Resource Unit VI, Grade Providence Social Studies Curriculum Project

DOCUMENT RESUME

ED 048 183 SP 007 070

TITLE Governmental Systems. Resource Unit VI, Grade Providence Social Studies Curriculum Project. INSTITUriCN Providence Puh?.ic Schools, R.I.;::.lode Island Coll., Providence. SPONS AGENCY Office of Education (FHFW), Wa:hington, L.C. Cooperative Research Program. REPORT NO CRP-6-1195 PUB DATE 68 NOTE 29p.; Part of a.:et of re ounce units and curriculum overviews for K-12 social studies

EERS PRICE EDRS Price MF-D.65 LC -33. 29 DESCEIPTORS *Cur:.iculum Guides, Governmental Structure, *Grade 6, *Social. Studies, *Urban 'reaching IDENTIFIERS Africa, Latin America

ABSTPACT GRADES Oh AGES: GJ:ade r. SUEJECT MA2T27,.: Social studies; government of Latin America and Africa. ChGANIZATION PHYSICAL APPEARNCF: The major portion of the guide, which develops the unit, is laid out in three columns, each one for topics, activities, and materials. Other sections are in list form. Tlie guiOe is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group cf activities in the second column is related to a topic in the first column. 7.NSTRUCTIONAL MATERIALS: Each group of materials listed in the third colucn Is related to one or more activities. In addition, two appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students shor.ld understand and skills the should possess ty the end of the unit. OPTIONS: The guide is prescriptive Ls to course content and timing. Activities and materials ?isted are ontional. (PI) M co -1 oo c) PROVIDENCE SOCIAL STUDIES CURRICULUM

PI:ZOJE CT 1

11.101.1 =1111

US DEPARTMENT OF 4IF ALTO", EDUCATION T WELFARE OFFICE OF EDUCATION THIS DOCUMENT PVLS SEEN REPRO GOVERNAENTAL SYSTE0 OUCH/ EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG IPLATING ITR')INTS CO VIEW OR OPiN RESOURCE UNIT VI IONS Ei AI SO CO NOT NECESSARILY PEPRESENT OFFIC,AL (IPEICE OF ECU CATION POSTUON OR POLICY GRADE G

r2IrIODE ISLAND COLLEGE PROVIDENCE PUBLIC SCHOOLS RJ,VI - Gr. E

ITA3LE CONTRNI'S

I. Major Undorsc.andings

Aims 1

In. Vocabulary 3

IV. Governmontal Systems of Latin America and Africa 4

V. Evaluation 13

VI Appead:A A. Political Divisions of Africa 19 B. Latin American Political Ilevir?.0 24

2 - Gr. 6 1

GOVERNiENTAL SYSTEJiS OF LATIN JUERICA AND AFRICA

SUGGOJTED TIME: 5-6 Wi,;,,,KS

I iviAJOR UNDERSTANDINGS

1. The children should be aware of the various types of government that have existed and still exist within Latin America rnd Africa.

2. They should also have an understanding of the similarities and differences among these governments and the factors behind their functioning.

3. There should be some acquaintance with the factors that have ir. menced and still influence the ever- present change in the t:overnments of Latin America and Africa.

4. The children should also be aware of the interdependence that exists between Latin America and Africa and the rest of the world and the fact that this interdependence is a result of the interaction in areas such as trade and world

organizations. .

II. AUS Tt is the specific aim of this unit to develop an understanding of the, following:

1, Constant political change is cnaracteristic of countries in Latin America and Africa.

2. rationalism is rapidly developing throughout Africa and Latin America.

3. There are many patterns of government existing in Latin America and Africa, ZU.VI - Gr. 6 2

Aims (cont'd)

I+. In their history, both Latin America and Africa have had similar patterns of changing governments that can be traced from the tribal and ancient monarchies tc the colonial and revolutionary to the still emerging present day government.

5. host of the countries in Latin America and Africa have experienced the process of becoming independent after varying lengths of time as dependencies of European powers.

6. Africa and Latin America have had increasing contacts with the rest of the world through colonization, military bases, trade, education, foreign investments, comunication, tourists) and various world organizations and alliances.

7. Both Latin America and Africa are rapidly assuming positions of importance in world affairs.

lk - Gr. 6 3

VOCABULARY

Bolivar junta

chief

colonialism monarchy

council :;orelos

democracy nationalism

dictatorship O'Higgins

Dom Pedro II One-party state

elders republic

Hidalgo San 1,1artin

Iturbide tribe

unstable government

5 RU.VI - Gr.

iV. GO-VERNENT/A1 SYSIES OF LATIN- LERICA AFRICA

Paonzio SUGGES 71Z'ITZ:fALF3

Unat are some of Throughout the year the the factors that students have made a study have influenced. of the historical, geo- the change of graphical, and social aspects governments of Latin America and Africa. throughout the This information can now history of Latin be correlated to the many America and governments that have Africa? existed within Latin America and Africa throughout the history of each. The student should be able to 1.1e the information he has acuired to see how each of these areas has In this affected governments at unit it one time or another and would be how the government has feasA:le affected these areas. for the class to Initiate a study of this write to problem through discussion. various 13ke tree charts for each embassies area (Latin America and in order to Africa) labeled historical, gather as Geographical, and social. much infor- lave the children make a mation as list of the factors in possible eL.ch category that have concerning effected governments in the history the past. They should of the govern- realize that certain ments. factors are persistent in affecting governments throughout history.

6 VI - Gr. 6

Unit IV - Governmental Systems of Latin America and Africa contld)

i'AUBLEY'S SUGGES.T '1 ACTIVITIES 11ATFLIII1LS

Now have the children At times they proceed to research this will also have t'hat-t"ertain facitt)rs to do research are recurring. They can at a library illustrate this idea using in instances governments in the early where their history, colonial period books do not and the present eay as cover the examples. At this point topic sufficiently. they should not be in- terested. in structure but more in the recurririg. reasons for changes in the governments during_ these 1,:'eriods and from one period to the next.

Be sure they see the cultural, social, and economic factors involved in the changes of government. Other factors affecting change area

racial strife political strife internal confusion border disputes revolutions dictatorships external influences

Now were the The students can proceed first govern- toanswer this question ments of Latin by first asking themselves America and another question. Africa effective for the What does any government society as it have to do to fulfill the existed then needs of the people? in those areas? What role does the government ::coplo?Now have them do re- play, in the _lives" of the scorch to find out if Have them sptulat!.: us to whatany of the olcly the govermtent can and should governments (Inca, do for the people In the areas of education; eceromics, social development, and intprnationalfulfilled their rol:s. affairs. RU. 111 - Gr. 6 6

Unit IV - Governmental Systems of Latin America frldAfrica (cont'd)

(,-"JEST1ONS SUGGESTED ACTIVITIES -IMAT=ADS

What were the Have the children do re- Texts functions of search to discover how the these first first governments of Latin Holt, -1-U.nehart, governments? America and Africa were Winston: Knowing established? Our Nei',Ikibors in Latin America p. 186 Divide the class into ;-urdett: Learning groups. Each group might About Latin take one government: America pp. 35 -38 Aztec Maya Fideler:Caribbean Inca Lands pp. ETE,7:3i Egyptian Roman Ghana-1.ali Book- Ghanian-Mali let Early Tribal Africa Laidlaw: Under- Find out: stanliqg Egypt Who wr.s the head of each pp.-40-57 government? What was he called? Ginn: Today's Who helped govern the World in Focus people? F.971-) ) What were the duties of the government? Encyclopedias What kinds of lives did the people live under Fidcler: South this government? America pp. 35-39

How effective Have a class discussion were these about the ways in which first govern- these first governments ments of Latin fulfilled the needs of the America and people in education, Africa in economics, social. develop- serving their ment, end relationships peoples? with other peoples. Culminating Activity

Have one child from each group represent the head of one of the governments. Let his group o.ssist him in making a simple costume.

8 RU.VI - Gr. 6 7 Unit IV - Governmental S stems cp.: Latin America Africa wont' d,

QUSTION5 SUGG,ST') ACTIVITIL,S NATEaIALb

These children could sit as a panel pretending that they have come out rf time to visit the class. Have the class ques Lion them about their rule anhow their government served their people. What tribal Do research to find out Scholastic Books: organizations about: fflerginp. Africa. existed and Tribal Political Organiza- PP. 32-33 continue to tions exist in Africa? In 1,..stern society there Ginn: Today's are specific institutions World in Focus- How do they for specific functions: Africa p.-4T-- serve the needs Religion - church -(Paperback) of their people? Politics - government Business - cororati-,ns, etc.

In Africa the tribe performs social, religious, economic, and political functions simultaneously

Two tvoes of Tribal Soci ety 1(ingdorD Usually covers a large area of many villages in- habited by raembers of a tribe.

The chieftancy might remain in a single family or clan vithin a tribe, but generally it falls to a person of merit Subchiefs are usully chocen by the chief.

The bureaucracy consists of: tax collectors judges soldiers administrctors

9 RU.VI - Gr. 6 8 Unit IV - Governmental Systems of Latin America Africa MD/It'd)

QUESTIONS SUGGSTED ACTIVITIES LATRIALS

Stateless Societies Usually these are small tribes with no chiefs or subchiefs.

A highly respected elder

usually heads the tribe. :

Disputes are usually solved by consultation of elders.

Compare this type of political organization with that of a nation. Texts How did the Review with the class Fideler: South Europeans the powers that colonized America 571-k53- rule their Latin America and Africa. 7;;-71-61 colonies in Latin America Latin America-ainly Spain and Africa? and Portugl.

Africa-Britain, France, Burdett: Learning. Portugal, Germany, Spain, About Latin America Italy, Belgium. pp. 60-61-T64-65, 68, 72-75 Have the class do research to find out how these Scholastic Books: colonies were organized Emerging Africa politically. pp. 54-67

rake a comparison of Scholastic Books: Silnish, French, and Latin America British colonial rule. pp. 37-39

That controls did they exercise over the economy of the area which they cintnaled?

What effect did this have upon the people of the area?

How did colonial rule provide the education of the people?

0 RU. VI - Gr.6 9

Unit IV - Governmental Svsten of 1.,rstin America . rica (--51 t d) QUESTIONS 2UCGZ::T.2D EA TERD.I,

How did colonial rule

affect the social develop . ment of the colonists and the indigenous people of the area?

In what way did these governments influence revolutionary action?

In what way did some of these governments prepare people for independence?

How did the Many countries in Latin countries of America and Africa experi- Latin America enced the process of becom- and Africa ing independent after vary- secure their ing lengths of time as independence? European dependencies. Both areas experienced simila)° effects from colonialism and imperial- ismnot only do you find exploitation of the people but also introduction of education, medicine, and modern technology.

What powers colonized Latin America? Wainl Spa in and Portugal) What powers controlled Africa? (Britain, France; Portugal, Germany, Spain; Italy, Belgium)

Have the children con- Outline maps struct a map of colDnf.al Scholastic rocks: Africa and Latin America Emergin Africa in the early 1900's indi- 1). 7 - map cating tMe colonies in relation to the Mother Scholastic Books: Country by color in- Latin America cluding the date of p. 737-42 acquisition Individual outline maps can be u5:ed as a follow-up activity.

4 RU,VI - Gr. 6 10 peyelormentff Unit (cont'd) PROBLEMS SUGGESTED ACTIVITIES MATLUALS

G. Why did the Many in the colonies came to hate Burdett: InEaktm colonies in LatinEuropean rule. They were realy About Latin America America want to for a chance and felt that they pp. 72-75 be independent? had good reasons for wanting one. Pideler: South America They conld t.adc only with the p. 48 Mother Country. Mexcio pp. 42-44 Caribbean Lands pp.71-73 They had no voice in making is that they had to obey. Holt, Rinehart, Winston: Know? n;: Our NeJhbors They couldn't choose their own and Africa. pp.191-193 officials.

Government jobs were given only to those born in Europe. Restrictions were placed upon their rending so they could not get revolutionary ideas.

Have half of the class read to find the answer to the question.

Let them share their information with the rest of the class.

Bo Who were the Divide the other half of the class Encyclopedias

lead: s of the into groups to investigate the . tev&...tions in following leaders: Burdett: Learning Latin America? Hidalgo - About Latin America Morelos -rexico pp. 86-87; 77-89 How successful Iturbide were they? Bolivar - Soutn America FideIer: South America - South America pp. 4953 San Martin - South America Toussaint L'Ouverture - ;Haiti Benefic: How People Live in Central America have these ;coups give biographi- p. CO cal skercheu of the leaders and WVIAMputions to Holt; Hinehart,

eerhaps they coLld develop a play in Leti'l Aaarice pp. 87, centered about these leaders in 140, 193 ihich they emphasize the need fol. independence. Biographies Library Books Portraits of the leaders could be sketched and displayed. -Atolesttc Books: Latin America pp. 42-45 12 11 RU,VI - Gr. 6

Development of Unit (contId)

1.1.11,1101. 111-.0.4.111.-.11.10ftama...

PROBLEMS SU(3GESITD ACTIVITIES MATERIALS

C. How did the Have an individual investigate Holt, Rinehart, American Revo- this question and repoit to the Winston: Knowing lution influence class. Our Neighbors in Latin America in Latin America p. its fight for The U. S. Revolution and its independence? success rmeouraged the leaders for independence in Latin Americ

Some of the leaders sought advic from American leaders.

What conditions Some threw off tie colonial rule BurJett: Learning prevailed in only to have it 2nperseded by About Latin America Latin American Lotunsettled conditions because the pp. 94-100 lowing the revo- people were not prepared for lutions? self-government.

Many governments were taken Fideler: Mexico over by armies and rulers became pp. 45-47 dictators, a few became temporar Caribbean Lands monarchies: pp. 74-75 Dom Pedro II - Brazil South America Maxlmiliain - Mexico pp. 53-55 Have mall groups investigate the government under these rulers, RU,VI - Gr. 6 12

Develo17"nt of Uni: (,cent rd

nOELEMS SUGGESTED ACTIVITW3 MATT:Ell:X(3

That conditions Make a study of Liheria , Scholrstic Books: helped br7.ng an African coontry founded Er_erF-ing Afr5.ca p.117 about African by former slaves from America. Benefic: Foy reopla Independence? Live in Africa The colonial powers had pp.46, 50 changed the way of life of the African people, Education had been introduced. Encyclopedias Many Africans had been sent to the Mother Counrie: for cdvanced study. Their attitudes began to change. They that they should rule themselves and acquire the benefits of their own economy.

In 1941 the Atlantic Charter was drawn tp and signed by the United Sta'_cs and Great Britain. its main ideas were to prevent =pension by force, prevent t -itorial chang2s without the conseut of the people living in that territory, freedom of the seas, free trade, economic co- operation and the prevention of ward

After World Var II, strife arose in many parts of Africa.

Algerians rose against French rule,

In Kenya terrorist groups (Mau Eau) protested British rule. RU,YI - Gr. 6 13.

Development of Unit (cont'd)

PROBLEMS SUGGESTID ACTIVITIES MATEttIALS

As a re:ult between 1950 - 1966 mo: t of Africa achieved indeperWence.

Have small groups do re- Encyclopedias search f:o investigate: Atlani:ic Charter Compton's World Book Upria.ngs in Algeria Mau M4U terrorism in Kenya Library Books The United Nations Trusteeship Council to Epsteinadna: find out its purpose First Book of and operation. United Nations

After it dependence many Fenichell and Andrews colonies that had been The United Nations, under B:itiAl:rult retained Blueprint for Peace their r(lationship with Great Bzitain by becoming a member of the British Com- monweatO of Nations.

Have an Lndividual investigate the Bfitish Commonwealth of Natiots and report to the class.

What are the Have the children locate and Girn: Today's World Jifferent types identify the different types in Focus- Africa of government of government that exist pp.51-58, 58-59, 61- that exist in in Latin Xmerica and Africa 64 (paperback) independent today, nations in republi,:s Benefic: How People Latin America and monarch Les Live in Central Africa today? dictato:ships America p.23 military juntas various types of native Fideler: Ny2Aso political organizations. pp. 145-151

Have them proceed to study Bciefic: How People the structure and functions Live in Africa of these various governments. pp.65-Of

Allow eacl child f7c) select a Ginn: Today's World coufitry it Africa, Midae in Focus-Africa America, c): Soutu Amerioa for pp.65-72 (paperback) study.

They might answer questions such as these; 15 RU,VI - Gr. 6 14 ayeloplent of Unit (cont'd)

BROBLFMS SUGGESTED ACTIVITIES MATERIALS

Who is the head of each government? Who helps to govern the people? Who selects the lawmakers? How is each country divided? that services does the government provide?

They might wish to con- trast these governments with that of the United States.

CulminatingActivity Each child could write his report from his notes (perhaps during a language period). These can be compiled into a booklet.

A chart could be made listing Benefic; Hoy People the various countries of Live in Africa Latin America and Africa during pp.56-7 the present days their dates of independence, tyfie%of goverment, and head of government. Individual ones could be made for their notebooks.

What problems Discuss the difficulties which Fideler: farica have some Africanthese emerging governments face: PP.55-57 natiols:had since lack of capital illdcp,:ndence? lack of education Benefic:How People many languages spokes Live in Africa. within a nation pp.83-8.5 tribal allegiance an elite ruling class Encyclopedias unstable governments Scholastic Books: Many 11:1e a one-party system. Emerging Africa People may vote but leaders are PP.95-1001143-146 chosen from the same group. (paperback) certain groups have become too powerful. There has been the Ginn: Today's World. danger of a leader becoming too in Focus-Africa powerful. pp. 34-38, 61-64 (paperback) Change' in government creates competition among the peoples. It allows external pressures to influence the country's development. It creates desire for politica& power in certain people. RU,V1 - Gr. 6

Development of Unit (cont'd)

PROBLEMS SUGGESTED ACTIVITIES MATERIALS

Discuss alsa the idea that this ever-present change in government does effect the lives of the people. This instability does slow down the growth and advancement of a country in education, social development, and technological advance- among other areas.

What conflict Have tdren consider the Ginn: Today's l might arise be impli , of this question. Focus-Africa tween tribal pp.51-52; 63-64 loyalties and Conti:tired existence of chiefdoms loyalty to a of kingdoms within the national boundaries of individual government? countties could hinder '4,e development of national rnd allegiance.

Atribal grpup_within a nation might consider itself superior to other tribal groups in than same nation. It might feel that it shoudH be the leader of a new country or form an independent nation of its 047r

Strife between tribes might arise. National unity would be disrupted.

Individuals might feel greater loyalty to tribe which gives security to all its members. that have been Relationships have always existed filmstrips the relationships between Latin America and Africa SS -U -9- United Nation. between Latin and the rest of the world in some America and Africaway or another. These relations SS-U-6-d Accomplish- and the rest of are always changing just as Latin ments of the Un;zel the world? mivend Africa themselves are Nations

In what ways has Discuss with the class the re; Ginn: Today's lOrId he rest of the lations that existed between in Focus- Afries world influenced Latin America and Africa and the pp.115-119 the development rest of the world during their of Latin America early history their colonial end Africa? periods and the present day. RU,VI - Gr. 5

Development of -Unit (cont'd)

Qt7387.7.0NS SUGGESTED ACTIVITIES MATERIALS

For this discussion, they should be able to dray upon information acquired through study of previous units.

Discuss the expanding importance of these nations in the United Nations

Discuss the ways in which we may be good neighbors.

If possible, some children may give reports on leading states- men in these areas who have con- tributed to a better understanding among the peoples of the world.

Discuss the "Western Impact" on the development of Latin America and Africa and how it has been the main influence in transforming Latin America and especially Africa today. For example, the Judeo-Christian influence, importance of science, ec:Jcation proccos, democratic procedure, worth of the individual, and technological advances (re all aspects of ti,e "West" that now characterize these areas.

What is the Here the discussion can revolve position of around organizations in which these nations countries of Latin America and in world Africa are prominent. Different affairs? groups of children can discu6s the place of Africa and LatinAmetica in certain organizations and the future of these areas in world affairs.

Ginn: Today's Worle in Focus-Africa (P3) Alliance for'Progress pp.115-119

United Nations Scholastic Books: Emerginagrica (771) Crslion of ,%,.ricc,n Et-tee pp.148-154 Scholastic Boots: Commonwealth of Nations Latin rierica (PE; pp75-80 18 RU,VI - Gr. 5 17

Development of the Unit (cont9d)

FROBLEYIS SUGGESTED ACTIVITIP.S MATERIALS

Associated cleml:ers of European Common Market (African-former French territories)

Speel'Alized international agencies related to United Nations Economic and Social Council such as': World Health Organization, UNESCO, FAO, etc.

Note: United Nations Economic .;'ommission for Latin America and United Nations Economic Commission for Africa

Divide the class into groups and assign an organization to each group. They can then proceed to and out all they can about the organization and Latin America and Africa's position in the organization. They should also write to the organization to receive as much information as they can. Share information with class.

SUGGESTED ACTIVITIES

1. Make and display flags of the nations of Latin America and Africa.

2. Invite a speaker from the World Affairs Council.

3. Perhaps the class could sponsor a CARE package.

4. Perhaps the class might like to make a contribution to Hospital Ship "Hope."

5. Debate- Africa: Colonialism or Independence

6. Time Line- Important events which influenced changes in gove- ernmcnt in Latin America and Africa.

19 RU,IV - Gr.

1. Is there a compre6ension of the factors that have influenced the change of governments throughout the history of Latin America and Africa?

2. Do the pupils understand how the first governments of Latin America and Africa were established, what their functions were and what effect these governments had on the people?

3. Are they aware of the extent to which these first governments of Latin America and Africa were effective for the society as it existed then in those same areas?

4. a. Are they acquainted with the ways in -'hick many of the countries of Latin America and Africa secured independence?

b. Can they identify and examine the first governments of Latin America and Africa?

c. Can the pupils evaluate the amount of influence the governments had on the lives of the people?

5. a. Are the pupils familiar with the causea for the avcqvatatunbtew governments during the colonial and revolutionary periods?

b. Can an identification and examination be made of the different types of rules that existed ..uring these periods?

G. a. Do they have a knowledge and understanding of the different types of government that exist in the independent nations of Latin America and Africa?

b. Are they acquainted .::th the reasons behind their fight for independence?

c. Can a determination and evaluation be made as to the reaction of these people to the ever-present change in government?

7. Are the pupils able to associate the extent to which Latin America and Africa arse involved in relationships with the rest of the world and the degree of development of these two areas?

C. Are they aware of the extent to which Latin America and Africa are now involved in world .f fairs?

20 kU,VI - Gr. 6

INDEP-ENDENT STATES

DATE OF FORIER STATE INDEPENDENCE CAPITAL(S) LEGAL STATUS

Ethiopia Since Ancient Addis Ababa (includes Eritrea) times

Liberia 1847 Monrovia Private colony

Republic of 1931 Pretoria and British colonies South Africa(in- Capetown and independent c/udes Walvia Bay) republics

United Arab 1922 Cairo British Protectorate Republic

Libya 12/24/51 Tripoli, Former Italian colony Benghazi, jointly administered and Baida since World War II by France and Britain

The Sudan 1/1/56 Khartoum Anglo-English Condominium Morocco 3/2/56 Rabat French and Spanish protectorates, International Zone of Tangier Tunisia 3/20/56 Tunis French Protectorate

Ghana 3/6/57 Accra. British colony, and protectorate, Brit- ish U.N,Truet territory (British Togo- land)

Guinea 10/2/53 Conakry French overseas territory Cameroon 1 /1 /GO Yaounde French and British U.N. trust territories Togo 4/27/60 Lome French U.N. trust territory Malagasy 6/26/60 Tananarive Autonomous member, Republic French community. (Madagascar) r-The Federal Republic of Cameroon was formed Oct. 1, 1951, when Southern British Cameroons joiced the Republic of Cameroun.Southern British Caeroons was previously a U.N. trust territory under British administration, and the Republic of Cameroun, which had become independent on Jan. 1, 1960 was previously a United Nations trust territory under French ceministrati6n. 21 RU,VI - Or. 6

Political Divisions of Africa _(cont'd)

DATE OF STATE INDEPENDENCE CAPITAL(S) "70RMER LEGAL STATUS

Democratic Re- 1960 Kinshasa Belgian Colony public of the Congo

Somali Republic 711/60 Mogadiscio ::talian U.N. trust (includes Soma- territory lia and British SomalilAn6)

Dahomey 6/1/60 Porto Novo Autonomous member, French Commnity

Niger 6/3/60 Niamey Autonomous member, French Communfty

Upper Volta 8/5/60 Ouagadougou Autonomous member. French Communiti

Ivory Coast 8/7/60 Abidjan Autonomous member, French Community

Republic of Chad 8/11/6C Fort Lamy Autonomous member, French Community

Central African6/13/6C Bangui Autonomous member, Republic Frond) Community

Republic of the8/15/60 Brazzaville Autonomous member, Cpngo French Community

Gabon 6/17/60 Libreville Autonomous member, French Community 2 Senegal 6/20/6C Dakar Mcmber state of Fed- elation of Mali; seceded to proclaim irdependence 2 Mali 9/22/60 Bamako Member state, as "F.ondanese Repub- lic," of Federation of

2 The Republic of Senegal wIthdrew from the Federation of Mali (which became independent on 6/20/60) on Aug. 20, 1950, prcclaioing itself an independent Republic Dn that date, Ilje Soudanesc Republic, the other ccnstituent entity within the former Federation, pcoclaimed itself the Republic of Mali on Supt. 22, 1960.

2P RU,VI - Gr. 5 21

Political Divisions of Africa (coned)

DATE OF FORMER STATE INDEPENDENCE CAPITAL (S) LEGAL STATES

Nigeria 1011/60 Lagoa British Colony and protectorate and Uon. trust territory

Mauritania 11/28/60 Nouakchott Autonomous Member, French Community

Sierra Leone 4/27/61 Freetown British colony and protectorate

Tanzania 12/9/61 Dar es Salaam British U.N. trust territory

Dul:undi 7/1/62 Bujumbura Belgian U.N. trust territory

Rwanda 7/11/62 Kigali Belgian U.N. trust territory

Algeria 7/3/62 Algiers Fifteen departments of the French Rep.

Uganda 10/9/62 Kampala British Protectorate

Kenya 12/12/53 Nairobi British colonial territory

Malawi 1964 Zomba British protectcrate and self-governing colory

Zambia 1964 Lusaka In Federation of Rhod.-!;:a Nyasaland 1553-1963

Gambia 1965 Bathurst Self-governing Be.tish protectorate since 1;02

Botswana 190 Gaberones British protectorate

Lesotho 1966 Maseru Self-governing British colony

Mauritius 1966 Port Louis British colony

2 :1 RU.TI - Gt. G

N ON-INDEPENDENT TERRITORIES

(Grouped by Metropole)

TERRITORY CAPITAL PRESENT LEGAL STATUS

Pranne Comoro Islands Dzaoudzi Overseas territory Europa, Juan de No capital Small islands adjacent to rova, Enasas da Madagascar which have :lee remained under the French Clorieuses, etc. ministry charged with overseas departments and territories as unclassified posess ions.

French Somaliland Djibouti Overseas territory

Reunion Saint Denis Ovdrseas department of the French Republic

Fortu al Angola (includes Luanda Overseas province of Cabinda) Portugal

Cape Verde Islands Praia Overseas province of Portuga'.

Mozambique Lourec,co Marques Overseas province of Portugal

'Po2;:fv,.ese Cuinen Bissau Ovccseas province of Porte;;.

Sao Tome e Principe Sao Tame Overseas province of Portugal

Spain Fernando Poo Sante Isabel African province of Spain (1,-:anndo Poe.%, Anna- bo, end adjncent islands

. Ifni Sidi Ifni African province of Spain

Plazas de soberania No capital Spanish posserion (Ceuta, Islas, Chaf- (Plaza de soberania) arinas, Melilla, enon de Boles de la Gioern, npd Fenian de Alhucemas) Rio Muni (Rio Mini, Bata African Province of Spain Corisco, Great Elobey Little Elbbey, and adjacent islands) rrni,J) RU,V1 - Gr. 6 23

Non-Independent Territories (cont'd)

TERRITORY CAPITAL PRESENT LEGAL STATUS

Republic of South Windhoel-. League.of Nations Africa mandate administered South-West Africa by the Republic of South Africa

United Kingdom Seychelles Victoria Colony

Swazi and Mbabane Protectorate Zanzibar and Pemba 2anlibar Protectorate

(The preceding charts taken from The Changing Map of Africasby Robert D. Hodgson and Elvyn A. Stoneman. (D. Van Nostrand Company, Inc., 1953), pp. IG-20 and updated from Africa Report, 1955)

25 - 24 DATE OF INDEPENDENCE LEADER GOVERNMENT STRUCTURE Acceanim ArgentiCOUNTRY, o Buenos Aires CAPITAL INDEPENDENCE 1816 Jose de San Martin OR LEADERS PresidentFederation electedof States for 6-year termTO CONSTITUIION (1960) Bolivia 1 SucreLa Paz 1825 AntonioSimon BolivarJose de Sucre Two-housePresident legislatureelected for 4-year term Brazil I Rio '- de Janeiro 1822 Dom Pedro I PresidentFederation electedof States by5 peopleyears for Chile Santingo 1810 Bernardo O'Higgins PresidentTwo-house electedlegislature for 6 years Colombia Bogota 1819 SimonJose Bolivarde San Martin PresidentTwo-house electedlegislature for 4 years Costa Rica San Jose 1821 Juan Rafael Mora Two-housePresident legislature elected for 4 yealrs Manuel Jose Arcel VotingArmyOne-house abolished comp legislature ulzory as a perrInnntinstitution 750I.; -of L;nito.: Provilitia of Cntral Ame:rfa ------er can Politicalr. A Review (cont'd) 25 COUNTRY CAPITAL INMPENDENGE DATE OF INDEPENDENCE LEADER OR LEADERS GOVERNMENT STRUCTURE ACC9iLINGTO CONSTITMON (1960) Cuba Davaaa 1902 Jose Marti DePresident-Prime facto government Minister afterexecutive Februarywith power DominicaRepubli Santo Domingo, 1844 Jan Pablo Duarte President with strong power19S9,executive pending elections Ecuador I Quito 1822 Antonio Jose 1e Sucre President elected for 4-year term 1:Liz1==. El Salved r San Salvador 1821 Jose Matias Delgado One-housePresidentTwo-house legislature electedlegislature by people Guatemala" Guatemal City 1821 Manuel Jose Arce 1 On.President -house electedlegislature for 6-year term Haiti Port-au-Prince 1804 cenriJeanToussaint Jacques Christophe L'Ouverture Dessaline:1 Two-housePreside*. legislature elected for 6-year Lt,:lm Vo.i,duras :;nite4 nrevinzes of Central Tegncigalpa Mora7nn Prey. elected for 6-year ten% late= 17.:f,VI - G b 26 _. ,t: Am-1 inn ?o3ilical Review (cott'd) DATE OF INDEPENDENCE LEADER GOVERNMENT STRUCTURE ACCORD: COUNTRY Mexico City CAPITAL INDEPENDENCE 1810 Miguel Hidalgo AR. LEADERS Federation of States TO CONSTITUTION (1960) naxicoNicaragua Managua 1821 Manuel Jose Arce President elected forfor 66-year years term Panama Panama City 1903 Tomas Herrera Presidentt ;'9 -house elected leW.slature for 4 years Paraguay Asuncion 1811 Jose de Francia PresidentOne-house electedlcgislature fc'r 5 years Peru Lima 1821 SimonJose deBolivar San Martin Two-housePreideatOn . -House elected legislature legislature for 6-year term-. Uruguay Montevideo 1825 Jose Gervasio Artigas Nine-man council with power,executive as in S'Aiss goverr:Tut Vunezuelc Caracas 1611 Simon Eolivar Two-housePresidentTwo-house legislature legislatureelected for 5-year te= . "1.,:!-r ZNM Cr I : United P-v-,..acv-_- or Cortral Americo: r. 6 An ri.-.nn Political Review (coned) INDEPENDENCE DATE OF INDEPENDENCE LEADER OR LEADERS GOVERNMENT STRUCTURE ACCORDIN GuyanaCOUNTRY Georgetown CAPITAL 1966 Cheddi Jagan One-housePrime Minister legislature TO CONSTITUTION (1960) CD (The above. chart,, taken from Teachirm About World Regionn, r..e University of the State of New York, Albany, 1963; p:..ges