SJS 2 "Continental Drift: The Disjunction of North and Sub-Saharan Africa"

Over the past few years the differences between northern and sub-Sharan Africa have began to grow. Recently, articles that claim to be written about Africa as a whole focus only on the southern portion of the continent. The differences continue to grow and now literature about a
Africa is becoming divided into two categories. The main reason for the divide is modern politics, however, the fact that people in Northern and Southern Africa do not speak the same language makes it even harder for people to communicate and associate with each other. The cultures also vary substantially, in the north an Arabic culture is becoming more present, but in sub-Saharan Africa the people carry either a more European culture or a culture that is closer to historic African tradition. (Bentahar, Ziad. "Continental Drift: The Disjunction of North and Sub-Saharan
     Africa." Research in African Literatures, no. 42.1, Spring 2011, p. 1.
     Student Resources in Context.)

SJS2 - “The Warming Business Climate in Africa”

Source

Lynch, Gabrielle. "The International Criminal Court and the Making of a Kenyan President." Current History, vol. 114, no. 772, May 2015, pp. 183-88.

Author Credentials

The author is qualified because she is a professor of comparative politics at the University of Warwick and the passage covers the politics and disputed election of Mwai Kibaki. She also wrote a book on the ethnic politics of Kenya and the Kalenjin which are also covered in this writing.

Summary

The election of 2007, where Mwai Kibaki and Raila Odinga faced off with Kibaki winning, in Kenya lead to much violence. Over 1,000 people that were part of either the Kikuyu and Kalenjin died. These groups opposed each other, and who the other voted for, in the election which lead to the violence. Following the election, the International Criminal Court prosecuted William Ruto and Jomo Kenyatta as leaders in the post election violence. The two opposing sides then joined forces after being prosecuted to create the Jubilee Party and support Kenyatta and Ruto in the next election. The Jubilee Party won the election despite their candidates being persecuted, but not because of their candidate’s background or proposals necessarily, but in part due to the court’s intervention. Kenyatta used to be thought of as a man who was simply a high level, wealthy supporter of the Kenya African National Union, but when he joined with Ruto he was seen more as his own person. Ruto and Kenyatta promoted themselves by proclaiming the ICC was controlled by the west and that it was serving their interests and making an example of Kenya. They showed themselves as supporting peace and stability as well as protecting nationalist sentiments. They framed the ICC as biased and claimed they had not researched the case thoroughly. Ruto and Kenyatta were also depicted as protecting their communities. They are depicted as helping and protecting their country. This adds to what is being studied in class in terms of Africans following their colonial predecessors examples. Surely they saw the corruption of their former colonial masters and how they gained power through changing situations to appear that whatever they are doing is in the right. For instance, how the Germans came in to “help” with the conflict between the Herero and Nama, but only used it to gain power in Africa. Another example was how the Europeans used situations to change the view on the Berlin Conference to their advantage when they called the Berlin Conference to stop slavery, but in reality it was just a land grab. This passage is similar to this because the Jubilee party is following the corruption of their colonial predecessors and using the situation of being persecuted and changing it to their advantage to persecute the International Criminal Court. They used many campaigns to twist the ICC’s alignments to that of with westerners and then in turn persecute them for “wrongfully” persecuting Ruto and Kenyatta.

Analysis

The author made a very strong argument for how the ICC’s intervention did not help to change the political ways, but to instead make a path for the defendants in the case to win the election. The author uses substantial evidence like the idea that people were persuaded to view the ICC as an organization controlled by the West to use Kenya as an example of political change. The authors states how the defendant's use this to target the ICC as a biased organization that does not support Kenya’s needs. The author only slightly touches upon the opposing side’s view points on the Jubilee Party. The author does a good job of illustrating the Jubilee Party’s supporters views on the election and what they think, but the author does not talk much about the other party’s supporters beliefs on the situation. The piece is much of the opinions of the Jubilee Party supporters and not so much of Odinga supporters. The author is a reliable source to interpret the political situation in Kenya because of her degree in comparative politics. She also has a book on Kenya’s politics, though it is based more on the Kalenjin than the Kikuyu, the other side of the violence in the 2007 election.

PDP1 - The Question of South Africa

Author Bio: Desmond Tutu was born in 1931 in South Africa. He was elected the first black Archbishop of Cape Town, South Africa in 1886.  He was also awarded a Nobel Peace Prize in 1984 for fighting racial injustice in South Africa. Desmond Tutu speaks to all South Africans in his speech, but specifically this speech was given to the United Nations Security Council to show the difficulties many blacks have to go through in South Africa.

Date/Context: At the time of this speech (around 1884), South Africa was divided by racial prejudice. Apartheid, meaning separation, was going on as well. Despite the efforts of many, laws against segregation were being shot down and Tutu speaks of the future of South Africa. He does also note the positives, in that the President of South Africa, P.W. Botha, signed a nonaggression pact between South Africa and Mozambique.

Summary: Throughout the speech Tutu speaks about injustices all over South Africa. Tutu continues to put emphasis on the fact that the minority, whites, in South Africa have most of the rule and say. He continues to point out discrimination and unfair school systems, workplaces, and representation in politics for blacks in South Africa. Tutu pleads to the Security Council for their help to bring a peaceful end to apartheid in South Africa.

Key Quotation: "We dream of a new society that will be truly non-racial, truly democratic, in which people count because they are all created in the image of God" (Desmond Tutu).

PDP2-Travels to Africa

PDP2- Travels to Africa

Author Bio: Ibn Battuta was a well known traveler in both Asia and Africa in the 1300s. He was born in Morocco and valued religion during his lifetime. He traveled to many different places within Africa and Asia and wrote about his experiences within those places.

Date/Context: This document is written in 1352, during the period in which kingdoms and empires such as the Malian Empire were at the height of their power. This document supports the ideas of the importance that salt and gold played in African and Malian history. It also supports the idea that the Empire of Mali had a strong military and high security, and that they highly valued religion. Finally, it explains how difficult the terrain was to adapt to  and survive in.

Summary: Ibn Battuta discusses his journey through the Empire of Mali, and the confusing ways of the people. Battuta was part of a caravan that traveled the difficult and dry terrain of the Malian empired. They struggled to find clean water until they reached the Sudanese people. Then, in the town of Iwalatan, Battuta stayed for 50 days and he was shocked by the way the people acted. The women and men were both in control of themselves, and the women did not have to travel with their husbands. Also, both genders kept "friends" of the opposite gender even if they were already married. The Malian Empire was also incredibly secure, with no thieves being present, and the people viewing religion with great importance. In fact, religion played such a substantial role in their lives that they often punished their children for not knowing every word of the Koran. The one aspect of their lives that Ibn Battuta disapproved of the most, was the fact that many female servants and young girls walked around completely naked all the time. Ibn Battuta was used to women always being modest and covering up, which did not happen in the Malian empire. Overall, Ibn Battuta is amazed at the importance of religion within the empire, the freedom of the women, and the overall sense of security.

Key Quotation:"I went into the house of the qadi on the day of the festival and his children were fettered so I said to him 'Aren't you going to let them go?' He replied: 'I shan't do so until they know the Koran by heart!'"

PDP2- Using "Tribe" and "Tribalism": to Misunderstand African Societies

PDP2- Using "Tribe" and Tribalism": to Misunderstand African Societies

Author Bio: David S. Wiley is a sociology professor at the Michigan State University. Wiley is not only a renowned professor and founder of the African Studies Program, but he has also experienced life in Zimbabwe, Zambia, Kenya, and South Africa first hand as he conducted research. He is well-versed in his study and was, in fact, the Vice-Chairperson of the U.S. National Commission for UNESCO. His studies include many issues such as environmental concerns in Africa and international education. 

Date/Context: This article was written quite recently, during a time in which newspapers and magazines flooded with the news of environmental conservation from the Maasai "Tribe" and humanitarian acts throughout many African "tribes." The origin of the world "tribe" comes from the 19th century which calls into question why, in 2013, newspapers and magazines continued to use the word "tribe" with the knowledge of its connotation and origin. 

Summary: The piece "Using 'Tribe' and 'Tribalism': to Misunderstand African Societies" argues the use of the word "tribe" in the news, novels, and even politically. The word tribe comes from the 19th century when many Europeans created racist theories about anyone not of European descent. Although the term is centuries old, it continues to be used to describe a variety of ethnic groups across Africa. David Wiley argues that the term has been used so frequently to describe such diverse ethnic groups that it has lost it's meaning entirely. Wiley also states that the use of the word tribe creates a downfall for many African societies as they are then perceived as helpless, poor, or uncivilized which, in turn, causes a struggle in the gaining of political power. The example of the Menominee Tribe is used to illustrate the overuse of the word in describing people groups who have melded into today's society and should not be under the "tribal" stereotype and implications. Overall, Wiley describes how the word tribe should not be used to describe societies. 

Key Quotation: "Morton H. Fried and this author contend that 'the term [tribe] is so ambiguous and confusing that it should be abandoned by social scientists.'"

PDP1 - Universal Declaration of Human Rights

PDP1 - Universal Declaration of Human Rights

Author Bio: The author of this article, who is not named, is unbiased in this article. The author simply states all of the Articles in the Universal Declaration of Human Rights and what they all encompass.

Date/Context: This document corresponds with our history and culture because, unlike what previous history stated, this Declaration ensures that everyone is equal, no matter their race, gender, religion, political views, etc. Also this Declaration is seeking universal peace which was something that had not been previously done in history to this extent.

Summary: In essence, this write-up contains every single article in the Universal Declaration of Human Rights. It covers subjects including slavery, equality, torture, freedom, and every human’s rights.

Key Quotation: “The General Assembly, Proclaims this Universal Declaration of Humans Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in , shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.”

PDP4 - Excerpt of Communist Manifesto

Author Bio: Karl Marx was a Prussian philosopher who was born in 1818. He earned his doctorate in 1841 and eventually became a social reformer because of his interest in history and law. He was a liberal journalist, and many of his writings were highly controversial at the time. Because of his interest in social reform, he became greatly interested in the French socialist movement, and began publishing a series of documents, one of them being the Communist Manifesto. Based on his controversial ideas of the elimination of social classes and empowering of women, it is clear that Marx leaned very far left, something that was uncommon at the time. Marx died in 1883.

Date/Context: At this time in history, societies began to explore various philosophies and employ many social reforms. Among these was the French socialist movement, which helped to spark Marx's interest in political ideaology. Additionally, workers and the middle class began to grow in numbers, and they became aware of their numerous plights, and so they formed unions or leagues. This led to many ideas of how society and social classes should work, which also led to the Communist Manifesto.

Summary: The Communist Manifesto is, at its simplest form, a document describing the goals of communists and how they compare to capitalists. The excerpt that I read explores a few of the key ideas of the communist, and the major goal of the ideaology. The ultimate goal of communism is the elimination of social classes, or private property. He backs this up by saying that many capitalists may think that this also includes the elimination of their freedoms, but he scoffs at this by noting that the freedoms of capitalists are innately tied to how much private property they own, and that the removal of it gives them a purpose. Instead of working simply to attain more property, people would begin to work for the greater good of society. Marx also describes the struggles of women, and how capitalists would see the elimination of private property as woman gaining rights. Marx, similarly to the last point, is disgusted at this view. He notes that capitalists only see women as tools, while through communism they could actually be recognized as a community and have their own basic rights. Marx goes back to note that the abolition of private property does remove buying, but it also removes selling, which balances out the equation and nothing is really lost; he says that capital is not a private thing as much as it is a social power, which tends to be exploited and abused. He wraps up the excerpt by saying that communists will not conceal their views, and that the only way is to overthrow current social systems. He calls for the uniting of the working class around the world.

Key Quotation: "The distinguishing feature of Communism is not the abolition of property generally, but the abolition of bourgeios property. But modern bourgeios private property is the final and most complete expression of the system of producing and appropriating products that is based on class antagonisms, on the exploitation of the many by the few."

PDP1 - Instructions in Letter Writing by an Egyptian Scribe

                                            PDP1 - Instructions in Letter Writing by an Egyptian Scribe

Author Biography: The author of this PDP is anonymous, but they explain how important it was to be an Egyptian scribe. They say that this was the key way to record and date their thoughts or important events. 

Date/Context: This document helps us understand the lives of men with all different types of professions in Egypt and Syria, and how each job had their own area of importance to the community. They allow us to understand the way of life of many men living during this time, and how praised the job of being a scribe was. 

Summary: Egyptians developed a system of writing because of the abundant amount of marsh grass surrounding them and the easy and cheap ability to turn the papyrus into paper. The process of becoming an Egyptian Scribe required enormous amounts of teaching, and only chosen men could become one. The PDP shows a letter a teacher to a student, encouraging him to become a scribe. The letter goes through an array of different professions that men can pursue in Egypt, and the teacher urges the student to forget about these profession to become a scribe. The letter explains the hardships of the jobs listed, including the idea that merchant loose all of their profit to tax collectors, and how the washer is constantly tired and worn out. The teacher further states every couple of paragraphs or so: "Become a Scribe". The teacher says how every other professions will lead to an unrewarding life and being a scribe will fill the student with joy. 

Key Quotation: The one quote I chose is: "Every man seeks to raise himself up. Take note of it!"

PDP1 - "Why Study History?"

PDP1 - Why Study History?

Author Bio: William H. McNeill was a Canadian-American historian. McNeill’s entire life revolved around history from the day he was born, because his father was a historian and he was born at the end of World War I. Shortly after graduating college in 1939, he was drafted to fight in the U.S. Army during World War II. McNeill did not begin writing books until after he returned from war. After being part of an important historical event McNeill was able to use his experience to convey his opinion of why everyone needs a working knowledge of history.  

Date/Context: The piece “Why Study History was written in 1985. This year is known as the International Youth Year, which was a year that was trying to raise awareness of youth and the obstacles they were facing. In 1985 Ronald Reagan started his second term as President of the United States, and Nelson Mandela stood his ground with the South African government. 1985 was just two years after AIDs was discovered and people started to find out the true effects of the disease. Lastly, the world population was at 4 billion people, a little more than half of today’s population of 7 billion.

Summary: “Why Study History?” is about the reasons that children should study history on local, national, and world levels in school. The article focuses on the importance of being able to identify and explain major historical events. McNeill’s opinion is that all schools should be required to educate children about large-scale events, if nothing else. He starts the article by comparing historical knowledge to a person’s memory. McNeill says that that a person’s ability to recognize friends and family members is similar to a person’s ability to use patterns of history to make the correct choices. He brings up a point that is commonly made by people who are against making history classes mandatory in schools, which is that the interpretation of history changes over time as new information comes up. Many people bring up this issue to argue that history can not be taught if it does not stay consistent, however McNeill refutes this by saying that the aspect of change the history provides teaches students to attempt to form their own opinions and hypotheses about history. Overall, McNeill analyzes the benefits to educating young generations about history.

Key Quotation: “Historical knowledge is no more and no less than carefully and critically constructed collective memory.”

Format for PDP, PDC, & SJS

Format for Primary Document Posts (PDPs)

The TITLE for each PDP must include the unit # and the title of the source.  See the sample below:

PDP1 - Universal Declaration of Human Rights

Each post should be set up in the following format (including labels):

Author Bio:  Provide a brief biography of the author focusing on his/her bias.

Date/Context:  Describe the socio-historical, geopolitical, and cultural context of the document. (I.e. Where/how does this document fit into our understanding of history & culture?)

Summary:  Summarize the document.  Be sure to identify the main idea and supporting details in your summary.

Key Quotation:  Select one phrase, sentence, or statement that epitomizes the document.

Guidelines for Primary Document Comments (PDCs)

The comment should describe identifying characteristics for the document.  In other words, how will we know who, when, and where this document is from?

Comments should offer CONSTRUCTIVE feedback on the document analysis.  Specifically, describe any information that was missed in the initial post.

Format for Scholarly Journal Summaries (SJSs)

The TITLE for each SJS must include the unit # and the title of the article.  See the sample below:

SJS1 - "History Upside Down"

Source:  Provide a citation of your journal article.  The citation must include:  Author. "Article Title."  Journal Title Vol. #: Issue #.  Date. Page #s.

Author Credentials:  Explain why this author is qualified to discuss this issue.

Summary:   A concise but thorough summary of the author's argument.  The summary should include key vocabulary terms from the course and explain the socio-historical, geo-political, and/or cultural context.

Analysis:  Does the author make a strong argument?  Does the author provide sufficient evidence to support his/her argument?  Does the author distinguish between fact and opinion?  Is the author a reliable source? 

FI Question #43 - "Current History" Article Summary

To complete question #43 on the "Foundations Investigation," select an article from a PRINT issue of Current History.  Your comment should include the following:

• Cultural Region (Sub-Saharan Africa, Middle East, Central Asia, East Asia, South Asia, Southeast Asia, Oceania, or Latin America)
• MLA Citation
• Concise (no more than 5 sentences) summary with a clear thesis statement

FI Question #42 - "History Today" Article Summary

To complete question #42 on the "Foundations Investigation," select an article from the PRINT issue of History Today.  Your comment should include the following:

• Cultural Region (Sub-Saharan Africa, Europe, Middle East, Central Asia, East Asia, Southeast Asia, Oceania, or Latin America)
• MLA Citation
• Concise (no more than 5 sentences) summary that includes a clear thesis statement