The Administrations of Seven Selected Liberian Presidents (1847 - 1990)

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Subject: History

Semester: 1

Period: 3

Week: 16

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School Name: ____________________________
Teacher’s Name: ____________________________
Subject: History
Grade Level: Grade 12
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period III
Topic: The Administrations of Seven Selected Liberian Presidents (1847–1990)
Sub-topic: William R. Tolbert, Jr. – Reform and Challenges

 

Learning Objectives

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

1. State the term of office of William R. Tolbert, Jr.
2. Identify the major reforms he introduced.
3. Explain the challenges and crises that marked his administration.
4. Assess the significance of Tolbert’s presidency to Liberia’s political history.

 

Previous Knowledge

Students already know about William V.S. Tubman’s long rule (1944–1971), his Unification Policy, Open Door Policy, and role in African unity.

 

Instructional Materials

• Textbook: Liberian History for Secondary Schools
• Chart comparing Tubman’s and Tolbert’s policies
• Students’ notebooks
• Newspaper clippings (if available)

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes

Activity:

• Teacher asks:

1. “What problems might a new president face after taking over from a leader who ruled for 27 years?”
2. “Do you think reforms are always welcomed by citizens?”

Teacher’s Role: Guide students to think about reforms, resistance, and leadership transition.
Learners’ Role: Share ideas about leadership challenges after long regimes.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

• Explain Tolbert’s presidency with emphasis on reforms and challenges.
• Provide examples of both successes and struggles.
• Ask guiding questions to stimulate critical thinking.

Learners’ Activities:

• Take notes and ask questions.
• Work in pairs to list reforms and challenges under Tolbert.
• Engage in role-play: one group supports Tolbert’s reforms, another group opposes them.

 

Notes (Expanded):

William R. Tolbert, Jr. (1971–1980)

• Term of Office: 1971–1980 (succeeded Tubman).
• Background: Vice President under Tubman for 19 years.

Major Reforms:

1. “Total Involvement for Higher Heights” – his development slogan.
2. Promoted agriculture with the “From Mat to Mattress” campaign to reduce rice importation.
3. Introduced reforms to reduce government waste and corruption.
4. Encouraged more participation of indigenous Liberians in government.
5. Established closer ties with African and Non-Aligned nations (shift from Tubman’s pro-Western stance).

Challenges:

1. Opposition to Reforms – Americo-Liberian elite resisted sharing power.
2. Economic Troubles – Rising rice prices caused hardship.
3. Rice Riots (April 14, 1979): A protest against increase in rice price turned violent, leading to deaths and unrest.
4. Political Opposition: Allowed some opposition parties but faced criticism for restrictions.
5. Military Coup (April 12, 1980): Samuel Doe and the military assassinated Tolbert, ending 133 years of Americo-Liberian rule.

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

Summary:

• Tolbert ruled from 1971–1980.
• Introduced reforms such as indigenous participation and agricultural self-reliance.
• Faced major challenges: elite resistance, economic crisis, Rice Riots.
• His government ended abruptly in a coup, changing Liberia’s political history forever.

Evaluation (Oral Questions):

1. What was Tolbert’s slogan for development?
2. What campaign was linked to agriculture under Tolbert?
3. What happened on April 12, 1980?

 

Assignment:

1. Write a short essay on Tolbert’s “From Mat to Mattress” program:
   Aims
   ii. Achievements
   iii. Problems faced
2. Compare Tubman’s Open Door Policy with Tolbert’s reforms.
3. Research: Why was the 1980 coup a turning point in Liberia’s history?

 

Differentiation / Inclusive Strategies

• Struggling Learners: Provide a simplified handout summarizing reforms and challenges.
• Advanced Learners: Debate whether Tolbert’s reforms could have succeeded if he had more time.
• Students with Disabilities: Use visual timelines and oral storytelling for better comprehension.

 

Teacher’s Reflection (After Class):

• What worked well? ____________________________________
• What needs improvement? ______________________________
• Students’ engagement: □ High □ Medium □ Low