DOCSLIB.ORG

Pass History with a Distinction Passing History 241/1 at O‟ Level Is Nolonger a Question of Concern to Ugandan UCE Students If

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Pass History with a Distinction Passing History 241/1 at O‟ Level Is Nolonger a Question of Concern to Ugandan UCE Students If Passing History 241/1 at O‟ level is nolonger a question of concern to Ugandan UCE students if one reads this recipe for understanding this paper. The simplified approach to O‟level East African history comes with a sole purpose of providing impeccable answers for all questions. I have devoted my time and resources to produce this manuscript which I have Vehemently called the “LUMEN”. It covers well researched questions of East African history suiting the current demand for students sitting UCE history examination, intending to become fully competent citzens. I have absolute belief that the manuscript shall be useful to the reader and fellow teachers in profession. I would like to pay special thanks to the almighty for the spiritual support given to me. In a special way, I extend special thanks to my students of Kakungulu High, H.O.D History Mr. Ssebuggwawo Yusuf, Mr. Musisi Saidi Head teacher Kakungulu High, colleagues especially Mr. Walusimbi Abdu. K. and History department of Kinawa High Kawempe for the guidance, corouge and moral support given to me. Pass history with a distinction 1 The techniques of passing history There are three principles 1) Introduction 2) Body 3) Conclusion Introduction The introduction takes 3-5 paragraphs and it includes all the details like who, where, when and other names. A map It should be drawn but not all questions require a map in the introduction. A map applies on questions concerning; Migrations Kingdoms Coastal towns Trade routes Uganda railway Great trek Kaffir wars The map should bear elements like tittle, frame, key and compass direction. It should be a simple map. The introduction should be on both parts A and B. Body (Points) This involves the construction of a paragraph or an essay. Out lines are discouraged. i. Point statement, a student must state well the points. ii. A simple explanation and example where possible like Luo were looking for pastures since they were pastoralists. iii. The paragraph should be between 2, 3 or 4 lines. iv. The student should give as many points as possible between 15-20 points on a question. Pass history with a distinction 2 v. Proper use of grammar must be emphasized. Conclusions The conclusion should be simple and precise. Conclude both parts A and B e.g. in conclusion the causes were internal and external. Formula. Introduction 3-5 paragraphs (02 marks) Sketch map (02 marks) Body, they should be as many points as possible 20 or 15 at least. Conclusion (01 mark) Pass history with a distinction 3 What is history? History is the study of past events in relation to the present so as to predict the future. It‟s the study of past events in connection with men and his surroundings. Importance of studying history. 1. It helps us to get knowledge about past events. 2. It helps us to know how man lived long ago. 3. It helps us to appreciate other people‟s cultures and norms. 4. It helps us to live and co-exist with people of different cultures and norms. 5. It helps us to get jobs in future e.g. teachers and lawyers. 6. It‟s a very pleasurable and entertaining subject which kills boredom in school. 7. It helps us to develop national feelings hence becoming patriotic in future. 8. It trains the students to judge for themselves what is good and bad. Sources of history. 1. Oral tradition: This is where history is got by word of mouth. It‟s normally given by the old generation to the young people through talking. It‟s given in various forms e.g. legends (stories), myths, poems, songs (hymns) and proverbs. Advantages It‟s is very cheap. It saves time. Researchers get first-hand information. It‟s a source of employment. It‟s very interesting when listening to stories. Disadvantages The accuracy entirely depends on the memory of the informer. Some exaggerate the history hence giving wrong information. Some people can die off with the history. Language barrier requires use of interpreters who might be expensive. 2. Archaeology: This is the study of material remains ( fossils) from the man‟s past. Items studied are skeletons, vessels, tools and weapons (arrows and spears) Pass history with a distinction 4 Stone Age sites in east Africa include Olduvai Gorge in Tanzania, Fort Jesus in Mombasa and Bigobyamugyenyi (Ssembabule District) Advantages It‟s very useful in telling us about where and how people lived. Information got is very accurate because it‟s got by trained archeologists. It‟s a source of tourist attraction which offers foreign exchange. It offers job opportunities to the archeologists. Researcher gets first-hand information. Disadvantages It can‟t help us to understand the history of languages and social aspects of life. Digging/ excavation of fossils is very tire some. Archeologists are exposed to many accidents e.g. snake bites and collapsing caves. Dating the actual events is very expensive and difficult. It‟s only used by trained archaeologists. 3. Written records. This is information that is got from documented sources e.g. magazines, Bible, Koran, newspapers. This information is always stored in libraries. Advantages Written records can be more accurate than oral sources after a long period of time. Information can be translated into a variety of languages. It‟s very easy to store written information in a library. Materials are cheaper than those used in digging up history. It‟s very easy to handle written information. Dis-advantages. It‟s very expensive to compile the work and buying written records. Its time consuming when you have to read many sources. Information can be destroyed by fire, water and termites. Some people tend to write exaggerated and wrong information. The illiterates can‟t benefit from this source. Pass history with a distinction 5 4. Anthropology: This is the study of a society‟s beliefs, culture and customs to tell their past. Advantages It helps us to interprete peoples‟ cultures. It gives first-hand information It saves time because information is got on spot. It helps to give information about society changes. Dis-advantages. It‟s very expensive if one must travel to distant places to study a particular culture. Some societies are hostile which makes it difficult to study them e.g. the Karamojong. Some soceities are wiped out by calamities e.g war which makes it hard to study them. It‟s very expensive because one has to stay in one place for a long time to study their norms. Intermarriages have made it difficult to study the culture of different groups of people. 5. Linguistic study: this is the study and analysis of languages. Advantages. Spoken languages are readily available which makes it easy to analyse them. It helps us to classify and interprete different subjects. It helps us to get information about the origin and culture of early settlers. It helps us to get first-hand information. Dis advantages. Its time consuming. Languages are not static but constantly keep changing and adapting. Some languages are wiped out due to intermarriages. Some languages are difficult to study and understand. Pass history with a distinction 6 EARLY HISTORY OF THE EAST AFRICAN COAST (AD 1000-1500) Who were the early inhabitants of the East African coast before 1000AD? 1. Little is known about these early inhabitants. 2. It is said that they were hunters and food gathers 3. They were at times called bush men or Hottentots. 4. They were also called the Khoisan as known to modern historians. 5. These occupied the Tanzania and Kenya highlands. 6. The Bantu and Cushites later displaced these early inhabitants. 7. The Hadzapi, Sandawe and Ndorobo are said to be some of their survivors. 8. The Bantu came from central Africa and came around 500AD. 9. They occupied towns like Sofala, Malindi, Kilwa and Mombasa. 10. Their main occupation was farming. 11. The Cushites were also among the first inhabitants. 12. They migrated from North or North-eastern Ethiopia due to fights against the Galla herders. 13. They migrated from Northern part of the coast and were cattle keepers. 14. They are classified into the Northern Cushites and Southern Cushites. 15. Examples of Cushites include the Galla, Rendile, Somalis e.t.c. 16. The Arabs and Persians came around 1000 A.D and took over the coast. What was the land of Zenj? 1. It refers to the stretch of land along the Indian Ocean coast between Mogadishu and Cape Delgadro. 2. It was approximately 3,000kilometers long. 3. It stretched 10 miles into the interior of East Africa. 4. Later it came to be the “ Zenj Empire” 5. The name was given to the coastal settlements by the early Arabs and Persians. 6. Zenj was to mean the land of the blacks. 7. It was also called Azania by the Greeks. 8. But it was a misleading interpretation of the East African coast. 9. Such an Empire never existed on the East African coast. 10. The Zenj Empire was made up of different coastal towns e.g. Mogadishu, Brava, Merca, Kismayo, Malindi, Gedi and Kilifi, Kilwa and Sofala. 11. These towns and settlements totaled up to 37 in number. 12. Today, the Zenj survives in the name Zanzibar. Pass history with a distinction 7 13. Its original inhabitants were the Bushmen, followed by the Bantu and Cushites. 14. Later on, the Arabs, Persians, Indonesians, Egyptians and Indians came to the coast. What factors led to the rapid growth of the East African coastal states between 1000-1500AD? 1. Between 1000-1500AD, a total of 37 towns had developed along the coast.
Load more

Recommended publications
  • The Evolution of Mumias Settlement Into an Urban Centre to Circa 1940 Godwin Rapando Murunga
    The evolution of Mumias settlement into an urban centre to circa 1940 Godwin Rapando Murunga To cite this version: Godwin Rapando Murunga. The evolution of Mumias settlement into an urban centre to circa 1940. Geography. 1998. dumas-01302363 HAL Id: dumas-01302363 https://dumas.ccsd.cnrs.fr/dumas-01302363 Submitted on 14 Apr 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THE EVOLUTION OF MUMIAS SETTLEMENT INTO AN URBAN CENTRE TO CIRCA 1940 BY GODWIN RAPANDO MURUNGA A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER OF ARTS DEGREE AT KENYATTA UNIVERSITY IFRA 111111111111111111111111111111111111 1 IFRA001481 No. d'inventaire Date te0 Cote August 1998 .1 •MS,Har,f..42G. , , (1. R Y 001 l°\1)..j9". E DECLARATION This thesis is my original work, and to the best of my knowlehe, has not been submitted for a degree in any university. GODWIN RAPANDO MURUNGA This thesis has been submitted with my approval as a University supervisor. .4010 PROF.ERIC MASINDE ASEKA iii DEDICATION This thesis is dedicated to my wife Carolyne Temoi Rapando and to my sons Tony Wangatia Rapando and Claude Manya Rapando for their patience and constant understanding during the long years of working.
    [Show full text]
  • Plantation Forestry in Tanzania: a History of Sao Hill Forests, 1939-2015
    Plantation Forestry in Tanzania: A History of Sao Hill Forests, 1939-2015. Hezron Kangalawe Presented for the Degree of Doctor of Philosophy (History) in the Faculty of Arts and Social Sciences, at Stellenbosch University Supervisor: Professor Sandra Swart March 2018 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entire of the work contained therein is my own, original work, that I am the authorship owner thereof (unless to the extent explicitly otherwise stated) and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Signature: Date: March 2018 Copyright © 2018 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract This thesis uses plantation forests from the colonial to the postcolonial period as a lens to explore the history of Tanzania between 1939 and 2015. The thesis discusses transitions within plantation forestry by using the changing history of the Sao Hill, the biggest plantation forest in Tanzania. The thesis weaves together the varied factors that led to the establishment of the Sao Hill plantation, first during the colonial period, when it was established as a means of ameliorating the micro-climates around tea farms and white commercial farms. Secondly, during the postcolonial period, it was part of implementing Basic Industrial Strategy (BIS) policy aimed at introducing industries that could reduce imports from 1967. While the colonial government compensated the customary land owners to get land for afforestation, the postcolonial government did not compensate as it resettled under the rubric of African Socialism, famously known as Ujamaa villages, between 1973 and 1976.
    [Show full text]
  • On the Conservation of the Cultural Heritage in the Kenyan Coast
    THE IMPACT OF TOURISM ON THE CONSERVATION OF THE CULTURAL HERITAGE IN THE KENYAN COAST BY PHILEMON OCHIENG’ NYAMANGA - * • > University ol NAIROBI Library "X0546368 2 A THESIS SUBMITTED TO THE INSTITUTE OF ANTHROPOLOGY, GENDER AND AFRICAN STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ANTHROPOLOGY OF THE UNIVERSITY OF NAIROBI NOVEMBER 2008 DECLARATION This thesis is my original work. It has not been presented for a Degree in any other University. ;o§ Philemon Ochieng’ Nyamanga This thesis has been submitted with my approval as a university supervisor D ate..... J . l U ■ — • C*- imiyu Wandibba DEDICATION This work is dedicated to all heritage lovers and caregivers in memory of my late parents, whose inspiration, care and love motivated my earnest quest for knowledge and committed service to society. It is also dedicated to my beloved daughter. Leticia Anvango TABLE OF CONTENTS List of Tables----------------------------------------------------------------------------------------------------------------- v List of Figures----------------------------------------------------------------------------------------------------------------v List of P la tes---------------------------------------------------------------------------------------------------------------- vi Abbreviations/Acronvms----------------------------------------------------------------------------------------------- vii Acknowledgements-------------------------------------------------------------------------------------------------------viii
    [Show full text]
  • University of Cape Town
    The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University Politics, Ethnicity and Jostling for Power: The Evolution ofInstitutions of Muslim Leadersnip and Kednisnip in Colonial Kenya, 1895-19G3 Town Cape of University Thesis S1JbmitfeD in fulfilment oftOe requirements lor toe Degree ofDoctor ofPoilosopoy Department ofNeHgious StuDies UniYllrsily ofCape Town December 2003 Acknowledgements The journeys towards completion of this work have made me to incur debts of gratitude to many people and institutions who have generously given me financial assistance in the form offellowships, from others I gained inspiration, moral support and constructive criticism towards improving this study. It is my greatest pleasure to have been associated with and acknowledge them. lowe a monumental debt of gratitude to my thesis advisors, Prof. Abdulkader Tayob and Prof. Muhammad Bakari whom I have grown to respect over the years for according me the benefit of their knowledge and wise counsel as well as offering steady guidance while allowing me the freedom to pursue my own intellectual development. I appreciate their encouragement and mentoring. I have also had the opportunity to share my thoughts on some aspects of this work in various forums. I would particularly like to thank Prof. John Hunwick and Sean O'Fahey who accorded me the opportunity to spend spring 2002, as a fellow of the Institute of Islamic Thought in Africa (IS ITA) at Northwestern University.
    [Show full text]
  • Pedagogy As Social Practice and Teachers' Pedagogic Choices In
    Pedagogy as Social Practice and Teachers’ Pedagogic Choices in Tanzanian Primary Schools A Dissertation SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Kristeen Chachage IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOHPY Frances Vavrus, Advisor January, 2020 © Kristeen Chachage 2020 Acknowledgements This research and dissertation could not have been possible without the support of many people. First, and foremost, I’d like to thank my family, especially Tuli and Bukaza, for moving, encouraging me and supporting me throughout the process, as well as all my siblings who supported us along the way. I am greatly indebted to the UMN professors who provided stimulating and challenging courses and comments throughout the program. I would especially like to mention my advisor, Professor Frances Vavrus, as well as Professors Joan DeJaeghere, Timothy Lensmire and Peter Demerath. Equally important were my colleagues in the Organizational Leadership, Policy and Development graduate program, CIDE cohort members—from my year group and our ‘elders’—as well as colleagues from Curriculum & Instruction, including all the MCF and TERI fellows. Finally, I thank my parents for providing me with the inspiration to seek a PhD since the time I was a child. This dissertation was also made possible by the generous support of a University of Minnesota Graduate School Thesis Research and Travel Grant, as well as the Department of Organizational Leadership, Policy and Development John & Grace Coogan Graduate Research Fellowship and the College of Education & Human Development Women’s Philanthropic Leadership Circle. i Abstract Amidst the current push for improving the quality of education in Sub-Saharan Africa, a technicist approach to pedagogy, which focuses on inputs and technical teacher training, has come to predominate international aid to education and much of the related literature.
    [Show full text]
  • The Structure of the Nyiha Noun Phrase
    The University of Dodoma University of Dodoma Institutional Repository http://repository.udom.ac.tz Humanities Master Dissertations 2012 The structure of the Nyiha noun phrase Bukuku, Josphat D The University of Dodoma Bukuku, J.D. (2012). The structure of the Nyiha noun phrase. Dodoma: The University of Dodoma. http://hdl.handle.net/20.500.12661/1295 Downloaded from UDOM Institutional Repository at The University of Dodoma, an open access institutional repository. THE STRUCTURE OF THE NYIHA NOUN PHRASE By Josphat Dougras Bukuku A Dissertation Submitted in Partial Fulfilment of the Requirement for Award of the Degree of Masters of Arts (Linguistics) of the University of Dodoma The University of Dodoma September 2012 CERTIFICATION The undersigned certify that she has read and hereby recommend for the acceptance by the University of Dodoma the dissertation entitled: The Structure of the Nyiha Noun Phrase, in partial fulfilment of the requirements for the Degree of Masters of Arts (Linguistics) of the University of Dodoma. …………………………………………. Dr. Rose Upor (Supervisor) Date ……………………………. i DECLARATION AND COPYRIGHT I, BUKUKU, Josphat Dougras, declare that this thesis is my own origin work and that it has not been presented and will not be presented to any other University for a similar or any other degree award. Signature…………………………………………… This Dirssertation is a copyright material protected under Berne Convention, the copyright Act of 1999 and other international and national enactments, in that behalf, on intellectual property; No part of this dissertation may be reproduced, stored in any retrieval system, or transmitted in any form or by any means without prior written permission of the author or the University of Dodoma.
    [Show full text]
  • The Inside by Linked to Politicians – Including a Way Through Murder, Drug and Hu- in Government Institutions
    SPECIAL REPORT The NEW LAW SEALS LOOPHOLES IN ELECTORAL PROCESS — Pages 14 & 19 SUPPLEMENT LEnhancingink governance for all THE PARTNERSHIP FOR PEACE PROJECT FUNDED BY THE EU NOVEMBER 2011 Issue No. 085 Kshs 40/= — Pages 15 - 18 Kenya risks being InsIde Is Bungoma ready for self a captured state government? By THE LINK WRITER —Pg. 4 ENYANS are seen to have a “business-as-usual” approach President Kibaki Kto corruption, but a new re- orders ministers port published by the International Peace Institute shows that our ex- to revive KPCU treme tolerance to impunity is having —Pg. 9 devastating consequences and is, in fact, undermining the State’s legiti- macy. Kibunjia assures Endemic corruption and powerful transna- Kenyans election tional criminal networks have entrenched state violence institutions and eroded public confidence in them, says the report by International Peace —Pg. 13 Institute. Peter Gastrow, the author of the report titled “Termites at Work: Transnational Or- State changes ganised Crime and State Erosion in Kenya” says that rampant corruption within the Police tact in race Force, the Judiciary and other State institu- against Aids tions has allowed criminals to penetrate politi- cal institutions. —Pg. 23 Powerful criminal networks with links to Parliament currently pose a big threat to the creation of laws, policies and regulations Bee keeping in that could help curb money laundering and Mwingi faces drug trafficking. Governments that lack the capacity or the political will to counter such imminent collapse penetration, he says, run the risk of becoming “captured states” – that is, states whose gov- —Pg. 27 ernment structures have become captives of Prof.
    [Show full text]
  • Lamu Old Town
    WHC Nomination Documentation File Name: 1055.pdf UNESCO Region: AFRICA __________________________________________________________________________________________________ SITE NAME: Lamu Old Town DATE OF INSCRIPTION: 16th December 2001 STATE PARTY: KENYA CRITERIA: C (ii)(iv)(vi) DECISION OF THE WORLD HERITAGE COMMITTEE: Excerpt from the Report of the 25th Session of the World Heritage Committee The Committee inscribed Lamu Old Town on the World Heritage List under criteria (ii), (iv), and (vi): Criterion (ii): The architecture and urban structure of Lamu graphically demonstrate the cultural influences that have come together there over several hundred years from Europe, Arabia, and India, utilizing traditional Swahili techniques to produce a distinct culture. Criterion (iv): The growth and decline of the seaports on the East African coast and interaction between the Bantu, Arabs, Persians, Indians, and Europeans represents a significant cultural and economic phase in the history of the region which finds its most outstanding expression in Lamu Old Town. Criterion (vi): Its paramount trading role and its attraction for scholars and teachers gave Lamu an important religious function in the region. It continues to be a significant centre for education in Islamic and Swahili culture. BRIEF DESCRIPTIONS Lamu Old Town is the oldest and best-preserved Swahili settlement in East Africa, retaining its traditional functions. Built in coral stone and mangrove timber, the town is characterized by the simplicity of structural forms enriched by such features as inner courtyards, verandas, and elaborately carved wooden doors. Lamu has hosted major Muslim religious festivals since the 19th century, and has become a significant centre for the study of Islamic and Swahili cultures.
    [Show full text]
  • Kcse History Pp1 Revision
    [email protected] HISTORY KCSE PP1 REVISION 1995-2018 QUESTIONS &ANSWERS (FOR MORE SIMPLIFIED E-RESOURCES) (CALL/TEXT/WHATSAPP 0705525657) 311/1 HISTORY AND GOVERNMENT Paper 1 Oct./Nov. 1996 2 ½ hours SECTION A (25 Mks) Answer all the questions in this section in the spaces provided Give two functions of the council of elders among the Akamba during the pre –colonial period. (2mks) State two factors which made it possible for the Arab traders to come to the Kenya coast before 1500. (2mks) Identify one contribution of John Krapf to the spread of Christianity in Kenya during the nineteenth century. (2mks) FOR MORE SIMPLIFIED E-RESOURCES CONTACT 0705525657 1 [email protected] Name the company which administered Kenya on behalf of the British government up to 1895 (1mks) Identify two factors which enabled the white settlers to establish farms in the Kenya Highlands during the colonial period. (2mks) Give two factors which led to the establishment of urban centres in Kenya during the colonial period. (2mks) State two objectives of the Kikuyu Central Association (KCA) Identify two ways in which the trade union movement contributed to the struggle for independence in Kenya. State two results of the development of railway transport in Kenya during the colonial period. (2mks) Name two African nationalist parties whose leaders attended the Lancaster House Conference. (2mks) Give two reasons why the District Focus for Rural Development was established in Kenya. (2mks) FOR MORE SIMPLIFIED E-RESOURCES CONTACT 0705525657 2 [email protected] Name two parastatal organizations in Kenya that fall under the ministry of Transport and Communication.
    [Show full text]
  • 1842 KMS Kenya Past and Present Issue 41
    Kenya Past and Present Issue 41 DRY ASSOCIATES LTD Investment Group Kenya offers unique financial opportunities for enhancing your economic landscape … focusing may be a problem. At Dry Associates Ltd. we take pride in focusing on these financial opportunities for our corporate and individual clients. Specialists in • Private Wealth Management •Issuance of Fixed Income Securities DRY ASSOCIATES HOUSE Brookside Grove, Westlands, Nairobi, Kenya Tel: +254 (20) 445-0520/1 +254 (20) 234-9651 Mobile(s): +254 (0) 705 799 971/705 849 429/ 738 253 811 www.dryassociates.com Kenya Past and Present Issue 41, 2014 Contents KMS highlights 2013 ...................................................................................... 3 Patricia Jentz Museum highlights 2013 ................................................................................5 Sharon Kyungu A journey through time: The National Museums of Kenya permanent art collection ...............................................................................11 Lydia Gatundu Galavu Kanga: Stories in the cloth ............................................................................17 Lydia Nafula Tracking the wild dogs of Laikipia ............................................................... 21 Teeku Patel WWII: Kenya’s forgotten Italian connection ............................................... 27 Aldo Manos The rediscovery of Makupa Fort ..................................................................34 Hans-Martin Sommer The return of Joy Adamson ..........................................................................42
    [Show full text]
  • Oral Traditions Among the ,Northern Malawi Ngoni1
    J. Humsnlt. (Zomba), 12, 1998, 1-18 Oral traditions among the ,northern Malawi Ngoni1 Al Mtenje and Boston Soko Introduction It has been widely believed that Ngoni culture has to be talked about in the context of the past (see Read, 1936 for example). The many changes which have taken place in the nature and structure of Ngoni culture and its manifestation are due to a number of forces: the missionaries and colonialism, the interaction with surrounding cultures and languages, Western education, the politics of nation..:building, and national language and cultural policies. Since the mid-nineteenth century when they occupied Mzimba District, after their long trek from Zululand in South Africa, the Ngoni have had to compromise their way of life with that of the Tumbuka and other autochthonous groups that they found. In the process, their culture, language and oral traditions have all suffered a certain amount of corrosion. This is to the extent that a hybrid culture of the old forms the Ngoni brought with them from South Africa, aspects of Tumbuka culture and elements of modernism, has emerged.2 This paper considers several aspects of Ngoni culture and shows the extent to which their preservation has been threatened by external forces. The critical influence of ChiTumbuka on the Ngoni'language is also discussed. , The paper discusses elements of Ngoni culture that have been preserved and considers some factors which have significantly affected N_goni traditions. This is followed by a brief examination of how the Ngoni language,has,'undergone some changes and some conclusions. Ngoni traditions It is now apparent that the Ngoni, though militarily and politically dominant, had no real policy on the development of their traditions.3 AS long as they maintained their political dominance over the different peoples they defeated and assimilated, they felt secure and complacent about everything else.
    [Show full text]
  • LCSH Section K
    K., Rupert (Fictitious character) K-TEA (Achievement test) Kʻa-la-kʻun-lun kung lu (China and Pakistan) USE Rupert (Fictitious character : Laporte) USE Kaufman Test of Educational Achievement USE Karakoram Highway (China and Pakistan) K-4 PRR 1361 (Steam locomotive) K-theory Ka Lae o Kilauea (Hawaii) USE 1361 K4 (Steam locomotive) [QA612.33] USE Kilauea Point (Hawaii) K-9 (Fictitious character) (Not Subd Geog) BT Algebraic topology Ka Lang (Vietnamese people) UF K-Nine (Fictitious character) Homology theory USE Giẻ Triêng (Vietnamese people) K9 (Fictitious character) NT Whitehead groups Ka nanʻʺ (Burmese people) (May Subd Geog) K 37 (Military aircraft) K. Tzetnik Award in Holocaust Literature [DS528.2.K2] USE Junkers K 37 (Military aircraft) UF Ka-Tzetnik Award UF Ka tūʺ (Burmese people) K 98 k (Rifle) Peras Ḳ. Tseṭniḳ BT Ethnology—Burma USE Mauser K98k rifle Peras Ḳatseṭniḳ ʾKa nao dialect (May Subd Geog) K.A.L. Flight 007 Incident, 1983 BT Literary prizes—Israel BT China—Languages USE Korean Air Lines Incident, 1983 K2 (Pakistan : Mountain) Hmong language K.A. Lind Honorary Award UF Dapsang (Pakistan) Ka nō (Burmese people) USE Moderna museets vänners skulpturpris Godwin Austen, Mount (Pakistan) USE Tha noʹ (Burmese people) K.A. Linds hederspris Gogir Feng (Pakistan) Ka Rang (Southeast Asian people) USE Moderna museets vänners skulpturpris Mount Godwin Austen (Pakistan) USE Sedang (Southeast Asian people) K-ABC (Intelligence test) BT Mountains—Pakistan Kā Roimata o Hine Hukatere (N.Z.) USE Kaufman Assessment Battery for Children Karakoram Range USE Franz Josef Glacier/Kā Roimata o Hine K-B Bridge (Palau) K2 (Drug) Hukatere (N.Z.) USE Koro-Babeldaod Bridge (Palau) USE Synthetic marijuana Ka-taw K-BIT (Intelligence test) K3 (Pakistan and China : Mountain) USE Takraw USE Kaufman Brief Intelligence Test USE Broad Peak (Pakistan and China) Ka Tawng Luang (Southeast Asian people) K.
    [Show full text]