Mr. Jerad KoeppMr. Zack SiegelMIT ProgramThe Evergreen State CollegeUnit Plan—Neocolonial African History and LiteratureDay 1:Introduction to Colonial and Neo-Colonial Africa Trough the History of the Democratic Republic of the Congo.See lesson guide.Days 2-4: The Neocolonial African Legacy: Some HistoryA few days are spent predominantly using direct-instruction. The teacher will select historical examples that will provide a solid thematic foundation for the unit.Possible examples:French Colonialism (e.g. Algeria, Ivory Coast, Madagascar)German Colonialism (e.g. Togo, Cameroon, Tanzania)British Colonialism (e.g. Egypt, South Africa)Portugese Colonialism (Angola, Mozambique)Spanish Colonialism (Morocco, Gabon)Italian Colonialism (Libya, Somalia)U.S. Cold War Involvement (e.g. Angola)***Note: Belgium’s only colonial holding, the Congo, is covered in the unit’s opening lesson, and is thus not included in these possibilities.Possible themes to develop:Africa as a battleground for European interestsRacismExploitation of people/resourcesEnduring economic hardshipsModern sociopolitical strifeRecommended Informational Sources:Walter Rodney’s How Europe Underdeveloped AfricaCharles Forsdick and David Murphy’s Francophone Postcolonial Studies: A Critical IntroductionDays 5-7: The Neocolonial African Legacy in American MediaClass will explore how the historical ramifications of colonialism are presented in:a) News media (e.g. Sudan, Nigeria, DRC, Egypt…)Questions to pose to class:Are these issues covered?If so, how?If not, why?How do these issues relate to colonialism?How can we relate these issues to unit themes?b) Hollywood filmsPossible films:The Last King of Scotland (I have my 100% legitimate copy)Blood DiamondLord of WarQuestions to pose to class:Do you think these films accurately portray real events?How might Hollywood skew a realistic perspective?Does the goal of a Hollywood film producer differ from a news reporter?I recommend the use of written journals and group discussion.Days 8-14: African Literary VoicesThe literature serves to provide a human voice to the issues the class will have previouslyobserved and discussed.In this section of the unit, the teacher selects one (or more) texts (possibilities below). Each day: a) Students will come to class having read a portion of the text(s)b) The teacher will provide thematic topics for written journal entries.c) The teacher will facilitate group discussion on the text(s).Possible Texts Include: Emmanuel Dongala’s Johnny Mad DogThe novel tells the juxtaposing stories of two teenagers in neocolonial Congo. One, Johnny, is a member ofan irregular militia. The other, Laokole, is victimized by the militia to which Johnny belongs. Both struggle with the brutality of their environment while trying to develop their young identities. Tsitsi Dangarembga’s Nervous ConditionsPartially autobiographical story of a young girl, Tambu, who lives in a Rhodesian (modern Zimbabwe) farm. When forced to live with her western educated uncle, she readily accepts the ‘opportunity’ presented by missionary schooling and the knowledge of a western educated family. Education is used as a type of power by many characters in the novel. The story also discusses the many facets of poverty and the effects that it has on people. Ama Ata Aidoo’s Our Sister Killjoy; Or, Reflections from a Black-Eyed SquintAlso deals with the impact of the European-African encounter as well as the impact of colonialism on women. The protagonist, Sissie, begins her journey in Europe, becoming increasingly disillusioned by the racism she encounters and the use of the ‘language that enslaved me.’ Chinua Achebe’s Arrow of GodDeals with the conflict between traditional Igbo life and colonial influence (missionaries, government) in Nigeria. Nadine Gordimer’s The ConservationistFocuses on the colonial legacy in South Africa. Contrasts the experiences of a wealthy white industrialist with the rituals, spirituality, and myth of the Zulus.Uzodinma Iweala’s Beasts of No NationThe tale of Agu, a young boy who is ‘recruited’ into a group of guerilla fighters. As the story progresses, Agu becomes more and more detached from his previous life, his life becomes more and more confusing ashe deals with the inexplicable brutality he is forced to witness and commit.Day 15: Towards Productive Action:Discussion of various routes students can seek – independently – to personally assist modern Africa in dealing with its neocolonial heritage.Informational
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