OUTLINING SOUTHERN AFRICAN HISTORY: a Re-Evaluation A.D
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South Africa
CultureGramsTM Republic of World Edition 2014 South Africa provisions station at Cape Town. It supplied ships with fresh BACKGROUND foods as they sailed around the tip of the continent. French Huguenot refugees joined the Dutch colony in 1688 and Land and Climate Germans came later. The colonists became known as Boers Area (sq. mi.): 470,693 (farmers). They clashed at times with indigenous groups but Area (sq. km.): 1,219,090 stayed mainly in coastal areas. Britain gained formal possession of the Cape Colony in 1814. Dissatisfaction with South Africa is about the size of Peru, or slightly larger than British rule led many Boers to migrate to the interior between the U.S. states of Texas, New Mexico, and Oklahoma 1835 and 1848. Their migration, which they call the Great combined. The country's large interior plateau averages about Trek, led to war with the indigenous Zulu, Xhosas, and other 5,000 feet (1,500 meters) above sea level. Primarily savanna Africans. The Boers won most of the battles and took control and semidesert, the plateau is rimmed by a narrow coastal of large tracts of land. belt, which is subtropical along the east coast and has a After the discovery of gold and diamonds in these Boer Mediterranean climate along the southwestern cape. South territories in the late 19th century, Britain annexed parts of Africa's most important rivers are the Orange, Vaal, and the area. Tension erupted into the First Boer War (1880–81) Limpopo. and the Second Boer War (1899–1902), which is also called Snow is confined to the Drakensberg and Maluti the South African War. -
Behavioral Health Data Consolidation 2 4/1/2017
BEHAVIORAL HEALTH DATA SYSTEM Data Guide VERSION: 2.1 PUBLISH DATE: 2/23/2017 APPROVE DATE: 2/23/2017 EFFECTIVE DATE: 04/01/2017 LAST UPDATED: 2/23/2017 BHDS Data Guide Return to Table of Contents Contents Data Guide Overview: ................................................................................................................................... 6 Overview ............................................................................................................................................... 6 Terminology Guide ................................................................................................................................ 6 Use Guide .............................................................................................................................................. 7 General Considerations of Dictionary ........................................................................................................... 9 Reporting Organization ......................................................................................................................... 9 Service Episodes .................................................................................................................................... 9 Data File Format .................................................................................................................................... 9 Blanks/Unknowns ................................................................................................................................ -
Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
A Teachers Guide to Accompany the Slide Show
A Teachers Guide to Accompany the Slide Show by Kevin Danaher A Teachers Guide to Accompany the Slide Show by Kevin Danaher @ 1982 The Washington Office on Africa Educational Fund Contents Introduction .................................................1 Chapter One The Imprisoned Society: An Overview ..................... 5 South Africa: Land of inequality ............................... 5 1. bantustans ................................................6 2. influx Control ..............................................9 3. Pass Laws .................................................9 4. Government Represskn ....................................8 Chapter Two The Soweto Rebellion and Apartheid Schooling ......... 12 Chapter Three Early History ...............................................15 The Cape Colony: European Settlers Encounter African Societies in the 17th Century ................ 15 The European Conquest of Sotho and Nguni Land ............. 17 The Birth d ANC Opens a New Era ........................... 20 Industrialization. ............................................ 20 Foundations of Apartheid .................................... 21 Chapter Four South Africa Since WurJd War II .......................... 24 Constructing Apcrrtheid ........................... J .......... 25 Thd Afriqn National Congress of South Africa ................. 27 The Freedom Chafler ........................................ 29 The Treason Trid ........................................... 33 The Pan Africanht Congress ................................. 34 The -
Early History of South Africa
THE EARLY HISTORY OF SOUTH AFRICA EVOLUTION OF AFRICAN SOCIETIES . .3 SOUTH AFRICA: THE EARLY INHABITANTS . .5 THE KHOISAN . .6 The San (Bushmen) . .6 The Khoikhoi (Hottentots) . .8 BLACK SETTLEMENT . .9 THE NGUNI . .9 The Xhosa . .10 The Zulu . .11 The Ndebele . .12 The Swazi . .13 THE SOTHO . .13 The Western Sotho . .14 The Southern Sotho . .14 The Northern Sotho (Bapedi) . .14 THE VENDA . .15 THE MASHANGANA-TSONGA . .15 THE MFECANE/DIFAQANE (Total war) Dingiswayo . .16 Shaka . .16 Dingane . .18 Mzilikazi . .19 Soshangane . .20 Mmantatise . .21 Sikonyela . .21 Moshweshwe . .22 Consequences of the Mfecane/Difaqane . .23 Page 1 EUROPEAN INTERESTS The Portuguese . .24 The British . .24 The Dutch . .25 The French . .25 THE SLAVES . .22 THE TREKBOERS (MIGRATING FARMERS) . .27 EUROPEAN OCCUPATIONS OF THE CAPE British Occupation (1795 - 1803) . .29 Batavian rule 1803 - 1806 . .29 Second British Occupation: 1806 . .31 British Governors . .32 Slagtersnek Rebellion . .32 The British Settlers 1820 . .32 THE GREAT TREK Causes of the Great Trek . .34 Different Trek groups . .35 Trichardt and Van Rensburg . .35 Andries Hendrik Potgieter . .35 Gerrit Maritz . .36 Piet Retief . .36 Piet Uys . .36 Voortrekkers in Zululand and Natal . .37 Voortrekker settlement in the Transvaal . .38 Voortrekker settlement in the Orange Free State . .39 THE DISCOVERY OF DIAMONDS AND GOLD . .41 Page 2 EVOLUTION OF AFRICAN SOCIETIES Humankind had its earliest origins in Africa The introduction of iron changed the African and the story of life in South Africa has continent irrevocably and was a large step proven to be a micro-study of life on the forwards in the development of the people. -
Voicing on the Fringe: Towards an Analysis of ‘Quirkyʼ Phonology in Ju and Beyond
Voicing on the fringe: towards an analysis of ‘quirkyʼ phonology in Ju and beyond Lee J. Pratchett Abstract The binary voice contrast is a productive feature of the sound systems of Khoisan languages but is especially pervasive in Ju (Kx’a) and Taa (Tuu) in which it yields phonologically contrastive segments with phonetically complex gestures like click clusters. This paper investigates further the stability of these ‘quirky’ segments in the Ju language complex in light of new data from under-documented varieties spoken in Botswana that demonstrate an almost systematic devoicing of such segments, pointing to a sound change in progress in varieties that one might least expect. After outlining a multi-causal explanation of this phenomenon, the investigation shifts to a diachronic enquiry. In the spirit of Anthony Traill (2001), using the most recent knowledge on Khoisan languages, this paper seeks to unveil more on language history in the Kalahari Basin Area from these typologically and areally unique sounds. Keywords: Khoisan, historical linguistics, phonology, Ju, typology (AFRICaNa LINGUISTICa 24 (2018 100 Introduction A phonological voice distinction is common to more than two thirds of the world’s languages: whilst largely ubiquitous in African languages, a voice contrast is almost completely absent in the languages of Australia (Maddison 2013). The particularly pervasive voice dimension in Khoisan1 languages is especially interesting for two reasons. Firstly, the feature is productive even with articulatory complex combinations of clicks and other ejective consonants, gestures that, from a typological perspective, are incompatible with the realisation of voicing. Secondly, these phonological contrasts are robustly found in only two unrelated languages, Taa (Tuu) and Ju (Kx’a) (for a classification see Güldemann 2014). -
I.D.A.Fnews Notes
i.d. a.fnews notes Published by the United States Committee of the International Defense and Aid Fund for Southern Africa p.o. Box 17, Cambridge, MA 02138 February 1986, Issue No, 25 Telephone (617) 491-8343 MacNeil: Mr. Parks, would you confirm that the violence does continue even though the cameras are not there? . Ignorance is Bliss? Parks: In October, before they placed the restrictions on the press, I took Shortly after a meeting ofbankers in London agreed to reschedule South Africa's a look atthe -where people were dying, the circumstances. And the best enormous foreign debt, an editorial on the government-controlled Radio South I could determine was that in at least 80% of the deaths up to that time, Africa thankfully attributed the bankers' understanding of the South African situation to the government's news blackout, which had done much to eliminate (continued on page 2) the images ofprotest and violence in the news which had earlier "misinformed" the bankers. As a comment on this, we reprint the following S/(cerpts from the MacNeil-Lehrer NewsHour broadcast on National Public TV on December 19, 1985. The interviewer is Robert MacNeil. New Leaders in South Africa MacNeil: Today a South African court charged a British TV crew with Some observers have attached great significance to the meeting that took inciting a riot by filming a clash between blacks and police near Pretoria. place in South Africa on December 28, at which the National Parents' The camera crew denied the charge and was released on bail after hav Crisis Committee was formed. -
Southern Africa As a Phonological Area
Max Planck Institute for Evolutionary Anthropology/Linguistics "Speaking (of) Khoisan" A symposium reviewing African prehistory 16/05/2015 Southern Africa as a phonological area Christfried Naumann & Hans-Jörg Bibiko [email protected] Quelle: Clements & Rialland ( 2008 : 37 ) Contents 1. Introduction 3-15 2. Procedure 16-19 3. Results: Kalahari Basin 20-28 4. Results: Southeastern Bantu 29-42 5. Results: Southern Africa 43-54 (6. Local and dependent features - excluded) 55-61 7. MDS and k-means 62-68 8. Summary 69 (9. Contact scenarios) 70-74 Acknowledgements 75 References 76-77 2 "Speaking (of) Khoisan", 16/05/2015 Southern Africa as a phonological area 1. Introduction Phonological similarities • large consonantal inventory (45 c.) • clicks • aspirated and ejective stops • dorsal affricate 3 "Speaking (of) Khoisan", 16/05/2015 Southern Africa as a phonological area 1. Introduction Phonological similarities • large consonantal inventory (50 c.) • clicks • aspirated, slack voiced, ejective and imploisve stops •(dorsal affricate) lateral obstruents • 4 "Speaking (of) Khoisan", 16/05/2015 Southern Africa as a phonological area 1. Introduction Phonological similarities • large consonantal inventory (68 c.) • (clicks) • aspirated, breathy and implosive stops • lateral obstruents 5 "Speaking (of) Khoisan", 16/05/2015 Southern Africa as a phonological area 1. Introduction Example: Distribution of ejectives/glottalized consonants Clements & Rialland (2008: 62) Maddieson (2013) 6 "Speaking (of) Khoisan", 16/05/2015 Southern Africa -
My Country South Africa: Celebrating Our National Symbols and Heritage
My Country SouthAfrica celebrating ournationalsynbols&heritage My Country South Africa celebrating our national symbols & heritage Department of Education Race and Values Sol Plaatje House 123 Schoeman Street Pretoria South Africa Tel: +27 (12) 312 5080 [email protected] updated 2ndedition Cover photos courtesy SA Tourism, Parliament of South Africa Parliament of South and Department of Education photos courtesyCover SA Tourism, updated 2nd edition My Country South Africa celebrating our national symbols & heritage 2nd edition ISBN: 1-77018-108-3 © Department of Education 2006-2008 All rights reserved. You may copy material from this publication for use in non-profit education programmes if you acknowledge the source. For use in publications, please obtain the written permission of the Department of Education Enquiries Directorate: Race and Values, Department of Education, Room 223, 123 Schoeman Street, Pretoria Tel: (012) 312-5080 Fax: (012) 326-1909 Email: [email protected] The Department of Education gratefully acknowledges the assistance of the Royal Netherlands Embassy towards the development and distribution of this publication. Page 3 My Country South Africa /ÃÊ«ÕLV>ÌÊ}}ÌÃÊÌiÊÃÌÀV>ÊVÌiÝÌÊvÊi>VÊ>Ì> symbol - when and how it came into being and the protocols >ÀÕ`ÊÌiÊÃ}wV>ViÊ>`Ê«ÀÌ>ViÊvÊi>V°ÊÌÊiÝ«>Ã]ÊvÀÊ iÝ>«i]Êw, when and where the National Flag should be flown, hung or stored. It also outlines the protocols around the singing of the National Anthem. Schools should ensure that the official version of the National Anthem is sung in full. Learners and educators should be made aware of the appropriate behaviour involved in singing the Anthem. -
Kalahari Khoe Khoekhoe
Khoe-Kwadi Khoe Kwadi Kalahari Khoe Khoekhoe West East Naro Gǁana Khwe Ts’ixa Shua Tshwa Naro Gǀui Caprivi (Handa) Nata Kua Ts’ao Gǁana ǁAni (Hiiyoo) Danisi Tsua ǂHaba Buga Deti Cua (Tshwao) ? Kwadi 1.1. Kwadi: Background • formerly spoken in southwestern Angola, south of Namibe • restricted to pastoralists who use “Kwepe” as term of self-reference • occasional references in Portuguese sources from the 17th century onwards • anthropological context referred to by Estermann and Almeida, linguistic data recorded by A. de Almeida (during 1950s), E.O.J. Westphal (see, e.g., 1964/5, n.d.a-b) and G. Gibson (during 1970s) • less than ten speakers during documentation attempts in the mid-20th century • two rememberers discovered in 2013 by J. Rocha, systematic attempts at recording in 2014 • language shift to Kuvale (Bantu, ?R.30~?R.10) has been completed 1.2. Kwadi: Classi%cation History! • considered to be an isolate (Westphal 1962, 1963) or a distant relative of the Khoe languages (Westphal 1965, 1971; Köhler 1981); Ehret (1982) speculates about a link to Eastern Kalahari Khoe, possibly based on shared patterns of click loss! • Güldemann establishes a higher order unit Khoe-Kwadi, based on morphological (Güldemann 2004) and lexical correspondences (Güldemann & Elderkin 2010)! 2. Khwe and Ts&ixa! Zambia Ngarange Angola Buma ǁXo ǁXom Namibia ǁAni Hii- yoo Buga Handa Botswana Ts’ixa Distribution of Khwe and Ts&ixa in the 19th century (Brenzinger 1998, 2013)! Modern distribution of Khwe and Ts&ixa (cf. Brenzinger 2013)! 2.1.1. Background: Khwe! • Khwe formerly spoken in southeastern Angola and western Zambia, in the Caprivi Strip along the Okavango River, and in and around the Okavango Delta in Botswana! • seriously a'ected by independence and civil wars in Angola and Namibia (Boden 2003, Brenzinger 2010)! • present-day distribution across Caprivi Strip and northern Botswana; some speakers in Platfontein and Schmidtsdrift, South Africa! • ca. -
Corpus-Based Study on African English Varieties
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Academy Publication Online ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 8, No. 3, pp. 615-623, May 2017 DOI: http://dx.doi.org/10.17507/jltr.0803.22 Corpus-based Study on African English Varieties Xiaohui Xu Qingdao University of Science and Technology, Qingdao, China Abstract—Corpus-based research is more and more used in linguistics. English varieties are used a lot in daily communications throughout the world. African English varieties are discussed in this paper, including West African English, East African English and South African English. Kenya and Tanzania corpus is the main target corpus while Jamaica corpus is used as a comparative one. The tool used is AntConc 3.2.4. Index Terms—corpus, English varieties, African English, pidgins, creoles I. INTRODUCTION A. Standard English There is an agreeable division among scholars that the whole world is divided into three circles: the Inner Circle, the Outer Circle, and the Expanding Circle. In the Inner Circle, English is spoken as mother tongue; in the Outer Circle, English is usually spoken as a second language; in the Expanding Circle, English is usually spoken as a foreign language. Standard English is used in books, newspapers, magazines and nearly everything else that appears in print in the English-speaking world. This type of English is called “standard” because it has undergone standardization, which means that it has been subjected to a process through which it has been selected and stabilized, in a way that other varieties have not. -
The Cause of Urban Slang and Its Effect on the Development of the Northern Sotho Lexicon* V.M
The Cause of Urban Slang and its Effect on the Development of the Northern Sotho Lexicon* V.M. Mojela, School of Languages and Communication Studies, University of the North, Polokwane, Republic of South Africa ([email protected]) Abstract: Urban slang terminology is extensively used today by most indigenous communities when speaking various South African indigenous languages. This is usually the case with informal conversations where the type of language used is also regarded to be informal. There are many instances where slang terms are used, consciously or unconsciously, in the form of code-switching with the indigenous languages in formal speech or informal conversations. These urban slang terms are regarded by most of the South African indigenous communities as prestige terms, espe- cially by the young generation. Just as English and Afrikaans terminologies which had tremendous influence on the vocabularies of the indigenous languages, urban slang terminology has great influence on the daily usage of the South African indigenous languages. Despite this pressure, Northern Sotho and other South African indigenous languages do not have officially recognized adoptives which are derived from slang terminology. This is due to the fact that most language authorities do not want to associate their standard languages with urban slang because of various reasons which include, inter alia, the conservative idea of associating urban slang with crime and juvenile delinquency. Despite the negative attitudes of most of the conservative language authori- ties who regard the loan words of urban slang origin to be "contaminating" the South African indigenous languages (such as Northern Sotho), this slang terminology is every day becoming more popular and seems to have come to stay rather than be removed from the language of the people.