Africa's Role at the Founding of the United Nations

Grade 12 · History

Semester 2 | Period 5 | Week 26

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Subject: History

Semester: 2

Period: 5

Week: 26

School Name: _______________________________

Teacher’s Name: _____________________________
Subject: History
Grade Level: Grade 12
Date: Week 26
Lesson Duration: 45 minutes
Week & Term: Week 26, Period V
Topic: Africa’s Role at the Founding of the United Nations
Sub-topic: African countries, leaders, and challenges during the UN founding (1945)

 

Learning Objectives

By the end of the lesson, students should be able to:

  1. Identify African countries that were present at the founding of the UN in 1945.
  2. Explain the role of African leaders and delegates during the founding.
  3. Discuss the challenges Africa faced at the founding, especially colonialism and limited representation.

 

Previous Knowledge

Students already know:

  • That the United Nations was formed after World War II (Week 25).
  • That international organizations are created to promote peace, cooperation, and development.

 

Instructional Materials

  • Textbook: History of Africa & World Organizations
  • Teaching aids: Map of Africa (1945 vs. present day), chart showing UN founding members, pictures of delegates.
  • Students’ notebooks and writing materials.

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes
Activity:

  • Teacher asks:
  1. “How many African countries do you think existed as independent nations in 1945?”
  2. “Do you think Africa had a strong voice in the United Nations when it was founded?”
  • Teacher records responses on the board.

Teacher’s Role: Guide brainstorming, highlight misconceptions (e.g., that many African countries were independent then).

Learner’s Role:

  • Share prior knowledge about colonialism and independence.
  • Engage actively in the warm-up discussion.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

  • Explain and expand on each point with examples and illustrations.
  • Use the map to show how few African countries were independent in 1945.
  • Highlight Africa’s political situation (mostly under colonial rule).

Learners’ Activities (Expanded):

  • Study the map of Africa in 1945 and compare it with present-day Africa.
  • Take notes on African representation at the founding of the UN.
  • Answer guided questions during the lesson.

Assessment Checks (During Lesson):

  • Quick oral questions:
  1. “Name one African country present at the UN founding.”
  2. “Why did Africa have limited representation?”
  3. “How did colonialism affect Africa’s role at the UN?”

Notes (Expanded & Detailed):

  1. African Countries Present in 1945
  • At the founding of the UN in San Francisco (October 24, 1945), only four African countries were independent members:
    • Ethiopia
    • Egypt
    • Liberia
    • South Africa
  1. Key Leaders and Delegates
  • Emperor Haile Selassie of Ethiopia strongly advocated for African independence and equality.
  • Edward Blyden III of Liberia (grandson of Edward Wilmot Blyden) represented Liberia.
  • Egyptian and South African delegates also participated, though South Africa soon faced criticism for apartheid policies.
  1. Challenges Africa Faced at the Founding
  • Colonialism: Most African nations were still under European colonial rule and could not participate as independent members.
  • Limited Representation: Only 4 African states had a vote, compared to dozens of European and American states.
  • Lack of Influence: Africa’s voice was weak compared to colonial powers like Britain and France.

Illustrative Example:

  • While the UN Charter promised equality of nations, Africans under colonial rule could not benefit from this principle until after independence movements in the 1950s–70s.

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

Summary:

  • Only Ethiopia, Egypt, Liberia, and South Africa represented Africa in 1945.
  • African leaders like Haile Selassie and Edward Blyden III played symbolic but important roles.
  • Colonialism greatly limited Africa’s presence and power at the UN.

Evaluation Method (Expanded):

  • Exit quiz: Students answer in 2–3 sentences:
  1. Name two African countries at the UN founding.
  2. Explain one challenge Africa faced at the founding.
  3. Mention one African leader or delegate at the founding.

Teacher reviews quickly and provides oral feedback.

Assignment (Expanded):

  • Write a one-page essay on:
    “Why was Africa’s representation at the UN in 1945 so limited, and how did this situation change after independence?”

 

Differentiation / Inclusive Strategies

  • Struggling Learners: Use guided notes with blanks to fill in key facts.
  • Advanced Learners: Research and present short reports on Haile Selassie’s role in international diplomacy.
  • Students with Disabilities: Provide enlarged maps, simplified notes, and verbal explanation support.

 

Teacher’s Reflection (After Class)

  • What worked well? __________________________________________
  • What needs improvement? ____________________________________
  • Students’ engagement level: □ High □ Medium □ Low
  • Next steps: Reinforce the transition from limited African representation (1945) to widespread membership after independence in the 1960s.