Part One:
Students will learn about early African civilizations
Students will evaluate a pre-Imperial map of Africa and compare it to a map post- Berlin Conference.
Students will understand the connection between those early civilizations, the “scramble for Africa,” and imperialism while drawing conclusions related to the short term and long term consequences of change in Africa.
Segment One:
1. Read information on Early Civilizations. Evaluate tribal customs and answer the questions related to civilization including the seven elements of civilization.
2. Be able to draw conclusions based on these customs in comparison to their knowledge of European customs. Focus will be on religion and warfare.
Segment two:
1. Students will evaluate pre-colonial map of Africa
2. Write down the major civilizations of Africa and compare this to information from Segment One.
3. Read information related to King Leopold II – and draw conclusions regarding what the implications of the scramble for Africa will be upon the civilizations
4. Read information and answer questions related to the Berlin Conference
5. Look at the map of imperialized Africa and assess both the long term and short term outcomes of this map. (Charts)
NYS Standards:
Social Studies
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms
Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations.
English Language Arts
Standard 1: Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
The Arts
Standard 4: Understanding the Cultural Contributions of the Arts: Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the
arts in turn shape the diverse cultures of past and present society.
Languages Other Than English
Standard 2: Cultural Understanding
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Students will develop cross-cultural skills and understandings.
Early Civilizations: Name: _____________
Africa Date: ______________
Mali:
Location: Western Africa
Founder: Sundjata Keita or Sundiata
Time Period: 1235 – 1430 - peak
Key Figure: Mansa Musa - (1312-1337). 1324 made a pilgrimage to Mecca with 60,000. Distributed gold along his path – said to have ruined Egypt’s gold markets for months if not years.
Timbuktu: Cultural trade center
Madrasas: Islamic Universities
Libraries
Estimated population: 40,000- 50,000 people
Had centralized political and military control while at the same time allowing local leaders to rule
Djenne: another center for learning
Advancements: architecture / mosques
Tribes of the region: Bamana, Senufo and Dogon peoples – Mande speaking
Information related to Timbuktu:
Public works projects led to the building of mosques. Rulers would commission their construction.
Ancient Mali had a fairly large Muslim population and the construction of mosques epitomize the importance of Islam. The cities of Gao, Djenne and Timbuktu all had large mosques.
One of the major elements of civilization is organized religion and government. Considering the advancements in Mali would you consider the area a civilization? Why or why not?
Further information can be found at: http://www.nmafa.si.edu/educ/mali/
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Songhay (Songhai):
Location: Western Africa – Northwestern Nigeria to Sudan
Breadth: ½ million square miles
Time Period: c. 1400-1600
Key Figures: Sunni Ali (1464-1492) – key in unifying and expanding the empire. Strong cavalry and naval force on the Niger. Took over Timbuktu as well as campaigns against the Mossi. Centralized the government – wanted a balance of religion and politics. Muhammad Turé (r. 1493-1528) –strong military leader and a pious Muslim, set up provincial governors to help rule vast empire. Established a golden age as well as theocratic rule.
Capitals: Kukiya and Gao
Advancements: professional bureaucracy – including tax collectors, official to control commercial affairs, town governors, spokesman for the king, military officials.
Had a standing army and managers of agricultural estates. Standardized weights and measures. University of Sankore – study of law and medicine. Libraries.
Tribes of the region today: Kel Tamasheq, Songhay and Arab. Early tribes: Messufa, Lamtuna, Berbers, and Judaala
Ghana --Wagadugu
The King adorns himself like a woman wearing necklaces round his neck and bracelets on his forearms and he puts on a high cap decorated with gold and wrapped in a turban of fine cotton. He holds an audience in a domed pavilion around which stand ten horses covered with gold-embroidered materials…and on his right, are the sons of the vassal kings of his country, wearing splendid garments and their hair plaited with gold. At the door of the pavilion are dogs of excellent pedigree. Round their necks they wear collars of gold and silver, studded with a number of balls of the same metals." ---10th century geographer Al-Bakri, quoted in Corpus of Early Arabic Sources for West African History
Location: 400 miles Northwest of Modern Ghana. Modern Senegal and Mauritania. Gold mines were located on the upper Senegal river.
Founder: Dinga Cisse
Time Period: c. 200 – 1200 C.E.
Ruler controlled gold nuggets. Gold dust could be traded.
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Cities: Kumbi Saleh – focus of trade. Muslim scholars were used in the administration of the kingdom.
Advancements: wealth came from gold and the introduction of the camel along the Saharan trade routes – served as middle men. Also traded slaves, salt, and copper. extensive agriculture, iron smelting, stonemasonry, carpentry, pottery, goldsmithing, and cloth manufacturing. Iron weapons made them a force to be reckoned with.
People: Clans of the Soninke people.
Interesting facts: jihad was called up on the people of Ghana as they did not accept Islam as their belief system but rather stayed with traditional beliefs.
Benin:
Location: Southern Nigeria
Time Period: 1300-1897
First leader: Oranyan (or Oranmiyan)
First king / Oba: Eweka
Key Leader: Oba Ewuare – created categories of chiefs whom he appointed himself. Important in building the monumental walls around Benin City allowed for superior defense for the city..
Cities: Benin City
Advancements: Food surpluses. Government system allowed for checks and balances. System of social advancement was based on grades, seniority, and authority. Created a trade monopoly of ivory with Europeans. A section of the city was created to allow for guilds and artisans. Refined bronze and brass casting. Produced bronze and copper pieces to celebrate the power of the oba.
People of the region: Edo
Resources and websites of ancient civilizations
http://webusers.xula.edu/jrotondo/Kingdoms/welcome.html http://www.geocities.com/CollegePark/Classroom/9912/ancientsonghay.html
http://www.timbuktuheritage.org/index.html
http://www.geocities.com/cjmasonm/Africa/afempire.html
http://www.vmfa.state.va.us/mali_geo_hist1.html -
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/4chapter1.shtml
http://www.geocities.com/CollegePark/Classroom/9912/ancientghana.html
http://www.pbs.org/wonders/Episodes/Epi5/5_wondr4.htm
http://www.uiowa.edu/~africart/toc/history/giblinstate.html#benin
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http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/4chapter7.shtml
Activity: Elements Of Civilization
Directions: after reading about Africa’s ancient societies – fill in the charts below indicating what each society achieved in each category.
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CCoommpplleexx IInnssttiittuuttiioonnss
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RReeccoorrdd kkeeeeppiinngg
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Activity: Timbuktu
Salt comes from the north,
gold from the south, and silver from the country of the white man,
but the word of God and the treasures of wisdom
are only to be found in Timbuktu.
--Old Sudanese Proverb
After reading the short synopsis on Timbuktu answer the questions that follow:
Timbuktu’s importance is often compared to cities such as Rome, Athens, Jerusalem, and Mecca.
Trade in the region was done through the use of caravans. Trade included salt from mines in the Sahara Desert which was traded for gold and slaves.
The Mali Empire took over Timbuktu by 1330. This Empire controlled the valuable gold-salt trade routes.
Timbuktu reached its height under the Songhay Empire. During both the Songhay and Mali empires mosques, universities, schools, and libraries were built.
The Moroccan army ended up destroying the Songhay Empire which ended Timbuktu’s golden age.
And the final decline for Timbuktu was due to Portuguese navigators creating reliable trade routes to the West African coast.
1. Timbuktu is compared to what acclaimed cities?
2. What was traded across the Sahara desert?
3. What two empires was Timbuktu a part of? 8
4. What was built under the rule of both empires?
5. What army destroyed the Songhay Empire? Who undercut the trade of Timbuktu?
The Establishment of Timbuktu:
1100 C.E. Timbuktu was established as a seasonal camp by the Tuaregs. It became known as Timbuktu when a woman named Buktu who found an oasis at the site. Timbuktu literally means Buktu’s well. The trans-Saharan route brought nomads and caravans to this site.
Merchants began to settle this site and set up markets and dwellings in the town.
This time in history saw the West African kingdom of Ghana take control of the historic gold and salt trade. Slaves and other valuable goods such as kola nuts were also traded.
As trade expanded Arab merchants introduced Islam to the region
1. Who originally set up the city? Who set up the markets and built dwellings?
2. What empire controlled trade in the area?
3. What was introduced to West Africa by Arab merchants?
The following section will give you information related to what was happening in Timbuktu during certain time periods and what was happening in other parts of the world. Read the information below and use it as a reference to answer the questions that follow.
Trade well before the establishment of Timbuktu:
BCE - Before Common Era
100 Camels are used for Trans-Saharan trade.
100 The “Silk Road” is established between China and Europe.
Timbuktu:
CE - Common Era
1100 Timbuktu is settled and eventually becomes a market place for the trans-Saharan trade route
Europe/ Asia
1099 Crusaders captured Jerusalem from the Muslims
1100 Seljuk Empire declines in Turkey
1100s Moscow founded in Russia
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Timbuktu as a trading center:
1300 Timbuktu becomes a major trading center this allows communication to extend to the Mediterranean Sea
Europe:
1300 First European use of gunpowder
1300s Renaissance begins
1300s Continued:
1312 Mansa Musa becomes king of Mali
1324 Mansa Musa stays at Timbuktu and founds a mosque in the city.
Mexico:
1325 In the valley of Mexico the Aztecs found Tenochtitlan on Lake Texcoco
Timbuktu under the rule of the Mali Empire:
1336 Timbuktu becomes part of the Mali Empire
1352 Muslim explorer Ibn Battuta visits Mali
Europe:
1337 The Hundred Years war begins between England and France
1300s Ottomon Empire begins expanding power.
1340s Bubonic Plague spreads to Europe.
China:
1368 Ming Dynasty begins rule
Timbuktu changes hands:
1468 Songhay gains control of Timbuktu
Europe
1453 Ottomon Turks capture Constantinople
1453 Hundred Years War ends
1455 Gutenberg Bible printed
China:
1433 Last Voyage of Zheng He
Americas:
1438 Incas rule in Peru
Timbuktu Reaches its height:
1493 Timbuktu reaches its height under Askia the Great. It is the center of trade and Muslim scholarship.
Europe:
1490 Spanish claim Granada from the Moors.
1492 Columbus sails for Ferdinand and Isabel of Spain and reaches the Caribbean islands.
Timbuktu and Morocco:
1591 Timbuktu becomes part of the Moroccan Empire.
Europe:
1588 Spanish Armada defeated 10
Japan:
1570 Japan permits visits from foreign ships.
Timbuktu’s decline:
1600 Timbuktu begins its decline
1650 Tuaregs assume control of Timbuktu for 200 years
Europe/Asia:
1600s The East India Company is founded in London
Japan:
1603 Ieyasu rules Japan and moves the capital to Edo (modern Tokyo).
Americas:
1607 Jamestown, Virginia is established as a permanent English colony in America
1. As you compare and contrast other places in the world at the same time what conclusions can you draw? Think about trade, interaction, similarities and differences.
2. In your view was Timbuktu an advanced city? How does this compare to your prior knowledge of Africa and civilization?
3. Finally, why is there so much folklore about Timbuktu and yet little real knowledge about the city and its accomplishments?
More information on the Timbuktu and its historical significance can be found at the website below:
http://www.historychannel.com/classroom/unesco/timbuktu.html
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Africa v. Europe: Warfare and Religion
Activity:
Directions: African and European civilizations had great advancements in their early histories. However, prior to European imperialism many Europeans viewed Africa as a backward continent without civilization. Read the information on both Africa and Europe in the chart below. After you read the information complete the religion chart and the analysis questions that follow.
Compare and Contrast
Africa :
Europe:
Military
Songhay (1490s-1590s)
Highly mobile ships
Cavalry
Archers
Ghana: (c.300-1100) Used: Iron swords, spears, etc.
1400s-1800s - First the Portuguese and then other European trade introduced guns.
1200 Catapults used
1330s Longbow used
1364 First recorded use of a firearm
1500s Cannons used
16th-18th century improvements in firearms.
Religion
Traditional beliefs (Animism)
Has been practiced throughout Africa since ancient times.
“Spirits of the land” - vital to ensure a strong growing season. Honor for ancestors as they are a link to the spiritual world. Chiefs have a major role in religious functions. Some traditional priests serve as doctors/healers.
Islam was introduced by Arab traders. At Djenne, Mali –The Great Mosque was originally built in the 13th century by Koy Konboro - Djenne's first Islamic ruler. This mosque dominated the center of town and is similar in size to the current Great Mosque. (If you are interested in looking at the current mosque go to the following website: http://www.sacredsites.com/africa/mali/djenne.html )
Early Christianity was brought into Northern Africa in the 1st and 2nd centuries C.E. In the 4th Century Ethiopia made Christianity its official religion. The 15th-19th century saw an increase of Christian missions from Europe in Africa.
The Edict of Milan declared Christianity an approved religion of the Roman Empire in 313 C.E. - it spread throughout the European world by 500 C.E.
Judaism: from 70 C.E. the Jewish Diaspora led to Jews fleeing to many parts of the world including Europe.
Islam: Spread into Spain by 732 C.E.
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Comparison Chart: fill in key historical points for the religions listed below.
Religion
Major Beliefs
Animism
Christianity
Judaism
Islam
“White Man’s Burden”
Take up the White Man's burden-- Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child.
Rudyard Kipling 1899
Analysis Questions:
1. Did African civilizations have religion? How does this relate to the concept of “White Man’s Burden?”
2. What invention in warfare was vital to changing history both for African civilizations and Europe? Explain.
Resources:
http://mali.pwnet.org/index.htm
http://www.ghana.co.uk/history/history/religion_traditionl.htm
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Segment Two:
Resources
Africa 1808
Courtesy of the University of Texas Libraries, The University of Texas at Austin
http://www.lib.utexas.edu/maps/historical/history_africa.html
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Link to map of early West African civilizations: http://exploringafrica.matrix.msu.edu/curriculum/lm7/stu_7aactivitythree.html
AFRICA 1885
Courtesy of the University of Texas Libraries, The University of Texas at Austin
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http://www.lib.utexas.edu/maps/historical/history_africa.html
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http://www.lib.msu.edu/coll/main/maps/mapscan/af1922l.jpg
The comparative atlas of physical and political geography, founded by the late J.G.Bartholomew. London, Meiklejohn & Son) courtesy of Michigan State University Libraries
COLONIAL MAP OF AFRICA
EVALUATION: COMPARE COLONIAL AFRICA TO PRE-COLONIAL AFRICA
Additional Map Resources.
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Draw conclusions:
Looking at the precolonial map(s) – write down some ideas with regard to tribal, language, and cultural difference throughout the continent. Also think about geography as a factor in these differences.
EUROPE ENTERS THE SCENE
Look at the map of 1885 and The Colonial Map of Africa
(For an additional resource the link below has a Map of Colonial Africa Pre WWI)
(http://www.wwnorton.com/college/history/ralph/resource/impafr.htm)
Draw conclusions: What issues could have arisen out of these new boundaries in the short term as well as in the long term?
Additional Map Resources
The following Links give other maps of Colonial Africa.
Map of Colonial Africa Pre WWI– Link
http://www.wwnorton.com/college/history/ralph/resource/impafr.htm
Map of Colonial Africa 1930
http://www.learner.org/channel/workshops/geography/wkp5safr1.html
Map of Colonial Africa 1945
http://ex.matrix.msu.edu/africa/curriculum/lm15/colonialprint.html
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King Leopold II – Belgian King Starts the “Scramble for Africa”
Who was he?
Born: 1835
Died: 1901
Ruled: 1865-1909 Belgium
Key beliefs: Overseas expansion was key to his country’s success. Although the people of his country were not interested he was determined to obtain a colony personally.
Key events: 1876 Geographic Conference met in Brussels. Attendees included explorers, geographers, humanitarians, business executives, and military men. These men were looking to create “hospitable, scientific, and pacification bases,” in Africa. (Hochschild 45). At the end of the conference they created the International African Association – which was to be headquartered in Brussels. This was the first step towards colonization of the Congo and the Scramble for Africa. At this point in time most saw Leopold as a key philanthropist.
Key man in Congo working for Leopold: Henry Morton Stanley.
Leopold’s demand of Stanley: Grab as much territory as possible. He accomplished this task through treaties. Of course most local chiefs had no idea what they were signing.
June 1884: Stanley sailed back to Europe. He complained that Leopold had an “enormous voracity to swallow a million of square miles with a gullet that will not take in a herring.” (p 74).
Leopold created the International Association of the Congo.
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The Scramble had begun: Germany, Britain, and the Belgians were all looking for colonies in Africa.
The first country to recognize Leopold’s claim: The United States of America. Next were France and Germany – who were fearful of England gaining too much power (81-83)
Berlin Conference: November 15, 1884 hosted by Otto von Bismarck.
- Not one African was at the table.
-14 countries were represented Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Portugal, Russia, Spain, Sweden-Norway (unified from 1814-1905), Turkey, and the United States of America.
-1884: 80% of Africa was under traditional/local control
-New map – 50 countries superimposed over the thousand indigenous cultures
and regions of Africa.
-No forethought was taken with regard to these new boundaries
-Leopold gained his personal kingdom in the Congo Basin.
-February 26, 1885, the Conference was completed. Geometric boundaries were created with no attention to the tribal and linguistic difference among the people.
-1914 Africa was completely divided into 50 countries.
Colonial Claims:
• Great Britain desired a Cape-to-Cairo collection of colonies and almost succeeded though their control of Egypt, Sudan (Anglo-Egyptian Sudan), Uganda, Kenya (British East Africa), South Africa, and Zambia, Zimbabwe, and Botswana (Rhodesia). The British also controlled Nigeria and Ghana (Gold Coast).
• France took much of western Africa, from Mauritania to Chad (French West Africa) and Gabon and the Republic of Congo (French Equatorial Africa).
• Belgium and King Leopold II controlled the Democratic Republic of Congo (Belgian Congo).
• Portugal took Mozambique in the east and Angola in the west.
• Italy's holdings were Somalia (Italian Somaliland) and a portion of Ethiopia.
• Germany took Namibia (German Southwest Africa) and Tanzania (German East Africa).
• Spain claimed the smallest territory - Equatorial Guinea (Rio Muni).
Resources on “The Scramble for Africa”
http://news.bbc.co.uk/2/hi/africa/3516965.stm (site is graphic in parts.)
http://geography.about.com/cs/politicalgeog/a/berlinconferenc.htm
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“The Berlin Conference was Africa's undoing in more ways than one. The colonial powers superimposed their domains on the African continent. By the time independence returned to Africa in 1950, the realm had acquired a legacy of political fragmentation that could neither be eliminated nor made to operate satisfactorily."
-- de Blij, H.J. and Peter O. Muller Geography: Realms, Regions, and Concepts. John Wiley & Sons, Inc., 1997. Page 340.
Analysis:
1. Do you agree with the above statement? Why or why not?
2. Why do you think Leopold wanted to colonize?
3. Part of this process was the justification for colonizing. Read the passage below.
Take up the White Man's burden-- Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child.
---Rudyard Kipling.
How was this passage used to justify imperialism?
How is this an ethnocentric view?
4. "When the white man first came to Africa, he had the Bible and we had the land. Now we have the Bible and he has the land." Compare this statement to the justification given by imperialists. What is your conclusion? Were imperialists justified in their actions? Why or why not?
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5. Congo was ruled brutally. An example is in the following quote “To gather rubber in the district... one must cut off hands, noses, ears.” (As taken from King Leopold’s Ghost p. 165.) There was widespread enslavement and mutilation of men, women, and children. Evaluate these actions with the two passages above (questions 3 and 4) – explain the irony/hypocrisy.
6. How did the Berlin Conference change history both in the long term and short term? Has any other event had such an impact in modern times? Explain.
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Part Two:
• Students will be able to fill in information related to Independence movements using a timeline provided. This information will include when and how nations gained independence.
• Students will be able to fill in a chart related to both positive and negative aspects of each example nation. (Things such as resources, capital, diversity, etc.)
• Based on the timeline, the chart, and their knowledge of Africa’s early history, students will be able to decipher how they would rule the region in an attempt to unify and bring economic success to one nation post imperialism.
NYS Standards:
Social Studies
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms
Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations.
English Language Arts
Standard 1: Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.
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AFRICAN INDEPENDENCE MOVEMENTS
Directions: Do a Web search to create a timeline of independence movements for 10 nations (West, East, and South Africa) that includes:
1. Date
2. Nation
3. Who the imperial power was
4. Tactics used to gain independence
The following link may be useful in your search
http://africanhistory.about.com/library/bl/blessentials-Independence.htm
African Independence Implications
Activity Part 1:
As you know Africa is a continent and the modern map was created at the Berlin Conference 1884-1885 with no African input. The implications from that conference were felt at independence and in many nations are still being felt today.
1. Choose one of the following nations
Benin
Mali
Ghana
Kenya
Congo
Rwanda
Sudan
2. Research the country you have chosen and fill in the information below:
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Explain the history of this nation and how this nation gained independence.
Positives as a result of independence:
Post independence problems resulting from European influence:
Activity Part 2:
Now your task is to lead this nation successfully post-independence.
1. Fill in the charts below
2. Create a plan for successfully unifying and ruling this country
Nation: ___________________________
You can also use an Atlas that you may have or you can find one in the reference section of the library.
The following website may help you as well:
http://go.hrw.com/atlas/norm_htm/world.htm
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Resources:
Religious / Ethnic Groups:
Other Statistics / Vital information:
Activity Part 3:
In the space below describe how you would unify this nation, deal with its problems, capitalize on its resources/valuable attributes, and govern the nation successfully. You may use any combination of essay / description / artwork / media / etc. for your proposal.
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Part Three:
Students will begin this study with background material on the Hutus and Tutsis in Rwanda. They will be able to use this prior learning in their study of the Rwandan genocide.
Through media [specifically clips of Hotel Rwanda (pg-13) and Ghosts of Rwanda (pbs)] students will gain a broader understanding of the realities of genocide and atrocities meted out.
Students will complete worksheets while watching Hotel Rwanda that will allow them to draw conclusions and evaluate the concept of “Never Again.”
The visual interpretation will allow for students to gain empathy for what has actually happened and what is still occurring in nations throughout Africa (Sudan, Congo, Burundi, Rwanda, etc.)
Students will be able to evaluate international intervention in Rwanda and Sudan and draw conclusions as to how money, politics, ideology, and even verbage used play factors.
NYS Standards:
Social Studies
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms
Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations.
English Language Arts
Standard 1: Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.
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Part Three Resources:
Prior to showing the class Hotel Rwanda and / or Ghosts of Rwanda:
1. Background chart on Hutus and Tutsis / Map of Rwanda
2. Timeline of Rwanda Genocide
3. Hotel Rwanda website link
Resources to use for Hotel Rwanda
1. Character information sheet
2. Viewing questions that follow the movie
3. Analysis questions after the students have viewed the movie
Resources to use for Ghosts of Rwanda:
1. Link to Ghosts of Rwanda website: include links to stream clips of the video
2. Viewing questions that follow clips of the video
Resources to use after showing either Hotel Rwanda and /or Ghosts of Rwanda:
1. Information on Sudan /Darfur – chart of history and modern conflict
2. Map of Sudan
3. Information on the history and conflict in the Democratic Republic of the Congo
4. Links to websites that deal with information on genocide, human rights violations, international organizations working to end abuses, etc.
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HUTUS AND TUTSI’S: BACKGROUND INFORMATION
Prior to imperialism, most of what is now Rwanda was a monarchy ruled by a king of the Nyiginya dynasty. Social stratification was based a person’s work. Hutus tended to be farmers, the Tutsis were stockbreeders and the Twa were hunters or potters. When colonial powers entered they focused on the perceived ethnic differences between the groups and this brought about a hierarchy of power. This included an identification system that favored the Tutsi. This created a concept of superiority that linked directly to post colonial problems.
HUTUS
TUTSI
Ethnic background: related to Bantu tribes. Dark skin and stocky build.
Historical background: Farmers who lived in area for about 2000 years.
Colonial powers relegated them to lower status.
1950s: Belgium switches and supports Hutus
Independence: Hutus gain power and many Tutsis flee to Zaire and Uganda. Those Tutsis who remain are targeted with violence. Hutus reversed the colonial concepts of the ethnic right to power and claim that they are the rightful inhabitants of the land.
1973-1994: Juvenal Habyarimana (Hutu) ruled as president of Rwanda. Followed a policy of discrimination against Tutsi.
1990: when Rwanda Patriotic Front (RPF) wins a battle, Tutsi civilians were massacred.
1994: Habyarimana was a passenger in a plane that was shot down. Hutu extremists who were concerned that the Arushu Peace Accords were to be implemented were believed to be behind the attack.
Ethnic background: Tied to Cushite people, The name Hima is also associated with Tutsi. Can be very tall – often 7 ft, thinner, have lighter skin. Some have sharper noses.
Historical background: Entered the area about 500 years ago as cattle herders. Come from a warrior background.
Colonial powers gave them higher status – claiming they were closer racially and intellectually to Europeans.
1959: Due to power shifting to the Hutus, Tutsis resorted to violence to retain power
Late 1950s – 1973: pogroms were carried out against Tutsi civilians. Tutsis were considered foreigners.
1973-1990: Tutsis discriminated against
1989: Formed the Rwanda Patriotic Front (RPF). Many fought for Uganda in its civil war but did not have Ugandan citizenship.
1990: RPF invades Rwanda – Rwandan army is inept.
1990: 10,000 Tutsi jailed without charge. Freed due to international pressure.
1992: OAU (Organization of African Unity) mediates, Tutsi refugees return from Uganda, power is split up – RPF given a disproportionate number of seats, military: 60% Hutu 40% Tutsi, 50% split for officers.
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Realities: Mixed marriages existed and the two groups did have public and political discourse. There were two camps – one for unity and one who focused on ethnic differences.
April 6, 1994: The presidents of the African states of Rwanda and Burundi have been killed in a plane crash near the Rwandan capital, Kigali. Both presidents were Hutu. Hutu extremists were believed to be behind the attack. The killings began that night.
UN peacekeeping forces stand by while slaughter goes on.
By June of 1994 the Rwandan military - helped by Hutu civilians - had massacred at least 800,000 Tutsis and moderate Hutus.
http://www.un-ngls.org/documents/publications.en/voices.africa/number8/7sebahara.htm
http://news.bbc.co.uk/onthisday/hi/dates/stories/april/6/
Map courtesy of: International Crisis Group www.crisisgroup.org.
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RWANDA GENOCIDE
“NEVER AGAIN”
Date
Event
April 6, 1994
Hutu extremists are believed to be behind the attack on a plane shot down. On board were the President of Rwanda and the President of Burundi. Both Hutu
April 6, 1994
Killing begins. The Rwandan Armed Forces and the Hutu militia go door to door killing Tutsis and moderate Hutu politicians.
April 7, 1994
10 Belgian soldiers guarding the Hutu Prime Minister and tricked into giving up their weapons, tortured and killed. President Clinton releases a statement that he is “shocked” and “saddened,” by what is going on in Rwanda
April 8, 1994
The Tutsi Rwandese Patriotic Front launches an offensive to stop the killing and to rescue 600.
April 9-10
French, Belguim, and American citizens are airlifted out.
April 11
UN soldiers are ordered to withdraw to the airport
April 21, 1994
UN votes to reduce troops from 2,500 – 270.
April 30, 1994
UN condemns the killing but omits the word “genocide.” If genocide had been used the UN would have been legally obliged to “prevent and punish the perpetrators.” “Tens of thousands of refugees flee into Tanzania, Burundi and Zaire. In one day, 250,000 Rwandans, mainly Hutus fleeing the advance of the Tutsi RPF, cross the border into Tanzania.”
May 11, 1994
During a U.S. State Department briefing the U.S. will still not use the term genocide when speaking of Rwanda.
May 17, 1994
UN states “acts of genocide may have been committed.” Yet deployment of troops is delayed due to arguments over who would pay the bill.
Mid May 1994
The Red Cross estimates 500,000 had been killed.
May 25, 1994 / June 10, 1994
U.S. will still not use the terminology “genocide.”
June 22, 1994
UN security council authorizes the deployment of French troops to southwestern Rwanda.
Mid July 1994
French troops end their mission and are replaced by Ethiopian troops. Tutsi RPF captures Kigala and the Hutu government and other flee to Zaire. The genocide is over. An estimated 800,000 were killed in 100 days.
1998
President Clinton apologizes to the victims of the genocide; Kofi Annan apologizes to the Rwandan Parliament. The French commission reports that most of the blame goes to the international community for not stepping in.
1999
Human Rights Watch releases a report titled, "Leave None to Tell the Story." It includes criticism towards the U.N., the U.S., France and Belgium for knowing about the preparations for the slaughter and not taking action to prevent the killings.
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Information from PBS
http://www.pbs.org/wgbh/pages/frontline/shows/evil/
HOTEL RWANDA
Website: http://www.hotelrwanda.com/. This site includes clips of the film (including specific clips on Hutus/Tutsis, the realities of UN inaction, and others), a synopsis of the film, the official trailer, [facts : which includes teacher resources can be downloaded,] information about the film, an interactive timeline, radio clips, wanted posters, and many other resources.
Suggestions: Cornell’s Institute of African Development has a DVD copy of this movie which can be loaned to teachers for no charge.
Contact the outreach coordinator at 607-244-5499 or at ciad@cornell.edu
The movie can also be purchased. It is PG-13 with some profanity.
Preview the movie prior to showing it to students.
On the following pages are some resources / questions to go along with the viewing of the film.
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Hotel Rwanda: Characters
Paul Rusesabagina: main character. Hutu. Manager of the hotel who ended up saving 1,268 refugees. (actor: Don Cheadle)
George Rutaganda: Paul buys his hotel supplies good from him. He is a Hutu – becomes a leader of the militia. (actor: Hakeem Kae-Kazim)
Gregoire: Hotel worker / Hutu / turns on Paul. (actor: Tony Kgoroge)
Colonel Oliver – Canadian commander of UN peacekeepers (actor: Nick Nolte)
General Bizimungu – Hutu Chief of Staff of the Rwandan Army led the slaughter of Tutsis (actor: Fana Mokoena)
Tatiana Rusesabagina – Paul’s wife / Tutsi (actress: Sophie Okonedo) mother to three children: Elys, Diane, and Roger.
David: Scottish reporter in Rwanda (actor: David O’Hara)
Jack Daglish: American cameraman who, without David’s approval, records what is going on in Rwanda. (actor: Joaquin Phoenix)
Pat Archer: Australian Red Cross worker (actress: Cara Seymour)
Mr. Tillens: Sabena Airlines President, owner of the Mille Collines, Belgian (actor: Jean Reno)
Dube: Tutsi. Paul’s aide throughout the film (actor: Desmond Dube)
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Hotel Rwanda
Viewing Questions
1. As Paul drives he is listening to Hutu radio. What is the answer to the question “why do I hate the Tutsis?”
2. Paul has a discussion with Dube and explains why style is more important than the value of a good. Explain.
3. “Politics is power.” What does that mean?
4. What drops out of the box at George Rutaganda’s business? Is Rutaganda a Hutu or Tutsi?
5. What does Paul believe will happen with the extremists? Why?
6. Dube is Paul’s driver he is Tutsi, Paul is Hutu. Do they hate each other?
7. What was the message to the President on Hutu radio? What deadline was upon them?
8. Why didn’t Paul step in to help his neighbors?
9. At the hotel the question was asked regarding what the difference between a Hutu and Tutsi was. What was the answer, and how did the Belgians play a role in that?
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10. What does the reporter say about the two women – one of whom is Tutsi and the other Hutu?
11. What was signed and between whom?
12. Paul’s brother in law and sister in law visit. What do they warn?
13. What does Paul believe?
14. What came across on the news, and who was blamed?
15. Why did the neighbors hide in Paul’s house?
16. What does “cut down the tall trees” mean?
17. What does the soldier demand Paul to show him? Paul asks to take whom and how does he justify it?
18. At the hotel what does Paul take out of the safe to give to the militia? What does he put in his pocket?
19. Why is he called a traitor? To refute that what is he ordered to do?
20. What does the militia call the Tutsi? How does Paul save the Tutsi who are with him? 36
21. Paul is in charge of the hotel. When he demands Gregoire to leave the Presidential suite what is the response?
22. Paul asks the UN to take the people to refugee camps. What response does he get?
23. Paul gets the Hotel owner to keep the hotel open. What does he say the hotel provides?
24. Paul sees footage of the killing. What weapons were being used and what does Paul say about people seeing the footage?
25. Who does Pat Archer (Red Cross worker) bring to the Hotel? Why?
26. What does Paul say he needs to do for the hotel at all times?
27. Pat Archer cannot bring the girls to the hotel due to roadblocks. When she reached the orphanage what was happening? What was the rationale for that?
28. Colonel Oliver says to Paul that Paul should spit in his face. Why does he say this – what does he say about the West?
29. Paul has faith that the international force will help out. What does Oliver say about that?
30. How many peacekeepers were in the country? What were they not allowed to do?
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31. Why was Jack Daglish so upset about the hotel worker providing an umbrella for him in the rain? What does he know?
32. While those from other nations are being evacuated Rwandan children are brought to the hotel to be evacuated as well. What happens to them?
33. When Paul calls Mr. Tillens, the owner of the Hotel, who does he say can stop the massacre? Why?
34. What does Tillens say about the French, Belgians, and Americans?
35. Paul tells everyone to call those they know outside of Rwanda. What does he instruct them to do and why?
36. The US State Department is on the radio and uses the terminology “acts of genocide” but what singular word is not used?
37. When Paul visits George they talk about what is happening. Does George believe the Hutu militia can kill all of the Tutsi? Why/Why not?
38. As they return to the hotel they are running over bumps. Paul gets out to see what they are driving over. What does he discover?
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39. When Paul is asked “why are people so cruel,” what does he answer?
40. Why does Paul ask his wife to commit suicide with the children rather than die at the hands of the rebels?
41. How did the calls to those outside of Rwanda work?
42. As they get on the UN trucks the radio gives a report on the death toll. What was it at that point?
43. Why does Paul stay behind?
44. What is the message that comes across on the radio? Who tipped off the Hutu militia?
45. What was said about the refugee situation in Rwanda?
46. How does Paul get the general to get him back to the hotel?
47. What has happened to the hotel by the time they return?
48. The UN takes the refugees out of the hotel to go to a refugee camp. Why is it so hard for them to get through the streets?
49. When they get to the camp, they go to the busses – where are they going to be taken? Why do they get off of the bus?
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50. How many refugees did Paul save?
Analysis
Hotel Rwanda
1. What did you think of the movie?
2. Why do you believe that western powers and the UN did not get involved?
3. Apologies have been made. Do you think such a situation will happen again without international intervention? Why or why not?
4. What other ethnic / racial / religious conflicts can you think of? How are they similar and / or different from what you saw in this movie?
5. Hero is defined in the Webster’s Dictionary as: a man of distinguished courage or ability, admired for his brave deeds and noble qualities. Explain how Paul was a hero. What other characters were heroes? Explain.
6. What would your plan be to make sure such atrocities never happen again? Explain in detail – formulate a plan including dissemination of information, funding, tactics, education, etc.
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Ghosts of Rwanda
Website: http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/. This site includes clips of the film that can be streamed, an introduction to the film, an analysis of America’s response to Rwanda as well as the world’s response, lessons to be learned from the atrocities, interviews with many of the key players from the U.S and UN, a timeline of the events, and information regarding Rwanda after the genocide. The site also provides resources for both teachers and students that are extremely useful.
Suggestions: Cornell’s Institute of African Development has a DVD copy of this movie which can be loaned to teachers for no charge.
Contact the outreach coordinator at 607-244-5499 or at ciad@cornell.edu
You can purchase this video through the PBS website:
http://www.shoppbs.org/product/index.jsp?productId=1786689
If this link does not work you can go to the PBS site and click on shop pbs:
http://www.pbs.org/
You will find a viewing guide for the movie on the following pages.
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Ghosts of Rwanda: Viewing Guide
Introduction:
1. Why was the failure of Rwanda ten times greater than Yugoslavia?
2. Why does the West still question how they could have intervened?
3. Who is Philippe Gaillard? What does he say is a responsibility for people to do? Why?
4. Outside of Rwanda when has “never again” been used? Will we continue to use it?
The Warning:
1. What warning was given to the UN?
2. What did the Hutus expect the Belgians to do?
3. What did Annan tell Dallaire to do? How does Annan defend this?
4. What was Dallaire not to do? What was the philosophy?
5. How did Mogadishu, Somalia, change everything?
6. Why were the Hutus so confident with regard to the UN? What were their weapons?
7. April 6, 1994 the President’s plane was shot down. How did it happen, and who was responsible?
8. Colonel Bagosora was the chief de cabinet of the minister of national defense; what did he claim he wanted to launch? 42
9. What was the UN response at this point to Dallaire?
In the Face of Evil
1. What was the concern with regard to making the information public?
2. What was given to the Red Cross by the Rwandan government?
3. How many lives did the Red Cross save?
4. What did Bagosora say about his ability to recruit?
5. What was the estimated death count after the first two weeks?
6. What was the U.S. asked for? Was the U.S. ready / willing to take this action?
7. What was the explanation?
8. What action did the UN take?
9. What was said about “the world?”
10. How many troops were left in Rwanda and where were they from?
11. What was the difference between the support from their agencies for the Red Cross and the UN?
Heroes and Bystanders:
1. How does each murder lessen the impact of murder?
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2. What did the U.S. never come to grips with in regard to Rwanda?
3. Why couldn’t Prudence Bushnell truly help Rwanda?
4. What did General Paul Kagame say to Bushnell? How did Bushnell end her conversations with him?
5. UN/Senegalese Captain Mbaye Diagne ignored neutrality. How did his mere presence help?
6. What did General Dallaire want to do to help save lives? Why couldn’t he do it?
7. Why didn’t the UN Security Council send troops?
8. How did the Tutsi look at the UN (from the Security Council’s perspective?)
9. Why did Dallaire want to meet with the death squad commanders?
10. How does he describe these commanders? He felt like he was negotiating with whom?
11. What did it mean for a safe haven to be under UN guard? (How many were stationed there?)
12. TV /radio reported on Rwanda. What number was given for when some “stopped counting?”
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13. How did the US/UN make sure they did not have to become involved? What term did they not use?
14. May 17th the UN changed course and authorized what? What was the problem with that?
Epilogue:
1. How many days was the genocide? How did it end? How many died?
2. Why was Carl Wilkens so angry with America?
3. What does Madeline Albright say about going to Rwanda? What did she wish she had done?
4. What does Kofi Annan say about the world being ready for another Rwanda?
5. What does President Clinton say with regard to Rwanda?
6. May 2003 Press Conference. What does President Clinton say with regard to why the U.S. did not intervene?
7. What does Dallaire say about living with this?
8. What does Dallaire say about his mission? How is that different from what Philippe Gallard says?
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SUDAN / DARFUR: GENOCIDE
Did the world community repeat its inaction?
46
History
Presently:
Background on Sudan: Africa’s largest country. Borders were created during colonization.
Independence: 1956
First civil war: 1956-1972
Second civil war: 1983-on
Political rule: British kept north and south unified until 1947 – North elite were given political power prior to independence, the south formed the Anya-Nya Guerilla movement
1958: General Abboud seized power and created an Islamisation policy. He was forced out of power in 1964
Disarray followed
March 1972: Addis Ababa Peace Agreement was signed allowing for Anya-Nya (separatist group) integration into the national army and autonomy for south
1970s: Oil was discovered in the South...war resumed
1983 Islamic Sharia law became Sudanese law
South created the Sudan People's Liberation Army/Movement (SPLA)
June 1989: A bill to freeze Sharia law was to be passed, but the National Islamic Front (NIF) led a bloodless coup and the move towards peace ended.
Under General Omer al-Bashir the constitution was revoked, opposition parties were banned, and an Islamic justice system was created. Jihad was announced against the non Muslim South
1990s: International isolation due to ties with terrorist groups
July 2002: The Machakos Protocol granted a self-determination referendum for the south after a six year interim period, while Islamic Sharia law was to remain in north.
February 2003: In the Darfur province Sudan Liberation Army/Movement (SLA) and Justice and Equality Movement (JEM) rebels took arms against government.
Religion:
Muslim 70%, Animist 25%, Christian 5%
Ethnicity:
African and Arab Sudanese
Economic Activity: Sedentary and nomadic
The Genocide:
Deaths
Low estimates:
50,000 (Amnesty international)
70,000 (World Health Organization)
High end estimates:
300,000
Displaced: 1.8 – 2million
Attacks:
The government used air raids which were followed by the Janjaweed riding into villages on horses and camels, slaughtering men, raping women and stealing whatever they found.
Another Rwanda?
Human rights groups, the US Congress and US Secretary of State Colin Powell said genocide is taking place – but the UN said that war crimes had been committed, but there was no intent to commit genocide.
Ceasefire has not held
May 2004: Agreements on Security Arrangements, Wealth Sharing, Power Sharing, disputed area of Abyei, and disputed Nuba Mountains and Southern Blue Nile areas were completed.
Rebels claimed that they suffered years of marginalization. Rebels were mostly African sedentary tribes.
Spring 2003: rebels have string of military victories. The government responded to the rebellion by arming Arab "Janjaweed" militia to clear civilian population that were thought to be supportive of the rebels.
Between 1.5-2 million civilians in Darfur have been displaced.
At least 50,000 have died.
April 2004 : a ceasefire agreement was signed between the government and Darfur rebels but it has failed to stop violence.
Troops: 3,000 African Union troops have been deployed and is expected to rise to as many as 12,000 with the west pledging logistical and financial support
UN: The UN Security Council agreed to impose travel bans and an asset freeze on those who commit atrocities in Sudan's Darfur region.
Many are claiming there is too much inaction on the part of the UN and western nations.
Other concerns:
UN concern: Over the next 18 months, up to 4 million people may be affected by food shortages.
Chad: Concerned the conflict may cross over as 200,000 have sought refuge in that country.
Aide agencies are having difficulty getting materials to those in need
http://www.crisisgroup.org/home/index.cfm?id=3060&l=1
http://news.bbc.co.uk/
Other resources and information:
http://www.darfurgenocide.org/index.php
http://www.pbs.org/newshour/bb/africa/jan-june05/sudan_2-02.html#
http://www.state.gov/r/pa/ei/bgn/5424.htm
http://web.amnesty.org/pages/sdn-index-eng
http://hrw.org/doc?t=africa&c=darfur
http://hrw.org/reports/2004/sudan0504/8.htm
http://www.pbs.org/wnet/religionandethics/week750/perspectives.html
http://www.pbs.org/frontlineworld/stories/sudan/ --(interactive site with video) 47
Map of Sudan
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Map courtesy of: International Crisis Group www.crisisgroup.org.
Democratic Republic of the Congo (DRC)
History of the Civil War
Early History
Modern History
1200s - 1400s : Rise of the Kongo Empire
Had strength during the iron age. Created a loose confederation of communities.
Rule by King – Manikongo w/ governors
Capital :Mbanza Kongo
Craftsmanship: metal, pottery, raffia textiles
Wealth: ivory, hides. Later a part of the slave trade
Expansion: trade, alliances, marriages
Breadth: Stretched from the Atlantic in the west to the Kwango River in the east, Today this land is northern Angola, part of DR Kongo and part of Congo Brazzaville.
Kingdom : Six provinces: Mbata, Mbemba Mpangu, Mpemba, Nsundi, and Soyo, as well as vassal states including Cacongo, Loango, Ndongo and Ndoye
First Europeans: 1482 - Portuguese explorer Diogo Cao enters and sets up trading ties with the King.
16th- 17th centuries: British, Dutch, Portuguese and French merchants engage in slave trade through Kongo intermediaries
1885: King Leopold II (Belgium) announces the establishment of the Congo Free State
1908: Belgian state annexes Congo.
1960: Congo gains independence. Patrice Lumumba as prime minister
July 1960: Congolese army mutinies
September 1960: Lumumba dismissed and murdered in Feb. 1961
August 1961 - UN troops begin disarming Katangese soldiers.
1965 - Coup led by Joseph Mobutu
1971 - Joseph Mobutu renames the country Zaire and himself Mobutu Sese Seko
1970s-1980s: Economic issues as international companies are nationalized pulling foreign investment out, and loans are defaulted.
1993: Pro and anti-Mobutu governments are created
May 1997: Rebels supported by Tutsis capture the capital, Kinshasa; Zaire is renamed the Democratic Republic of Congo; Laurent-Desire Kabila installed as president.
August 1998: Rebels take over most of Eastern Congo.
July 1999: Cease fire is signed
2000: UN sends 5,500 troops to monitor the cease fire, but rebels continue to fight as do Rwandan and Ugandan forces
2001 Rwanda and Uganda begin pulling out
May 2001: War has killed 2.5 million people. Plundering of gold, diamonds, timber and colton1.
January 2001: Laurent Kabila assassinated; his son Joseph Kabila becomes president.
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/10chapter2.shtml
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1colton: mineral used in cell phones.
Peace in Democratic Republic of the Congo?
April 2002: Peace talks in South Africa. Rally for Congolese Democracy (RCD) - rebels backed by Rwanda – reject the agreement
July 2002 : DR Congo and Rwanda sign a peace deal.
-Rwanda will withdraw troops from the east
-DR Congo will disarm and arrest Rwandan Hutus blamed for the killing of the Tutsi in Rwanda's 1994 genocide
September 2002 : DR Congo and Uganda sign peace agreement
- Ugandan troops will leave DR Congo
December 2002 : Peace deal signed in South Africa between Kinshasa government and main rebel groups
May 2003: Last Ugandan troops leave. Reports of bloody clashes between rival groups in Bunia.
June 2003: French UN troops arrive in Bunia
March 2004: Gunmen attack DRC military bases near the capital Kinshasa
June 2004: Eastern town of Bukavu occupied by rebel soldiers for a week
December 2004: Fighting erupts between Congolese army and renegade soldiers. Renegade soldiers are connected to a pro-Rwandan rebel group.
March 2005: UN peacekeepers kill 50 militia members in an offensive. This is after 9 Bangladeshi peacekeepers were killed.
May 2005: New constitution is adopted.
Realities: The war has claimed approximately 3 million lives. There are political and economic issues surrounding this conflict including the vast mineral resources in the area
• Population: 56 million (UN, 2005)
• Capital: Kinshasa
• Area: 2.34 million sq km (905,354 sq miles)
• Major languages: French, Lingala, Kiswahili, Kikongo, Tshiluba
• Major religions: Christianity, Islam
• Life expectancy: 41 years (men), 43 years (women) (UN)
• Main exports: Diamonds, copper, coffee, cobalt, crude oil
• GNI per capita: US $100 (World Bank, 2003)
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http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1072684.stm
Resources:
Atrocities continue to happen throughout the world. The following links will provide further information on atrocities and campaigns to end abuse.
International Crisis Group: http://www.crisisgroup.org/home/index.cfm?l=1
Amnesty International: www.amnesty.org
International rescue committee: http://www.theirc.org/
International Committee of the Red Cross: http://www.icrc.org/eng
Aegis Trust (focuses on genocide/crimes against humanity): http://www.aegistrust.org/
Coalition to Stop the Use of Child Soldiers: http://www.child-soldiers.org/
Refugees International: http://www.refugeesinternational.org/
United Nations Office for the Coordination of Humanitarian Affairs: http://ochaonline.un.org/
Universal Declaration of Human Rights: http://www.un.org/Overview/rights.html
Human Rights Web: http://www.hrweb.org/
Office of the United Nations High Commissioner for Human Rights:
http://www.ohchr.org/english/
Human Rights Library: http://www1.umn.edu/humanrts/
Physicians for Human Rights: http://www.phrusa.org/
Human Rights Education Associates: http://www.hrea.org/
Institute for Human Rights and Development in Africa: http://www.africaninstitute.org/
Genocide Watch: http://www.genocidewatch.org/
Editorial: Leonard Pitts Jr. | Silence breaks Holocaust vow -Miami Herald 6/13/2005 –Rwanda /Sudan
News Search: The links below include world, American, and African sources.
http://news.google.com/
http://newsdirectory.com/news.php?c=af
http://allafrica.com/
http://www.wnafrica.com/
http://www.eastandard.net/index.php
http://www.africadaily.com/
http://www.africanewssearch.com/index.php
http://www.africaonline.com/news.php
http://www.panapress.com/index.asp?code=eng&dte=11/08/2005
http://news.bbc.co.uk/2/hi/africa/default.stm
www.worldpress.org
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Part Four:
Evaluation/Conclusion/Presentation:
Students will draw together all of the information as well as complete their own research to create a presentation that not only includes what conflict/problems are occurring/have occurred in one nation. What was/is being done to help. What they believe should have been done and why, and finally, create their own plan for peace/action in the nation they chose.
The students will evaluate their own presentations and those of their classmates.
After the presentations, students will be asked to draw conclusions regarding the world community and its action/inaction, race as a factor with regard to action/inaction, who gets, who does not get help and how resources of a nation have implications on action.
NYS Standards:
Social Studies
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms
Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations.
English Language Arts
Standard 1: Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 3: Language for Critical Analysis and Evaluation: Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers,
they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
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Modern Issues and / or Conflict in Africa: Project
1. Choose one African Nation from the following regions
Sierra Leone
Rwanda
Democratic Republic of the Congo
Burundi
South Africa
Ethiopia
Somalia
Sudan
Ivory Coast
Angola
Liberia
Eritrea
Uganda
Central African Republic
Nigeria
Kenya
2. Guidelines:
-Look at what needs to be researched and see if you can find research on the topics below. If you cannot find enough material – choose another nation. Start
with the following website: http://allafrica.com/
- You may work with up to two other people.
-You must sign up for a nation. Up to three groups can research the same nation.
-You will have to present your material to the class.
-Grading will take into consideration those nations with less information available.
3. Complete the following tasks related to background information:
Research the early history of this nation: pre colonialism
- Civilizations
-People
-Advancements
-History
-Government
Research the colonial time period of this nation.
-Who entered the region and when?
-Is the modern political boundary different from the early civilization(s)?
-What resources created interest in this country?
-Any conflict between colonial power and imperalized people?
Research the independence movement of this nation
-Who were leaders of the independence / post independence government?
-When and how did independence occur?
-What type of government was set up post independence? Why?
-Was there a power struggle post independence? Explain.
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4. Modern History
Research the following areas:
-Population
-Languages
-Ethnicities
-Religions
-Life Expectancy
-Government
-Per Capita Income
-Gross Domestic Product
-Resources
Research the conflicts / struggles of the nation today.
-What is the conflict or what are the struggles? Details / specifics.
-What has been done to deal with these issues in this nation? Has it been
successful? Why or why not?
What is being reported on this nation?
-Find three news articles on this nation in the past year.
-Summarize what each article is saying.
What would you do for this nation?
-Summation: Bring all of your research together from pre-imperialism
to today. Report on both the positive and negative aspects of this nation.
-What needs to be done for this nation and how would you go about doing
that? Think about government, economics, social issues, etc.
-What type of leadership /government would you set up?
-How would you create a successful economy?
-What would your educational system look like?
-How would you involve all groups of people in decision making
and within the power structure?
-What type of legal system would you set up?
-Would you have a constitution? Why or why not? If so what provisions would you have in this constitution?
-How would you finance your projects?
-How would you keep peace in this nation?
5. Presentation: You will be graded on both your written report and your oral report to the class. You will need some type of multimedia component: PowerPoint, video, music, etc. See grading rubric.
Grading Rubric Final Presentation 54
Grade
Report –
Report –
Presentation -
Presentation –
information
skills / grammar
information
multimedia / class involvement
95-100
Outstanding: all information complete, specific, detailed and explained
Well-written. Correct punctuation, grammar, and spelling throughout report
Focus on key points with detailed explanation.
Class was actively engaged. Use of multimedia to reinforce information.
90-94
Excellent: information complete, specific, detailed but not as much explanation.
Well-written. A few punctuation, grammatical, and / or spelling errors
Focus on key points with explanation
Class was engaged. Use of multimedia to reinforce information.
85-89
Information was complete, specific, and explained
Well written. Some punctuation, grammatical, and/or spelling errors
Focus was mainly on key points with explanation
Class was engaged. Use of multimedia
80-84
Information was complete and explained
Small issues writing, punctuation, grammatical, and/or spelling errors
Focus occasionally off topic. Information was explained
Class was for a short time unengaged. Use of multimedia
75-79
Information was missing some minor elements
Some issues with writing, punctuation, grammatical, and/or spelling errors
Focus was occasionally off topic or information was not fully explained
Class was unengaged more than once. Use of multimedia
70-74
There was information missing in a few areas
Issues with writing and punctuation, grammatical, and/or spelling errors.
Information not fully explained and / or organizational issues
Class not actively engaged. Multimedia weak
65-69
Gaps in information
Issues with writing, punctuation, grammatical, and spelling errors.
Cursory explanation.
Class not engaged. Multimedia weak
60-64
A number of gaps in information.
Writing issues throughout whole paper
Little explanation
Class off task. Very weak multimedia
59-below
Major information missing
Major writing errors
Little / No explanation
No multimedia
0
not completed
not completed
not completed
not completed
Evaluation of Presentations
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Directions: For each nation presented fill out the chart below.
After you have listened to all of the presentations fill in the information on the chart for your nation. After the chart has been completed answer the questions that follow.
Nation
Information on Issue / Conflict
What was done by / is being done to help?
What proposal to govern was made by the group?
Positives and negatives to group’s proposal. (Be constructive)
Presentation Follow- Up 56
Questions
1. After learning about the issues in Africa which nation do you believe is in the most dire need for aid? Why?
2. Which group made the most convincing proposal to bring unity and/or deal with the issues in the nation? Explain.
3. How does race play a role in the international community coming to the aid of nations in Africa?
4. How do resources play a role in not only conflict but also in the international community sending troops into an area?
5. What role do you believe the UN should have in peacekeeping? Economic issues? Punishing human rights violators? Other issues? Explain?
6. What role should the U.S. play in the world community? Explain your answer.
7. After the Holocaust the phrase “never again” was used. After Rwanda the phrase “never again” was used. Will the world community continue having to use that phrase? Explain.
Resources: 57
Hochschild, Adam. King Leopold's Ghost. Boston : Houghton Mifflin, 1998.
Websites:
http://www.nmafa.si.edu/educ/mali/
http://webusers.xula.edu/jrotondo/Kingdoms/welcome.html http://www.geocities.com/CollegePark/Classroom/9912/ancientsonghay.html
http://www.timbuktuheritage.org/index.html
http://www.geocities.com/cjmasonm/Africa/afempire.html
http://www.vmfa.state.va.us/mali_geo_hist1.html -
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/4chapter1.shtml
http://www.geocities.com/CollegePark/Classroom/9912/ancientghana.html
http://www.pbs.org/wonders/Episodes/Epi5/5_wondr4.htm
http://www.uiowa.edu/~africart/toc/history/giblinstate.html#benin
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/4chapter7.shtml
http://www.historychannel.com/classroom/unesco/timbuktu.html
http://www.hyw.com/books/history/1_Help_C.htm
http://www.historicalweapons.com/otherweapons.html
http://www.castles-of-britain.com/castle36.htm
http://www.pbs.org/opb/historydetectives/techniques/pup_wd.html
http://www.bbc.co.uk/history/war/launch_gms_weapons_thru_time.shtml
http://www.bbc.co.uk/worldservice/people/features/world_religions/index.shtml
http://www.bbc.co.uk/wales/religion/sites/timeline/pages/religion_in_wales_1.shtml
http://www.bbc.co.uk/history/ancient/romans/roman_religion_gallery.shtml
http://www.bbc.co.uk/history/ancient/vikings/religion_02.shtml
http://www.sacredsites.com/africa/mali/djenne.html
http://mali.pwnet.org/index.htm
http://www.ghana.co.uk/history/history/religion_traditionl.htm
http://exploringafrica.matrix.msu.edu/curriculum/lm7/stu_7aactivitythree.html
http://www.lib.utexas.edu/maps/historical/history_africa.html
http://www.wwnorton.com/college/history/ralph/resource/impafr.htm
http://www.learner.org/channel/workshops/geography/wkp5safr1.html
http://ex.matrix.msu.edu/africa/curriculum/lm15/colonialprint.html
http://www.lib.msu.edu/coll/main/maps/mapscan/af1922l.jpg
http://www.wwnorton.com/college/history/ralph/resource/impafr.htm
http://africanhistory.about.com/library/bl/blessentials-Independence.htm
http://go.hrw.com/atlas/norm_htm/world.htm
http://www.un-ngls.org/documents/publications.en/voices.africa/number8/7sebahara.htm
http://news.bbc.co.uk/onthisday/hi/dates/stories/april/6/
www.crisisgroup.org.
http://www.pbs.org/wgbh/pages/frontline/shows/evil/
http://www.hotelrwanda.com/
http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/
http://www.crisisgroup.org/home/index.cfm?id=3060&l=1
http://news.bbc.co.uk/
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/10chapter2.shtml
http://allafrica.com/
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