independent africa comparative case study the congo and tanzania

Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

• What were the ideas that influence the independent states Congo and Tanzania?

After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Table of Contents

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate whether or not they agree with the statement and support their answer with relevant historical evidence. Candidates must specifically look at the economic, social and cultural challenges facing both countries after independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss the successes and challenges facing Tanzania and the Congo with specific reference to their economic, social and political development after gaining independence from colonial rule.

ELABORATION ECONOMY

• The Congo and Tanzania inherited a single-product economy from their colonisers.
• Tanzania followed a socialistic economic model.
• Congo followed a capitalistic model.
• Both countries struggled to develop their respective economies.
• Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
• Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
• Society would be stable and free of economic inequalities.
• Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
• When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
• Nyerere introduced Villagisation or Ujaama.
• A rural community with farming/collective labour.
• Lack of tools, water and management skills led to resistance which the police and military forces could not control.
• This led to destruction and abandonment of fields.
• Tanzania remained the poorest and most underdeveloped country.
• Tanzania reduced corruption of government officials through the “Leadership Code”.
• Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

• Both countries inherited a colonial education system that promoted Eurocentric values
• Both countries were challenged by skills shortages; only a few technicians and engineers were available.
• Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
• Promoted Swahili (local language) over English
• Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
• Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
• Inherited only 14 university graduates
• Expanded its higher education system
• Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
• Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

• Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
• After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
• Mobuto Sese Seko remained as president for life until his death in 2007
• Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
• Brought back African values
• Strong centralised government
• Political stability (though based on authoritarianism)
• Any other relevant response
• Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
• Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
• After holding multi-party elections at independence, it became a one-party state
• Nyerere remained as president between the 1960s and 1970s
• Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
• African socialism/ Ujamaa was appropriate for inhabitants
• Establishment of the United Republic of Tanzania (1964)
• Centralised and unitary state
• Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

Questions and Answers

My Courses has a large Questions and Answers repository for the most popular High School and Tertiary Schools subjects. This comes in handy when doing your revision or preparing for exams, tests, research tasks, and assignments.

Ask Us a Question and we will send you the Answer Guide

[super_form id=”33574″]

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Comparative Study: Tanzania and Congo Following Independence During the 1960s and 1970s

A Comparative Study of Tanzania and Congo Following Independence During the 1960s and 1970s - with reference to social, political and economic changes withing the two nations

Related Papers

Riziki T . Mashaka

The paper describes the historical information of Tanzania from colonial period to independence.

Alejandro Hajdenberg

Daniel Zirker

Tanzania, Uganda and Kenya provide striking institutional comparisons and contrasts in both ethno-political dynamics and civil-military relations, al­ though both Tanzania and Uganda, in what were arguably their most forma­ tive periods at least, displayed what Ali Ma.ZJUi described as "the most acute manifestation[s] of the crisis of identity," while employing ethno-politics to resist the remnants of their colonial dependency. 1 Both manifested forms of invented military ethnic identities, or quasi-ethnicities, at one or another junctures, although under very different circumstances, and for very different purposes. After the infamous 1971 Idi Amin coup, Uganda reverted to government by an ethnic, or quasi-ethnic, "Muslim club,"2 the Nubian "mar­ tial race," or "warrior class," that had originally assisted in the establishment of the British colony of Uganda, prompting MaZIUi to comment in 1975 that "tribalism in Africa is unlikely to di...

Tan Celasun

Georges Nzongola-Ntalaja

Jonathan Cole

The American Political Science Review

kjell havnevik

Looking Ahead: Land, Agriculture and Society in East Africa, edited by M. Stahl. Uppsala: Nordic Africa Institute.

Deborah Bryceson

At the time Tanzania achieved independence in 1961 it was flourishing both economically and politically. Julius Nyerere, as father of the nation and president, set the country on an egalitarian development path aimed at eliminating ignorance, poverty and disease. While virtually all newly independent African states embarked on modernisation, there were a handful that embraced socialist objectives.. Tanzania's 'African socialism' combined traditional familial values with the objective of building a modern economy and polity. This chapter considers the agrarian idealism of the original developmental vision, traces the subsequent trajectory of change, and poses eh question of how and why the original agrarian development aims were side-lined in Tanzania

Jonas Ewald

Tanzania has been independent in 2011 for 50 years. While most neighbouring states have gone through violent conflicts, Tanzania has managed to implement extensive reforms without armed political c ...

The Encyclopedia of Global Human Migration

Germain Ngoie Tshibambe

RELATED PAPERS

Proceedings of the 12th International Echinoderm Conference, 7-11 August 2006, Durham, New Hampshire, U.S.A.

Dominique Davoult

Sociedad Y Religion

Renee de la Torre

Gabriel Baglietto

Journal of the Brazilian Chemical Society

Gisele Lopes

Richard Korthals

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education

Elena Pacetti

eknath borkar

Procedia - Social and Behavioral Sciences

Luciela Vasile

Computers & Industrial Engineering

Eirini Litho

Cell host & microbe

Ricardo Rufino da Silva

Social Science & Medicine

Pakistan Journal of Engineering and Technology

Samar Fatima

Anne M Hansen

Geoscience Frontiers

Daniel Magnone

Eduardo Pagani

Prima Educatione

Ewa Bielicz

Journal of Molecular Structure

The journal of global health

Divine M . Asafo

Muhammad Abdul 'Ati

Materials for Renewable and Sustainable Energy

bartek glowacki

Revista Cereus

Jader Lugon Jr.

Sustainability

dana masarykova

Psicologia, Saúde & Doença

Oscar Ribeiro

Journal of Human Evolution

Mark Teaford

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

HISTORY T1 W6 Gr. 12: INDEPENDENT AFRICA: THE CONGO

INDEPENDENT AFRICA: THE CONGO

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Home Contact us Terms of Use Privacy Policy Western Cape Government © 2024. All rights reserved.

• South Africa
• Grade 11 Free Learning Resources
• History Grade 11

Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

• What were the ideas that influence the independent states Congo and Tanzania?

After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate whether or not they agree with the statement and support their answer with relevant historical evidence. Candidates must specifically look at the economic, social and cultural challenges facing both countries after independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss the successes and challenges facing Tanzania and the Congo with specific reference to their economic, social and political development after gaining independence from colonial rule.

ELABORATION ECONOMY

• The Congo and Tanzania inherited a single-product economy from their colonisers.
• Tanzania followed a socialistic economic model.
• Congo followed a capitalistic model.
• Both countries struggled to develop their respective economies.
• Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
• Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
• Society would be stable and free of economic inequalities.
• Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
• When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
• Nyerere introduced Villagisation or Ujaama.
• A rural community with farming/collective labour.
• Lack of tools, water and management skills led to resistance which the police and military forces could not control.
• This led to destruction and abandonment of fields.
• Tanzania remained the poorest and most underdeveloped country.
• Tanzania reduced corruption of government officials through the “Leadership Code”.
• Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

• Both countries inherited a colonial education system that promoted Eurocentric values
• Both countries were challenged by skills shortages; only a few technicians and engineers were available.
• Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
• Promoted Swahili (local language) over English
• Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
• Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
• Inherited only 14 university graduates
• Expanded its higher education system
• Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
• Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

• Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
• After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
• Mobuto Sese Seko remained as president for life until his death in 2007
• Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
• Brought back African values
• Strong centralised government
• Political stability (though based on authoritarianism)
• Any other relevant response
• Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
• Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
• After holding multi-party elections at independence, it became a one-party state
• Nyerere remained as president between the 1960s and 1970s
• Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
• African socialism/ Ujamaa was appropriate for inhabitants
• Establishment of the United Republic of Tanzania (1964)
• Centralised and unitary state
• Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

Questions and Answers

My Courses has a large Questions and Answers repository for the most popular High School and Tertiary Schools subjects. This comes in handy when doing your revision or preparing for exams, tests, research tasks, and assignments.

Extension of the Cold War Case Study Vietnam Essay – Grade 12 History

Civil rights movement 1950 to 1970 essay: black power movement history grade 12, related posts, find history grade 12 september 2023 trial exam question papers and memos: pdf download.

History Grade 12 November 2021 Final NSC Exams question papers and memorandums

History Grade 12 May – June Mid Year Exams 2021 previous Papers for downloads

List of History Grade 12 September 2020 Past Papers and Memos

List of Reasons why is South Africa regarded as a developing country

Leave your thought here cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Latest Posts

Hospitality Studies Grade 12 June Question Papers and Memos pdf Download

Visual arts grade 12 june 2023 question papers and memos pdf download, dramatic arts grade 12 june 2023 question papers and memos pdf download, setswana home language grade 12 june 2023 question papers and memos pdf download, tourism studies grade 12 june 2023 question papers and memos pdf download, electrical technology grade 12 june 2023 question papers and memos pdf download, engineering graphics and designs grade 12 june 2023 question papers and memos pdf download, english home language grade 12 june 2023 question papers and memos pdf download, civil technology grade 12 june 2023 question papers and memos pdf download, siswati home language grade 12 june 2023 question papers and memos pdf download.

More Learning Resources @ My Courses

• Availability
• Add to cart
• Description
• Additional information
• Custom attributes
• Custom fields

• Grade 12 Learning Resources Study Notes and Previous Papers
• Grade 11 Learning Resources
• Grade 10 Learning Resources
• IGCSE Syllabus
• Latest Updates

Insert/edit link

Enter the destination URL

Or link to existing content

HISTORY PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

HISTORY PAPER ONE (P1) GRADE 12 NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

INSTRUCTIONS AND INFORMATION 

• This question paper consists of SECTION A and SECTION B based on the  prescribed content framework in the CAPS document.

SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE  1970s – CIVIL RIGHTS MOVEMENT 

SECTION B: ESSAY QUESTIONS 

QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM  QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA  QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE  1970s: THE BLACK POWER MOVEMENT 

• SECTION A consists of THREE source-based questions. Source material that  is required to answer these questions will be found in the ADDENDUM. 
• SECTION B consists of THREE essay questions.
• Answer THREE questions as follows: 

4.1 At least ONE (1) must be a source-based question and at least ONE  (1) must be an essay question.  4.2 The THIRD question can either be a source-based question or an  essay question. 

• Candidates are advised to spend about an hour on each question. 
• When candidates answer questions, they are required to demonstrate  application of knowledge, skills and insight.
• Merely rewriting of the sources as answers will be to the disadvantage of  candidates.
• Questions and subsections of questions must be numbered clearly and  correctly using the same numbering system used in the question paper.
• Write neatly and legibly.

SECTION A: SOURCE-BASED QUESTIONS  Answer at least ONE question, but not more than TWO questions from this section. Source material to be used to answer these questions is contained in the  ADDENDUM.  QUESTION 1: HOW DID THE BERLIN CRISIS INTENSIFY THE COLD WAR  TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN THE 1960s ?  Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Study Source 1A. 

1.1.1 Define the concept capitalism in your own words. (1 x 2) (2)  1.1.2 What, according to the source, was the main aim of the Soviet Union in West Berlin? (1 x 2) (2)  1.1.3 Quote evidence from the source which indicate how the Western powers responded to the Berlin Blockade. (1 x 2) (2)  1.1.4 Using the source and your own knowledge, explain why the Soviet  Union was forced to call off the Berlin Blockade in 1949. (2 x 2) (4)  1.1.5 Explain why you think the loss of skilled personnel to West Berlin  was such a serious risk for East Berlin and East Germany (GDR).   (2 x 2) (4)

1.2 Refer to Source 1B. 

1.2.1 Mention THREE activities from the source to prove that the actual  construction of the Berlin Wall did take place. (3 x 1) (3)  1.2.2 Explain in what ways the American and Soviet tanks that confronted each other at the Friedrichstrasse border crossing proved a risk to  the Cold War. (2 x 2) (4)  1.2.3 How, according to the source, was the possible confrontation  between the United States of America and Soviet forces avoided?   (1 x 2) (2) 

1.3 How does the evidence in Source 1B support Source 1A regarding the  Soviet Union’s desire to control West Berlin? (2 x 2) (4) 1.4 Use Source 1C. 

1.4.1 Explain what you think was implied by the words: ‘Unity and  Freedom for Berlin’ in the context of the Cold War. (2 x 2) (4)  1.4.2 Using visual clues in the photograph, explain how the Berlin Wall  influenced the lives of ordinary citizens in Berlin. (2 x 2) (4) 

1.5 Consult Source 1D. 

1.5.1 According to President Kennedy, mention THREE reasons why it  was necessary for the USA to support Berlin. (3 x 1) (3)  1.5.2 Explain whether the information in this source would be useful to a  historian in understanding Kennedy’s commitment to prevent a  communist takeover of Berlin. (2 x 2) (4) 

1.6 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (about 80 words) explaining how the  Berlin Crisis intensified Cold War tensions between the United States of  America and the Soviet Union in the 1960s. (8)

QUESTION 2: WHAT IMPACT DID THE INVOLVEMENT OF FOREIGN  POWERS HAVE ON THE ANGOLAN CIVIL WAR?  Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 

2.1.1 Mention TWO foreign countries from the source that were involved in  the Angolan conflict. (2 x 1) (2)  2.1.2 Why, according to the source, did UNITA suddenly become a strong  fighting force? (1 x 2) (2)  2.1.3 Define the concept nationalisation in your own words. (1 x 2) (2)  2.1.4 Why, in your opinion, did Neto and Dos Santos allow private  ownership and co-operation with Western companies? (2 x 2) (4)  2.1.5 Comment on whether the evidence in the source would be useful to a  historian in understanding the reasons why the conflict in Angola  started. (2 x 2) (4)

2.2 Study Source 2B. 

Related Items

• PHYSICAL SCIENCES PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• PHYSICAL SCIENCE (PHYSICS) PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• PHYSICAL SCIENCE PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• VISUAL ARTS PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• VISUAL ARTS PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• VISUAL ARTS PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• ENGINEERING GRAPHICS AND DESIGN PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• ENGINEERING GRAPHICS AND DESIGN PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• ENGINEERING GRAPHICS AND DESIGN PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016
• ENGINEERING GRAPHICS AND DESIGN PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

2.2.1 Give THREE reasons from the source for the USA’s involvement in the  Angolan civil war. (3 x 1) (3)  2.2.2 What, according to the source, was the effect of the USA’s  involvement in the Angolan civil war? (1 x 1) (1)  2.2.3 Explain why you think the USA went out of its way to prevent a  communist government from coming to power in Angola. (2 x 2) (4) 

2.3 Use Source 2C. 

2.3.1 Give TWO reasons from the source as to why South Africa assisted UNITA during the Angolan conflict. (2 x 1) (2)  2.3.2 Quote evidence from the source which suggests that many UNITA  soldiers died during the battle. (1 x 1) (1)  2.3.3 Comment on how the information contained in the two schools of  thought in the source differs, regarding the outcome of the Battle of  Cuito Cuanavale. (2 x 2) (4) 2.3.4 Why do you think the SADF provided statistical evidence regarding the  Battle of Cuito Cuanavale? (2 x 2) (4)

2.4 Consult Source 2D. 

2.4.1 Which country became independent after the SADF was defeated at the Battle of Cuito Cuanavale? (1 x 1) (1)  2.4.2 Explain why, in your opinion, the title: The Mother of Liberation Battles was suitable for this article. (2 x 2) (4)  2.4.3 Explain what messages the photograph conveys about the SADF’s  participation in the Angolan war. Use the visual clues in the source and your own knowledge to support your answer. (2 x 2) (4) 

2.5 Using the information in the relevant sources and your own knowledge, write a  paragraph of about EIGHT lines (about 80 words) explaining the impact the  involvement of foreign powers had on the Angolan civil war. (8)

QUESTION 3: HOW SUCCESSFUL WAS THE DESEGREGATION OF  SCHOOLS IN LITTLE ROCK, ARKANSAS, DURING THE  1950s?  Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 

3.1.1 Quote THREE reasons from the source why Governor Faubus could  be regarded as a good citizen. (3 x 1) (3)  3.1.2 What, according to the source, were the TWO instructions given to  Faubus by President Eisenhower during their meeting? (2 x 1) (2)  3.1.3 Using the source and your own knowledge explain why there was a  need for a meeting between Faubus and Eisenhower. (2 x 2) (4)  3.1.4 Why, according to the source, did Eisenhower try to discourage  Faubus from taking the Little Rock Nine issue to court? (1 x 2) (2)  3.1.5 Comment on whether Eisenhower was justified in instructing Faubus  to change the orders that he gave to the National Guard, regarding the events at Central High School. (2 x 2) (4)

3.2 Read Source 3B. 

3.2.1 Define the concept integration, in the context of the Little Rock Nine  incident. (1 x 2) (2)  3.2.2 In the source Faubus states, ‘That decision is the law of the land and  must be obeyed.’ Explain whether you would regard this statement to  be in line with the Little Rock Nine incident. (2 x 2) (4)  3.2.3 Using the source and your own knowledge, explain the messages that Faubus is trying to communicate to the public. (2 x 2) (4) 

3.3 Explain how the information in Source 3B and Source 3A differs regarding the  commitments that Faubus made to President Eisenhower. (2 x 2) (4)  3.4 Use Source 3C. 

3.4.1 Explain what was implied by the statement: “It was like going to war  every day”. (2 x 2) (4)  3.4.2 Mention THREE ways in which African American students were treated at the school. (3 x 1) (3)  3.4.3 The reaction of conservative white Americans had a negative effect  on the African American community of Little Rock. Quote TWO  pieces of evidence from the source to support this statement. (2 x 1) (2)

3.5 Consider Source 3D. 

3.5.1 Use a visual clue in the source to explain that integration took place at  Central High School. (1 x 2) (2)  3.5.2 What does the presence of uniformed personnel in the source, suggest about the situation at Central High School? (1 x 2) (2) 

3.6 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (about 80 words) explaining the success of the desegregation of schools in Little Rock, Arkansas, during the 1950s. (8)

SECTION B: ESSAY QUESTIONS  Answer at least ONE question, but not more than TWO questions from this section. QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM  The United States of America was successful in preventing the communist  takeover of Vietnam between 1962 and 1974.  Do you agree with the above statement? Support your answer with reference to  the United States of America’s involvement in the war.

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY –  THE CONGO AND TANZANIA  Evaluate the successes of Tanzania’s and the Congo’s economic development  programmes after independence.

QUESTION 6: CIVIL SOCIETY PROTESTS IN THE 1950s TO THE 1960s: THE  BLACK POWER MOVEMENT  The relatively slow pace of success and the philosophy of non-violence did not find  universal support among the young and militant sections of the African American  community.  Critically discuss this statement with reference to how the emergence of the Black  Power Movement, presented an alternative to the philosophy of the Civil Rights  Movement.

[50]  TOTAL: 150

Related items

• Mathematics Grade 12 Investigation 2023 Term 1
• HISTORY PAPER 2 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022

Topic 2: Independent Africa How was independence realised in Africa in the 1960s and 1980s?

Jul 20, 2014

240 likes | 535 Views

Topic 2: Independent Africa How was independence realised in Africa in the 1960s and 1980s? . CONGO AND TANZANIA. Comparative Case Studies as examples to illustrate the political, economic, social and cultural successes and challenges in independent Africa: 1960-1980s.

Share Presentation

• qualified teachers
• greater class difference
• julius nyerere mobutu seseseko
• economic crisis
• language departments

Presentation Transcript

Topic 2: Independent AfricaHow was independence realised in Africa in the 1960s and 1980s?

CONGO AND TANZANIA Comparative Case Studies as examples to illustrate the political, economic, social and cultural successes and challenges in independent Africa: 1960-1980s. (Comparative Essay Question)

Where in the world is Congo and Tanzania?

Where are Congo and Tanzania located in Africa? Tanzania Congo

The leadership Julius Nyerere Mobutu SeseSeko

Ideas that influenced the independent states • African Socialism: Nyerere argued that there were no class structures in traditional African society. African socialism emphasised community and communal development rather than the European idea of working class revolution. • Capitalism: It is an economic system that is based on private ownership of the means of production and the use of labour and resources to make a profit. • Democracy: A system of government by the whole population or all the eligible members of a state, typically through elected representatives. • One-Party State: A political system where in only one party is allowed in a country. No opposition is allowed and all opposition parties are banned

What aspects of a country should be compared in a comparative study? • Political: relating to the government or the public affairs of a country • Economic: the choices made about who can create, benefit from, have access to a country’s resources and wealth • Social: is the different ways that people organise themselves and live together in groups and the relationship which emerge (eg a class system) • Cultural: is the characteristics of a particular group of people, defined by everything from language, religion, food, to social habits, clothes or music

What kind of State emerged? Congo: supported by USA Tanzania: non-aligned 1961: Gained independence from Britain – muti-party democracy 1962 – Nyerere became President 1963: Nyerere abolished all other political parties. TANU became the only legal party. 1964: Tanzania and Zanzibar merged to form the United Republic of Tanzania 1967: Arusha Declaration - stated commitment to African Socialism – introduced ‘Leadership Code’ and Ujaama. Attempted to remain non-aligned politically and avoid economic neo-colonialism. • 1960: Gained independence from Belgium (Kasavubu - President, Lumumba - Prime Minister) – multi-party democracy. • Mineral rich region, Katanga, seceded (MoiseTshombe) • 1961 and 1965: military Coup (supported by USA / CIA) Mobutu established a military dictatorship. • 1967: Abolished opposition parties. • Authenticité or Zairisation • Mobutu’s Zaire characterised by corruption, kleptocracy, elitism.

What types of leaders emerged? Congo / Zaire Tanzania Julius Nyerere – 1961: 1st Prime Minister of independenet Tanganyika; President in 1962. Leader of Tanganyikan African National Union (TANU). Called ‘Mwalimu’ (teacher) – Remembered for his personal integrity. Believed in pan-Africanism and equity. He rejected tribalism and opposed neo-colonialism. He attempted to keep Tanzania non-aligned during Cold War. Voluntarily retired in 1985 • Patrice Lumumba – 1960: 1st Prime Minister of independent (DRC). Leader of the Mouvement National Congolais (MNC) – A pan/multi-ethnic political party to unify all Congolese into a single nation • Believed in ‘positive neutralism’ wanted DRC free from foreign interference, initially non-aligned but turned to USSR for support when Katanga seceded. • Arrested and executed with USA / Belgium support in 1961 • Joseph Mobutu – 1961 and 1965: seized power by military coup (supported by the west) • Ruled as a ruthless dictator until his death in 1997.

Economic Legacy of Colonialism • Both countries were colonised by European powers, Congo by Belgium and Tanzania by Germany and then Britain, who exploited their natural resources. • At independence both countries had underdeveloped economies - their wealth came from agriculture and the sale of unprocessed minerals. Neither country had industrialised or had developed a manufacturing industry. • The colonial powers only built infrastucture to service the export of raw materials not to promote internal trade.

Similarities between the economies of Congo and Tanzania • In both countries the majority of people were peasants (small scale farmers) • Both countries struggled to develop a manufacturing industry after independence • In both countries land and industry were nationalised. Mobutu nationalised most mines (‘Zairinisation’ proved to be a total failure and he had to re-privatise most mines); Tanzania also nationalised its industry and land but was forced to privatise these in return for debt relief from the World Bank and IMF in the 1980s • In both countries during the period 1960-1980s the majority of the people lived in poverty and the countries faced economic crisis • Both countries relied on the export of primary products. Congo is very rich in valuable minerals: copper, industrial diamonds, cobalt, gold and zinc; Tanzania’s economy is based on the production of cash crops such as coffee and tea. It also mines a rare gemstone called tanzanite • Both countries were badly affected by the drop in price for raw materials in 1970s • Neither country had oil reserves so were negatively impacted by steep increases in cost of oil (necessary for industrialisation and transport) in 1970s • Both countries experienced extreme economic problems in the years after independence and by the 1980s relied from loans from foreign countries (Congo – USA) and institutions (Tanzania - IMF and World Bank) to avoid bankruptcy

Differences between the economies of Congo and Tanzania CONGO/ ZAIRE TANZANIA Adopted a socialist economic model (although Nyerere had to abandon this in the 1980s) Attempted to remain economically independent and avoid neo-colonialism Nyererebelieved that attempting to industrialse was a mistake. He introduced Ujaama, a villagisationpolicy aimed to make the country self-sufficient in terms of food Nyerereattempted to prevent a new elite emerging with his ‘Leadership Code’ • Adopted a capitalist economic model (after initial attempts at nationalisation/ ‘Zairisation’) • Relied heavily of foreign investment and received support from USA and West. • Mobutu aimed to industrialise, process its own raw materials and develop an industrial base. • Under Mobutu a very wealthy elite emerged. Corruption and cronyism led to greater class difference.

Social & cultural successes and challenges Congo Tanzania Clothing: inspired by ‘Maoist’ dress Language: African-language departments and research centers were created in newly founded universities Promotion of Kiswahili as a unifying language Used education to promote a national ethos, ideology and philosophy, and principles of a new society embracing a concept of social justice; ‘Villagisation’: collective villages (managed by locals - inexperienced) • Clothing: inspired by ‘Maoist’ dress • Imposed ‘Abacos’ from (‘A bas le costumes’ – that literally meant ‘down with the suit!’) • All Africans encouraged to discard their ‘European’ names. • State run schools were established after independence but Mobutu did not divert sufficient money to education and Congo lacked qualified teachers.

• More by User

LIBERIA. First Independent Country in Africa. Facts About Liberia. First Independent Country in Africa (1847) Country formed by free slaves from the U.S., The Caribbean and Britain Many similarities to Southern African-American culture: cuisine, architecture, music etc

1.61k views • 16 slides

Empire Building Leads to World War I (The Great War) “Wars not make men Great”

Empire Building Leads to World War I (The Great War) “Wars not make men Great”. SS6H6 The student will analyze the impact of European exploration and colonization on various world regions . d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.

1.3k views • 6 slides

West Africa

West Africa. Transformational Development Conference 16 th – 20 th February, 22010. A Paper Presented by. David Bature ACTS International, Jos – Nigeria +234 8037035934 [email protected]. Topic:. Making and using Appropriate Technologies For Community Transformational

1.08k views • 78 slides

Africa: South Of the Sahara

Africa: South Of the Sahara. Physical Geography. Africa as a rEGION. South of Sahara desert 9.5 million square miles Region of plateaus, “stair steps” down toward sea Edges of plateau marked by escarpments Rivers running across land create great rapids and waterfalls

1.02k views • 37 slides

Influence of Islam on West Africa

Influence of Islam on West Africa. Mrs. Rand University Preparatory School Content adapted from History Alive! The Medieval World and Beyond , Teacher’s Curriculum Institute. Introduction. During the 7 th Century, Islam spread quickly through the Middle East and North Africa.

1.9k views • 22 slides

Africa Test Review Game!

Africa Test Review Game!. Which of the following statements is true about the population of Africa? a. Contains half the world’s refugees b. 75 percent live in urban areas c. Birth rates have sharply declined in the past 10 years d. Densely distributed across the continent.

1.45k views • 126 slides

Imperialism: The Scramble for Africa

Imperialism: The Scramble for Africa. What were the motives of European colonizers during the scramble for Africa?. Exploration of Africa. 1. Europeans could not navigate the rivers of interior Africa. Mid 1800s: Africa was divided into various kingdoms

2k views • 7 slides

AFRICA 600-1450

AFRICA 600-1450. Unit 3 Section 1. AFRICAN ENVIRONMENTS. The vast & diverse continent of Africa is home to many different cultures During the period 600-1450 these cultures forged Africa's social, religious, and economic relationships with other cultures both within the continent and beyond

1.81k views • 24 slides

AFRICA GEOGRAPHY UNIT 1 REVIEW

AFRICA GEOGRAPHY UNIT 1 REVIEW. Where do most people in Egypt live?. Along the Nile River. SOUTH AFRICA. What country is this?. In the Sahel, overgrazing and drought have resulted in a decrease in the grassland region. What is this process called?. DESERTIFICATION.

1.12k views • 96 slides

Map of Egypt’s Physiographic Features

Map of Egypt’s Physiographic Features. Egypt’s and the Near East’s Map Questions What is the longest river in Africa? What ocean lies east of Africa? What is the large body of water that separates Africa from Europe?

1.91k views • 76 slides

Africa Post WWII

Africa Post WWII. The Decline of the Colonial Powers. Africa Produced Many Newly-Independent Nations in a Very Short Time. British Colonies Were Some of the First to Seek Independence because. The were unhappy with colonial rule. War left her weak and unable to afford colonies.

1.27k views • 89 slides

Ancient Civilizations of Africa

Ancient Civilizations of Africa. West Africa  A) Ghana B) Mali C) Songhai. A) Ghana: Their greatest achievement was in the area of trade. http://www.youtube.com/watch?v=3x-IwaVhnmo&feature=related

965 views • 67 slides

ART OF ANCIENT WEST AFRICA

ART OF ANCIENT WEST AFRICA. WEST AFRICA. Societies with their own customs and artistic traditions & styles. WEST AFRICA. ANCIENT WEST AFRICA. Tribal Architecture Diverse architectural styles using natural materials (mud, wood, palm leaves, …)

956 views • 72 slides

Unit 9: Sub-Saharan Africa

Unit 9: Sub-Saharan Africa. Political Map of Africa. Physical Map of Africa. African Ecosystems: based on latitude and wind patterns. Physical Characteristics. Equator through middle Great Rift Valley (divergent plate boundary) Most of pop. Lives in fertile highlands of the SW

1.21k views • 83 slides

941 views • 67 slides

Experience Africa

Experience Africa. West of the Land of IZANIA. Welcome to the Sunny Side of AFRICA. NIGERIA. BENIN. TOGO. NIGER. MALI. SAO TOME. GHANA. NIGERIA…. Olumo Rock. 1 st Bible in Nigeria. National Art Theatre. Marina, Lagos. Murtala Muhammad Cenotaph. Oke Idanre. Takwa Bay.

1.2k views • 105 slides

Unit 3: Sub-Saharan Africa

Unit 3: Sub-Saharan Africa. Traders from faraway Europe, Asia, and the Middle East journeyed to the ancient trading empires of Africa seeking gold, ivory, and other exotic goods. (you already know this.). Chapter 5 West Africa. Chapter 5, Lesson 1: The Roots of Mighty Empires (pp. 108-111).

1.2k views • 80 slides

Decolonization or Independence Movements in Asia, Africa, & the Middle East

Decolonization or Independence Movements in Asia, Africa, & the Middle East. 1920s – 1980s. Overview . By the mid-20 th century, many colonies in Africa, Asia & the Middle East had “freed” themselves from European dominance.

1.55k views • 71 slides

Sub-Saharan Africa

Sub-Saharan Africa. Geography – key points Complex ecosystem – highly sensitive to climate change Lack of arable land over many parts of Africa – Saharan, Kalahari, Namib, Horn of Africa deserts. Untamed rivers that flood and can’t be navigated (Nile, Zaire (Congo), Zambezi, Orange).

1.51k views • 74 slides

Making Sense of Post-Colonial Africa, 1960-2007:

Making Sense of Post-Colonial Africa, 1960-2007:. John Metzler, PhD African Studies Center Michigan State University. Helping Students Understand Independent Africa, 1960-2005. Overview: Introduction: Popular Representations of Contemporary Africa

1.1k views • 89 slides

Topic 4: Africa Political Geography – From Kingdoms to Nationhood

Topic 4: Africa Political Geography – From Kingdoms to Nationhood. Introduction Indigenous Heritage - Africa: Cradle of Civilization - Era of Ancient Civilization - Bantu Migration - Era of Medieval Civilization and Modern Kingdoms - Significance of the History of Indigenous Heritage.

1.6k views • 118 slides