1CHAPTER 4 SOUTH AFRICA South AfricaConcepts to Know·EttaBenton28
1
CHAPTER 4: SOUTH AFRICA
South Africa
Concepts to Know
· Afrikaner
· Apartheid
· Natives Land Act (1913)
· African National Congress
· National Party
· Group Areas Act (1950)
· Nelson Mandela
· Freedom Charter (1955)
· Truth and Reconciliation Commission
· Ubuntu
· National Assembly
· Public Protector
· Independent Police Investigative Directorate
· S v. Makwanyana (1995)
· Judicial Service Commission
· Law Reform Commission
· Constitutional Court
· Advocates
· Assessors
· Inspecting Judge
· NICRO
· Child Justice Act (2008)
Introduction
SOUTH AFRICA encompasses the southern tip of the African continent. It is the ninth largest country on the continent and the thirty-third largest in the world. Its northern border is shared with Namibia, Botswana, Zimbabwe, Mozambique, and Swaziland. Its coastline borders the Indian Ocean on the east and south and the Atlantic Ocean on the west. In addition, South Africa surrounds the small country of Lesotho, which is approximately the size of the state of Maryland. Lesotho is a constitutional monarchy that gained its independence from the United Kingdom in 1966 (see Figure 4.1).
The population of South Africa is almost 53 million and consists of 79.5 percent black, 9 percent white, 9 percent “colored,” and 2.5 percent Asian or Indian residents. The use of the word “colored” in the South African context refers to people of mixed race and often is associated with people of African and Dutch ancestry. The principal industries of the country are minerals, mining, motor vehicles, and machinery. South Africa is a significant producer of platinum, manganese, gold, and chrome. Its major trading markets include China, Germany, the United Kingdom, and the United States.
South Africa has 11 official languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. With the exception of Afrikaans and English, the other languages are all Bantu languages. Bantu languages are spoken by more than 100 million Africans in east, central, and southern Africa. Afrikaans is a seventeenth-century variation of Dutch that has been considered a distinct language since the nineteenth century. Approximately 7 percent of the South African population are Afrikaners, that is, people who trace their roots to the early Dutch, French, and German settlers. Most of the English spoken is by nonwhites, along with approximately 2 million English-speaking whites who trace their ancestors to British immigrants and to the 1 million people of Asian/Indian origins.
Throughout the second half of the twentieth century South Africa was associated most with its policy of apartheid, a white supremacist ideology that emphasized white domination and racial discrimination. More will be said about apartheid shortly. First, an outline is offered of the arrival of white Europeans to this part of Africa and the pre-apartheid policies of racial segregation that had been introduced and in practice for a num ...
For centuries, the trade along a triangular trading route, provide.docxAKHIL969626
For centuries, the trade along a triangular trading route, provided the capital to finance the industrialization of Europe and development of the European economy - trade only possible at the expense of slaves.
The Triangular Trade consisted of three stops:
· The outward passage from Europe to Africa bearing manufactured goods.
· The middle passage from Africa to the Americas bearing African captives.
· The homeward passage from the Americas to Europe carrying sugar, tobacco, cotton, rice, indigo, and cocoa (Source: Triangular Trade).
We know that before the Middle Passage, a slave trade already existed in Africa, but this was different. The Middle Passage was a systematic process of extracting Africans for a specific purpose, as workers stripped of their humanity in the New World.
The ill-fated relationship between the Kongolese and Portuguese evolved over time. While the Portuguese struggled to find an asset with which they could entice the Africans to trade, the shift in their subservient position was gradual. The influx of European goods, particularly firearms, slowly disrupted West African cultures. The technological advancement of gunfire brought the Europeans power and wealth, but for some West Africans is empowered them to more efficiently captured slaves. Religious and political structural division within West African states reinforced the slave system and produced a profitable supply of slaves which were traded for European goods, largely guns. Those communities that captured the most slaves received the most European goods, and were the best equipped to expand their power and prestige in West Africa (Source: Scott).
The Ashantis and Dahomeans specialized in the art of enslaving. Initially cut off from the Europeans by coastal tribes, who acted as middlemen, these two tribes from the interior of Africa, pushed toward the sea, extending their terror as their power increased. In 1727, John Atkins complained that the triumph of Dahomey had destroyed the orderly patterns of the slave trade. Specialized trading states was matched by the arrival of independent traders who sights were set on acquiring slaves quickly for maximum profit (Source: Scott).
It can be argued quite effectively that sugar was the number one crop that produced growth for Europe. Sugar production and potential profits served as the basis for a plantation complex that fueled the need for slaves. Your textbook states that something as evil and gruesome as the Atlantic slave trade was set in motion largely to produce something as apparently benign as sugar. While that is overly simplified, it paints a vivid reality -- trafficking of humans for their labor to satisfy the sweet tooth of Europe and to feed the coffers of capitalists (though they would not have been called capitalists in the 15th century).
Sugar was introduced to Europeans by Muslims during the Crusades. Cultivation began in Cyprus and Sicily at least a centuries before the Portuguese started exploring the ...
West Africa to 1870Introduction society, trends, themesEm.docxphilipnelson29183
West Africa to 1870
Introduction: society, trends, themes
Empires & States: Ghana, Mali, Songhai; Kanem-Bornu, Hausa States, etc
Civilization: political, economic, social, religion
Compare Trans-Saharan Slave Trade to Trans-Atlantic Trade
Racial, chattel, permanence, religious impact, etc
Campaign against Trans-Atlantic slavery:
Reasons: economic, new group of thinkers, abolitionists (e.g Olaudah Equiano- Nigerian & Ottobah Cugoano- Ghana-Ghana, etc), humanitarians (Wilberforce, Granville Sharp, Thomas Clarkson, etc)
African attitudes to abolition: support & opposition, why
Establishment of Sierra Leone & Liberia
Granville sharp at forefront of Sierra Leone community, 1787- first party of 411 left GB for West Africa, Maroons
Liberia: American Colonization Society, explain,
European Exploration of Africa: contextualize
British exploration & activities: 1788- African Association formed, purpose; 1795-7, Mungo Park, a Scottish doctor, reached the Niger at Segu; 1805-6, Park & crew returned but did not reach destination, drowned in the rapids near Bussa
1822-5: Denham, Clapperton, & Oudney, three British officers explored the Central Sudan
1830: Richard & John Lander (two brothers) solved the Niger mystery, by sailing from Buss to the mouth of the delta
French penetration, explain & contextualize; Rene Caillie travelled from west coast to Timbuktu, and crossed the Sahara to Morocco in 1827-9
G. Mollien arrived at the sources of the Gambia in 1818
French built forts to control coastal areas of Senegal; 1854- Lord Faiherbe was appointed governor and protected French traders, turned Senegal into a base of further French penetration into the rest of Africa
Dr. William Baike, a Scottish surgeon, led a GB expedition up the lower Niger and the Benue in 1854. He used quinine to cure his men of malaria, and this paved the way for further penetration into the interior.
Implications of European exploration
African resistance to exploration, hostility, etc
Implications of exploration
Coming of European Missionaries
From 1780 and beyond groups of European missionaries moved into Africa: Protestants, Catholics, Baptists, etc. Part of reason given was to abolish slavery
Many groups from major European nations: Baptist Missionary Society, London Missionary Society, Glasgow Missionary Society, Church Missionary Society, etc
Missionaries concentrated on the coast: fear of malaria; hostility of African chiefs in the interior, constant problems between indigenous and missionaries. Missionaries preached against African values, e.g. body tattooing, worship of various gods, human sacrifice, etc
Jihads of the Western Sudan
Revolutions & Colonial Conquest of Middle Africa 1840-1900
IntroductionIncreasingly in the 19th Century middle Africa was linked to global economy.1st slavery gave way to demands for commodities such as palm oil, ivory, rubber, waxChokwe, Ovimbundu, Nyamwezi, & Swahili trading empiresShipping &.
Scramble For Afric Summary Essay
Essay on The Scramble for Africa
Scramble for Africa
The Scramble for Africa
Scramble for Africa
The Scramble for Africa
The Scramble for Africa Essay
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202