Teacher Notes G4b:

When students study this region, they should understand the primary aspects of religion in Africa. They should be able to explain some of the traditional belief systems in Africa, such as the importance of ancestors or the role of the natural environment in religious ceremonies. Students should also be able to explain the role of Islam and Christianity in modern Africa. Traditional religious beliefs may include worship of ancestors, spirits, gods, animals, land, inanimate objects, and/or natural phenomena. In some cases these traditional beliefs are combined with Christianity. (see World in Transition: Africa in Transition pp183-185 for more background on African religions in general)

It will be challenging for students to understand the complexity of Bantu and Swahili. The terms Bantu and Swahili refer to both languages and ethnic groups. Bantu is the language and ethnic group from which the Swahili language and ethnic group developed. While the Swahili language is spoken by over 90 million people, the Swahili ethnic group numbers about 1.3 million. They primarily live in East African countries like Kenya and Tanzania. The primary religion practiced by the Swahili ethnic group is Islam.

The Bantu migration, which spanned many centuries, influenced the development of many ethnic groups and languages in sub-Saharan Africa.

III Africa TodayPart One: The People

What are some of the cultures in Africa? Diverse Cultures in Africa (SS7G4b)

G4b. What are the religions like in the Arab, Ashanti, Bantu, and Swahili ethnic groups?

Recurring Theme – Ethnicity and Religion – know the difference. A religion is a system of belief in a god, gods or other supernatural elements with

its own history, rituals and (usually) literature. An ethnic group is made up of people who share cultural characteristics such as

language, history, religions, types of food, holidays, etc.Remember, people who have the same religion may come from many ethnic groups. People of the same ethnic group almost always have the same religion.

These study guides are intended to cover the standards completely. I cannot guarantee that all the information on the test is included, but I have had very good students through the years tell me that everything on the test was covered in these booklets.

I have gleaned everything possible from the different resources that Georgia provides including the frameworks, content description and teacher notes. I have condensed everything I could find that might give insight into what Georgia expects us to cover and how that information might be presented on the CRCT. Most of this information is in the text boxes.

Some of the information goes beyond what the standards require but I have included it for the sake of background and possible enrichment for your students. As always, it is up to you, the teacher, to adjust the content you deliver based on your students prior knowledge, interests and ability.

Feel free to cut and paste sections of these notes to create handouts for your students. You may consider editing them in order to differentiate for the students in your class. Turning these notes into a slotted worksheet can also be effective.

Other resources such as an overview and my themes for this course can be found at ccgps7socialstudies@pbworks.com.

Arabs: Originally from the Arabian Peninsula, they spread into Africa in the late 600s AD. Arab

armies, traders and scholars spread all the way across North Africa bringing with them the

religion of Islam. The Arabic language also spread because that is the language of the Quran,

Islam’s holy book. Arab traders led caravans across the Sahara as they traded gold and salt. Salt is

essential for human survival, especially in the hot climate of North Africa. Arabs traders also

spread down Africa’s east coast blending with the indigenous (native) cultures.

Ashanti: Found in present-day Ghana, they have been an important culture in the region for 300

years. The Golden Stool is a symbol of Ashanti power and beliefs. The traditional Ashanti belief

system centers on a supreme god, Nayme. His many children or Abosom, represent the natural

powers and forces in the world. They believe all living things have souls and believe in witches,

demons and fairies. They have rituals associated with birth, puberty, marriage and death. Some

Ashanti have converted to Islam and Christianity.

Bantu: The Bantu originated in West Africa and began migrating to the central and southern

parts of the continent 2,000 years ago. Their iron-making skills gave them a technological

advantage and the Bantu migration was one of the largest movements of people in human

history. Today, hundreds of African languages are Bantu-related and many ethnic groups trace

their origins to the Bantu. Over 60 million people speak Bantu-based languages. Bantu who

settled in areas with a large Arab presence became Muslims (believers in Islam). Many Bantu

were influenced by Christian missionaries and became Christian. Traditional Bantu beliefs were

animistic (Belief that spirits resided in rocks, trees, rivers, animals, etc.).

Swahili: Arab and Persian traders began trading along the eastern coast of Africa and intermixed

with the local Bantu-speaking population. Swahili culture, then, is a blending of African and

Middle Eastern cultures. It is found in Tanzania, Kenya and Mozambique. The Swahili language

is considered to be Bantu-based but contains many Arabic words as well. Most Swahili are

Muslim but some combine Islam with traditional beliefs or mila.

Teacher Notes CG2, CG2a:

Students should use the information from SS7CG1 to describe the form of government and formulate appropriate research questions to understand the government of the countries listed in the element. The type of government for each country listed in the elements is found in the State Department’s Background Notes {http://www.state.gov/countries/} and the CIA World Fact Book {https://www.cia.gov/library/publications/the-worldfactbook/index.html}, as are definitions of each type of government.

In comparing the listed governments, only the type of leadership and the roles of the citizen are assessable. In identifying the type of leadership, students should know the type of leader (monarch, president, prime minister, etc.) and how this person becomes the country’s leader. To identify the role of the citizen, students should look at SSCG1b and determine what role the citizen actually plays in the government. For personal freedoms, students should understand those freedoms in terms of such things as freedom of speech and freedom of the press as understood in the United States. Assessment questions should not focus on discrete fact-related questions, such as which country has a monarch; rather, they should focus on how a leader of specific country becomes the leader, and what impact that has on the role of the citizen. The following descriptions come from the CIA World Factbook and/or the State Department’s Background Notes http://www.state.gov/countries/).

Note: Chief of state includes the name and title of the titular leader of the country who represents the state at official and ceremonial functions but who may not be involved with the day-to-day activities of the government. Head of government includes the name and title of the top administrative leader who is designated to manage the day-to-day activities of the government.

III Africa TodayPart Two: The GovernmentsWhat are governments like in modern Africa?

Structures of Modern Governments (SS7CG2a & b, H1b &c))CG2a. How are the republican systems of government in Kenya, South Africa, and Sudan the same and how are they different? How do the forms of leadership and roles of the citizen vary in terms of voting and personal freedoms.

Recurring Theme – Forms of government Power distribution: (UFC) Unitary, Federal and Confederate Citizen participation: (AOD) Autocracy, Oligarchy, Democracy Two basic forms of democracy: Presidential and Parliamentary.

Also, remember that a republic is a term than can have different meanings. It may simply mean that the government is not a monarchy. It may mean that the government is a representative democracy.

Republic of Sudan

The U.S. Government officially recognizes the government of Sudan as a Government of National Unity under a 2005 peace agreement meant to reduce violence and bring political stability to the nation. This agreement outlined a power sharing deal between the two major political parties in the country. This government was designed as a transitional authority leading up to free and fair elections in 2009. Unofficially, the current president of Sudan is considered a dictator. The International Criminal Court has issued a warrant for his arrest. The president ejected foreign aid groups in March 2009, creating a humanitarian crisis for millions of Sudanese.

Republic of Kenya

Although Kenya is a republic, individual states are more tightly controlled by the central government than states in the United States. Kenya had a presidential form of democracy until the election of 2007. After much violence and negotiation, the position of prime minister was established. The new system requires an unusual power-sharing agreement between the president and the prime minister. The president is the chief of state

and the prime minister is the head of government. There are over 10 political parties, but most fall into two of the coalition parties that participate in the power-sharing agreement. All citizens 18 and over may vote in elections.

Republic of South Africa

South Africa is a parliamentary democracy. The president of South Africa is elected by members of the National Assembly who are elected by the citizens. The president is both the chief of state and the head of government. All citizens 18 and over may vote in elections. However, the national government still appoints the provincial premiers.

Republic of Kenya: Kenya gained its independence from Great Britain in 1963. It is a republic

with a unicameral (one-house) legislature called the National Assembly. The head of

government is the President. He is the leader of the Kenyan African National Union (KANU)

political party. Citizens 18 and over can vote. Freedoms are written into Kenya’s constitution

but the government is dominated by the president. There have been improvements in citizen’s

rights over the years.

Republic of South Africa: South Africa became independent from Great Britain in 1910 but it

was not until 1994 that the racial segregation ended. Apartheid kept the races separated with the

Afrikaners (South Africans of European descent) in charge and the black South Africans at the

bottom of the political order. Today, South Africa is a republic with a bicameral (two house)

National Assembly. The President is elected by the National Assembly. Citizens over 18 years of

age can vote and they do have many personal freedoms.

Republic of Sudan: Sudan became independent from Great Britain and Egypt in 1956. While

there is a National Legislature, the government is dominated by the National Congress Party.

The head of that political party is the president and the head of state. While citizens over 17 are

supposed to have the right to vote, they have very few freedoms unless they are a member of the

National Congress Party.

Kenya

Although there was a European presence in this part of Africa as early as 1498, Kenya did not become an official British colony until 1920. Black people in the colony were denied a role in politics until 1944, when a few black people were allowed to run and hold office. In the 1950s, there was a violent, seven year uprising resulting in the deaths of tens of thousands of black Kenyans. Black participation in government increased steadily during this period, and Kenya became an independent nation in 1963.

Teacher Notes, H1b: In some parts of Africa, the people ruled by European colonial powers began to develop a strong sense of nationalism. This nationalism helped some countries in Africa become independent. This element asks students to explain the relationship of nationalism to independence in three African countries. It is not required that students know specific dates or names, but rather they are able to explain the role of nationalism in the independence of South Africa, Kenya, and Nigeria.

Nigeria

British influence in Nigeria began in 1885 and the territory officially became a British colony in 1914. A largely peaceful nationalist movement in Nigeria led the British to move Nigeria gradually toward independence between 1945 and 1960. Final independence was achieved in 1960. Unfortunately, economic development by the British during the colonial period was unequally distributed in the territory that became the country of Nigeria. This allowed some of the ethnic groups in the country to have greater wealth and power than other ethnic groups. The inequities and ethnic tensions caused multiple coups throughout the 60s, 70s, 80s, and 90s.

H1b. How did nationalism lead to independence in South Africa, Kenya, and Nigeria?

Kenya gained it independence from Great Britain in 1964. Joseph Kenyatta became president after

being released from prison. He had helped organize nationalist feelings against the British

government and white settlers in Kenya. Kenyatta’s government, however, was autocratic and

Kenya became a one party state. After he died, foreign governments like the United States forced

Kenya to open up its government to opposition parties and improve its civil rights record or else

Kenya would lose foreign aid. In recent years, Kenya has become more democratic although it is

still dominated by the KANU political party.

Nigeria won its independence from Great Britain in 1960. Within months, war broke out between

Christians in the south and Muslims in the north. The country has been plagued with military

coups and violent acts throughout its short history. The 1999 elections seemed freer and more

open than in previous elections. However the government is still unstable

Nigeria has large oil reserves in the Niger River Delta, but that wealth has not helped the country

as whole. It still depends on foreign aid.

CG2b. Explain how political, economic, & social conflicts led to South Sudan’s independence.

South Sudan gained its independence from Sudan in 2011 ending the longest running civil war in

Africa. When Sudan gained its independence from Great Britain in 1956, the Arab Moslems in the

Recurring Theme - Nationalismcommon history, customs and origin. They might share a language and religion. They take pride in being a part of that group and begin to think of themselves as a nation and do not want to be ruled by another group of people. Independence movements are the result of nationalism. Extreme nationalism can lead to hatred, war and even genocide..

Teacher Notes, H1c:

South Africa

Much of the colonial conflict in South Africa occurred between the British and the settlers of Dutch, German, and French origin who preceded the British. Eventually, the British Empire was able to consolidate power over this group and established the Union of South Africa in 1910. At this time, all power remained in the hands of white South Africans under British rule. In 1912, the African National Congress was established. This group of would fight for the rights of black and “colored” people in South Africa from 1912 through the end of Apartheid and the election of Nelson Mandela in 1994. It is important for students to understand that the independence of South Africa from the British Empire was established by the white minority in 1961. Their decision to declare themselves a republic was driven by their desire to maintain the system of Apartheid. The nationalist movement in South Africa did not achieve independence from a colonial power; rather, it defeated the Apartheid system and established equal rights for black and “colored” South Africans.

Teacher Notes, H1c: Students should understand the rationale for the creation of and the purpose of apartheid laws in South Africa during the 1940s. Students should be able to explain what apartheid was and its impact on the nonwhite population of South Africa. Students should be able to explain the world reaction to this policy and process by which apartheid was defeated in South Africa. In discussing the roles of Mandela and deKlerk, students do not need to know biographical information, rather their part in the ending of apartheid.

north were left in control of the entire country, in spite of promises of autonomy for the non-

Moslems in the south (including Christians and people with traditional beliefs). Two long and

bloody civil wars finally resulted in South Sudan’s independence. The conflict is likely to continue

since South Sudan now possesses most of the oil fields, but has no access to the Red Sea and its

oil pipelines go through Sudan.

H1c. How did nationalism lead to independence in South Africa? c. How did apartheid begin and how did it end in South Africa? What were the roles of Nelson Mandela & F.W. de Klerk?

South Africa: A colony was created by the Dutch on the southern tip of Africa. Its location made

it important as ships passed nearby as they “rounded the Horn” (Cape Horn). Eventually the

Dutch settlers called themselves Boers. As Great Britain came to dominate the sea route, they took

over the colony in the early 1800’s. The Boers moved north and took over land from the native

Zulus. The Zulus fought the Dutch and the British trying to protect their land.

By the early 1900’s, the British and Dutch descendants created for themselves a country, the

Union of South Africa. These white descendants of European settlers thought of themselves as

Afrikaners with their own language, Afrikaans.

Over time, they established a system of government called Apartheid. It kept the races strictly

separated or “apart”. At the top of the structure were the white Afrikaners, then the “coloreds”

Indians and Asians who had come to South Africa to work in the gold and diamond mines. At the

bottom were the native “black” Africans. Apartheid was brutal and extremely unfair to all but the

Afrikaners.

Teacher Notes, H1d:

Students should be able to define the Pan-African movement and its relationship to African nationalism and the African independence movement. The general overview below comes from information in the MSN Encarta.

Definition

The Pan-African movement began in the late 1800s as a philosophy emphasizing the common bond shared by people of African descent and advocating unity among African people. It is sometimes applied to black Africans, to all black people throughout the world, and/or to all people living on the African continent.

African Nationalism

From 1900 to 1945, most Pan-Africanists, with the notable exception of Marcus Garvey, were black intellectuals from the United States, the Caribbean, and Europe or affluent black Africans studying abroad in Europe and the Americas. After WWII, these young black leaders began to organize influential groups of black Africans. Some of the groups attending Pan-African conferences in Europe developed nationalist movements in their colonies and fought for independence.

Independence

Some of the most influential Pan-Africanists rose to become president of newly independent African countries. This is true for Kenyatta in Kenya and Nkrumah in Ghana. The Pan-African movement led to the development of a loose organization of African states known as the African Union.

Black Africans in South Africa organized themselves in the African National Congress (ANC)

and worked to end Apartheid. The South African government tried to suppress the ANC and threw

many of its leaders, like Nelson Mandela into prison. The Pan-African Congress (see below)

worked against Apartheid as well. The international community took up this cause and many

countries imposed embargos on South Africa. By refusing to trade with South Africa they hoped

to put pressure on South Africa’s government by hurting their economy. Finally in 1985, South

Africa began making changes. The white president F.W. de Klerk legalized the ANC and

released Nelson Mandela from prison. Apartheid quickly fell apart and in 1994, Nelson Mandela

was elected the nation’s first black president. Mandela and other ANC pushed for a peaceful

transition of power and today South Africa is one of the most successful African countries.

H1d. What was the impact of the Pan-African movement?

The Pan-African Movement was a reaction to the experiences of European colonialism in Africa.

People of African descent, all over the world, began to think of Africa as a homeland. They

believed that all Africans and people of African descent shared a bond and a common cause. They

wanted to help bring about the end of European colonialism. The movement continues to push for

cooperation between African countries to help solve Africa’s problems.

Teacher Notes, E1c :

Using the information learned in elements “a” and “b,” students should compare how the economies in each listed country answer the basic questions of economics from element “a.” They should also be able to explain from their answers the basic questions of economics and approximately where on the continuum between pure market and pure command each economy falls. They should also be able to explain why the country is in that position on the continuum. The following information is based on material found in the U.S. State Department’s Background Notes.

III Africa TodayPart Three: The EconomiesHow do the economies of Africa function? Economic Systems in Africa (SS7E1 & 3)

SS7E1c. Compare and contrast the economic systems in South Africa and Nigeria.

Recurring Theme – Economic SystemsSocieties must put their limited (scarce) resources to use in order to provide goods and services to its people. Economists like to think of the three basic economic questions: 1. What to produce? 2. How to produce? 3. For whom to produce?

The answer to these questions defines the type of economic system: Traditional (“It’s always been done this way!) Command (Government) Market (Individuals and businesses) Mixed (Most are on a continuum between Command and Market)

Recurring Theme – Importance of TradeFree voluntary trade is good. It allows for specialization which increases productivity. Trade also promotes the spread of ideas. Barriers to trade hurt economies. Physical barriers like deserts and mountains make trade expensive or impossible. Political trade barriers can be intentional, such as tariffs, quotas, embargoes and subsidies or unintentional, such as war.

Recurring Theme – Importance of Entrepreneurship and CompetitionStarting a business can involve substantial risk. Competition can force a company out of business and result in the loss of investment. Yet it produces innovation which leads to an increase of productivity, quality and a better use of limited resources.

Recurring Theme – Importance of Investing in Human CapitalSocieties that invest in human capital have more successful economies. Higher literacy rates and better health care systems lead to higher standards of living.

South Africa

(1) What to produce?

A large portion of South Africa’s GDP comes from a highly developed, privatized enterprise system rivaling many other developed economies. The private sector is based on mining, agriculture, services, and manufacturing.

Due to large inequities established by apartheid era policies, the South African government operates a relatively large social services sector and maintains state run enterprises in the areas of housing, business development, education, basic services, and healthcare.

(2) How to produce?

In the developed sector, private businesses and consumers make production decisions based on market principles and international economic standards.

The Reconstruction and Development Plan designed as a blueprint for providing social services is administered by a number of government ministries.

(3) For whom to produce?

The private sector produces goods and services for domestic and international markets based on the market price system.

The government social services sector produces public goods and services based upon the needs of the population throughout the country.

Place on the continuum: South Africa is a strong market economy with some command characteristics.

South Africa: South Africa has a diversified economy and one of the highest GDP’s in Africa.

The country has invested heavily in human resources. Technologically advanced with some

government controls, it is one of the strongest in the region. Diamonds, gold and platinum are

important resources. They also have a manufacturing sector. South Africa does have a high

unemployment rate.

Teacher Notes, E3c:

Students do not need to identify the natural resources of specific countries, but should be able to explain how the presence or absence of natural resources impacts a country’s economy. Students may be provided charts and/or graphs to evaluate the impact of natural resources on the development of that country’s economy.

Students should identify how these resources are distributed throughout Africa. Students should then compare the GDPs of the selected countries and determine the impact of the presence or absence of these resources on GDP. On the CRCT, students will not be held accountable for specific countries, but rather for their ability to explain how the presence or absence of these resources affects economic development. Charts or graphs may be used to compare selected examples for students to draw conclusions.

South Africa

GDP— $506.1 billion (2008 est.)

Resources – World’s largest producer of Gold; No significant oil production; Produces diamonds; No significant uranium production

Nigeria

GDP— $328.1 billion (2008 est.)

Resources – Oil and natural gas production account for 37% of GDP; Not a major producer of uranium, diamonds, or gold.

To view major world uranium deposits visit: http://www.ldeo.columbia.edu/edu/dees/U4735/projections/pitman/8.uranium.jpg

To view major world diamond deposits visit: http://whgbetc.com/mind/diamonds_world_map_rutgers.gif

To view major world gold deposits visit: http://www.minelinks.com/alluvial/gold_map_5.html

Nigeria

(1) What to produce?

Nigeria’s major industry is petroleum production. This is followed by agriculture. Business development is difficult because of corruption and ineffective government oversight of

markets. It is estimated that as much as 75% of Nigeria’s economy occurs in the informal sector and it not

counted in GDP.

(2) How to produce?

After years of government control, the country’s major industries are increasingly becoming privatized. This includes the petroleum industry and banking sector.

Corruption, high tariffs on imported goods, and lack of infrastructure cause production inefficiencies.

(3) For whom to produce?

46% of Nigeria’s daily oil production is exported to the United States. Due to an overvalued currency, Nigerians import many consumer goods. Many domestic

manufacturers have been unable to compete with cheap imports and have closed.

Place on the continuum: Nigeria is on the market side of the continuum, but is more toward the command end than South Africa.

Nigeria: Because of its oil reserves and rich farmland, Nigeria ought to have a strong economy.

But government corruption and years of dictatorship have left Nigeria with a poorly organized

economy. By some estimates, 30% of the world’s oil reserves are in Africa. Most of these

reserves are along the Mediterranean coast and the delta of the Niger River. So far, most of the

profits from this resource have gone to corrupt government officials and international businesses.

SS7E3c. Explain how the distribution of diamonds, gold, uranium, and oil affects the economic development of Africa.

Teacher Notes, E3c:

Students do not need to identify the natural resources of specific countries, but should be able to explain how the presence or absence of natural resources impacts a country’s economy. Students may be provided charts and/or graphs to evaluate the impact of natural resources on the development of that country’s economy.

Students should identify how these resources are distributed throughout Africa. Students should then compare the GDPs of the selected countries and determine the impact of the presence or absence of these resources on GDP. On the CRCT, students will not be held accountable for specific countries, but rather for their ability to explain how the presence or absence of these resources affects economic development. Charts or graphs may be used to compare selected examples for students to draw conclusions.

South Africa

GDP— $506.1 billion (2008 est.)

Resources – World’s largest producer of Gold; No significant oil production; Produces diamonds; No significant uranium production

Nigeria

GDP— $328.1 billion (2008 est.)

Resources – Oil and natural gas production account for 37% of GDP; Not a major producer of uranium, diamonds, or gold.

To view major world uranium deposits visit: http://www.ldeo.columbia.edu/edu/dees/U4735/projections/pitman/8.uranium.jpg

To view major world diamond deposits visit: http://whgbetc.com/mind/diamonds_world_map_rutgers.gif

To view major world gold deposits visit: http://www.minelinks.com/alluvial/gold_map_5.html

Teacher Notes, E3d:

Students should explain entrepreneurship and its importance in economic development in South Africa and Nigeria. How has entrepreneurship aided development in Africa? If there is a lack of entrepreneurship, how has this affected development in these regions? Students are not expected to know specific examples from the regions. They may be required to use charts and graphs to evaluate the impact of entrepreneurship on economic development. In Africa a unique form of micro-entrepreneurship has developed. Students should understand that entrepreneurship is not limited to large businesses, but in the case of Africa includes very small shops and one person businesses.

One source for information on entrepreneurship in various countries is The Heritage Foundation’s Economic Freedom Index. The index ranks countries based on scores in ten economic categories, one of which is Business Freedom. Since the same criteria are used for all countries, the index can help with comparisons of entrepreneurship. For over a decade, The Wall Street Journal and The Heritage Foundation have tracked the march of economic freedom around the world with the Index of Economic Freedom. Teachers need to be aware of this and be willing to share information about the website if requested.

South Africa

Based on information from the Economic Freedom Index (EFI), South Africa is very open to entrepreneurship. It is easy to start a business. Private property rights are well protected by law, but the courts are slow and inefficient, making it difficult to resolve disputes. To view the EFI for South Africa go to: http://www.heritage.org/Index/Country/southafrica

Nigeria

Based on information from the Economic Freedom Index (EFI), Nigeria is moderately open to entrepreneurship. In theory, it is easy to start a business, but in practice, government corruption makes it very hard to obtain an official business license. Another difficulty for business owners is lack of protection of private property rights. Much of the entrepreneurship takes place in the informal sector of the economy. To view the EFI for Nigeria go to: http://www.heritage.org/Index/Country/Nigeria

Gold and diamonds have long been an important part of South Africa’s economy, but the

poverty in South Africa demonstrates that it has not benefited everyone in that society. A trade

has arisen in some countries where profits from the sale of stolen or smuggled diamonds have

gone to fund armed conflict. The trade in “conflict diamonds” has helped to destabilize parts of

Africa.

d. Describe the role of entrepreneurship.