Franco-Prussian War. 2. The Danish War of 1864 (Schleswig and Holstein), The Austro-Prussia war of 1866 (helped Prussia to form the North German confederation) and the Franco-Prussia War of 1870-71 ( Alsace-Lorraine). 1.2.3 The American Civil war ( 1 Period) 1. Competencies At the end of this lesson, the students will be able to: discuss the causes of the American civil war; describe the state of the nation and sequence of the first events of the Civil War; analyse the consequences of the American civil war. 2. Contents Causes of the American Civil war The course of the civil war Consequences of the American civil war 3. Overview For nearly a century, the people and politicians of the northern and southern states had been clashing over the issues that finally led to war: economic interests, cultural values, the power of the federal government to control the states, and, most importantly, slavery in American society. The conflict between the North and South reached a climax in 1860 when Abraham Lincoln was elected president of the USA..Shortly after the election of Abraham Lincoln, eleven southern states formed the Confederacy led by Jefferson Davis, a rich plantation owner, and declared secession. This resulted in the outbreak of the civil war in 1861, which ended in 1865. As a result of the civil war, slavery was abolished in the USA. On December 6, 1865, the Thirteenth Amendment to the US Constitution abolished slavery. The plantation economy in southern part collapsed. The war also resulted in the growth of industrialization, larger city centres, and the development of infrastructure such as railroads, banks, and factories in the southern part of the USA. However, progress was slow. Though freedom did not lead to equality for former slaves, the constitutional changes acted as a point of departure in the struggle for equal civil and human rights’. 14 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 4. Teaching and Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped Lecture Group work Question and answering 4.2 Suggested Teaching Aids Map of the USA Civil War Timeline Pictures Charts 4.3 Pre-lesson preparation Before you begin teaching the lesson you may obtain a map of the USA, which indicates the North and Southern parts involved in the civil war. Outline the major points in the lesson: the difference between the north and south, the election of Abraham Lincoln and the beginning of the secessionist movement, the proclamation of the Homestead law and its effect, consequences of the American civil war. Produce a chart showing the difference between the north and south parts of the USA. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Begin the lesson by introducing the objectives of the less. Ask brainstorming questions: what does the civil war mean to you? What problems did the nation face after the civil war? B. Body of the Lesson Explain the source of conflict between the north and south parts of the USA using the chart produced. Jot down the most important processes in the civil war: election of Abraham Lincoln and his measures, the secessionist move of the south, the 15 History Grade 10 Teacher’s Guide proclamation of homestead law, results of the war. Let each student do a group work and present their finding on A) the consequences of the American civil war B) prepare a timeline showing major events of the American Civil War C) important changes observed in the USA after the civil war. C. Stabilization Revise the main points of the lesson; give short notes. Briefly identify some developments in the USA after the civil war. D. Evaluation/Assessment Check the achievement of expected competencies. Review learning against the objectives at the end of the lesson. Follow up on the involvement of each student in the group work. Feedback for Axercise and Activity Exercise 1.4 A common explanation is that the Civil War was fought over the moral issue of slavery. In fact, it was the economics of slavery and political control of that system that was central to the conflict. A key issue was states’ rights. The Southern states wanted to assert their authority over the federal government so they could abolish federal laws they didn’t support, especially laws interfering with the South’s right to keep slaves and take them wherever they wished. Another factor was territorial expansion. The South wished to take slavery into the western territories, while the North was committed to keeping them open to white labor alone. Meanwhile, the newly formed Republican Party, whose members were strongly opposed to the westward expansion of slavery into new states, was gaining prominence.The election of a Republican, Abraham Lincoln, as President in 1860 sealed the deal. His victory, without a single Southern electoral vote, was a clear signal to the Southern states that they had lost all influence. Activity 1.5 1. The end of slavery, the collapse of plantation economy, rapid development of industrialization, towns; the development of infrastructures like rail road, banks, factories in the southern part were some of the consequences of the American civil war. 16 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 2. 1861- Election of Lincoln as president of the USA- formation of the Confederacy led by Jefferson Davis and beginning of the civil war-1863 proclamation of Home stead law-1865 the defeat of confederate forces. 1.2.4 Nationalism and the “Eastern Question” (1 Period) 1. Competencies At the end of the lesson the student will be able to: identify causes for the Balkan nationalism; evaluate the interest of Great powers concerning the “Eastern question”. 2. Content The “eastern Question| Foreign powers and the Balkans nationalism 3. Overview The Eastern Question was the issue of the political and economic instability in the Ottoman Empire and the subsequent strategic competition and political considerations of the European great powers in light of this. It arose as a result of the rise of nationalist feelings among the Balkan peoples, the declining Turkish (Ottoman) empire and the divergent interests of Great powers in the near east. 4. Teaching and Learning Process 4.1 Suggested Teaching Methods Brainstorming Pair discussion Gapped lecture Question and answering 4.2 Suggested Teaching Aids Maps showing the Balkans before and after independence 4.3 Pre-lesson preparation Produce maps of the Balkans before and after independence. Outline the major points such as “The eastern question”, Ottomans rule, Great powers’ interest, and independence. Identify possible active learning methods to be employed during the session. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson Introduction Begin the lesson by introducing the objectives of the lesson. 17 History Grade 10 Teacher’s Guide Asking questions to get the students thinking about the topic of the lesson: What are the Balkan states? How did foreign interventions affect the internal affairs of a country? B. Body of the lesson Explain who the Balkans are; Identify the causes for Balkans nationalist movement, tell the reaction of great powers to Balkans nationalism. Organise and hold discussions on why did the Great powers have opposing interests in the Balkan question? Checking on the information being shared and ensuring participation by all within the group. Elucidate the result of the Balkans revolt. C. Stabilization Revise the main points of the lesson: causes for the rise of nationalism among the Balkan people; opposing interests of the Great powers, and how the Balkans achieved their independence. Give short notes. D. Evaluation/Assessment Check the achievement of expected competencies. Review learning against the objectives at the end of the lesson. Ask students to suggest improvements that could be made to their peer work. Provide feedback to students on their progress. Feedback for Activity 1.6 Russia supported the Balkans nationalists for several reasons: The Russians were Slavs, like the Bulgarians and the Serbs in the Balkans. The Russians were Orthodox Christians, as were many of the discontented Balkan groups. Moreover, Russia wanted to gain access to the Black and the Mediterranean Seas. 18 UNIT 1| Development of Capitalism and Nationalism 1815 to 1914 Feedback for Exercise 1.5 : Unit Review Questions Part I: 1. False 2. True 3. True 4. True Part II: 1. C 2. C 3. B 4. B Part III: Nationalism is the idea that people, who speak the same language, share culture and inhabit contiguous territory ought to organise themselves and creates a stable and enduring state. 19 2 History Grade 10 Teacher’s Guide U NIT Africa & the Colonial Experience (1880s -1960s) 1. Unit Introduction Total Periods Allotted: 7 Periods This unit comprises five sections and deals with the partition of Africa and the early resistance movement to colonial rule. The unit provides you with the necessary knowledge of the history of European colonialism in Africa; the different types of colonial administrations and the Africans’ struggle for independence. The integration of African states in the international world economy as the dominant sources of raw materials and major consumers of manufactured products are/is the result of long years of colonial dominance, exploitation and imperialism. This unit will help you discover the consequences of colonialism and the reaction of Africans to alien rule.The unit covers the following major lessons: General background to colonialism and the motives of European colonialism, Scramble for Africa and the Berlin conference, colonial policies and administration, early African resistance movements against colonial expansion, and impacts of colonial rule on Africa. 2. Unit Learning Outcomes At the end of this unit, the students will be able to: outline the motives of colonizers in Africa; recognise the African resistance movement; assess the political, economic and social transformations brought by colonial rule in Africa. 3. Main Contents of the Unit General background to Colonialism The motives of European colonialism Scramble for Africa and the Berlin conference Colonial policies and administration Early African Resistance movements against Colonial Expansion Impacts of Colonial Rule on Africa 20 UNIT 2| Africa & the Colonial Experience (1880s -1960s) 2.1. General Background to Colonialism (1 PERIOD) 1. Competencies At the end of this lesson, the student will be able: define the meaning of colonialism; describe the motives of European colonial rule in Africa; and point out the major events leading to European colonialism in Africa. 2. Contents General background to colonialism Motives for European colonizers in Africa 3. Overview Colonialism is the direct and overall domination of one country by another based on state power being in the hands of a foreign power. Colonialism is defined as “control by one power over a dependent area or people.” It occurs when one nation subjugates another, conquering its population and exploiting it. There were many basic factors for the European colonization of Africa. Economic motivation played a large part in the colonization of Africa.Demand for raw materials and the need for new market centres were the most visible ones. Major world powers like Great Britain, France, and Spain were competing for power and prestige. The civilizing mission is a rationale for intervention or colonization of other non-western peoples like Africa. Some missionaries supported the colonization of African countries believing that European control would provide a political environment that would facilitate missionary activity in Africa. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Pair work Small group discussion 21 History Grade 10 Teacher’s Guide 4.2 Suggested Teaching Aids Map of Africa Map of Africa showing colonial languages The poem entitles “the White Man’s Burden” written by Rudyard Kipling 4.3 Pre-Lesson Preparation Before the lesson obtain modern maps of the Africa and other teaching materials. Outline the major points in the unit. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work, and debate. Identify the meaning of key terms. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Introduce the objectives of the lesson. Begin the lesson by brainstorming questions, raise selected, lesson-centred questions starting from the simple and progressing to the complex. Encourage students to asnwer the following questions: what does colonialism mean? Ask your students to write any phrases or words/ terms that they think related with colonialism. B. Body of the lesson After hearing the response of your students, describe briefly the general background of colonialism, motives for European colonial activities in Africa. Give individual activity: why European nations were motivated to colonize Africa? Write on the board or read the poem “the White Man’s Burden” written by Rudyard Kipling and ask your students the question below. How does Kipling describe the subjects of colonial rule? How does he represent their rulers? C. Stabilization Give a summary of the general background of colonialism, motives of 22 UNIT 2| Africa & the Colonial Experience (1880s -1960s) Europeans for colonialism. Show your students about colonial languages using the map produced. D. Evaluation/Assessment Check the students stay on task during group discussion. Make sure that your students have understood the essential concepts of the lesson. Feedback for Exercise 2.1 Part I: 1. False 2. True Part II: 1. D 2. A 3. C A. For English-Kenya, Nigeria, Gold Coast, Sierra Leon, British Somaliland, Rhodesia (Zambia and Zimbabwe)... French-Senegal, Djibouti, Mali, Algeria, etc. Portuguese- Angola, Mozambique, Guinea, etc. Italian- Libya, Eritrea, Italian Somaliland, etc. B. Except Ethiopia and Liberia any part of African countries. Feedback for Exercise 2.2 Kipling describe the subjects of colonial rule (Africans) as wild, half devil and half child. He represents the Europeans colonizers as responsible, men of noble aim, ready to serve others, civilized and superior. 23 History Grade 10 Teacher’s Guide 2.3. Scramble for Africa and the Berlin Conference (2 Periods) 1. Competencies At the end of this lesson the student will be able to: state how colonial rivalries and conflicts led to the partition of Africa; explain the process of colonial occupation and its consequences on Africa; draw a sketch map of colonial Africa. 2. Contents The scramble for Africa The Berlin conference 3. Overview Historians generally refer to the “Scramble for Africa”, as a fierce rivalry, massive and rapid colonial expansion of Europeans in Africa from the 1880s to the first decade of 20th century. The Berlin Conference (1884-85) was also known as the “Congo conference”. Portugal proposed a conference in which 14 European countries would meet in Berlin regarding the division of Africa. Although the conference was about Africa, Africans were not invited nor involved. Of these fourteen nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time. Britain, France, Germany, Belgium, Italy, Portugal, and Spain were competing for power within European power politics. The competition between European powers intensified as two new colonial powers entered the competition for African colonies. These were King Leopold II of Belgium and Germany. At the Conference, the participants decided on the “General Act of the Conference,” which laid international guidelines for colonization. The Berlin Conference marked the real beginning of colonization in Africa. 4. Teaching-Learning Process 4.1 Suggested Teaching methods Brainstorming Gapped lecture Active listening Pair work Small group discussion 24 UNIT 2| Africa & the Colonial Experience (1880s -1960s) 4.2 Suggested teaching Aids Colonial map of Africa Pictures 4.3 Pre-lesson preparation Before the lesson, obtain a colonial map Africa, photographs, diagrams, and other teaching materials. Outline the major points in the lesson: scramble for Africa, new European powers that entered the competition for colonies, areas of conflict of interests (Congo, Niger rivers etc.), the Berlin conference and its decisions. Select the teaching strategies suitable for the lesson. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Select and organise activities for pair/individual work. Prepare a summary of the lesson. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson introduction Introduce the new lesson objectives. Revises the previous lesson about the motives of Europeans to colonize Africa. Ask brainstorming questions: mention any African country colonized by the British, the French, and the Italians. Do you think colonialism retarded development? If yes or no why? B. Body of the lesson After hearing the response of your students, describe briefly what is meant by Scramble for Africa; Why the Berlin conference was called; the result of the Berlin conference. Give your students an open-ended problem to solve a task. Discuss in pairs the impact of the Berlin Conference in Africa. Why did the European want to colonize Africa? What were the methods used by Europeans to colonize Africa? Let them use a colonial map of Africa to locate the two independent parts of Africa in 1914. Manage the process from task selection through to determining appropriate learning groups. Encourage your students to work collaboratively, discuss, support and challenge each other. 25 History Grade 10 Teacher’s Guide Give feedback on the activities performed. Point out and acknowledge differences in the discussion. C. Stabilization Revise the main points of the lesson. Show the European partition of Africa using the map. D. Evaluation/Assessment Check the students stay on task during individual/pair/group discussions. Critical questions:  Do you think that European explorers and missionaries’ activities affect Africa? If yes/no how? How the treaty of Wuchale can be a good example of a trickery treaty? Make sure that your students have understood the essential concepts of the lesson. Feedback for Activity 2.1 A. Ethiopia and Liberia B. Marked the real beginning of colonization in Africa; laid an international guideline for colonization. C. To exploit Africa’s raw materials and agricultural products; to use Africa as new market sources; to control some strategic regions. “The White Man’s Burden” was what justified the European actions in Africa. The origin of this ideology came from Rudyard Kipling’s poem The Europeans believed that it was their duty and burden to “civilize” Africa. D. Trickery treaties, through their agents of missionaries, explorers, using one group of E. Africans against the other, effectively implementing the Divide and rule policy, and war of conquest. 2.4. Colonial Policies and Administration (2 Periods) 1. Competencies At the end of this lesson, students will be able to: identify types of colonial policies and administration in Africa; examine the impacts of colonial administrations in Africa. 2. Contents Concession companies rule 26 UNIT 2| Africa & the Colonial Experience (1880s -1960s) Direct rule Indirect rule Assimilation and Association Settlers rule 3. Overview Europeans used different colonial policies while administrating their respective colonies in Africa. These methods of administering varied from territory to territory and also among imperial powers. It includes company rule, direct rule and assimilation, indirect rule as well as settler rule. In the early days of colonialism, European nations allowed the establishment of private companies that were granted large territories to administrate in Africa. These companies were formed by businessmen who were interested in exploiting the natural resources of the African territories. The company rule was exercised from the 1880s to 1924. The French, Belgians, Germans, and Portuguese are considered to have used this model in governing their African colonies. In the direct rule system, African indigenous rulers and local governments were removed and replaced by European personnel. African chiefs were assigned at the lower levels of the administrative structure to collect taxes, recruit labour and suppress rural African opposition. Under the direct rule, the French government considered its African colonies as part of France. The French colonial policy of direct rule and assimilation was designed by Albert Sarrout. The architect of the British Indirect rule policy was Frederick Lugard. Lugard exercised this policy, initially while he was a governor of Nigeria and British East Africa. This system of governance used indigenous African rulers within the colonial administration. Settler colonialism is a form of colonialism that seeks to replace the original population of the colonized territory with a new society of settlers. Settler colonies were found primarily in southern Africa including the colonies of South Africa, Southern and Northern Rhodesia (Zimbabwe and Zambia), Angola, Mozambique, and South-West Africa (Namibia). In addition, settler rule was practiced in Kenya, a British colony in East Africa, and in Algeria, a French colony in North Africa. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture 27 History Grade 10 Teacher’s Guide Active listening Individual work Group work Pair work Discussion 4.2 Suggested teaching Aids Colonial map of Africa Pictures, cartoons Diagrams 4.3 Pre-lesson preparation Before you begin teaching the lesson obtain a colonial map Africa, photographs, diagrams, and other teaching materials. The school pedagogical centre officer could provide such materials. Outline the major points of the lesson: types of colonial administrations. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Select and organise activities to be performed by students. Prepare a summary of the lesson. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson introduction Revise the previous lesson about scramble for Africa at the Berlin Conference. Introduce the new lesson objectives. Start your lesson by brainstorming questions: What were the methods used by Europeans to colonize Africa. B. Body of the lesson After hearing the response of your students, describe briefly about colonial policy; types of colonial administration in Africa. Use the colonial map of Africa to show areas occupied by different colonial powers. Give your students an open-ended problem to solve, a task: ((Identify similarities and differences of European colonial policies (the British, French);Sketch the colonial map of Africa and locate white settlement areas in Africa. C. Stabilization 28 UNIT 2| Africa & the Colonial Experience (1880s -1960s) Give a summary of types of colonial rule. Use the colonial map of Africa to show areas occupied by different colonial powers. D. Evaluation/Assessment Ask students to peer assess their work. Ask students to suggest improvements that could be made to another student’s work. Provide few minutes to students for reflect on the impact of colonial rule on Africa. Reviews learning against the objectives at the end of the lesson. Feedback for Activity 2.2 Explorers opened Africa’s interior to other Europeans. Missionaries built schools and clinics and preached Christianity. Feedback for Activity 2.3 A. The British colonial policy supported the idea of indirect rule. It was relied on using African chiefs. The French believed in direct rule, French officials were assigned to different colonial administration posts. The French also believed in the policies of assimilation association. B. Make sure that the students have located Kenya, Algeria, Rhodesia (Zambia and Zimbabwe), South Africa, Southwest Africa (Namibia) on the sketch map. 2.5. Early African Resistance Movements Against Colonial Expansion ; 2.6. Impacts of Colonial Rule on Africa (2 Periods) 1. Competencies At the end of the lesson, the students will be able to : appreciate African’s resistance against colonialism; outline African resistance movements against colonialism; value the contribution of the anti-colonial struggle; demonstrate major areas of African resistance against colonial expansion using the map of Africa; explain the consequences of European colonialism on the political, economic and social life of the African people. 29 History Grade 10 Teacher’s Guide 2. Contents African responses to colonial rule Resistance movements in West, East, West, South and North Africa Impacts of colonial rule in Africa 3. Overview African responses to colonial rule varied from place to place and over time. Several forms of both armed and nonviolent resistance to colonialism occurred. Nonviolent forms of anti-colonialism included the use of the indigenous press, trade unionism, organised religion, associations, literary and art forms, and mass migrations. There was armed resistance in different parts of Africa. The first or early African responses to the colonial conquest occurred from about 1880 to 1910. The second stage covered from 1914 to 1945. The third stage which was conducted from the 1950s to1980s was a period of decolonization of Africa. It was characterized by the emergence of national liberation movements that aimed at achieving independence. As a result of colonialism, Africans lost independence and freedom Colonialism in Africa brought about the under-development of African territories in many different ways. Africa remained a supplier of raw materials for Europe. Colonialism also disrupted the development and way of living of local communities. During the colonization process communities had to be moved and relocated to create white settlement areas for large scale farming. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Active listening Individual work Group work Pair work Discussion 4.2 Suggested teaching Aids Colonial map of Africa Pictures, Cartoons Diagrams 4.3 Pre-lesson preparation Before you begin teaching the lesson obtain a colonial map Africa, 30 UNIT 2| Africa & the Colonial Experience (1880s -1960s) photographs, diagrams, and other teaching materials. The school pedagogical centre officer could provide such teaching aids. Outline the major points of the lesson: types of resistance movements. Resistance Movements in different regions of Africa-West, South, East and North Africa. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Select and organise activities to be performed by students. Prepare a summary of the lesson. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson introduction Revises the previous lesson about scramble for Africa and the types of colonial administration. Introduce the new lesson objectives. Start your lesson by brainstorming questions: Why did Africans resist and oppose colonial rule?Which African country did manage the only successful resistance against colonialism? How? B. Body of the lesson After hearing the response of your students, describe briefly why Africans resist colonial rule; explain the stages of African resistance movements; Give examples of major resistance movements in West, South, East and North Africa. colonial policy; types of colonial administration in Africa. Use the colonial map of Africa to show areas resistance movements againstcolonial rule. Group your students to debate advantage and disadvantages of colonialism in Africa; give your students a task to identify and locate centres of early African resistance movements using a political map of Africa. C. Stabilization Give a summary of similarities and differences of African resistance movements. Use the colonial map of Africa to show centres of early African resistance movements. 31 History Grade 10 Teacher’s Guide D. Evaluation/Assessment Ask students to peer assess their work. Ask students to suggest improvements that could be made to another student’s work. Provide a few minutes to students to reflect on the impact of colonial rule on Africa. Reviews learning against the objectives at the end of the lesson. Feedback for Exercise 2.3 Part I: 1. D 2. C 3. F. 4. E 5. A 6.B Feedback for Activity 2.4 Part II. Disadvantages /Negative Impacts Africans lost independence and freedom. The African indigenous administrations were destroyed. Europeans created artificial boundaries without the approval of the local community. This became a colonial legacy and caused boundary conflicts among many African nations after independence. Colonialism in Africa brought about the under-development of African territories in many different ways. Africa remained a supplier of raw materials for Europe. Advantages/Positive Outcomes Tribal warfare declined following the introduction of colonial administration; the introduction of different modern ideas of education, government and economies; construction of railways, roads, but the trucks to carry raw materials to ports. Feedback for Activity 2.5 Help the students to use the following example: Kenya:- Location: East Africa Capital: Nairobi Language: English, Kiswahili, Kikuyu, Luo etc Ethnic groups: Kikuyu, Luo etc Year of Conquest: 1895(The British Empire established the East Africa Protectorate in 1895, from 1920 known as the Kenya Colony) Social, Economic and Political changes: Loss of independence and freedom, land alienation and white settlement. 32 UNIT 2| Africa & the Colonial Experience (1880s -1960s) Feedback for Exercise 2.4: Unit Review Questions:Answer Part I: 1. False 2. True 3. True 4.False 5.True Part II: 1. C 2.A 3. B 4. B 5. D 6. D Part III: 1. European powers were superior in military technology; Europeans were able to make good use of the differences and rivalries among African states and people. 2. Colonialism in Africa brought about the under-development of African territories in many different ways. Africa remained a supplier of raw materials for Europe. Colonialism undermined the growth of manufacturing in Africa and abandon their indigenous technological skills and education. African natural resources were exploited by European colonizers. 33 3 History Grade 10 Teacher’s Guide U NIT Social, Economic and Political Develop- ments in Ethiopia mid 19th C. to 1941 Total Periods Allotted:14 Periods 1. Unit Introduction The unit deals with the history of Ethiopia from the time of the coming to power of Emperor Tewodros II in 1855, up to the liberation of the country from the Italian occupation in 1941. The first section of the unit sheds light on the nineteenth century long distance trade and the roles the cottage industry played in the socio-economic development of the country. The second section of the unit focuses on the process of the making of Modern Ethiopian State during the reigns of Tewodros II (1855-68), Yohannes IV (1872-89) and Menilek II (1889-1913). Here attempts have been made to explore their administrative reforms, modernization attempts, religious reforms, the centralization policy and territorial expansions. The third section of the unit is about external aggressions and the heroic resistance of the people of Ethiopia to preserve the territorial integrity of their country. Here you will study about the Napier Expedition, the Egyptian aggression, the Mahdists invasion, which was concluded at the battle of Metema and the Italian encroachment into Ethiopia territory, which was sanctioned by the glorious battle of Adwa in 1896. Moreover, the section sheds some light on the boundary delimitation with the neighbouring colonial powers. The fourth section of the unit deals with the power struggle among the ruling elites from 1906 to 1930 and the beginning of the autocratic rule of Haile Sellase I (1930-35). Therefore, the section focuses on the problems of succession, Lij Iyassu and his reforms, the diarchy or dual rule and the emergence of autocracy. The final section of the unit deals with the Fascist Italians aggression and the Ethiopian patriots’ resistance. Theisssues included in the section are: background, causes and courses of the Italo-Ethiopian War, Fascist rule and its subsequent changes, the patriotic resistance movement and liberation of Ehtiopia from the Italian occupation. 34 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 2. Unit Learning Outcomes At the end of this unit, students will be able to: examine the interactions among people and states in Ethiopia in relation to the long distance trade; identify major socio-economic and political reforms of the period; describe the causes for external aggression and its consequences; appreciate the unity of Ethiopian people in defense of national sovereignty. 3. Main Contents of the Unit 3.1 Long Distance Trade in 19th Century 3.2 The Making of Modern Ethiopian State 1855-1913 3.3 External Aggressions and the Unity of Ethiopian People in Defense of National Sovereignty, 1871-1896 3.4 Inception of Power Struggle among the Ruling Elite, 1906 to 1935 3.5 Fascist Italian Aggression and Patriotic Resistance 3.1. Long Distance Trade in 19th Century (2 Periods) 1. Competencies At the end of this lesson, students will be able to: pinpoint the major market centres in the nineteenth century Ethiopia; illustrate the salient features of the long distance trade in Ethiopia; appreciate the roles the cottage industry played in the socio-economic life of the Ethiopian people. 2. Contents The trade routes, People’s interaction, major market centres, the medium of exchange, and trade Items 3. Overview The peoples and polities in the southern, northern and eastern parts of Ethiopia and the Horn were connected by two major trade routes that started from Bonga, the capital of the Kafa Kingdom, in the 19th century. The Trade route from Bonga ran to the north ad after reaching Gondar bifurcated into two, where one route went to Matamma, and another route went to Massawa on the Red Sea coast. The second route went to the east, passing through Shawa and Hararge terminated 35 History Grade 10 Teacher’s Guide at Zeila and Berbera. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Short Discussion Pair work Small group discussion 4.2 Suggested Teaching Aids Map of Ethiopia and the Horn Sketch map which indicates the trade routes 4.3 Pre-Lesson Preparation Before the lesson, obtain the map of Ethiopia and the Horn and other teaching materials. Outline the major points in the unit. Select the teaching strategies suitable for the lesson. Think of active teaching-learning approaches, which you can employ at any given moment to make the lesson active. Prepare tasks to be done by students during group/pair work, and group discussion. Make a group of five students and allow them to identify the raw materials used for making the above handicrafts products (Pots, Cloth and Lemat). Prepare a time chart summary to wind up the sub-unit or use any other method you think can summarize the sub-unit or the unit. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Introduce the objectives of the lesson. Begin the lesson by brainstorming questions. Raise selected, lesson centred questions starting from the simple and progressing to the complex. Encourage students to answer the questions. Let students discuss in small groups and see how many of them are familiar with the following concepts:- the long-distance trade trade routes 36 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 items of trade B. Body of the lesson After hearing the response of your students, describe briefly the following terms: long distance trade, trade routes and items of trade. Organise group discussions to ensure your students understand long distance trade, trade routes and items of trade. Pinpoint clearly the major merchants of the long distance trade and their ethnic backgrounds. Give a chance for students to prepare a sketch map that indicates the 19th c. long-distance trade. C. Stabilization Give a summary of the following points: the long-distance trade trade routes items of trade the roles of trade in the interaction of peoples of Ethiopia and the Horn Clarify the routes using the map of Ethiopia and the Horn. D. Evaluation/Assessment Prepare oral and written questions; you may use the activities included in the student textbook and may also prepare your own additional questions. Make sure that your students have understood the essential concepts of the lesson. Feedback for Activity 3.1 1. The dominant traders were the northern Muslim merchants known as Jabarti and Southwestern Muslim Oromo merchants known as Afqala. Moreover, the Argoba from the Kingdom of Shawa were also active merchants in the trade between Harar and the northern Somali coast. 2. The trade routes played a pivotal role in the interaction of peoples and polities that existed in the southern, northern and eastern parts of Ethiopia and the Horn. 37 History Grade 10 Teacher’s Guide 3.1.2. The Role of Cottage Industries 1. Competencies At the end of this lesson, students will be able to: pinpoint the most important handicraft or cottage industries in Ethiopia; appreciate the crafts genius of the Ethiopia People. 2. Contents The Role of Cottage Industries 3. Overview A cottage industry is a small-scale, decentralized manufacturing business often operated out of a home rather than a purpose-built facility. Cottage industries are defined by the amount of investment required to start, as well as the number of people employed. They often focus on the production of labour-intensive goods but face a significant disadvantage when competing with factory-based manufacturers that mass-produce goods. The origins of a cottage industry in Ethiopia date back to ancient times. The most common cottage industries were metalworking, pottery, tannery, carpentry, masonry, weaving, jewelry and basket making. Although artisans and craftsmen were not respected in Ethiopia, they played irreplaceable roles in the socio-economy of the country. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Short Discussion Pair work Small group discussion 4.2 Suggested Teaching Aids Produces of cottage industry available in your locality Pictures and videos which show products cottage industry 4.3 Pre-Lesson Preparation Before you begin teaching the lesson prepares pictures and video which indicate materials produced by handicrafts workers. Outline the major points in the lesson: focus on the types of cottage industry, the general public’s attitude towards the industry and its importance. Select the teaching strategies suitable for the lesson. Think of active learning 38 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Prepare daily lesson plans. 4.4 Presentation of the Lesson A. Lesson Introduction Begin the lesson by introducing the objectives of the lesson. Revise the previous lesson which was about Long-distance Trade routes in the 19 th century. Ask brainstorming questions. B. Body of the lesson Explain the meaning of the cottage industry. Describe types cottage industry. The importance of the cottage industry. Give an individual reading assignment to students to be in a group and report to the class the raw materials used for making the above handicrafts products ( pots, cloth and lemat) and Pinpoint the economic importance of the cottage industry by the time under review. C. Stabilization Give a summary of the cottage industry. Show the picture and video of the produce of handicrafts workers. D. Evaluation/Assessment Check the achievement of expected competencies. Review learning against the objectives at the end of the lesson. Assign each student to do activities or review questions from their textbook. Feedback for Activity 3.2 1. The raw materials used to make pots are clay soil and water; for cloth cotton or wool; Lemat or eating basket, grass and textile products like thread. 2. The products of cottage industry have had economic and military importance in many parts of the country. 3. Assist students to visit the local cottage industries and write a report using the following points: the economic importance of the industries, and how the local community treated the craftsmen. 39 History Grade 10 Teacher’s Guide 3.2. The Making of Modern Ethiopian State 1855-1913 (3 Periods) 1. Competencies At the end of the lesson, students will be able to: identify the reforms made by Tewodros II; explain the causes, processes and impacts of unification and territorial expansion; compare and contrast the roles played by Tewodros II, Yohannes IV and Menilek II in the making of modern Ethiopia. 2. Contents the Rise of Kassa Haylu the Reforms of Tewodros Unification and territorial expansion during the reigns of Tewodros, Yohannes and Menelik. 3. Overview The process of making modern Ethiopia involved the unification of regions and principalities found in northern and north central parts on the one hand and territorial expansion into the southern half of the country on the other. Emperors like Tewodros, Kassa Mircha or Emperor Yohannes IV, and Menelik II played a pivotal role in the process of making modern Ethiopia. 4. Teaching-Learning process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Discussion Question and answer Individual work Group work Pair works Discussion 4.2 Suggested Teaching Aids Map of Ethiopia Pictures, Cartoons Diagrams 40 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 4.3 Pre-lesson Preparation Before the lesson, obtain a map of Ethiopia, photographs, diagrams, and other teaching materials. Outline the major points of the lesson: The process of making of modern Ethiopia. Think of active learning methods from which you can select the option you need at any given moment to make learning active. Prepare tasks to be done by students during group/pair work. Select and organise activities to be performed by students. Prepare a summary of the lesson. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson introduction Revises the previous lesson about the cottage industry. Introduce the new lesson objectives. Start your lesson by brainstorming questions: What was the Zemene Mesafint? Mention some of its features. B. Body of the lesson After hearing the response of your students, explain about: the rise of Kassa Haylu; the reforms made by Tewodros II; the causes, process and impacts of unification and territorial expansion; compare and contrast the roles played by Tewodros II, Yohannes IV and Menilek II in the making of modern Ethiopia; give your students an open-ended problem to solve, a task C. Stabilization Give a summary of the making of modern Ethiopia. D. Evaluation/Assessment Give a few minutes to students to reflect on the roles played by Tewodros II, Yohannes IV and Menilek II in the making of modern Ethiopia. Prepare oral and written questions; you may use the activities included in the student textbook and may also prepare your own additional questions. Reviews learning in line with the objectives at the end of the lesson. 41 History Grade 10 Teacher’s Guide Feedback for Activity 3.3 1. Tewodros made reforms in the spheres of administration, religion and military. The most important manifestation of Tewodros’s reform policy was his military reform which was less ambivalent than his administrative reform. He attempted to reform the military setup of the country in three respects: organization, discipline and armament. Hence, he introduced military titles like Yasr Aleqa (commander of ten), Yamsa Aleka (commander of the hundred), and Yeshi Aleqa (commander of the thousand). He tried to organise and replace the regional armies of the Zamana-Mesafint (‘Era of Princes’) with a salaried national army. He managed to manufacture firearms at Gafat (near Dabra Tabor) with the help of European missionaries and artisans. As a result, about 35 cannons were produced at Gafat including his famous mortar known as “Sebastopol.” Tewodros also tried to separate church and state. He reduced church land and the number of priests and deacons. In terms of administration, he tried to create a centralized state by eroding the power of some of the regional lords and in other cases appointed descendants of former governors. His administrative reform lacked consistency. 2. Mention the two provinces where Tewodros made campaign immediately after his coronation. Wallo and Shawa. 3. Tewodrs’s campaign to both regions overlapped. In both areas he encountered resistance, The Wallo campaign started in March 1855. The capture of Maqdala on 12 September 1865 marked the end of Tewodros’s campaign to Wallo. Tewodros’s campaign to Shawa also lasted some five months. In Shawa, Tewodros met a mixed reaction. Tewodros’s campaign to Shawan was concluded after the Shawan force defeated at the Battle of Barakat in November 1855. Feedback for Exercise 3.1 1. C 2. D 3. A 4. C Feedback for Exercise 3.2 1. D 2. D 3. D 4. B 42 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 3.3. External Aggressions and the Unity of Ethiopian People in Defense of National Sovereignty, 1871-1896 ( 3 Periods) 1. Competencies At the end of the lesson, students will be able to: explain the causes of the British military expedition led by General Napier; recognise the attempts of Egyptians to dominate the Nile basin ; unravel the results of the Hewett Treaty; pinpoint the causes and effects of the battle of Adwa; appreciate the heroic resistance of the Ethiopian people against foreign aggression. 2. Contents Tewodros and Great Britain Yohannes and the Egyptians Yohannes and the Mahdists Menilek and the Italians 3. Overview The territorial integrity of Ethiopia had been threatened by foreign aggressors like Egypt during Khedive Ismail, the Mahdist Sudan in the 1880s, Great Britain during the Napier expedition and Italy in the 1880s and 1890s. Tewodros’s detention of British and European citizens led to the coming of the British mission to Ethiopia under the leadership of Sir Robert Napier which led to the downfall of Tewodros. The Egyptians perennial quest to dominate the sources of the Abbay River reached its climax during the reign of Yohannes IV. However, Yohannes defeated the Egyptians’ at the battles of Gundet and Gura in 1875 and 1876 respectively. The confrontation between Yohannes IV and the Mahdists caused by Yohannes’s signing of the Hewett or Adwa Treaty in 1884 with the Egyptians ⁄ British led to the tragic death of Yohannes IV at Matamma. Yohannes IV also managed to contain the advance of the Italians into the northern part of Ethiopia and even scored a resounding victory over the Italians at Dogali in 1887. Menelik’s love and hate relations with Italians reached a climax with the signing of the Treaty of Wuchale in 1889. However, the difference between the Amharic and the Italian versions of article XVII of the treaty became the causes of the conflict between Italy and 43 History Grade 10 Teacher’s Guide Ethiopia. Hence, it became cause for the Battle of Adwa, where the Ethiopians scored a shattering victory over the Italians. 4. Teaching-Learning Process 4.1 Suggested Teaching Methods Brainstorming Gapped lecture Question and answer Individual work Group work Pair works Discussion 4.2 Suggested Teaching Aids Map of Ethiopia Pictures, cartoons Diagrams 4.3 Pre-lesson preparation Before the lesson, obtain a map of Ethiopia, photographs, diagrams, and other teaching materials. Outline the major points of the lesson: External Aggressions and the Unity of Ethiopian People in Defense of National Sovereignty. Think of active learning methods which you can use to make the teaching-learning process more effective. Prepare tasks to be done by students during group/pair work. Select and organise activities to be performed by students. Prepare a summary of the lesson. Prepare daily lesson plans. 4.4 Presentation of the lesson A. Lesson introduction Revises the previous lesson, which is about the making of modern Ethiopia. Introduce the new lesson objectives. Start your lesson by the following brainstorming questions: For instance, you may ask the following two questions: Identify the foreign powers who attempted to violate Ethiopa’s territorial integrity in the second half of 19th c. Answer: UK, Egypt, Mahdist Sudan and Italy. 44 UNIT 3| Social, Economic and Political Developments in Ethiopia mid 19th C. to 1941 Identifying at least four major battles where the Ethiopians scored shattering victory over foreign aggressors in the second half of 19th C. Gundat, Gura, Dogali and Adwa. B. Body of the lesson After hearing the response of your students, explain about: The Napier Expedition ; The Egyptian Aggression ; The Mahdsts invasion of Ethiopia ; Yohannes and the Italian ; The Treaty of Wuchale and how it became the cause for the battle of Adwa, Ethiopians’ victory over Italy and the effects of the battle of Adwa; and

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