concept:location ss7g1b locate on a world and regional political- physical map the countries of,...

Concept:Concept:LOCATIONLOCATION

SS7G1bSS7G1b

Locate on a world and regional political-Locate on a world and regional political-physical map the countries of, Democratic physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.Kenya, Nigeria, South Africa, and Sudan.

COUNTRIES OF AFRICACOUNTRIES OF AFRICALocate the following countries:Egypt, Kenya, Nigeria, Sudan, South Africa, Sierra Leone, Rwanda, Zimbabwe, and Dem. Rep. of Congo.

COUNTRIES OF AFRICACOUNTRIES OF AFRICA

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COUNTRIES OF AFRICACOUNTRIES OF AFRICA

SS7G1a SS7G1a

Locate on a world and Locate on a world and regional political-physical regional political-physical map: the Sahara, Sahel, map: the Sahara, Sahel, savanna, tropical rain savanna, tropical rain

forest, Congo River, Niger forest, Congo River, Niger River, Nile River, Lake River, Nile River, Lake

Tanganyika, Lake Victoria, Tanganyika, Lake Victoria, Atlas Mountains, and Atlas Mountains, and

Kalahari Desert.Kalahari Desert.

Concept:Concept:LOCATIONLOCATION

FEATURES OF AFRICAFEATURES OF AFRICA• Locate the

following:• Sahara, Sahel,

savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert

Lake Tanganyika

Savanna

Rain forest

SS7G4aSS7G4a

Explain the Explain the differences between differences between

an ethnic group an ethnic group and a religious and a religious

group. group. Concepts:Concepts:CULTURECULTURE

INDIVIDUALS – GROUPS - INSTITUTIONSINDIVIDUALS – GROUPS - INSTITUTIONS

SS7G4bSS7G4b

Explain the diversity Explain the diversity of religions within of religions within the Arab, Ashanti, the Arab, Ashanti, Bantu, and Swahili Bantu, and Swahili

ethnic groups. ethnic groups. Concepts:Concepts:CULTURECULTURE

INDIVIDUALS – GROUPS - INSTITUTIONSINDIVIDUALS – GROUPS - INSTITUTIONS

In Africa, the major religions include traditional beliefs such as animism, while trade, migration, and colonization brought Judaism, Islam, and Christianity to Africa.

Traditional religions such as animism, the belief that all things (living and non-living including natural phenomenon such as wind) have a soul and some of these things may be held up as gods.

ArabsArabs• Any member of the Arabic-speaking peoples native to the Middle

East and North Africa. Many Arabs are Muslims (followers of Islam), but some are also followers of Christianity.

AshantiAshanti

• People of West Africa near Ghana, Ivory Coast, and Togo.

• Ashanti ethnic group mostly have traditional beliefs. The symbol of Asanti unity is the Golden Stool, held to be so sacred that not even kings were allowed to sit on it. They also believe in spiritual and supernatural powers.

An Asante chief wearing silk cloth and gold jewelry.

BANTUBANTUOne of the original ethnic groups in Africa that was part of the largest migration of people on the continent thousands of years ago. Many Bantu Africans have traditional beliefs as they believe in the power of ancestors in everyday life. However, in parts of east Africa Bantu culture has mixed with the Arab culture to create a new ethnic group and culture known as Swahili. An

SWAHILISWAHILI•The Swahili people live on the east coast of Africa from Somalia to Mozambique.Many Swahili people are Muslims (believe in Islam) after Arabs brought the religion from Arabia when trading. •However, they also mix in some traditional beliefs with their Islamic beliefs.•The Swahili language is a mixture between Bantu and Arabic.

Think Critically Think Critically

• How is this map SIMILAR and DIFFERENT to the modern African map that you have been studying?

SS7H1aSS7H1a

Explain how the Explain how the European partitioning European partitioning

across Africa across Africa contributed to conflict, contributed to conflict, civil war, and artificial civil war, and artificial political boundaries.political boundaries.

Concepts:Concepts:

Conflict Creates ChangeConflict Creates ChangeContinuity and ChangeContinuity and Change

WHERE(AREAS OF INTEREST)

WHY(REASONS FOR PARTITIONING)

WHAT(REASONS FOR COLONIZATION)

WHEN(DEVELOPMENT)

WHO(EUROPEAN EMPIRES)

THE 5 W’s of EUROPEAN INFLUENCE IN AFRICA

Who would want Africa?Who would want Africa?Europeans in the nineteenth century saw colonies as a measure of national power and a key part of the system known as imperialism. A strong country was supposed to have colonies to provide raw materials and markets to increase its wealth and importance in the world. Some countries like Britain, wanted to control areas of Africa to protect the transportation routes to British Empire territories in India and Asia. Egypt was on the Suez Canal. Cape Colony overlooked the southern tip of Africa protecting the sea routes around the continent. Other parts of Africa were rich with natural resources. Gold, platinum, and diamonds were discovered in South Africa. Iron ore, coal, and eventually the element uranium were found in other areas. The Congo produced rubber a key part of industrial production in Europe. Another key factor was the work of Christian missionaries. They saw European colonization of Africa as a way to bring Christianity to a “heathen” land. Their work gave the colonizers another excuse to do whatever they wanted to do in Africa.

Think CriticallyThink Critically1.Why was there a “Mad Scramble” for European countries to claim African land?

2. What kind of conflicts could this create?

1. According to the map, which two European countries claimed much of the African continent?

2. What are some conflicts these boundary lines could have created within the African cultures?

WHAT DO YOU THINKTHE ARTISTIS TRYING

TO COMMUNICATE

IN THISPOLITICALCARTOON?

• The Berlin Conference was conducted, and European powers (Great Britain, France, Spain, Portugal, Germany, Belgium, and Italy) agreed to divide the continent into European governed colonies.

• This division was disastrous as the new boundary lines divided ethnic groups and in most cases forced rival ethnic groups to live together.

• The Europeans wanted the natural resources to fuel the Industrial Revolution. As they made products, they then forced African colonies to buy them for much more than they received for their resources.

1884-85 BERLIN CONFERENCE1884-85 BERLIN CONFERENCE

IN 1878,MUCH OFAFRICA

WAS NOTCOLONIZEDBY EUROPE

…BUT BY 1885, OVER 90% OF

AFRICA WOULD BE UNDER THE CONTROL OF

EUROPEAN EMPIRES,

PARTICULARLY THE BRITISH

AND THE FRENCH

After World War 2After World War 2Few European powers did not try to improve

the lives of the Africans. This neglect remained largely the rule until after WW2. By the 1950s however, change was in the air. Many Africans were openly opposed to continued European control of their countries. They realized that colonialism was not equality for all. The European powers had more rights and more comfortable lives than their African subjects. They were taking advantage of African land and labor, and they saw the African people as second-class citizens. WW1 and 2 had opened Africa to the rest of the world. They had fought alongside the Europeans, and they now began to demand freedom for themselves. Slowly European powers began to liberate their African colonies.

WHERE(AREAS OF INTEREST)

• Over 90% of Africa came under European control after the Berlin Conference, but the only territories that were not colonized by the European empires were Liberia and Ethiopia.

WHY(PARTITIONING of AFRICA)

• Reacting to the Scramble or Race for Africa leaders of European empires met in Berlin, Germany to resolve potential conflicts between European empires over the control of African colonies. They divided up the land and created new boundary lines without any input by the people of Africa.

WHAT(REASONS FOR COLONIZATION)

•Natural Resources•Slave or Cheap Labor•New Markets for Europe•Suez Canal Trade Route•Spread of European Culture•Christian Missionaries

WHEN(DEVELOPMENT)

1652: Dutch Colony in South Africa1806: Britain control South Africa and parts of West Africa1848: French colonize North Africa1867: King Leopold II of Belgium colonizes central Africa1884: Berlin Conference1899: Boer War between Dutch settlers and British military

WHO(EUROPEAN EMPIRES)

•GREAT BRITAIN•FRANCE•BELGIUM•GERMANY•ITALY•SPAIN•PORTUGAL

THE 5 W’s of EUROPEAN INFLUENCE IN AFRICA

The Negatives of The Negatives of ColonialismColonialism

• Rival ethnic groups forced to live together causing conflicts and wars.

• Lost many resources without equal return.

• Lost their freedom to govern themselves.

• Africans were forced to work on plantations and in mines for very little money.

Children as young as 10 are recruited for civil wars in Africa

Positives of ColonialismPositives of Colonialism

• Improved roads and railroads

• Improved medical centers• Improved schools• Improved economies –jobs

and technology• Democracies allow freedom

for many people (except in countries where corruption leads to dictatorships)

Hospitals in South Africa are heavily burdened by HIV- infected children—a leading health issue in Africa.

IMPACT OF COLONIAL RULE IMPACT OF COLONIAL RULE ON AFRICAON AFRICA

NEGATIVE IMPACT• Slavery • Wars and Riots• Starvation and Poverty• Disease• Forced Cheap Labor• Loss of Land and Power• New boundaries

separated families and tribes

• Civil Wars between ethnic groups

POSITIVE IMPACT• Schools and hospitals

were built• Improved health care• Roads and railroads

were built• New governments and

democracy• Improved economies /

New technologies• End of Slavery

Conflicts in Africa because of artificial Conflicts in Africa because of artificial political boundaries created by political boundaries created by

Europeans during the Berlin Europeans during the Berlin Conference of 1884-85Conference of 1884-85

• Conflict between native Africans and Europeans during colonization

• Conflict between ethnic groups • Conflict over who should have political

power AFTER Africans gained independence from Europe

Think CriticallyThink Critically

Geography Skills

1. Where is the region of Darfur located?

2. What river flows north through the country of Sudan?

3. What type of conflict exists in this country today?

CONFLICT IN DARFUR: A REGION IN WESTERN SUDAN

http://en.wikipedia.org/wiki/Darfur_conflict

CONFLICT IN DARFUR: A REGION IN WESTERN SUDAN

SS7H1aSS7H1aESSENTIAL QUESTIONESSENTIAL QUESTION How did European How did European

partitioning of Africa partitioning of Africa contribute to conflict, contribute to conflict, civil war, and artificialcivil war, and artificialpolitical boundaries?political boundaries?

Concept:Concept:Conflict Creates ChangeConflict Creates ChangeContinuity and ChangeContinuity and Change

Think CriticallyThink Critically Speech at the Kenya African Union

July 26, 1952“... I want you to know the purpose of the Kenya African Union. It is the biggest purpose the African has. It involves every African in Kenya and it is their mouthpiece which asks for freedom. K.A.U. is you and you are the K.A.U. … True democracy has no colour distinction. It does not choose between black and white. We are here in this tremendous gathering under the K.A.U. flag to find which road leads us from darkness into democracy. In order to find it we Africans must first achieve the right to elect our own representatives.” - Jomo Kenyatta

1. According to the primary source document, what is the message in Jomo Kenyatta’s speech?

SS7H1bSS7H1b

Explain how Explain how nationalism led to nationalism led to independence in independence in

South Africa, South Africa, Kenya, and NigeriaKenya, and Nigeria..

Concepts:Concepts:Conflict Creates ChangeConflict Creates ChangeContinuity and ChangeContinuity and Change

Think CriticallyThink Critically

• Copy the graphic organizer

• Give examples of nationalism in each country

• Briefly explain how each country gained independence

NIGERIA KENYA

SOUTHAFRICA

IndependenceMovements

FROM 1910 to 1988 DIFFERENT

COLONIES INAFRICA GAINED

THEIR INDEPENDENCE

FROM EUROPEANEMPIRES.

THESE ARE KNOWN AS

NATIONALISTMOVEMENTS.

SS7H1bSS7H1bESSENTIAL QUESTIONESSENTIAL QUESTION

How did How did nationalism lead to nationalism lead to

independence in independence in South Africa, Kenya South Africa, Kenya

and Nigeriaand Nigeria??

Concept:Concept:Conflict Creates ChangeConflict Creates ChangeContinuity and ChangeContinuity and Change

SS7H1dSS7H1d

Explain the impact Explain the impact of the Pan-African of the Pan-African

movement.movement. Concepts:Concepts:


SS7H1dSS7H1dESSENTIAL QUESTIONESSENTIAL QUESTION

What is the impact What is the impact of the Pan-Africa of the Pan-Africa movement on the movement on the

continent of Africa?continent of Africa? Concept:Concept:


Think CriticallyThink Critically• This sign and many

others like it were common in public places in South Africa before the ending of apartheid.

• What do YOU find wrong about the message on this sign?

Think CriticallyThink Critically1. What message is

the artist communicating in this political cartoon?

2. What kind of barrier did the wall of apartheid represent?

3. What role did Nelson Mandela play in this cartoon?

SS7H1cSS7H1c

Explain the creation Explain the creation and end of apartheid in and end of apartheid in

South Africa and the South Africa and the roles of Nelson Mandela roles of Nelson Mandela

and F.W.deKlerk.and F.W.deKlerk.

Concepts:Concepts:Conflict Creates ChangeConflict Creates ChangeContinuity and ChangeContinuity and Change

How did the new How did the new government enforce this government enforce this

new policy?new policy?• The implementation of the

policy, later referred to as "separate development," was made possible by the Population Registration Act of 1950, which put all South Africans into three racial categories: Bantu (black African), White, or Coloured (of mixed race). A fourth category, Asian (Indians and Pakistanis), was added later.

A segregated beach in A segregated beach in South Africa, 1982.South Africa, 1982.

A Black South African shows his passbook issued by the Government. Blacks were required to carry passes that determined where they could live and work.

Houses in Soweto, a Houses in Soweto, a black township in the black township in the

“homelands.”“homelands.”

A girl looking through a A girl looking through a window of her shack in Cross window of her shack in Cross

Roads, 1978.Roads, 1978.

Segregated public facilities Segregated public facilities in Johannesburg, 1985.in Johannesburg, 1985.

Young, black South Africans looking in on a game of soccer at an all-white school in Johannesburg. Government spending, about 10 times more for white children than for black, clearly showed the inequality designed to give whites more economic and political power. Poorly trained teachers, overcrowded classrooms, and inadequate recreational facilities were normal for black children, if in fact they had any schooling available at all.

Young coal miners in Young coal miners in South Africa in 1988.South Africa in 1988.

A number of black political groups, often supported by sympathetic whites, opposed apartheid using a variety of tactics, including violence, strikes, demonstrations, and sabotage - strategies that often met with severe consequences from the government.

Grave of the young Black leader, Steve Biko, in King Williams Town, South Africa. Biko died while in prison in 1977. During the investigation into his death, strong evidence was presented that Biko suffered violent and inhumane treatment during his imprisonment.

Nelson MandelaNelson Mandela

The numbers don’t lie . . .

Population

Land allocation

Share of national income

Minimum taxable income

Doctors/population

Infant mortality rate

Annual expenditure on education per student

Teacher/student ratio

Blacks Whites

19 million 4.5 million

13% 87%

<20% 75%

360 rands 750 rands

1/44,000 1/400

20%-40% 2.7%

$45 $696

1/60 1/22

SS7H1cSS7H1cESSENTIAL QUESTIONESSENTIAL QUESTION

What role did What role did Nelson Mandela and Nelson Mandela and

F. W. deKlerk play in the F. W. deKlerk play in the

end of apartheid?end of apartheid? Concept:Concept:


What role did these men play in What role did these men play in ending apartheid in South Africa?ending apartheid in South Africa?

NELSON MANDELA F.W. de KLERK

SS7CG1aSS7CG1aDescribe the ways Describe the ways

government government systems distribute systems distribute

power: unitary, power: unitary, confederation, and confederation, and

federal. federal. Concept:Concept:

GovernanceGovernance

Vocabulary Words To KnowVocabulary Words To Know

• Unitary• Confederation• Federal

UNITARY

•characterized by or constituting a form of government in which power is held by one central authority.

CONFEDERATION

•voluntary associations of independent states that, to secure some common purpose, agree to certain limitations on their freedom of action and establish some joint machinery of consultation or deliberation.

FEDERAL

•characterized by or constituting a form of government in which power is divided between one central and several regional authorities.

SSCG4aSSCG4aBelow are distribution of power examples

Sudan, Nigeria OPEC South Africa

FEDERALUNITARY CONFEDERATION

Form of government where one central group holds ALL the power.

Group of independent states that have a common interest or purpose that SHARES the power.

Form of government where power is DIVIDED between one central group and several regional groups.

DISTRIBUTIONDISTRIBUTION OF POWEROF POWER

SS7CG1bSS7CG1b

Explain how Explain how governments governments

determine citizen determine citizen participation: participation:

autocratic, autocratic, oligarchic, and oligarchic, and democratic. democratic.

Concept:Concept:



• Autocratic• Oligarchic• Democratic

AUTOCRATIC

•government in which one person possesses unlimited power and the citizen has little if any role in the government. (like a dictatorship or even a monarchy)

OLIGARCHIC

•government by the few, sometimes a government in which a small group exercises control especially for corrupt and selfish purposes. The citizen has a very limited role.

DEMOCRATIC

•a government in which the supreme power is vested in the people an exercised by them directly or indirectly through a system of representation usually involving periodically held free elections.

SSCG4bSSCG4bBelow are citizen participation examples

CITIZEN PARTICIPATIONCITIZEN PARTICIPATION

AUTOCRATIC

DEMOCRATIC

Government where the citizens have all the power either directly or indirectly through free elections.

Government where a small group of people who have all the power and the citizen has a very limited role.

Government where one person has unlimited power and the citizen has little if any role or rights.

OLIGARCHIC

Sudan Kenya South

Africa

SS7CG1cSS7CG1cDescribe the two Describe the two

predominant forms predominant forms of democratic of democratic governments: governments:

parliamentary and parliamentary and presidential.presidential. Concept:Concept:



• Parliamentary• Presidential

PARLIAMENTARY

• a democracy having a parliament, a system of government having the real executive power vested in a cabinet composed of members of the legislature who are individually and collectively responsible to the legislature. May have a Prime Minister elected by the legislature.

PRESIDENTIAL

•a system of government in which the president is constitutionally independent of the legislature.

SSCG4cSSCG4cBelow are democratic government examples

DEMOCRATIC GOVERNMENTSDEMOCRATIC GOVERNMENTS

South Africa Kenya

PARLIAMENTARYA cabinet (group of people) or Prime Minister elected by the legislature and not the citizens. Legislative branch that makes the laws have a large share of the power.

PRESIDENTIALThe President is elected by the citizens and is part of the executive branch, not the legislative branch.

SS7CG2aSS7CG2a Compare the republican Compare the republican

systems of government in the systems of government in the Republic of Kenya and the Republic of Kenya and the

Republic of South Africa to the Republic of South Africa to the dictatorship of the Republic of dictatorship of the Republic of Sudan, distinguishing the form Sudan, distinguishing the form

of leadership and role of the of leadership and role of the citizen in terms of voting and citizen in terms of voting and

personal freedoms.personal freedoms.Concept:Concept:

GovernanceGovernanceIndividuals – Groups - InstitutionsIndividuals – Groups - Institutions

COUNTRY TYPE OF GOVERNMEN

T

FORM OF LEADERSHIP

VOTING RIGHTS

PERSONAL FREEDOMS

Republic of Kenya

REPUBLIC: a democracy in

which the people's elected

representatives, not the

people themselves,

vote on legislation.

PRESIDENTHow does the president become the leader? Elected by popular vote for a 5 year term with possible re-election for a second. The president must also win at least 25% of the vote in 5 of the 7 provinces.

PRESIDENTIALDEMOCRACYUniversal (men and women)

voting age 18 years and up

Human rights have improved under the current president and are better than in most of Africa. However, freedom of speech is still limited somewhat and child labor is a problem. Corrupt and abusive national police are a problem as well.

Republic of South Africa

REPUBLIC: a democracy in

which the people's elected

representatives, not the

people themselves,

vote on legislation.

PRESIDENT How does the president become the leader? Elected by the National Assembly for a 5 year term with possible re-election for a second term.

PARLIAMENTARY DEMOCRACYUniversal (men

and women) voting age 18 years and up—

vote for the National

Assembly

Human rights are generally respected in South Africa. However, there are still instances of racial violence, police brutality, and discrimination against women and children.

Republic of Sudan

GOVERNMENT OF NATIONAL

UNITYThis

government serves as a dictatorship

since the military

takeover in 1989.

PRESIDENTHow does the president become the leader? Elected by “popular vote.” Current president has been in power since 1989, and the last elections were held in 2000. The last elections were considered by most to be fixed (corrupt).

PRESIDENTIALDEMOCRACY

Universal voting age 17 and up

Legislative branch are all appointed by

the ruling party.

Numerous reports of human rights violations throughout the country. Civil war abuses, ethnic cleansing, slavery, child soldiers, and prisoner abuse are just a tip of the iceberg.

Information and photo Information and photo credits:credits:

The United Nations The United Nations http://www.un.org/av/photo/subjects/http://www.un.org/av/photo/subjects/apartheid.htmapartheid.htm

Alonford James Robinson Jr. with Alonford James Robinson Jr. with Africana Encyclopedia Africana Encyclopedia http://www.africanaencyclopedia.comhttp://www.africanaencyclopedia.com/apartheid/apartheid.html/apartheid/apartheid.html

concept:location ss7g1b locate on a world and regional political- physical map the countries of,...

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