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Tides-Of-The-Desert.Pdf
UNIVERSITÄT ZU KÖLN Heinrich -Barth -Institut für Archäologie und Geschichte Afrikas 14 A F R I C A P R A E H I S T O R I C A Monographien zur Archäologie und Umwelt Afrikas Monographs on African Archaeology and Environment Monographies sur l'Archéologie et l'Environnement d'Afrique Herausgegeben von Rudolph Kuper KÖLN 2002 Tides of the Desert – Gezeiten der Wüste Contributions to the Archaeology and Environmental History of Africa in Honour of Rudolph Kuper Beiträge zu Archäologie und Umweltgeschichte Afrikas zu Ehren von Rudolph Kuper Edited by Jennerstrasse 8 Jennerstrasse 8 comprises Tilman Lenssen-Erz, Ursula Tegtmeier and Stefan Kröpelin as well as Hubert Berke, Barbara Eichhorn, Michael Herb, Friederike Jesse, Birgit Keding, Karin Kindermann, Jörg Linstädter, Stefanie Nußbaum, Heiko Riemer, Werner Schuck and Ralf Vogelsang HEINRICH-BARTH-INSTITUT © HEINRICH-BARTH - INSTITUT e.V., Köln 2001 Jennerstraße 8, D – 50823 Köln http://www.uni-koeln.de/hbi/ Alle Rechte vorbehalten. Reproduktionen jeglicher Art nur mit ausdrücklicher Genehmigung. CIP – Titelaufnahme der Deutschen Bibliothek Tides of the desert : contributions to the archaeolo- gy and environmental history of Africa in honour of Rudolph Kuper = Gezeiten der Wüste : Beiträge zu Archäologie und Umweltgeschichte Afrikas zu Ehren von Rudolph Kuper / Heinrich-Barth-In- stitut. Ed. by Jennerstrasse 8. - Köln : Heinrich- Barth-Inst., 2002 (Africa praehistorica ; 14) ISBN 3-927688-00-2 Printed in Germany Druck: Hans Kock GmbH, Bielefeld Typographisches Konzept: Klaus Kodalle Digitale Bildbearbeitung: Jörg Lindenbeck Satz und Layout: Ursula Tegtmeier Titelgestaltung: Marie-Theres Erz Redaktion: Jennerstrasse 8 Gesetzt in Palatino ISSN 0947-2673 Contents Prolog Jennerstrasse 8 – The Editors Eine Festschrift für Rudolph Kuper.......................... -
E:\Teksty\2016 Teksty\PH 4 2015\Wersja Elektroniczna
PRZEGLĄD HUMANISTYCZNY 4, 2015 Florian Krobb (National University of Ireland Maynooth) FROM TRACK TO TERRITORY: GERMAN CARTOGRAPHIC PENETRATION OF AFRICA, C. 1860–1900 I On page 130, the Cambridge History Atlas juxtaposes two maps of Africa. The larger, page-filling map shows the African continent’s political division in the first decade of the twentieth century: apart from Morocco, Liberia and Abyssinia, the entire landmass and all adjacent islands are shaded in the cha- racteristic colours of their European owners. Geographical features, mountains, rivers and the names of those features which do not lend themselves to graphic representation, such as the Kalahari Desert, appear very much subordinate to the bold reds, yellows and blues of the European nations. History, at the beginning of the twentieth century, is the development of nation states, and Africa had been integrated into its trajectory by being partitioned into dependencies of those very nation states. The Atlas integrates itself into, on the eve of the First World War even represents a pinnacle of, the European master narrative of the formation of nations, their expansion beyond domestic borders in the process of colonisation, the consolidation of these possessions into global empires, and the vying for strategic advantage and dominance on the global stage in imperialist fashion. On the inset in the bottom left corner, the same geographical region is depicted as it was in the year 1870. The smaller size leaves even less room for geographical information: some large rivers and lakes are marked in the white expanse that is only partly surrounded by thin strips of land shaded in the European nations’ identifying colours. -
História (São Paulo) V.31, N.2, P. 146-170, Jul/Dec 2012
História (São Paulo) A busca inglesa pelo curso do Rio Níger: do problema geográfico à possessão potencial The English’ search through Niger River course: from the geographical problem to potential possession ________________________________________________________________ Alexsander Lemos de Almeida GEBARA* Resumo: O artigo analisa o corpo de textos produzidos por expedições inglesas na região do rio Niger entre primeira viagem de Mungo Park (1795) e a expedição oficial britânica de 1841 procurando notar as semelhanças e diferenças nas representações ao longo do tempo. O período em questão apresenta grandes transformações no contexto atlântico, incluindo o final do tráfico de escravos pela Inglaterra, e marca também uma alteração no equilíbrio das forças na costa e no interior da África Ocidental. Desta forma, o trabalho procura mostrar como as ideias inglesas sobre escravidão e tráfico de escravos interferem nas dinâmicas de representação e nas práticas diplomáticas europeias para com as sociedades próximas ao curso do rio Niger. Finalmente, o artigo também aponta para a forma como as preocupações quase exclusivamente geográficas das primeiras viagens paulatinamente adquiriram o caráter intervencionista de um discurso de posse ao mesmo tempo em que as novas condições materiais e técnicas desequilibravam as relações de força em favor da Inglaterra. Palavras-chave: ingleses, Rio Níger, escravidão, diplomacia. Abstract: This paper analyzes a set of texts written during English expeditions in the region of the Niger River between first trip of Mungo Park (1795) and the 1841 official British expedition, looking for the similarities and differences in representations over time. The period in question encompassed transformations in the Atlantic context, including the end of the slave trade in England, and also assigns a change in the balance of forces on the coast and in the interior of West Africa. -
Nigerian Nationalism: a Case Study in Southern Nigeria, 1885-1939
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1972 Nigerian nationalism: a case study in southern Nigeria, 1885-1939 Bassey Edet Ekong Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the African Studies Commons, and the International Relations Commons Let us know how access to this document benefits ou.y Recommended Citation Ekong, Bassey Edet, "Nigerian nationalism: a case study in southern Nigeria, 1885-1939" (1972). Dissertations and Theses. Paper 956. https://doi.org/10.15760/etd.956 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF' THE 'I'HESIS OF Bassey Edet Skc1::lg for the Master of Arts in History prt:;~'entE!o. 'May l8~ 1972. Title: Nigerian Nationalism: A Case Study In Southern Nigeria 1885-1939. APPROVED BY MEMBERS OF THE THESIS COMMITIIEE: ranklln G. West Modern Nigeria is a creation of the Britiahl who be cause of economio interest, ignored the existing political, racial, historical, religious and language differences. Tbe task of developing a concept of nationalism from among suoh diverse elements who inhabit Nigeria and speak about 280 tribal languages was immense if not impossible. The tra.ditionalists did their best in opposing the Brltlsh who took away their privileges and traditional rl;hts, but tbeir policy did not countenance nationalism. The rise and growth of nationalism wa3 only po~ sible tbrough educs,ted Africans. -
Rufiji R Niger River
e cast out from the riverbank at dawn. Behind us, Mopti, one of the largest river ports in West Africa, is uncustomarily quiet. The fi rst wooden pirogues of the day, ferrying fi shermen and Wother human cargo, ease their way across the Bani River, waters which will soon merge with those of the Niger. RIVER Sounds are few: the distant racheting of a generator, songs, murmured greetings rippling across the river, the gentle lapping of wood on water. We drift out onto the river, which here at Mopti is sluggish and muddy brown; it carries us away from the AMONG shore, tending north in the accumulating daylight. Still within sight of Mopti, our boat gathers speed as we catch the current and the engine then springs to life, and we join the Niger bound for Timbuktu. The journey from Mopti to Timbuktu spans the RIVERS most celebrated section of the Niger, a river that is one Join Sahara lover Anthony Ham for of Africa’s grand epics. At almost 2600 miles in length and Africa’s third-longest river, the Niger derives its a trip into the desert on the waters name from the Tuareg words ‘gher-n-gheren’, which of the enigmatic Niger River. means ‘river among rivers’. From its source as an innocuous trickle in the Fouta Djalon highlands on the Guinea-Sierra Leone border to its outlet to the sea in the blighted oil-rich lands of Nigeria’s Niger Delta, the Niger carries along on its waters the history of West Africa. It was along the shores of the Niger that some of the greatest empires of African antiquity arose, among them Ghana, Mali and Songhai. -
World Heritage 25 COM
World Heritage 25 COM Distribution limited WHC-01/CONF.208/INF.10 Paris, 30 November 2001 Original : English UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION CONVENTION CONCERNING THE PROTECTION OF THE WORLD CULTURAL AND NATURAL HERITAGE WORLD HERITAGE COMMITTEE Twenty-fifth session Helsinki, Finland 11-16 December 2001 Information document: Report of the Expert Meeting on Desert Landscapes and Oasis Systems (Oasis Kharga, Egypt), 23 - 26 September 2001 The Committee may wish to take note of the summary report of the Expert Meeting on Desert Landscapes and Oases Systems (Oasis of Kharga, Egypt, 23 - 26 September 2001) and the conclusions and recommendations contained in the document. The recommendations are addressed to the Committee, the States Parties, (potential) site managers, to the World Heritage Centre and to the advisory bodies to the Convention. The Committee may also wish to note that the meeting was considered as a starting point for a broader reflection on desert landscapes, both in the Arab Region and other parts of the world. In the framework of the global strategy other expert meetings and theme studies could be carried out towards the identification, recognition and protection of desert landscapes of outstanding universal value. Summary report of the Expert Meeting on Desert Landscapes and Oasis Systems (Oasis Kharga, Egypt), 23 - 26 September 2001 The participants were welcomed by the Governor of the New Valley Province, General Mehat Abdel Rhaman, who highlighted that he was in charge of the largest province in Egypt, which also covers important desert areas west of the Nile. He emphasized the international collaboration carried out in archaeology and geomorphology of the border areas with Sudan and Libya. -
THE EXPLORERS in AFRICA 1.Who Is an Explorer?
Day Time content REF Mon 7:00PM- THE EXPLORERS IN AFRICA Comprehensive SST bk 23-03- 9:00PM 7 page 58,Mk atlas page 1.Who is an explorer? 2020 96 A person who leaves his country to another country or continent to search for information. 2.Why did the explorers come to Africa? -To find the sources of R. Nile. -To find areas of trade. -To find geographical information about Africa. 3.Problems that were faced by explorers in Africa -Hostile tribes -Tropical diseases. -Poor transport -Harsh climate -Shortage of supplies. -Attacks from wild animals -Language barriers. 4. What were the effects of the European explorers (results) -Physical features were renamed. -Africa was opened to the rest of the world. -Friendship and links between Africa and Europe started. -They discovered areas of trade. -Explorers gave information to traders and missionaries. 5.Name the first explorer to come to Africa. Bartholomew Diaz Bartholomew Diaz -He was a Portuguese. He wanted to find a sea route to India. He was the first explorer to sail around Cape Town. 6.Why did Bartholomew Diaz call Cape Town the Cape of Good Hope? -He had hope that they Portuguese would soon find the sea route to india 7.What made Bartholomew Diaz not to complete his journey to India? -He was affected by storms. -He lacked supplies. Vasco Da Gama -He was a Portuguese explorer who discovered the sea route to India. -He started his journey from Lisbon, Portugal. 1.What problems were faced by Vasco Da Gama during his journey to India? - Lack of supplies. -
Physicians As Explorers: Mungo Park, the Doctor on the Niger
Physicians as explorers: Mungo Park, the doctor on the Niger W.E. SWINTON, D SC, PH D, FRSE The Royal Burgh of Selkirk, in Scot- Thus an introduction to Sir Joseph problems. In many cases the solution land, is famous for its fighting sons was often as good as a passport, and came relatively soon; they died or van- and, in modern days, its Rugby players. William Dickson's introduction of his ished and had to be replaced. So it is not surprising that little Mungo young brother-in-law immediately led Young Mungo Park, tall and hand- Park, born Sept. 10, 1771 on the farm to the doctor's appointment as assistant some and having a way with the ladies, of Foulshiels (which is still there a few surgeon on the East Indiaman Worce- was qualified as a doctor and naturalist, kilometres west of the town), early ster and a voyage to Sumatra in 1792. but there is no doubt that, like many showed physical ability that was, alas, While at Bencoolen in the southwest others of his race, he was ambitious. to be his downfall. And his name Mun- of that island Park collected some rare Africa was a vast expanse for fame and go, strangely Gaelic for a lowland Scot, plants and some fish, for he had been fortune. It may be said here that half means amiable, which he proved to be. interested in botany during his Edin- the well-known names in the explora- He was the 7th child, of 13, of a burgh studies. -
Annual Report of the Colonies, Nigeria, 1923
COLONIAL REPORTS—ANNUAL. No. 1197. sxsifJrUJx A r UK I VZX (For Report for 1922 see No. 1155.) LONDON P PRINTED & PUBLISHED BY HIS MAJESTY'S STATIONERY OfflCH be purchased through any Bookseller or directly from H.M. STATIONERY OFFICE at the following addresser: Imperial House, Kingeway, London, W.C& and 28 Abbgdon Sfreei, London, S.W.I j Yorjc Street, Manchester$ 1 Sfc Andrew's Crescent, Cardiff j or 120 George Street, ' Edinburgh. 1924 Price 15. Orf. Net. 2 i . €0,LONIAL REPORTS—ANNUAL No. 1197. NIGERIA. ANNUAL GENERAL REPORT FOR 1923, 1. GEOGRAPHICAL AND HISTORICAL NOTE. The Colony and Protectorate of Nigeria is situated on the northern shores of the Gulf of Guinea. It is bounded on the west and north by French territory and on the east by the former German Colony of the* Cameroons. Great Britain has recently received a mandate over a small portion of the Cameroons (31,150 square miles) which, for purposes of administration, has been placed under the Nigerian Government. The remainder of the Cameroons is administered by the French under a mandate, so, for all practical purposes, all the land frontiers of Nigeria march with French territory. ,.. 2. The area of Nigeria, induding the mandated area of the Cameroons, is approximately 367,928 square miles (Southern Provinces and Colony 91;894 square miles ; Northern Provinces 276,034 square miles), and it is thus larger than any British Dependency other than Tanganyika, India, and the self-governing Dominions. It is more than three times the size of the United Kingdom. Along the entire coast-line runs a belt, from 10 to 60 miles in width, of dense mangrqye forest and swamp intersected by the branches of the Niger defta, and other rivers, which are connected one with another by innumerable creeks, the whole constituting a continuous inland waterway from beyond the western boundary of Nigeria almost to the Cameroons. -
The Nature of British Mapping of West Africa, 1749 – 1841
The Nature of British Mapping of West Africa, 1749 – 1841 Sven Daniel Outram-Leman University of Stirling PhD History Submitted 1st May 2017 Author’s declaration The work contained in this thesis is entirely my own. The views expressed are entirely my own, and not those of the University of Stirling 1 Abstract By focusing on the “nature” of mapping, this thesis falls under the category of critical cartography closely associated with the work of Brian Harley in the 1980s and early 1990s. As such the purpose of this research is to highlight the historical context of British maps, map-making and map-reading in relation to West Africa between 1749 and 1841. I argue that maps lie near the heart of Britain’s interactions with West Africa though their appearance, construction and use evolved dramatically during this period. By beginning this study with a prominent French example (Jean Baptiste Bourguignon d’Anville’s 1749 “Afrique”) I show how British map-makers adapted cartography from France for their own purposes before circumstances encouraged the development of new materials. Because of the limited opportunities to make enquiries in the region and the relatively few people involved in affecting change to the map’s content, this thesis highlights the episodes and manufactured narratives which feature in the chronology of evolving cartographies. This study concludes with the failure of the 1841 Niger Expedition, when Britain’s humanitarian agenda saw the attempted establishment of a model farm on banks of the Niger River and the negotiation of anti-slave trade treaties with nearby Africans. -
West Africa in the Era of the Slave Trade, 1500 to 1850
History 8a Africa in the Era of the Slave Trade Spring 2020 Professor Burke Swarthmore College MWF 9:30-10:20 Office hours: Parrish W201 Tuesday 2-3:30, Thursday 10-1 Trotter 206 Wednesday 1-3:30 Or by appointment [email protected] x8115 History 8a is a survey course, a broad overview of an area of historical inquiry. The most important goal for students in this course is to acquire a strong command over the content, but we will also be working with important skills associated with the discipline of history: reading primary and secondary sources, analytic writing, search and discovery of relevant information, and the formation of useful questions and arguments. The course focuses on Western Africa, a region that stretches from present-day Mauritania to present-day Cameroon along the coast and as far inland as Chad. It begins with the formation of large imperial states along the upper Niger River and the borders of the Sahara Desert and then examines the transformations of the region associated with the development of the Atlantic slave trade. Students will consider the causes, development and consequences of the Atlantic slave trade primarily from the perspective of Western African societies. We will put Western Africa into the wider picture of world history over the last millennium and in so doing understand the present and its limitations with new urgency and specificity. Course grades are based on two short papers, a midterm quiz, a variety of small response assignments and a final exam. The final grade is heavily weighted towards the final exam. -
African Civilizations
History 126: African Civilizations Prof. Nathan Carpenter Comenius Hall 302 [email protected] TR 4:00–5:00, or by appt. Course Description This class will introduce students to some of the major historical themes and events in Sub-Saharan African history, from Ancient Nubia to the present day. We will examine indigenous political his- tory, the development of trade networks, religion, slavery and slave trades, colonialism, nationalism and independence, development and NGOs, and recent events. Three central themes will tie these diverse topics together: mobility, exchange, and human agency. Though focused on the African continent, this course will keep in its scope Africa’s place in wider economic and cultural spheres. Students will also explore the sources and methods used by African historians and will have the opportunity to critically evaluate primary and secondary documents. As an introductory course, this class assumes no previous knowledge of African history and asks only that students come with an open mind and a willingness to be challenged—we will cover an extraordinary amount of ma- terial over the semester ending with some of the most pressing and interesting questions in Africa today! Course Objectives Evaluate and interpret historical texts. Students will read, analyze, and interpret a variety • of primary sources. Develop critical thinking skills. Students will develop critical thinking skills through the • analysis of primary and secondary documents. Students will be able to identify, and make, evidence-based historical arguments. Improve writing. The class will help students hone their ability to make and support original • arguments and express them clearly in written form.