1. SS7G1b Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.
Concept:
LOCATION

2. COUNTRIES OF AFRICA COUNTRIES OF AFRICA
Locate the following countries:
Egypt, Kenya, Nigeria, Sudan, South Africa, Sierra Leone, Rwanda, Zimbabwe, and Dem. Rep. of Congo. ? ? ? ? ? ? ? ? ?

3. COUNTRIES OF AFRICA

4. SS7G1a Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert.
Concept:
LOCATION

5. FEATURES 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

6. Savanna
Rain forest
Lake Tanganyika

8. Concepts: CULTURE INDIVIDUALS – GROUPS - INSTITUTIONS
SS7G4a Explain the differences between an ethnic group and a religious group.
Concepts:
CULTURE
INDIVIDUALS – GROUPS - INSTITUTIONS

9. Concepts: CULTURE INDIVIDUALS – GROUPS - INSTITUTIONS
SS7G4b Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.
Concepts:
CULTURE
INDIVIDUALS – GROUPS - INSTITUTIONS

10. 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.

11. Arabs
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.

12. Ashanti 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.

13. BANTU
One 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

14. SWAHILI
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.

15. Think Critically
How is this map SIMILAR and DIFFERENT to the modern African map that you have been studying?

16. Concepts: Conflict Creates Change Continuity and Change
SS7H1a Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries.
Concepts:
Conflict Creates Change
Continuity and Change

17. THE 5 W’s of EUROPEAN INFLUENCE IN AFRICA
WHO
(EUROPEAN EMPIRES)
WHAT
(REASONS FOR COLONIZATION)
WHEN
(DEVELOPMENT)
WHERE
(AREAS OF INTEREST)
WHY
(REASONS FOR PARTITIONING)

18. 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.

19. Think Critically
.Why was there a “Mad Scramble” for European countries to claim African land?
. What kind of conflicts could this create?

20. 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?

21. WHAT DO
YOU THINK
THE ARTIST
IS TRYING TO
COMMUNICATE
IN THIS
POLITICAL
CARTOON?

22. BERLIN CONFERENCE
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.

23. IN 1878, MUCH OF AFRICA WAS NOT COLONIZED BY EUROPE
…BUT BY 1885, OVER 90% OF AFRICA WOULD BE UNDER THE CONTROL OF EUROPEAN EMPIRES, PARTICULARLY THE BRITISH AND THE FRENCH
IN 1878,
MUCH OF
AFRICA
WAS NOT
COLONIZED
BY EUROPE

26. After World War 2
Few 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.

27. (REASONS FOR COLONIZATION) (PARTITIONING of AFRICA)
THE 5 W’s of EUROPEAN INFLUENCE IN AFRICA
WHO
(EUROPEAN EMPIRES)
GREAT BRITAIN
FRANCE
BELGIUM
GERMANY
ITALY
SPAIN
PORTUGAL
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 Africa
1806: Britain control South Africa and
parts of West Africa
1848: French colonize North Africa
1867: King Leopold II of Belgium
colonizes central Africa
1884: Berlin Conference
1899: Boer War between Dutch
settlers and British military
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.

28. The Negatives of Colonialism
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

29. Positives 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.

30. IMPACT OF COLONIAL RULE ON 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

31. Conflicts in Africa because of artificial political boundaries created by Europeans during the Berlin Conference of
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

32. Think Critically Geography Skills
Where is the region of Darfur located?
What river flows north through the country of Sudan?
What type of conflict exists in this country today?

33. CONFLICT IN DARFUR: A REGION IN WESTERN SUDAN

34. CONFLICT IN DARFUR: A REGION IN WESTERN SUDAN

35. CONFLICT IN DARFUR: A REGION IN WESTERN SUDAN

36. Concept: Conflict Creates Change Continuity and Change
SS7H1a ESSENTIAL QUESTION How did European partitioning of Africa contribute to conflict, civil war, and artificial political boundaries?
Concept:
Conflict Creates Change
Continuity and Change

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

38. Concepts: Conflict Creates Change Continuity and Change
SS7H1b Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.
Concepts:
Conflict Creates Change
Continuity and Change

39. Think Critically Copy the graphic organizer
Give examples of nationalism in each country
Briefly explain how each country gained independence

40. FROM
1910 to 1988
DIFFERENT
COLONIES IN
AFRICA GAINED
THEIR
INDEPENDENCE
FROM EUROPEAN
EMPIRES.
THESE ARE
KNOWN AS
NATIONALIST
MOVEMENTS.

41. Concept: Conflict Creates Change Continuity and Change
SS7H1b ESSENTIAL QUESTION How did nationalism lead to independence in South Africa, Kenya and Nigeria?
Concept:
Conflict Creates Change
Continuity and Change

42. SS7H1d Explain the impact of the Pan-African movement.
Concepts:
Conflict Creates Change
Continuity and Change

43. Concept: Conflict Creates Change Continuity and Change
SS7H1d ESSENTIAL QUESTION What is the impact of the Pan-Africa movement on the continent of Africa?
Concept:
Conflict Creates Change
Continuity and Change

44. Think 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?

45. Think Critically
What message is the artist communicating in this political cartoon?
What kind of barrier did the wall of apartheid represent?
What role did Nelson Mandela play in this cartoon?

46. Concepts: Conflict Creates Change Continuity and Change
SS7H1c Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.deKlerk.
Concepts:
Conflict Creates Change
Continuity and Change

47. How did the new government enforce this 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.

48. A segregated beach in South Africa, 1982.

49. A Black South African shows his passbook issued by the Government
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.

50. Houses in Soweto, a black township in the “homelands.”

51. A girl looking through a window of her shack in Cross Roads, 1978.

52. Segregated public facilities in Johannesburg, 1985.

53. 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.

55. Young coal miners in South Africa in 1988.

56. 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.

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

58. Nelson Mandela

59. The numbers don’t lie . . .
Blacks
Whites
Population
Land allocation
Share of national income
Minimum taxable income
Doctors/population
Infant mortality rate
Annual expenditure on education per student
Teacher/student ratio
19 million million
13% %
<20% %
360 rands rands
1/44, /400
20%-40% %
$ $696
1/ /22

60. Concept: Conflict Creates Change Continuity and Change
SS7H1c ESSENTIAL QUESTION What role did Nelson Mandela and F. W. deKlerk play in the end of apartheid?
Concept:
Conflict Creates Change
Continuity and Change

61. What role did these men play in ending apartheid in South Africa?
NELSON MANDELA
F.W. de KLERK

63. SS7CG1a Describe the ways government systems distribute power: unitary, confederation, and federal.
Concept:
Governance

64. Vocabulary Words To Know
Unitary
Confederation
Federal

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

66. 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.

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

68. Below are distribution of power examples
SSCG4a
Below are distribution of power examples
Sudan, Nigeria OPEC South Africa
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.
UNITARY
CONFEDERATION
FEDERAL
DISTRIBUTION OF POWER

69. SS7CG1b Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
Concept:
Governance

70. Vocabulary Words To Know
Autocratic
Oligarchic
Democratic

71. 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)

72. 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.

73. 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.

74. CITIZEN PARTICIPATION
SSCG4b
Below are citizen participation examples
AUTOCRATIC
OLIGARCHIC
DEMOCRATIC
Government where one person has unlimited power and the citizen has little if any role or rights.
Government where a small group of people who have all the power and the citizen has a very limited role.
Government where the citizens have all the power either directly or indirectly through free elections.
Sudan Kenya
South Africa
CITIZEN PARTICIPATION

75. SS7CG1c Describe the two predominant forms of democratic governments: parliamentary and presidential.
Concept:
Governance

76. Vocabulary Words To Know
Parliamentary
Presidential

77. 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.

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

79. DEMOCRATIC GOVERNMENTS
SSCG4c
Below are democratic government examples
PARLIAMENTARY
A 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.
PRESIDENTIAL
The President is elected by the citizens and is part of the executive branch, not the legislative branch.
South Africa Kenya
DEMOCRATIC GOVERNMENTS

80. Concept: Governance Individuals – Groups - Institutions
SS7CG2a Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.
Concept:
Governance
Individuals – Groups - Institutions

81. COUNTRY
TYPE OF GOVERNMENT
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.
PRESIDENT
How 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.
PRESIDENTIAL
DEMOCRACY
Universal (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
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 DEMOCRACY
Universal (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 UNITY
This government serves as a dictatorship since the military takeover in 1989.
How 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 The last elections were considered by most to be fixed (corrupt).
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.

82. Information and photo credits:
The United Nations
Alonford James Robinson Jr. with Africana Encyclopedia