WORLD LITERATURE: COLONIALISM, LIBERATION, AND REBIRTH: Special Topic for 2014-15: African Literature
UNIT 2: Liberation and Nationhood in Africa: Challenging Times, Emerging Voices
Stage 1 Desired Results
ESTABLISHED GOALS
Transfer
G
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W.11-12.3. Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details, and
well-structured event sequences.
W.11-12.MA.3.A. Demonstrate understanding
of the concept of theme by writing short
narratives, poems, essays, speeches, or
reflections that respond to universal themes
(e.g., challenges, the individual and society,
moral dilemmas, tradition and change).
W.11-12.5. Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach, focusing
on addressing what is most significant for a
specific purpose and audience.
RL/RI.11-12.3. Analyze the impact of the
author’s choices regarding how to develop
and relate elements of a story or drama (e.g.,
where a story is set, how the action is
ordered, how the characters are introduced
and developed).
RL/RI.11-12.5. Analyze how an author’s
choices concerning how to structure specific
parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its
overall structure and meaning as well as its
aesthetic impact.
SL.11-12.4. Present information, findings, and
supporting evidence clearly, concisely, and
logically such that listeners can follow the line
of reasoning and the organization,
development, substance, and style are
appropriate to purpose, audience, and task.
Students will be able to independently use their learning to…
T
○
 Interpret current events and issues in and involving Africa with understanding of the
ongoing impacts of its colonial past.
 Apply a variety of critical lenses when reading or viewing texts about or from other cultures,
taking care to avoid tokenism, exoticism, and universalism in interpretations.
Meaning
UNDERSTANDINGS
U
○
Students will understand that…
 Contemporary Africa is a product of
traditional cultures, colonial oppression,
postcolonial politics, and global forces.
 African writers of the early postcolonial
period sought to make sense of the past
and develop authentic national voices.
 Authors make deliberate choices about
plot, setting, characters, structures, and
other elements to create artistic effects.
ESSENTIAL QUESTIONS
Q
○
 What insights, perceptions, and questions
about the colonial past and nationhood did
early postcolonial writers add to the
West’s “single story” of Africa?
 What is the legacy of colonial rule in Africa,
and what challenges did liberation bring?
 What varieties of social relationships
emerged in the wake of independence?
 How do authors use literary elements to
develop themes and create artistic effects?
Acquisition
Students will know…
K
○
 The basic history of liberation movements
and independence in Africa and specific
developments in countries related to
readings (Senegal, Kenya, South Africa)
 Biographies of unit’s postcolonial authors:
Chinua Achebe, Sembène Ousmane and
Ngũgĩ wa Thiong’o or Athol Fugard
(Honors: Buchi Emecheta or Alan Paton)
 Pitfalls of studying multicultural literature:
tokenism, exoticism, and universalism
 Essential academic and cultural vocabulary
from texts and lessons
Students will be skilled at…
S
○
 Reading and annotating literary texts to
determine explicit and implicit meanings
and examine the authors’ craft and choices
 Citing and analyzing relevant textual
evidence to support interpretive claims
 Developing creative pieces that build on
the elements and themes of literary texts
 Improving writing through reflection,
revision, and peer/teacher response
 Engaging in collaborative group discussions
and presentations that build understanding
and incorporate diverse viewpoints
Stage 2 – Evidence
Evaluative Criteria
 Clarity and organization of creative piece
and details included to develop it
 Relevance of plot, character development,
and themes to selected reading(s)
 Indirect citation of details from original
 Evidence of work on writer’s craft
 Observance of genre’s writing conventions
 Seminar: Originality of contributions
 Test: Level of understanding in creative
part, detail and accuracy in open response
 Lesson: Clarity and depth of presentation
 Responses: Clarity of interpretation and
citation of relevant textual evidence
Assessment Evidence
TT
○
TRANSFER TASK(S):

Write a creative piece in which you “intervene” in some way in one (or more) of the major
readings for this unit: The Money Order; Weep Not, Child; “Master Harold” … and the boys.
The intervention could be a change in point of view, a sequel, a modernized version, a
dialogue bringing two authors together, or another idea that you think of. The purpose will
be to illuminate and comment on the original story using your knowledge of Africa today.
OE
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OTHER EVIDENCE:




Socratic Seminar on Things Fall Apart “tragic hero” and “things fall apart” themes
Colonialism unit test with take-home creative portion and open-response questions
Student-led lesson on Weep Not, Child or “Master Harold” … and the boys
Informal responses to prompts on assigned readings
Stage 3 – Learning Plan
January 2015
5
Lesson 1: Workday to
prepare for Things Fall
Apart Socratic seminar
HW: Complete questions
12
Lesson 6: Introduction to
postcolonial period,
discussion of Money Order
HW: Money-Order to 118
19 (No school)
Martin Luther King Day
26
Lesson 15: Small-group
sessions on Weep, Master
with planning for lessons
HW: Research/writing task
6
Lesson 2: Socratic seminar
on TFA “tragic hero” and
“things fall apart” themes
HW: Review unit notes
13
Lesson 7: View first part of
film Mandabi, discussion;
workshop on revising
HW: Money-Order to end
20
Lesson 11: Small-group
discussions of Weep Not,
Child and Master Harold
HW: Weep or Master ____
27
Lesson 16: Group work on
Weep and Master lessons
HW: Complete first draft
of creative writing piece
7
Lesson 3: Unit review for
take-home/in-class test
HW: Work on take-home
portion of test (due Friday)
14 (Early release day)
Lesson 8: Money Order
discussion, highlighting
author’s craft and choices
HW: Revise writing piece
21
Lesson 12: Small-group
sessions on Weep, Master
HW: CP: assigned articles;
H: finish reading notebook
28
Lesson 17: Rehearsal for
lessons; writing workshop
HW: Prepare for student
lessons on Weep, Master
8 (Advisory day)
Lesson 4: Introduction to
unit readings by Sembene,
Ngũgĩ and Fugard (choice)
HW: Complete take-home
15
Lesson 9: View final part of
film Mandabi, discussion
HW: Read “Weaverdom”;
complete writing revision
22
Lesson 13: Discussion of
articles (CP) and books (H)
HW: CP: assigned articles;
H: review book for AP test
29
Lesson 18: Student-led
lesson on Weep Not, Child
HW: Complete final draft
of creative writing piece
9
Lesson 5: In-class portion
of test; choose one piece
of writing for revision
HW: Money-Order to 100
16
Lesson 10: “Weaverdom”
discussion; writing folder
and participation review
HW: Weep or Master ____
23 (Midpoint of term)
Lesson 14: Discussion and
research task related to
articles (CP); AP test (H)
HW: Finish Weep, Master
30
Lesson 19: Student-led
lesson on Master Harold
HW: Write final reflection
on postcolonial readings