The Long-Term Effects of Africa's Slave Trades
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Africans: the HISTORY of a CONTINENT, Second Edition
P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 This page intentionally left blank ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 africans, second edition Inavast and all-embracing study of Africa, from the origins of mankind to the AIDS epidemic, John Iliffe refocuses its history on the peopling of an environmentally hostilecontinent.Africanshavebeenpioneersstrugglingagainstdiseaseandnature, and their social, economic, and political institutions have been designed to ensure their survival. In the context of medical progress and other twentieth-century innovations, however, the same institutions have bred the most rapid population growth the world has ever seen. The history of the continent is thus a single story binding living Africans to their earliest human ancestors. John Iliffe was Professor of African History at the University of Cambridge and is a Fellow of St. John’s College. He is the author of several books on Africa, including Amodern history of Tanganyika and The African poor: A history,which was awarded the Herskovits Prize of the African Studies Association of the United States. Both books were published by Cambridge University Press. i P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 ii P1: RNK 0521864381pre CUNY780B-African 978 0 521 68297 8 May 15, 2007 19:34 african studies The African Studies Series,founded in 1968 in collaboration with the African Studies Centre of the University of Cambridge, is a prestigious series of monographs and general studies on Africa covering history, anthropology, economics, sociology, and political science. -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
Sudan a Country Study.Pdf
A Country Study: Sudan An Nilain Mosque, at the site of the confluence of the Blue Nile and White Nile in Khartoum Federal Research Division Library of Congress Edited by Helen Chapin Metz Research Completed June 1991 Table of Contents Foreword Acknowledgements Preface Country Profile Country Geography Society Economy Transportation Government and Politics National Security Introduction Chapter 1 - Historical Setting (Thomas Ofcansky) Early History Cush Meroe Christian Nubia The Coming of Islam The Arabs The Decline of Christian Nubia The Rule of the Kashif The Funj The Fur The Turkiyah, 1821-85 The Mahdiyah, 1884-98 The Khalifa Reconquest of Sudan The Anglo-Egyptian Condominium, 1899-1955 Britain's Southern Policy Rise of Sudanese Nationalism The Road to Independence The South and the Unity of Sudan Independent Sudan The Politics of Independence The Abbud Military Government, 1958-64 Return to Civilian Rule, 1964-69 The Nimeiri Era, 1969-85 Revolutionary Command Council The Southern Problem Political Developments National Reconciliation The Transitional Military Council Sadiq Al Mahdi and Coalition Governments Chapter 2 - The Society and its Environment (Robert O. Collins) Physical Setting Geographical Regions Soils Hydrology Climate Population Ethnicity Language Ethnic Groups The Muslim Peoples Non-Muslim Peoples Migration Regionalism and Ethnicity The Social Order Northern Arabized Communities Southern Communities Urban and National Elites Women and the Family Religious -
Political Units in the History of West Africa.]
Sample General Training Reading Summary Completion (Productive) [Note: this is an extract from a General Training Reading text on the subject of political units in the history of West Africa.] Read the text below and answer Questions 1-5. Political units in the history of West Africa Ife, perched at the edge of Nigeria’s forest, is thought to have come to prominence through its control of local products – including ivory, gold and pepper – in external trade. By AD 1300, its walled capital was at the peak of its wealth, with many shrines featuring elaborate pavements made of pieces of pottery, and a rich tradition of creating brass and terracotta sculptures, including ones of people richly adorned in ceremonial regalia. Many of these have survived. Subsistence for the large elite and artisan population appears to have been based upon small livestock and the cultivation of vegetables. Around AD 1500, the city of Ife declined, and the region’s center of power shifted to Benin without any appreciable break in cultural tradition. Questions 1 – 5. Complete the summary below. Choose ONE WORD ONLY from the text for each answer. Write your answers in boxes 1-5 on your answer sheet. Ife The state of Ife adjoined the 1 ………… in Nigeria, and traded a variety of goods, including metals such as 2 ………… . Floors in religious buildings were made from bits of 3 ………… . There are many surviving examples of 4 ………… made of brass or terracotta. The population lived on animal products, and crops such as 5 ………… . Sample General Training Reading Summary Completion (Productive) Answers 1. -
Trajectories and Transitions Among Rural Capitalists in Senegal
Journal of Agrarian Change, Vol. 7 No. 4, October 2007, pp. 453–493. BlackwellOxford,JOACJournal1471-0358©XXXOriginalStoriesCarlos The Author.Oya UKofArticles Publishing AgrarianRural Journal AccumulationStories Change Ltd compilation © Blackwell Publishing Ltd, Henry Bernstein and Terenceof J. Byres. Rural Accumulation in Africa: Trajectories and Transitions among Rural Capitalists in Senegal CARLOS OYA This paper analyzes primary qualitative evidence from life histories of rural capi- talists in contemporary Senegal. Various common themes in the declining literature on rural capitalism in Africa are discussed with reference to the specific individual trajectories of rural farm capitalists in Senegal. The themes include the emergence of rural capitalism in the context of protracted, uneven and gradual rural social differentiation and the various processes that have accompanied it; the condition of ‘entrepreneurship’ in such changing historical contexts; the symbiotic relation- ship between different spaces (loci) of accumulation, especially trade, transport and farming and the historical context in which they take place; the crucial but sometimes contradictory role of the state in spurring or constraining rural capitalist accumulation; and the variety of ‘idioms of accumulation’, which reflect tran- sitions and synthesis between non-capitalist and capitalist forms of labour surplus appropriation at the level of individual capitalists, despite some uniformity in the general logic of capital and the spread of capitalist relations of production and exchange. The paper also discusses the methodological power and limitations of oral narratives as a method to gather evidence on long-term processes of agrarian change and accumulation in rural Africa. Finally, the life histories shed some light on the origins of rural capitalists and show that there is a combination of instances of ‘capitalism from above’ and ‘from below’ but that no dominant pattern can be clearly discerned at least in the space of one or two generations. -
The Long-Term Effects of Africa's Slave Trades
THE LONG-TERM EFFECTS OF AFRICA’S SLAVE TRADES* NATHAN NUNN Can part of Africa’s current underdevelopment be explained by its slave trades? To explore this question, I use data from shipping records and histori- cal documents reporting slave ethnicities to construct estimates of the number of slaves exported from each country during Africa’s slave trades. I find a robust negative relationship between the number of slaves exported from a country and current economic performance. To better understand if the relationship is causal, I examine the historical evidence on selection into the slave trades and use in- strumental variables. Together the evidence suggests that the slave trades had an adverse effect on economic development. I. INTRODUCTION Africa’s economic performance in the second half of the twen- tieth century has been poor. One, often informal, explanation for Africa’s underdevelopment is its history of extraction, character- ized by two events: the slave trades and colonialism. Bairoch (1993, p. 8) writes that “there is no doubt that a large number of negative structural features of the process of economic under- development have historical roots going back to European col- onization.” Manning (1990, p. 124) echoes Bairoch but focuses on the slave trades, writing, “Slavery was corruption: it involved theft, bribery, and exercise of brute force as well as ruses. Slavery thus may be seen as one source of precolonial origins for modern corruption.” Recent empirical studies suggest that Africa’s history can explain part of its current underdevelopment. These studies fo- cus on the link between countries’ colonial experience and cur- rent economic development (Grier 1999; Englebert 2000a, 2000b; * A previous version of this paper was circulated under the title “Slavery, Insti- tutional Development, and Long-Run Growth in Africa.” I am grateful to the editor, Edward Glaeser, and three anonymous referees for comments that substantially improved this paper. -
Paola Giuliano
PAOLA GIULIANO CURRICULUM VITAE http://www.anderson.ucla.edu/faculty/paola.giuliano/ UCLA Anderson School of Management Phone: 310-206-6890 Global Economics and Management Area Fax: 310-825-4011 110 Westwood Plaza, C517 Entrepreneurs Hall Email: [email protected] Los Angeles, CA 90095-1481 EMPLOYMENT Professor of Economics, UCLA, Anderson Graduate School of Management July 2018- Associate Professor of Economics, UCLA, Anderson Graduate School of Management July 2015-June 2018 Visiting Associate Professor of Economics, Harvard University, Department of Economics, July 2016-January 2017 Assistant Professor of Economics, UCLA, Anderson Graduate School of Management July 2008-July 2015 Visiting Scholar, Harvard University, Department of Economics Sept. 2006-May 2008, February 2013-June 2013 Economist, International Monetary Fund October 2003-June 2008 OTHER AFFILIATIONS NBER, research associate, September 2015- NBER, faculty research fellow, April 2009-September 2015 CEPR, research affiliate, January 2010- IZA, research fellow, February 2006 – EDUCATION Ph.D. Department of Economics, University of California Berkeley, 2003 M.A. Economics, Bocconi University, Milan-Italy, Summa cum laude, 1997 FIELDS OF INTEREST Primary Economics of Culture, Social Economics, Political Economy Secondary Macroeconomics, International Economics JOURNAL ARTICLES “Ancestral Characteristics of Modern Populations” (with Nathan Nunn), Economic History of Developing Regions, forthcoming “Traditional agricultural practices and the sex ratio today” (with Alberto Alesina and Nathan Nunn), PLoS ONE, January 2018, 13 (1), e0190510 “The Right Amount of Trust” (with Jeff Butler and Luigi Guiso), Journal of the European Economic Association, October 2016, 14(5), 1155-1180 “Trust and Cheating” (with Jeff Butler and Luigi Guiso), Economic Journal, September 2016, 126 (595), 1703- 1738. -
West African Empires Before the Atlantic Slave Trade
A Hidden History: The West African Empires Before the Atlantic Slave Trade Linda Kaye Nwoke Fondren Middle School INTRODUCTION Fondren Middle School is located in the southwest section of Houston, Texas. It provides a rigorous curriculum that reaches beyond traditional boundaries. The magnet program offers exceptional opportunities, such as complete training laboratories where students learn graphics, digital imaging, and animation. Fondren is the only middle school in HISD to have an annual trip to Big Bend National Park every spring where the students can learn about ecology, biology, and geology. Fondren is a Title I school: 55% are African American, 41% Hispanic American, 2% Asian American, 1% white, and 1% other. 71% are at-risk, and 91% receive free/reduced lunch. We also have 81% in the Pre-AP program. OBJECTIVES SS.6.2B- Describe the economic, social, and/or political impact of individual and group achievement on the historical and contemporary countries or societies of a given region. SS.6.3B- View, determine the utility, and interpret various types of maps, graphs, charts, and other geographic tools to pose and answer questions about geographic distributions and patterns in world regions. SS. 6.5B Identify how human and physical geographic factors affect the ability of a country/group to control territory and shape domestic and foreign policy in a given region or country. SS.6.2A Explain the significant contributions of historic and contemporary individuals and groups from selected societies, cultures, or regions. SS. 6.18D Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes. -
Was the Gold Coast 'Decolonised' Or Did Ghana Win Its Independence?
Was the Gold Coast ‘decolonised’ or did Ghana win its independence? A resource for Key Stage 4 Key words: Empire, Liberty, Government, Ideas, Role of individuals in encouraging change, Africa, independence, decolonisation, nationalism, Ghana, Nkrumah In 1957 the British colony of the Gold Coast became the independent nation of Ghana. Did Britain grant Ghanaian independence or was this the result of the actions of Ghanaian nationalists, led by Kwame Nkrumah? Many historians see the post-World War Two period as one of British retreat from its empire. Britain was economically weakened and in debt to the United States, which opposed continued European colonialism. Although India achieved independence in 1947, Britain initially sought to compensate for the loss of its Asian colonies with increased economic intervention in its African ones: it also trained a new generation of African civil servants to replace their British counterparts. This has been characterised as a ‘second colonial occupation’. Influenced by the Universal Declaration of Human Rights and the new United Nations, Britain was committed to decolonisation when African colonies were ready to rule themselves, but this was commonly imagined as taking 20, 30 or even 50 years. Meanwhile, a new generation of African nationalists wanted to mobilise a mass movement against colonialism, criticising older African political leaders who sought reform within colonialism rather than its overthrow. Kwame Nkrumah, who returned from studies in the US and Britain to the Gold Coast in 1947, supported protests by poverty- stricken ex-soldiers who had fought for Britain in WWII. In February 1948, these demonstrators were fired upon by British troops and riots broke out across the territory. -
AFRICAN HISTORIOGRAPHY: from Colonial Historiography to UNESCO's General History of Africa
AFRICAN HISTORIOGRAPHY: From colonial historiography to UNESCO's general history of Africa Bethwell A. Ogot Since the later 19th century, the study of African history has undergone radical changes. From about 1885 to the end of the Second World War, most of Africa was under the yoke of colonialism; and hence colonial historiography held sway. According to this imperial historiography, Africa had no history and therefore the Africans were a people without history. They propagated the image of Africa as a 'dark continent'. Any historical process or movement in the conti nent was explained as the work of outsiders, whether these be the mythical Hamites or the Caucasoids. Consequently, African history was for the most part seen as the history of Europeans in Africa - a part of the historical progress and development of Western Europe and an appendix of the national history of the metropolis. It was argued at the time that Africa had no history because history begins with writing and thus with the arrival of the Europeans. Their presence in Africa was therefore justified, among other things, by their ability to place Africa in the 'path of history'. Colonialism was celebrated as a 'civilising mission' carried out by European traders, missionaries and administrators.! Thus African historiography was closely linked with the colonial period and its own official historiography, with prejudices acquired and disseminated as historical knowiedge, and with eurocentric assumptions and arrogant certainty. Social Darwinism accorded Europeans an innate superiority over other peoples and justified Europe's plunder of the rest of the world. But even during the dark days of colonialism there were other historians, for example the traditional historians, African historians educated in the West and Western colonial critics sueh as Basil Davidson, who were writing different African or colonial histories. -
AFS/HI 276 Intro. to the History of West Africa
AFS/HI 276 Intro. To the History of West Africa Spring 2021 | Online 3 credit hours | No prerequisite | Humanities & Global Knowledge GEP Instructor: Dr. Liz Timbs (she/her/hers) Office: A spare bedroom, Raleigh, NC, USA Email: [email protected] Office Hours: By appointment only; http://calendly.com/liztimbs Course Website: Moodle This is a web course, combining asynchronous and synchronous instruction. All lecture content will be pre-recorded and posted in advance. Starting Sunday, January 24th, lecture content will be posted by 5pm on Sunday for the subsequent week. Given the limitations and exhaustion inherent in using Zoom for course meetings, although this course was initially scheduled to meet twice weekly, we have opted instead to meet once a week (beginning Week 2). You are required to attend 16 synchronous course meetings on Zoom, from 11:45am-1:00pm: 1. Tuesday, January 19th 9. Thursday, March 11th 2. Thursday, January 21st 10. Thursday, March 18th 3. Thursday, January 28th 11. Thursday, March 25th 4. Thursday, February 4th 12. Thursday, April 1st 5. Thursday, February 11th 13. Thursday, April 8th 6. Thursday, February 18th 14. Tuesday, April 13th 7. Thursday, February 25th 15. Thursday, April 22nd 8. Thursday, March 4th 16. Thursday, April 29th We will be using the course Moodle site and NCSU email for all communication. AFS/HI 276 History of West Africa | Spring 2021 | pg. 2 COURSE DESCRIPTION We will study the history of West Africa from well before recorded history to the present. Though we will not, of course, be covering “everything,” we will look at major themes in West African history, as well as case studies, in an attempt to understand the histories of people and places in the region. -
Ghana a Survey of West African History from the 16
NYU - Ghana th A Survey of West African History from the 16 Century Spring Semester, 2009/2010 Academic Year Meeting Place: NYU-Ghana Campus, Accra Meeting Time: Thursday 2:00 pm to 5:00 pm Course Instructor: Dr. D.E.K. Baku Office: Office hours: Thursday, 1:00 pm to 2:00 pm E-mail: [email protected] Course Description The course provides an introduction to the history of West Africa in the period of the Atlantic slave trade and since the abolition of the slave trade. Instead of presenting a comprehensive survey, covering every country in the vast West African sub-region, the course takes a topical approach by focusing on a selection of themes and issues that are crucial to developing an understanding of modern West African history. Themes to be discussed in the course include the land and peoples of West Africa, the Atlantic slave trade, explorers, missionaries, settlers and cross-cultural encounters; expansion of European power after the abolition of the slave trade; European conquest and resistance; West African aspects of Pan-Africanism and contacts between African nationalists and pan-African leaders in the Diaspora, nationalism and struggles for independence; developments in post colonial West Africa. Throughout the course, attention will be paid to the importance of culture in West African history, - including religion, music and art as well as the role of women in West African societies. Select case studies will allow us to gain an understanding of the historical experiences of West Africans as they developed their societies and encountered European colonizers and cultures.