1. Explain how the war affected the image that Africans held of whites.
2. In particular, why did fighting a war against fascism awaken their minds to what was happening in Africa?
3. Did the USSR and USA hold colonies in other areas? If so, where?
4. Do you think the USA and USSR really had the right to speak out about colonialism? Explain your answer.
5. What political change was there in South Africa after WW II and how did this go against the world trend?
6. Did South African black people have the same aspirations as others across the continent after the war?

Learning outcome: Learners will be expected to synthesise information about the past to develop, sustain and defend an independent line of historical argument. They will be expected to communicate and present information reliably and accurately in writing and verbally.

Activity 4

1. Name two South African movements that were greatly influenced by the ideas of Pan Africanism.

2. What is the saying ‘Black is Beautiful' trying to tell people?

3. What was the Civil Rights Movement in America concerned about?

4. Write a paragraph about Garvey. Write a paragraph about Du Bois. (You will need to find information on these men in the library or on the internet. Hint: Remember that they were African Americans.)

5. What do you think about the idea of all blacks returning to Africa?

Learning outcome: learners will be expected to have an informed understanding of key concepts as ways of analysing the past.

Activity 5

Learning outcome: Learners will be expected to demonstrate an ability to work independently formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 6

1. Name 3 non-African countries that achieved independence after World War II.
2. Was decolonisation in these areas successful? Discuss your answer.

Learning outcome: Learners will be expected to demonstrate an ability to work independently formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 7

1. How big a role do radio and (more recently) TV play in spreading information across the world? Think about 11 September 2001 and how the whole world could watch the attacks on the USA compared to WW I when people needed to wait much longer to get information.
2. Pretend you are a member of one of the freedom movements. Write an article for a newspaper telling your countrymen why they should join you in the freedom struggle.
   

Learning outcome: learners are expected to have a clear understanding about ideologies and debates around heritage and public representations and explores ways in which the past is memorialised in different knowledge systems.

Activity 8

1. How much power do tribal chiefs have today in South Africa and in Africa?
2. Why did the South African government try to focus on tribal divisions during the apartheid years?
3. What is your view on tribal power?
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 9

1. Which of the above three countries do you think had the best colonial policy? Explain why you think this
2. Which do you think had the best decolonisation policy? Explain your answer.
3. Which of these three countries has the closet relations with their ex-colonies today?
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 10

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 11

1. What is subsistence farming?
2. Write a definition for both communism and capitalism.
3. Why does Africa have such a big problem with overpopulation?
4. Write a definition of globalisation.
5. What do you think is the biggest economic problem in Africa?
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 12

1. What social problems does Africa face today?
2. How has the position of African women in society changed over the years? Take into account their position before colonisation, during colonisation, immediately post-independence and in modern society.
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 13

1. What should be done to make people more aware of Aids and more careful about contracting the disease?
2. Do you think anti-retroviral drugs should be made available to all people? Explain your opinion.
3. Find out about what the Ugandan government has done to try and reduce HIV/Aids infection in the country.
4. Draw a cartoon to educate people on how to avoid contracting HIV.
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 14

1. What do you think could be done to improve the future development of Africa?
2. Do you think Africa can succeed?
3. Is globalisation good for Africa or bad for Africa? Discuss your answer.
4. Are the problems of Africa the result of colonialism? Or are they the result of bad policies adopted in post-independent Africa? Discuss both points of view.
5. In what ways can foreign countries assist in Africa?
   

Learning Outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 15

1. What were the most important reasons for the formation of the OAU?
2. Who played an important role in the formation of the OAU?
3. Discuss the problems between the Monrovia and Casablanca blocs in the formation of the OAU.
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 16

1. Assess the OAU's effectiveness in fulfilling its role. Look specifically at the role it played in supporting the liberation struggle in South Africa.
2. What do think were the main obstacles facing the OAU.
3. Compare the African Union to the European Union. Find out more about the EU on these websites.
   http://europa.eu.int/
   http://europa.eu.int/en/record/mt/top.html
   http://www.vedpuriswar.org/slides/euro/euro01.html
   
   

Learning outcome: Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.

Activity 17

1. Has outside involvement in African politics resulted in positive or negative effects in the continent? Discuss.
2. Do you think the countries that chose the USA had the best deal or did the USSR give more useful aid? Discuss.
3. What effect did the Cold War have on Angola?
4. What role did South Africa play in the Angolan War?
5. What is the situation in Angola like today?
6. Do you think outside involvement has been positive or negative on Africa? (Think about aid, famine, economic colonisation and globalisation).