Lesson Plan
- Grades 9-10,
- Grades 11-12
Identity, Citizenship, and Nationalism: At Home and Abroad
Overview
“Kenyans do not get serviced by their government,” states Khadija Mohammed, political campaign manager to MP candidate and filmmaker, Boniface Mwangii. This lesson provides a framework for a critical analysis of elections in Kenya and how colonialism, tribalism, and voter suppression frame the political landscape of the African nation.
A Note from Curriculum Creator, Vivett Dukes
As citizens, we rely on our government to protect and provide for us. The upkeep of this sovereign contract is what fuels our collective and individual sense of patriotism and nationalism; but, what happens when one or both parties violate that contract? What happens when that contract was unequal from the start? What recourse do citizens have when their government refuses to fulfill their part of the agreement? Through the viewing of Softie, we see how one man, Boniface “Softie” Mwangi of Kenya, attempts to disrupt the status quo that is marring the lives of Kenya’s impoverished, working class, and middle class citizens, by entering the political sphere. Considering the political times in which we are currently living, this is a crucial lesson plan to teach. Teaching is never a politically neutral practice, and neither is learning or sharing knowledge.
Subject Areas
- Government and Economics
- Global History/Global Studies
- Women’s Studies/Gender Studies
- Language Arts
- Marriage and Family (and other Sociology and Psychology-based electives)
- Humanities
Grade Levels: 9-12
Objectives:
- In this lesson, students will:
- Critically analyze the hallmarks of a democracy
- Assess and evaluate aspects of grassroots organizing and social movements
- Respond verbally and in writing to a variety of questions varying in complexity (e.g., recall, basic reasoning, analysis, synthesis, and interpretation)
- Exhibit and hone active listening skills by practicing question-based, class-wide dialogue
Materials
*include relevant technology options for remote-instruction.
- Softie documentary clips
- Computer/Laptop/Tablet
- K-W-L chart
- Notebook
- Writing Utensil
Time Needed
Two to four 45-minute class periods with optional homework in between.
“Kenyans do not get serviced by their government,” states Khadija Mohammed, political campaign manager to MP candidate and filmmaker, Boniface Mwangii. This lesson provides a framework for a critical analysis of elections in Kenya and how colonialism, tribalism, and voter suppression frame the political landscape of the African nation.
A Note from Curriculum Creator, Vivett Dukes
As citizens, we rely on our government to protect and provide for us. The upkeep of this sovereign contract is what fuels our collective and individual sense of patriotism and nationalism; but, what happens when one or both parties violate that contract? What happens when that contract was unequal from the start? What recourse do citizens have when their government refuses to fulfill their part of the agreement? Through the viewing of Softie, we see how one man, Boniface “Softie” Mwangi of Kenya, attempts to disrupt the status quo that is marring the lives of Kenya’s impoverished, working class, and middle class citizens, by entering the political sphere. Considering the political times in which we are currently living, this is a crucial lesson plan to teach. Teaching is never a politically neutral practice, and neither is learning or sharing knowledge.
Subject Areas
- Government and Economics
- Global History/Global Studies
- Women’s Studies/Gender Studies
- Language Arts
- Marriage and Family (and other Sociology and Psychology-based electives)
- Humanities
Grade Levels: 9-12
Objectives:
- In this lesson, students will:
- Critically analyze the hallmarks of a democracy
- Assess and evaluate aspects of grassroots organizing and social movements
- Respond verbally and in writing to a variety of questions varying in complexity (e.g., recall, basic reasoning, analysis, synthesis, and interpretation)
- Exhibit and hone active listening skills by practicing question-based, class-wide dialogue
Materials
*include relevant technology options for remote-instruction.
- Softie documentary clips
- Computer/Laptop/Tablet
- K-W-L chart
- Notebook
- Writing Utensil
Time Needed
Two to four 45-minute class periods with optional homework in between.
Clip 1: The Benefits of Citizenship (7:34 - 13:00, length: 5:26 minutes)
This clip opens with Boniface’s daughter asking, “Where are you going?” and ends with Njeri recalling her husband’s astonishment on their wedding day at having survived years of political activism.
This clip offers insight into the perceived and actual benefits of being a citizen of Kenya juxtaposed with the tenants of citizenship in the United States. Drawing from the old adage “A picture is worth a thousand words”, photojournalism is used to explore the mutually reciprocal responsibilities of each party in this civic relationship, as well as expound the myriad ways tribal or ethnic differences influence peoples’ experiences of citizenship on shared land.
Clip 2: The Identity of a Country (13:38 - 17:48, length: 4:10 minutes)
In the beginning of the clip, Boniface explains his and Njeri’s decision to not name their children after local tribes. At the end, we hear a crowd of protestors chanting, “No more killings.”
The clip traces the history of British colonialism in Kenya built on the exploitation of and divisions created between tribes. Following the country’s independence in 1963, these divisions were leveraged by the country’s second president, President Uhuru Kenyatta, who was investigated by the International Criminal Court for inciting post-election violence amongst tribes. However, the investigation was curtailed by the disappearance of key witnesses, leading to protests amongst the people of Kenya.
Clip 3: Give Me Liberty or Give Me Death (38:04 - 41:18, length: 3:14 minutes)
This clip begins with one of Boniface’s children announcing his book launch and ends with Njeri expressing her renewed vigilance upon her family’s death threat.
“I know not what course others may face but as for me, give me liberty or give me death.” (Patrick Henry).
In the face of unexplained deaths and governmental indifference, this clip lays the groundwork for students to discuss the idea of risking one’s life for one’s allegiance to their country. What are the dangers associated with speaking up for what is right in political settings? How does this safety impact the family members of those involved in political campaigns? How important is Boniface’s support system to not only him but to the movement? What do we do with bottled-up expressions? How do we face death?
Clip 4: Runaway Love/Who Runs The World (41:20 - 47:37, length: 6:17 minutes)
The clip opens with a voiceover from Njeri in which she describes her fear for her family’s safety and ends with her singing to her husband over video chat.
What do we as a nation owe political refugees like Njeri and Boniface and their children when they arrive on our soil seeking asylum? What kind of reputation do politicians have where undocumented immigrants are concerned? How much do we know about the lives and stories of refugees around the world? Who runs the world? How crucial are Black women to political campaigning and winning both in Kenya and the United States? For instance, many parallels can be made between the grassroots funding and organizing of Boniface and President Barack Obama’s campaigns.
Clip 5: Family Matters (52:52 - 56:10, length: 3:18 minutes)
This clip begins with one of Boniface’s sons reading the Father’s Day card he addressed to his mother. It closes with Boniface, having read one of Njeri’s letters from the U.S., saying he understands why his wife is reluctant to return to Kenya.
In this clip, viewers explore the impact of long-term separation on maintaining healthy family bonds between husband and wife and father and children (i.e. Boniface’s son’s Father’s Day card written to his mother). What can we infer about how Boniface’s son is processing their familial separation? What is it like to have letter writing as the primary means of communication between loved ones as opposed to human interactions?
Clip 6: The Women (57:45 - 1:04:48, length: 7:03 minutes)
At the beginning of the clip, Njeri watches an interview with Boniface who discusses her role in his political campaign. At the end, Njeri comforts one of her children by saying, “Being here for daddy means you don’t cry.”
This clip largely depicts the assumptions surrounding Black women who are solely seen as strong and void of other feelings naturally ascribed to other women (tender, soft, sensitive, delicate, etc.) How do we socialize girls and women to “support their man”? How many women sacrifice their lives and livelihoods to support their husband’s aspirations?
Pre-viewing activity:
Introduce a K-W-L-chart to students. This can be a teacher-generated worksheet or students can create them in their notebooks/binders/digital devices. Ask them to write what they know about Kenya in the (“K”) column of the worksheet. Ask them to write what they want to know about the country Kenya in the (“W”) column. Students will complete the “L” column after they’ve watched the film clips to document what they learned from viewing it. The “K” and “W” sections are done independently.
The “L” section is done within a small group.
SOCRATIC SEMINAR PREPARATION:
SUGGESTION: You might want to schedule Group A and Group B’s Socratic Seminars for separate class days to ensure that each group has ample time to engage. If you are facilitating this seminar digitally, please consider methods for ensuring equal opportunities for students on digital platforms.
REMINDER: Not all students have an easy time engaging in class-wide conversation. Rather than failing a student for not participating, consider offering an alternative assignment after the seminar for those who struggle with speaking in larger groups.
Step 1:
Review with students that Socratic Seminars are question-driven discussions named after the philosopher Socrates who used questions to teach his students. In these discussions people don't talk over one another; they listen to each other's comments respectfully, they don't attack anyone's opinions and they agree to disagree. It is a model framework used for having difficult conversations.
Step 2:
Split students into two groups. They will sit in concentric circles, with Group A sitting in the innermost circle, and Group B sitting in the outermost circle.
Step 3:
Assign each person in Group B to a person in Group A. Tell students in Group B to sit directly behind their partners in Group A. Tell those in Group B that for the first round of discussion, it is their job to keep track of their partner’s comments, responses, and general approach to engaging in dialogue. Following this first discussion, those observing (Group B) will debrief and give constructive feedback about their partner’s participation.
Step 4:
Pass out at least three strips of paper to each student in Group A and instruct them to write their names on each slip. When a student wants to make a comment, he or she must drop a slip of paper on the floor inside the circle. In order to get full credit for this activity, each student must use all of his/her/their slips. The goal is not to force participation, but to engage students in a naturally-flowing, equitable, question-driven dialogue with their peers.
Step 5:
Explain that you are a silent facilitator—students should not look to you for justification or a change of direction for the discussion. They are responsible for answering each of the questions, and they may not move on to a new question if the one at hand hasn't been thoroughly addressed to the satisfaction of those engaged in the conversation. Remind them to refer specifically to the text, in this case, Softie. Remind them that the goal is to deepen discussion and ask new questions.
Step 6:
Pass out a list of open-ended questions that refer to the text of Softie. Explain that only the people in Group A are allowed to speak during the discussion. Everyone in Group B must remain silent at this time. Some essential questions to consider are:
- What are the expected/agreed upon benefits of being a citizen of a nation? Who influences those expectations and agreed upon benefits of citizenship?
- What systems do we have in the United States that are akin to the tribal systems in Kenya? Who created tribalism in Kenya? Why?
- What, if anything, should happen to elected officials, particularly Heads of State, who incite post-election violence amongst their constituents?
- Why are the people of Kenya afraid to speak out against the corruption in the government’s handling of their country? According to the documentary, what happens to people who do so? What are the dangers in speaking up for what is right? How do these dangers influence society’s civic engagement in the parliamentary process?
- How much have you learned about the three branches of the United States’ government and your role as a citizen of the U.S. during your K-12 education, thus far?
- What would make a young adult decide to enter into politics and try to become an elected official?
- Why are the people campaigning for Uhuru Kenyatta even though he is clearly against them?
- How much do we know about the lives and stories of political refugees seeking asylum within the international community?
- How critical are Black women to the global political landscape?
- What does it mean to run for office “the right way”?
DIGITAL SUPPORT TIP:
You might choose to offer a question to get the conversation started or to assign a facilitator whose job it is to step in when the conversation needs extra support. In a virtual space, teachers may consider grouping students, giving each group 2-3 questions with which to grapple, and placing students in breakout rooms to engage in the conversation. Teachers can “pop-in” to each breakout room to observe and lend support as needed.
Step 7:
Give the students a specific amount of time for the discussion, set a timer, and let them begin. Remind them that if they get stuck they can refer to the list of essential questions. Give them a 10-minute warning and a 5-minute warning.
Step 8:
When the discussion is over, have students in Group B give constructive feedback to their Group A partners. Afterwards, you can share your overall feedback with your students in Group A.
Step 9:
Repeat with Group B in the inner circle and Group A acting as observers in the outermost circle.
These are optional activities for further engagement and/or ways to scaffold the lesson for language learners and students’ across diverse learning spectrums.
Become a Photojournalist:
In 2009, Boniface began a national tour displaying photos of post-election violence. How do photos help tell a story or paint a picture?
Interpret the idiom: “A picture is worth a thousand words.”
Create a compare/contrast digital timeline in photos, video snippets, and soundbytes of two (2) nation’s political protests and history of voter’s rights inaction and suppression (for example, Kenya during its most recent elections and the Black Lives Matter (BLM) movement that took place in the United States after the murder of civilian George Floyd at the hands of White police officers.)
Gallery Walk (or Virtual Gallery)
Using stills from Softie, print and tape those images on your (virtual) classroom wall. Using images from the national archives, find images appropriate for your student community and for visual comparison (if any) and tape those images to your (virtual) classroom wall alongside the stills from Softie. Padlet may be a preferable platform on which to do this project.
Ask students to note what strikes them visually. What is different? What is shared? What is included in the frame? What is not included in the frame? Why does that matter?
Use these visual images to spark a classroom dialogue about framing stories, contemporary narratives, historical narratives, and the power of images.
Resource List
https://www.un.int/kenya/kenya/general-information-about-kenya
“The Kenya Mission to the United Nations serves as the Kenya delegation to the United Nations. Through diplomacy, negotiation, lobbying and daily monitoring of UN activities, the Mission’s main objective is to advance Kenya’s interests at the United Nations in critical areas namely: political, economic and social as well as legal, military, public diplomacy and management interests.”
ABOUT THE AUTHOR
Vivett Dukes (nèe Hemans),is a classroom teacher, writer, humanitarian and social activist who cares deeply about those who are systematically disenfranchised. She is particularly dedicated to eradicating mass incarceration and the school-to-prison pipeline that disproportionately plagues the Black community, as she is directly impacted by the devastation and decimation that incarceration inflicts on familial and community bonds. She petitions lawmakers to introduce and pass bills that respect and protect the human needs of those incarcerated and their loved ones as a member of the Osborne Association’s National Speaker’s Bureau.
To Vivett, education is and will always be the key to improvement in all areas of life for members of the African diaspora and that equity in education coupled with mass incarceration are two of the biggest civil rights assaults facing our society currently. She has been an English Language Arts teacher, literacy specialist, and teacher of English to speakers of other languages in her own classroom for twelve years and currently teaches in a middle and high school in Manhattan, New York where she teaches ninth-grade English. She also serves as an adjunct instructor in the Education and Literacy Acquisition Department at the City University of New York - LaGuardia Community College (CUNY).
As a writer and advocate, Vivett is an advisor for the New York Times’ Upfront and Scholastic Action and Scope magazines., blogger for New York School Talk, Co-CEO/Co-Founder of SpeakYaTruth.org and One Voice Blog Magazine, and host of the bi-weekly #SafeSpaceConvos Twitter chat in partnership with the non-profit educational organization, Sevenzo.
Lesson Plan Producers, POV
Courtney B. Cook, Education Manager
This resource was created, in part, with the generous support of the Open Society Foundation and the MacArther Foundation.