HIST 1514 STUDY GUIDE 2019

HISHTIS1T5115414
244 (Pa(Prtar1t)1)

HINISTTROORDYUOCFTION
ATFORTICHAEIN20TH
CTEHNETURY
TWHEISNTTOIERTYHOF
CENATFURRICYA
NQF level 5
NQF1l6ecvreeld5its
16 credits
Department of

DepartHmisetnotryof

History
Compiled by:

CDormMp.iMled. Obey:lofse

Dr M2.0M1.8

Oelofse

2017

HIST 1514: Introduction to the Twentieth Century
History of Africa

TABLE OF CONTENTS

1. Welcome........................................................................................................................................ 3
2. Module Objective ........................................................................................................................ 4
3. Module Outcomes ....................................................................................................................... 4
4. Teaching Methods ....................................................................................................................... 6
5. Module Calendar & Learning Units.......................................................................................... 7
6. Study Material & Sources............................................................................................................ 9
7. Assessment ................................................................................................................................. 10

Assessment Breakdown – Module Mark ................................................................................ 10
Assignment .................................................................................................................................. 11
Module Test ................................................................................................................................ 12
Module Quiz…………………………………………………………………………13

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1. WELCOME

Dear student

Welcome to the HIST 1514 (Part 1) module focusing on aspects of the history of Africa in
the 20th century. The lecturers at the Bloemfontein and Qwaqwa campus who will be
responsible for teaching this module, trust that you will find it fascinating and informative.

Term: February – March 2019

Here is information that you will need to contact the lecturer, as well as other relevant staff of
the Department of History:

HEAD OF DEPARTMENT

Head of Department: Dr C.M. Twala

Office number: Flippie Groenewoud Building, FGG 120

Email address: [email protected]

Phone number: 051 401 2330
Consulting hours: Per appointment

Lecturer: LECTURER
Office number: Dr C. Masakure
Email address: Flippie Groenewoud Building, FGG 134
[email protected]

Phone number: 051 401 7945
Consulting hours:
The consultation hours for this module will be placed on Blackboard
and will also be displayed on the office door of the lecturer.
If you cannot make it during these hours, please
e-mail the lecturer and make an alternative appointment.

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Secretary: SECRETARY
Office number: Mrs I. Malan
Email address: Flippie Groenewoud Building, FGG 119
Phone number: [email protected]
051 401 2330

2. MODULE OBJECTIVE

The main purpose (outcome) of the HIST 1514 (Part 1) module is to understand the colonial
phase in Africa’s history and to be able to indicate how it fostered nationalism in Africa, which
eventually led to the independence process in Africa during the 20th century.

Credit Value:
16 Credits

Assumptions of prior learning:
The point of departure in this first year history module, will be from the basis of knowledge
that will be gained for the first time during this course.

3. MODULE OUTCOMES

Critical outcomes:
At the end of this module, students who have been successful, will possess certain skills and
abilities. This includes:
 The ability to gain knowledge about a certain historical theme and to understand how that

knowledge may be relevant to other academic fields.
 The ability to develop an understanding with regard to the existence of different forms of

knowledge, approaches and schools of thought.
 The development of the ability to apply, according to certain methods and procedures, a

logical, critical-investigative approach to problem-solving.

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 The ability to develop an appreciation for the ethical implications of decision-making and
actions.

 The development of the ability to independently evaluate different sources, to select
information relevant to a task, and to utilise the developed processes of analysis to evaluate
information.

 The development of the ability to present information and to effectively communicate it in
the relevant academic format.

 The development of the ability to make decisions with awareness of the impact thereof on
the bigger context.

 Appreciation for the value and methods of effective independent study.
 The ability to function productively in a group and to demonstrate appreciation regarding

the acceptance of responsibility for one’s own decisions and the way these decisions impact
on the group as a whole.

Specific outcomes:
After successful completion of this module (this means passing all assessments and attending
lectures), you should be able to:
 Distinguish between the various colonial concepts and explain them;
 Analyse the reasons for the division of Africa by the European colonial powers;
 Examine Africans’ initiatives and responses to the imposition of colonial rule;
 Highlight the main points of the different colonial policies;
 Evaluate the political, economic and social/cultural influences of colonialism on Africa;
 Describe the influence of the Second World War on Africa;
 To be able to justify the process of de-colonialism in Africa against the background of

above-mentioned processes.

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4. TEACHING METHODS

The teaching style adopted in this module, is the guided independent study approach. This
approach accentuates self-study and self-activity from the student. We will work on a resource-
based system. The emphasis thus shifts from a teaching to a learning orientated approach.
Classes are not only intended for imparting information to students, but also, especially, for
identifying and opening up topics. The role of the lecturer is that of facilitator. History is in
the first instance a subject that requires extensive reading and as a result, only guidelines are
provided to you in class to enable you to discover new knowledge and insight.

The lecturer will thus guide class discussion and facilitate students' understanding by
highlighting key points and showing how concepts and aspects, emanating from the prescribed
readings, are related. The lecturer will indicate the logical coherence of the components of a
particular phenomenon/problem and try to stimulate and correct students' perspectives. A
critical approach to the texts will at all times be encouraged.

A high premium is therefore placed on class attendance. It is a mistake to think that these are
irrelevant and that you can comprehend everything purely by studying your learning module.
Only faithful attendance of classes during which the main aspects of the theme will be
explained, will ensure a thorough knowledge.

Class attendance: It is expected of students to attend ALL scheduled contact sessions. Absence
due to illness, approved university activities and family or other emergencies, constitutes
excused absenteeism, if the reason for absence is supported by documentation presented to
the lecturer prior to or immediately upon the student’s return to class. Oral or written
assessments, assignments, etc. that have been completed during the absence still is the
student’s responsibility. If a student, therefore, misses an assessment opportunity (e.g. a class
test) because he/she has been absent, the lecturer is under no obligation to repeat the
assessment opportunity, and the student will merely forfeit those marks. Consistent class

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attendance or consistent absenteeism will be taken into consideration in border cases where
decisions need to be made with regard to pass/fail or pass with distinction.

Great value is also attached to class discussions. You will get the opportunity to take an active
part in this, which further emphasizes that you must prepare for classes. With your course
instructions as a guideline and your prescribed sources, as well as notes as pointers, is it further
important that you study them thoroughly to obtain background information that would
enable you to add to your class notes and to take part in discussions.

The guided self-study approach requires a continual commitment and effort to reading and preparation
for classes to pre-empt or solve conceptual problems and timely submission of written work.
You must ask the questions, search for an extensive collection of information and look for
interesting associations and relationships with the subject being studied. You, as a student, will
then become primarily responsible for shaping your own learning and have to participate
actively and purposefully in your own academic development.

Careful planning on the basis of a work schedule is a prerequisite for success. The volume of
work and the degree of difficulty is of such nature that you will not be able to cope if you do
not plan and work regularly. Set yourself specific goals that are manageable, measurable and
reasonable in terms of the amount of work done within a specific time-span and in terms of
certain quality levels.

5. MODULE CALENDAR &
LEARNING UNITS

It is the responsibility of each student to ensure that he/she receives all the information in
connection with this module. This information will be made available on Blackboard. The
module schedule and syllabus (study material), either orally or in writing, can be updated or
modified at any time by the lecturer or the Department. It is the responsibility of students
enrolled in this module to stay up-to-date with the schedule and syllabus. An
announcement of this type can be given in face to face class session, or communication
on Blackboard. It is recommended that students check Blackboard daily to keep up to
date with what is happening.

It is important for you to note that any work discussed during contact sessions can be
used for assessment purposes. This means that attendance at lectures is extremely
important.

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You can get your timetable from the Web. Please check you timetables more than once during
the first 2 weeks of semester in case of changes. Changes will also be placed on Blackboard
when appropriate.

Please note that only registered students will be allowed to attend the contact sessions.

The module stretches over a period of six (6) weeks. What follows is a working programme.
It is not a blueprint of everything that will be dealt with in class, but an exposition of what the
course will consist of and of what you are expected to acquire knowledge of. This information
will enable you to:
 be prepared when you come to class;
 actively participate in class discussions;
 ask questions about problem areas of the work;
 determine at what rate you should work to keep abreast with the lecturer.

Please find below the proposed timeline of the sessions as well as the class times. Take note:
dates/times can change – please check Blackboard daily for announcements.

Classes Day Time Venue

Lecture Tuesday 10:10 – 11:00 HSM

Lecture Repeat Tuesday 14:10 – 15:00 W 202

Lecture Thursday 08:10 – 09:00 STB 2
Lecture Repeat Thursday 12:10 – 13:00 STB 3

Week 1:
General Welcoming
Introduction
Africa by the eve of colonial conquest and occupation

Week 2: The colonisaton of Africa
Basic concepts
Reasons for the colonisation of Africa
The Scramble for Africa
African initiatives and responses to colonial activities

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Week 3:Colonial administrative policies
Colonial policies: Britain & France & Portugal
Colonial policies: Germany & Belgium
Colonial policies: similarities & differences

Week 4:
The impact of colonialism on Africa

Week 5:
African nationalism
The influence of the Second World War on Africa

Week 6:
De-colonialism in Africa
Conclusion
Discussion of exam

6. STUDY MATERIAL & SOURCES

Prescribed books:
Ajayi, J.F. Ade. (ed.). Africa in the Nineteenth Century until the 1880s. Oxford, 1989.
Boahen. A. Adu. (ed.). Africa under Colonial Domination, 1880-1935. Berkley, 1990.
Shillington, K. A History of Africa. (3rd edition). Houndmills.2012.

These are the basic sources on African history and can therefore be used in other modules
that relate to Africa since 1800. Copies of these books are reserved on Level 3 of the UFS
Sasol Library for consultation.

The specific pages of these books, as applicable to and indicated in this module guide,
are available on Blackboard.
It is each student’s responsibility to ensure that he/she receive everything in time and study it.

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Recommended Readings:
Various sources can be found in the UFS Sasol library. These sources are intended for the use
of all the students, so please be careful in your handling of them. A vast number of electronic
sources are also available on these topics that will be covered in this module.

7. ASSESSMENT

ASSESSMENT BREAKDOWN - MODULE MARK:

Students need to attain a module mark/semester mark.
The promotion system (Reg. A20) applies in this module. This means that a student need
NOT take the final assessment (examination) if she/he has attained a module mark of 70% or
more. In this regard take note of the following:
 To be promoted a student must have a module mark of 70% or more.
 Students with a module mark of 70%+ who wish to participate in the examination may

do so, in which case the examination mark will be used to calculate the final mark.
 To be promoted a student has to participate in ALL assessments that contribute to the

module mark (predicate).
In terms of Regulation A17, a student must obtain an examination mark of at least 40%, and
a combined mark (average of the semester mark obtained and the examination mark) of at
least 50% in order to pass the course.

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You must obtain a minimum semester mark of 40% to be eligible to write the final module
examinations. A student will be refused admission to the examination if he/she does not
obtain the required minimum mark of 40%. PLEASE NOTE: Only students with a semester
mark/module mark of 40% and more will be allowed to sit for the examination.

If the combined module and examination mark is between 45% and 49% and provided that
the candidate has obtained the required sub-minimum of 40% in the examination, he/she
qualifies for re-assessment during the second examination opportunity.

This module (Part 1) makes use of the continuous evaluation process. Students are required
to hand in an assignment, write a formal module test and an online quiz.

ASSIGNMENT:

One assignment must be completed in the HIST 1514 (Part 1) module. The assignment forms
part of the continuous evaluation process of this module.

Assignment:
Please consult Blackboard (HIST 1514 Part 1: ASSIGNMENT) for all the information
with regard to the assignment.

Due date:
Please consult Blackboard (HIST 1514 Part 1: ASSIGNMENT) for all the information
with regard to the assignment.
Please take note of the following:
 It is each student’s responsibility to ensure that he/she receive all the information

regarding the assignment in time and ensure that he/she aligns with these expectations.
 Assignments must be handed in personally during the various class periods. The student

must sign as proof that the assignment was submitted.
 No assignments will be accepted if dispatched under the door or if delivered in any other

way.
 If an assignment is late, it is the responsibility of the student to hand it in personally to

the relevant lecturer.

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 Assignments received after the pre-scheduled date will be considered to be on time in
instances where proof of the death of kin is supplied, or if a valid medical certificate is
submitted to warrant the request for an extension of time.

 Assignments must be submitted before or on a specified date and before or at a stipulated
time.

 ASSIGNMENTS SUBMITTED LATER THAN THE DUE DATE AND TIME
WILL NOT BE MARKED.

 Assignments due on the same day as other assignments and/or another department’s
formal assessment will not be considered as an excuse. Students should ensure they are
organized enough to hand assignments in prior to due date or on time.

MODULE TEST:

Formal module test date:
Please consult Blackboard (HIST 1514 Part 1: TEST) for all the information with
regard to the test.

Sick test date:
Please consult Blackboard (HIST 1514 Part 1: TEST) for all the information with
regard to the test.

Please take note of the following:
 It is each student’s responsibility to ensure that he/she receive all the information

regarding the test in time and ensure that he/she aligns with these expectations.
 Tests written on the same day as other modules and/or another department’s formal

assessment will not be considered as an excuse.
 It is expected of you to write the first module test opportunity. ONLY if an acceptable

medical certificate (in the event of illness) or an acceptable reason such as death in the
family, an accident or an official commitment (with accompanying proof), is tendered as
reason for absence from the first module test opportunity, students can write the sick test.
 Permission MUST be obtained from the lecturer before you may write the sick test.

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MODULE QUIZ:

Formal module quiz date:
Please consult Blackboard (HIST 1514 Part 1: QUIZ) for all the information with
regard to the quiz.

 I hope you will have an enjoyable and instructive module. Be assured of my personal
assistance, support and encouragement during the module.

Dr C. Masakure.

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SECTION 1:
AFRICA BY THE EVE OF COLONIAL CONQUEST AND OCCUPATION

By 1880, the majority of African states were enjoying sovereign existence and their rulers
were in full control of their territories and their destinies. Old Africa appeared to be dying,
with a new and modern Africa emerging.
A. Political transformations in Africa by 1880

 Centralisation of African states
 Efforst at modernising African states
 Constitutional experimentation in Africa

B. Economic transfomations in Africa by 1880
 From slave trade to legitimate commerce
 Commercial unification of Africa

C. Social transformations in Africa by 1880
 Demographic changes
 Religious field
 ‘Ethiopianism’ and intellectual revolution

Outcomes:
After the completion of this unit you should be able to:

 Broadly: Appreciate the political, economic and social transformations that were taking
place in Africa by the eve of colonial conquest

 Political transformattions: appreciate the various ways in which African states were
moving towards centralisation, modernising and experimenting with forms of
constituonalism

 Economic transformations: explain the reasons for the abolition of slave trade,
evaluate the consquences of the introduction of legitimate trade (commerce), highlight
the social and economic consquencees of the commercial unification of Africa by 1880

 Social transfomations: account for the steady increase in population which was halted
by colonialism, explain the rise of ‘Ethiopianism’ and intellectual revolution in some
parts of Africa

 Broadly: appreciate that at the eve of colonial conquest and occupation – Africa was
far from being primitive, static and asleep – Africa was in the mood of change and
revolution in the economic, social and political fields.

Readings: [AVAILABLE ON BLACKBOARD]
J.F Ade Ajayi (ed.). Africa in the Nineteenth Century until the 1880s, pp. 315-322.
K. Shillington, History of Africa, pp.237-243.

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SECTION 2:
THE COLONIAL PHASE IN THE HISTORY OF AFRICA

2.1 COLONIALISM - BASIC CONCEPTS

The concepts imperialism, colonisation, colonialism and neo-colonialism in the African contexts are
consecutive phases of a historical cycle.

 Imperialism: The dominance of one community over another through political
relations or military force.

 Colonisation: The permanent settlement in another state/land/country or territory.
 Colonialism: A political concept with different religious and economic dimensions

through which the foreign country enforces authority for ‘gold, glory and God
(religion)’.
 De-colonialism: The emancipation/setting free of an occupied area, which usually
brings to an end the foreign dominance over the area.
 Neo-colonialism: An indirect version of colonialism. . It is the “New Scramble for
Africa.”

2.2 THE COLONISATION OF AFRICA

A. Reasons for the colonisation of Africa
Between 1879 and 1912 all African states with the exception of Liberia and Ethiopia were
placed under the colonial rule. Reasons for this include the following:

 Economic reasons (‘gold’) – ‘legal’ trade, explorers, traders and the Industrial
Revolution.

 New Imperialism (‘glory’) – national pride
 Rise of nationalism (‘glory’) – prestige.
 Political reasons (‘glory’) – power struggle, Bismarck.
 Strategic considerations for Britain (‘gold’) – route to Far East.
 Military reasons ( ‘glory) – strategic considerations
 Personal ambition (‘glory) – King Leopold II
 Religious/philanthropic reasons (‘religion’) – missionaries
 Psychological reasons – Social Darwinism and Social Atavism

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B. Theories of Imperialism
 Economic theories
 John A. Hobson
 Vladimir I. Lenin
 Psychological theories
 Social Darwinism
 Evangelical Christianity
 Social Atavism
 Diplomatic theories
 National prestige
 Balance of power
 Global strategy
 Africa dimension theory
 Abolition of slavery as a factor
 Political instability within Africa

C. The Scramble for Africa
 1879: A key turning point
 The Berlin Conference
 Stages in the Scramble for Africa

D. African intiatives and responses
 During the first stage (the treaty making stage)
 During the second stage (Bilateral European treaties)
 During the third stage (European conquest and occupation)-Africans devised three
strategies – submission, alliance and confrontation.
 Ethiopia under Menelik- how she mainted her independence
 Why were Europeans able to conquer Africa?

Outcomes:
After the completion of this unit you should be able to:

 Account for the various reasons behind the colonisation of Africa
 Evaluate the different theories of imperialism
 Explain the importance of the Berlin Conference
 Outline the varied responses taken by Africans during the Scramble for Africa
 Give reasons why Europeans were able to conquer Africa

Readings: [AVAILABLE ON BLACKBOARD]
 A. Adu Boahen (ed.) Africa under Colonial Domination, 1880-1935, pp.10-24
 K. Shillington, History of Africa, pp.311-327.

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2.3 COLONIAL ADMINISTRATIVE POLICIES

Once the Europeans had asserted their claims to African territories, the question then was
how should they govern the newly acquired territories? Colonialist developed and
implemented various approaches in governing their new territories.

A. CONCEPTS

Indirect rule: It was a system of colonial administration by which colonial powers ruled
through local power structures.

Direct rule: A system of colonial administration that involved the establishment of a
centralised foreign authority within a territory, which was run by colonial officials.

Assimilation: used by the French. It was an approach that aimed at integrating Africans into
French culture.

Association: Implemented by the French to resolve the problems connected with the
implementation of its assimilation policy. Rather than causing Africans to be ‘black
Frenchmen’, the association approach acknowledged that the African and European
relationship should be one of mutual cooperation for the overall profit of the colony and
metropolis.

Assimilados: This is a term used by the Portuguese to denote Africans who had reached a
level of ‘civilization’ according to Portuguese legal standards, that theoretically qualified them
for full rights as Portuguese citizens.

Guardianship/Partenalism: At time used by the Belgians. This was as an approach that
perceived Africans as minors and colonialists as adults who must therefore act as guardians to
the Africans. Africans should be led to marturity through the so-called ‘civilisation’.

B. British Colonial Policies
 The policy of Indirect rule
 The policy of Direct rule
 Consitutional development process with the British Empire (Crown colony rule;
Representative goverrnemnt; Responsible government; Domion status)

C. French Colonial Policies
 The policy of Assimilation
 The policy of association
 The administration of French colonial territories

D. Portuguese Colonial Policies
 The policy of Centralisation
 The Assimilado policy

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 The characteristics of Portuguse colonies: Indegenas vs Nao- indegenas
E. Belgian Colonial Policies

 The policy of Partenalism (Guardianship)
 The Congo Free State under the control of Leopold II
 Belgian Congo: the Congo under the direct control of Belgium
F. German Colonial Policies
 The policy of Strict Direct Control
 The administration of colonies: the cases of German West Africa (Namibia) and

Tanganyika
Outcomes:
After the completion of this unit you should be able to:

 Describe the different types of colonial adminsractive policies
 Account for the reasons why colonial adminstrators adopted adopted the varied

methods
 Discuss Africans’ responses to the policies and methods used by colonial officials in

administrating colonies
 Evaluate the successes/failures of the policies
Readings: [AVAILABLE ON BLACKBOARD]
A. Adu Boahen (ed.) Africa under Colonial Domination, 1880-1935, pp.143-152.
K. Shillington, History of Africa, pp.367-370.

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2.4 THE POLITICAL, ECONOMIC AND SOCIAL/CULTURAL
INFLUENCE OF COLONIALISM ON AFRICA

In most parts of Africa, colonialism did not last more than 100 years. Yet, within this period,
it had an impact on the continent. It must be pointed out that there are competing and
controversial debates about the impact of colonialism on Africa. No matter the
opposite and at times hostile positions scholars have taken on the subject matter, they
all agree that the colonial influences were mainly of political, economic and socio-
cultural nature.

A. Debates on the impact of colonialism on Africa
 The Eurocentric school of thought
 The Africanist school of thought

B.The political impact of colonialism
 Eurocentric school
 Peace and stability
 Appearance of African independent states
 Introduction of bureaucracy and judiciary
 Generation of nationalism
 Introduction of a professional army
 Africanist school
 Creation of arbitrary bounderies and the problem of ethnicity
 Creation of states uneven in size and unequal in resources
 The army as a source of instability, confusion and arnachy
 Delayed political development and maturity of African states

C. The economic impact of colonialism
 Eurocentric school
 Infrastructural development
 Development of the primary sector of Africa’s economy
 Spread of the colonial monetary system
 Completed Africa’s intergration into the world economy
 Africanist school
 Inadequate infrastructure
 Delayed Africa’s industrial development
 Introduction of extractive economies
 Colonial money system displaced indigenous exchange and economic
traditions
 Ended inter-African trade

D. The social/cultural impact of colonialism
 Eurocentric school
 Population growth after the First World War

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 Urbanisation
 Education
 Provision of the lingau franca
 New social mobility
 Africanist school
 Created a gap between urban and rural areas
 Inadequate and uneven distribution of social services
 Systematic attack on African cultures
 Deep psychological effects
Outcomes
After the completion of this unit you should be able to:
 Outline the competing ideas on the impact of colonialism on Africa
 Identify and evaluate the political, economic and social/cultural influences of
colonialism on Africa and its people.
 Appreciate the lagacies of colonialism on Africa and Africans today
Reading: [AVAILABLE ON BLACKBOARD]
A.Adu Boahen (ed.) Africa under Colonial Domination, 1880-1935, pp.327-339.

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SECTION 3:
AFRICAN NATIONALISM

3.1 NATIONALISM AND ANTI-COLONIALISM IN AFRICA: 1918-1945

A. Introduction
 The pre-First World War roots of nationalism in Africa
 Influence of the First World War
 Influence of proposals by Woodrow Wilson & reaction from educated African elite

B. African nationalism
 Movement without a nation
 Strong correlation between its growth and anti-colonial sentiments
 Role of African elite
 Nationalism developed in Africa before there was a nation or social group with
common bonds such as language and culture
 Different form of nationalism when compared with European nationalism – lack of
territorial nationalism
 Characteristics of African nationalism

C. Anti-colonialism in the international context
 In their struggle for freedom – Africans found valuable allies internationally

(i) Communism and anti-colonialism
 Communist recognition of national independence for subject races – 15 Nov 1917
 Formed guidelines of Comintern or Third Communist International
 Pledged its active support for revolutionary liberation groups in colonies

(ii) Pan-Africanism
 Origins – Africans in the New World
 W.E.B. du Bois vs Booker T. Washington
 Marcus Garvey
 Pan-Africanist ideals
 Influence on emerging African leaders

(iii) Négritude
 Origin and ideals
 Jean Price-Mars, Aime Césaire & Léopold Senghor

Outcomes:
After the completion of this unit you should be able to:

 Define African nationalism
 Trace the roots of Africa nationalism
 Examine the influence of the Fist World War on the growth of African nationalism

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 Evalutee the role of African elite in furthering African nationalism
 Examine anti-colonialism in international perspective with a particular focuss on:

Communism; Pan-Africanism and Negritude
Readings: [AVAILABLE ON BLACKBOARD]
A. Adu Boahen (ed.) Africa under Colonial Domination, 1880-1935, pp.240-248.
K. Shillington, History of Africa, pp.374-378.

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3.2 AFRICA AND THE SECOND WORLD WAR

A. Africa’s military involvement
 The war in North and North-East Africa
 African soldiers during the Second World War

B. Africa’s economic contribution to the war
 Africa as a source for raw materials
 Expansion of colonial economies

C. The influence of the Second World War on Africa
 The Atlantic Charter (1941) and its influence on Africans
 The war and African politics
 The significance of returnee soldiers
 The rise of the United States of America and the Soviet Union as superpowers
 The formation of the United Nations

Outcomes
After the completion of this learning unit you should be able to:

 Analyse Africa’s contribution during the Second World War
 Discuss the political, economic and social impact of the Second World War on Africa

and Africans
Readings: [AVAILABLE ON BLACKBOARD]
K. Shillington, History of Africa, pp.379-388.
M. Crowder, ‘The Impact of Two World Wars on Africa’, History Today, Vol. 34 (1), 1984, pp.
11-18.

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3.3 DE-COLONIALISM IN AFRICA

A. Britain

 Took more pragmatic attitude towards de-colonialism.
 Place colonies on a fast process to democratisation from responsible rule to

independence.
 Processes in general - progressed more peaceful in some parts of Africa Problems with

the de-colonisation in settler states – the Rhodesian case

B. France

In Africa: from 1958 areas had 3 options to decide from by means of referendums:
 Keep status quo – would be overseas territories of France.
 Could become independent members of the French Communautè – as individuals or
as a group.
 Total independence – the ending of all help & support from France.

C. Belgium

 Until 1957 – Belgium governed the Belgian Congo in isolation.
 Did not do much to launch the process of de-colonialism.
 From 1957 – strong demands for independence – coupled with violence.
 1960 – Independence: chaos followed directly after obtaining independence.

D. Portugal

 Stuck with her colonies.
 Led directly to armed struggles against Portuguese colonial rule
 Military coup d’état – 1974 – changed situation – areas in Africa obtained

independence during 1974-75.

Outcomes:
After the completion of this unit you should be able to:

 Discuss the various reasons for the de-colonisation of Africa
 Explain why colonial masters took different approaches towards the de-colonisation

of Africa
 Account for the different trajectories taken by African countries during the de-

colonisation process
 Outline the impact of the nature of the de-colonisation on African countries during

the first years of independence

Reading: [AVAILABLE ON BLACKBOARD]
F. Cooper, Africa since 1940: The past of the present, pp.66-84,133-144.

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