ete] A Conference on Independence: Planning Nigeria’s Future ; le om | Experiential Exercise Overview In this Experiential Exercise students assume the role of representatives from three regions of colonial Nigeria to negotiate a plan for independence, In doing so, students will understand the challenges—unifying different regions, governing the new nation, developing the economy—Nigerians faced after they won independence from the British. First, students are briefly introduced to the history of colonialism in Nigeria. Then, working in groups, they learn about one of the three regions of colonial Nigeria. Each regional group sends Tepresentatives—experts on their regions—to conference groups to plan for an independent Nigeria, To complete their plan, conference groups create a new political map, national flag, and pledge of allegiance for Nigeria. Afterward, cach group presents its plan to the class, Finally, the teacher debriefs the experience and makes connections to the challenges Nigerians faced after independence. Procedures at a Glance ‘Tell students they will work in groups to create a plan for newly independent Nigeria, Project Transparency 2.3A, pass out Student Handout 2.3A, and introduce students to colonialism in Nigeria. Then, divide the class into groups representing the three regions of colonial Nigeria. Pass out Student Handout 2.3B, and have students prepare to represent their region at a conference, Next, place students—two from the north, one from the east, and one from the west—in conference groups. Pass out Student Handouts 2.3C and 2.3D to each group, Project ‘Transparency Master 2.3E, and review the directions for creating a plan for independent Nigeria, After students have finished their plans, have them post them on the wall and analyze the strengths and weaknesses of other plans. Finally, pass out Student Handout 2.3R, project ‘Transparencies 2.3 through 2.3G, and use the Teacher’s Guide to ‘Transparencies to make connections between students’ experience and the challenges faced by Nigerians after independence. 52 Modern Aiea (© Teachers Corscuom instneE22 Procedures in Detail L. This activity is designed to introduce students to some of the challenges—unifying different regions, governing the new nation, developing the economy—-Nigerians faced alter they won independence from the British. By assuming the roles of representatives from three regions of colonial Nigeria (o negotiate a plan for independence, students will be better prepared to understand the challenges that faced Nigeria and other nations of Africa upon gaining independence. (Note: This activity uses a simplified model of colonial Nigeria to allow students fo understand some of the challenges Nigerians faced.) 2. Tell students they will learn about one of three regions of colonial Nigeria and then represent that region at a conference to plan for independence. First, introduce students to colonialism in Nigeria. Project ‘Transparency 2.3A, which shows Nigerians preparing to celebrate independence, Pass out Student Handout 2.3A: An Overview of British Colonialism in Nigeria, and review the information with students, Preparing for the Conference 1, Once students have been introduced to colonialism in Nigeria, divide them into three ‘groups representing the three regions of colonial Nigeria—half of the class representing the north, one fourth representing the west, and one fourth representing the cast. (Note: The proportions of students in these groups approximate the populations of the three regions at the time of independence.) 2. Give students in each group copies of the corresponding Student Handout 2.3B: Background Information on [region}, and review the directions with the class. Tell students they will use the information to become an expert on their region so they can represent their region at a conference to create a plan for a newly independent Nigeria. Have groups carefully read the information on their handout, discuss the “stop here and discuss” questions, and record their answers in their notes. Then have them choose and record in their notes a simple symbol and a new name to represent their region. Once the three groups have finished preparing, have students chant their new regional names to foster group loyally to their region before they attend the national conference. Attending the Conference 1, Tell students they will now represent their regional group as they attend a national conference to create a plan for newly independent Nigeria, Place students in conference groups of four—two from the Northern Region, and one each from the Eastern and Western Regions, Pass out Student Handout 2.3C: Historical Maps of Nigeria, Student Handout 2.3D: Brainstorming a Plan for Independent Nigeria, and a large sheet of blank paper to each group. (© Teacher” Corio Inte Movesn fea 53