LECTURE OUTLINES Introduction to African American Studies - AAS/ANT 112 Lecture outlines identify major themes covered in class.

They are not a substitute for taking notes. Updates are added to this document on a weekly basis. Week 1: TOPIC: Globalizing Africa & Africans
I. Theoretical and Cultural Considerations of Diaspora A. What is the African Diaspora? -How should parameters be determined? B. Theories about the concept:

1. Oruno D. Lara (optional Blackboard reading): ARGUMENT: African diaspora is "intimately related" to the
notion of an "African heritage, both of which depend on the "awakening of black consciousness." - Note focus on consciousness/identity 2. Colin Palmer: "Defining and Studying the Modern African Diaspora Perspectives, 9/98: "The modern African diaspora, at its core, consists of the millions of peoples of African descent living in various societies who are united by a past based significantly but not exclusively upon 'racial' oppression and the struggles against it; and who, despite the cultural variations and political and other divisions among them, share an emotional bond with one another and with their ancestral continent; and who also, regardless of their location, face broadly similar problems in constructing and realizing themselves." [p. 23] The criteria that emerge from his definition A. African ancestry [descent] B. Race [imputed solely by others?] C. Shared history of oppression and resistance D. Political commonality via struggles E. Emotional and Psychological ties F. Common problems of identity and self-presentation C. Course Explores Advantages and Limitations of the concept

- Aesthetic & emotional appeal presented in cultural and political arenas - Analytic merit: What does the concept of an African diaspora illuminate that cannot be gleaned from a
history of continental Africa?

D. Conceptual difficulties: Does African necessarily mean black? What is blackness? Is it necessarily racial? F. Point of departure for course:
- Use African Diaspora as an interpretive paradigm (not an empirical phenomenon) that globalizes the significance of Africa and links people of African descent around the world to each other and to Africa. It finds historical precedent in Jewish idea of diaspora.

G. Course Query: To what extent can the diaspora concept bear the weight of historical experience and identity
among people of African descent at various times and in varied places?

Introduction to African American Studies: AAS/ANT 112, Fall 2011

-Week 3: The Atlantic Slave Trade [creating the modern African diaspora] - Edward Reynolds, Stand the Storm: A History of the Atlantic Slave Trade, NY: I. R. Dee, 1993, Intro-Ch 4 - John Barbot, "A Description of the Coasts of North and South Guinea," in Thomas Astley and John Churchill, eds. Collection of Voyages and Travels, London, 1732 * (B) - Elizabeth Donnan, Documents Illustrative of the History of the Slave Trade to America, pp. 262-268 * (B) - David Northrup, ed. The Atlantic Slave Trade, Lexington: DC Heath & Co., 1994, pp. 92-94 * (B)

Character & Mechanics of Atlantic Slave Trade to the Americas PARTICIPANTS: Spain, Portugal, Denmark, Netherlands, Sweden, England, France SCALE: estimated 12 million Africans brought to New World. most to sugar plantations of British & French Caribbean & Brazil. WHY: high mortality: 8-10 yr survival rates WHERE: Source of captives: Trade extended from Senegal to Angola. Major regions included Senegambia, Upper Guinea, Gold Coast, Slave Coast/Bight of Benin, Bight of Biafra, Kongo, Angola, S.E. Nigeria (Calabar) - captives came from beyond the coastal trading areas WHY AFRICAN SLAVERY in Americas - why Africans & why slavery I. CAUSE: European expansion: Agricultural base of New World development generated labor needs Why Africans? Consider European and Native American labor & enabling factors. II. AFRICAN FACTORS ENABLING African enslavement A. African experience of slavery and trafficking - Shared conception of a slave - Should we call the African phenomena slavery? Consider the following: - African slaves not basis of economy - Varied conditions for enslavement in Africa - Social Mobility of African slaves B. Structure of African societies made them easy targets of conquest & raids C. Willingness to sell: Were Africans & Europeans equal partners? - MODES of Trading show variable nature of partnership 1. Raids: terms of trade = theft 2. Alliances w/ select trading partners: Terms of trade = Protection 3. "Peaceful Partnership"- Terms of Trade = Goods III. FEATURES: Death = single most significant characteristic: via process of capture, resistance, trek, middle passage, age IV. SIGNIFICANCE OF TRADE: What did it accomplish? A. Expansion of Europe + CONQUEST/creation of New World B. Dispersed Africans - African Diaspora (Black Atlantic?) C. Affected political, social, & cultural dynamics/arrangements w/in African CASES: illustrate experiences & significance of trade for some Africans & African regions and provide examples of early slave trade relationships between European and African traders - King Afonso I of Kongo (1509-42) - Queen Njinga Mbande of Ndongo and Matamba (1624-63)
- King Garcia II of Kongo (1641-61)

Introduction to African American Studies - AAS/ANT 112 Week 4: Evolution of Slavery in North America -(continued in Week 5)

How did slavery evolve as a system of forced AFRICAN labor in N. America?

- Question arises from Reynolds & Wood suggestions that slavery was not static, but changed over time

STAGES OF SLAVERY - Illustrated by how Antonio, a Negro, became Anthony Johnson in Virginia - 1619 1650: Central Features - ambiguity & variability re: status of Africans and laborers in New World - limited opportunities for social mobility and freedom in early VA - heathenism cited as main justification for enslaving Africans & distinguishing them from Europeans - 1650-1680: Central Features - increased codification of servitude. actions drive laws EXAMPLE: Durante Vita, MD 1664 - Immorality (especially sexual depravity) cited as main justification for enslaving Africans & distinguishing them from Europeans (This justification coexists w/ idea that slavery is a means for Europeans to Christianize Africans. Laws encourage Christianization of slaves.) - 1680-1760: Central Features - lifetime enslavement for Negroes institutionalized as social & legal reality - equation of blackness w/ slave status. Blackness became main difference cited to justify slavery (then immorality and heathenism) - Slave societies and cultures develop. - Formation of African-American cultural practices and identities - Increasingly harsh treatment & rising African population fuel early plots & revolts: -- Example: 1712 NYC: arson spree killed 9 whites. 21 slaves executed. 9 suicides Case Study of Stages 2-3: How did Africans become laborers of choice in South Carolina lowcountry? How did Barbados inform emergence of African enslavement in South Carolina? Impediments & Advantages of African labor: cost, rice, health How did SC enslavement affect African lives and identities over time? -- Nature of frontier egalitarianism: Black Pioneers, 1690s - 1720 -- How did the character and quality of slave life change after 1720? -- Factors: direct state control of slavery; rice becomes staple crop using task labor; black majority expands Significance of increased importation for slave life in SC [WEEK 5] - Emergence of African-American cultures related to lowcountry rice cultivation - Harsh labor, low birth rates - Unity: Planned revolts: -1713 SC - slaves from Martinique led plot - betrayed - 1720 Charleston foiled plot to kill whites and seize town - Stono Rebellion (1739) & its Aftermath: - Rising unity and stratification among slaves - Increasing use of legalized violence against slaves - Hegemony as feature of slave control Questions to consider: When and where in colonial North America could Africans have the greatest access to
freedom? How does the evolution of slave life in South Carolina compare with broader developments?

Week 5: Religion & Resistance in the Americas (after finishing South Carolina & Evolution of Slavery)
- Thomas Bacon, Four Sermons, Preached at the Parish Church of St. Peter, in Talbot County, in the Province of Maryland, 1783, pp. 30-41 (original, London, 1749) * (B) - Robert Conrad, ed. Children of Gods Fire: A Documentary History of Black Slavery in Brazil, Princeton: Princeton Univ. Press, 1983, pp. 247-249, 379-381, 397-400 * (B)

QUESTIONS: What is the character of slave resistance? What counts? How does religion factor in resistance? Conceptualizing Resistance: 3 broad categories - Slaves resist status as forced labor: attack or try to control conditions - Slaves resist status as property: escape, revolts, self-purchase[?], quilombos & maroons - EX: armadillos Hole & Great Dismal Swamp - Slaves resist efforts to control terms & quality of life: social, kinship, & religious networks, etc Considerations: How did slaves experience slavery? A1: Most slaves worked most of the time A2: How did owners & authorities try to control slaves? 1. violence & threat of violence 2. rule of law: notion that slavery can be operated by governing slaves Examples: - SC Negro Acts re: slave constraints, punishment, rewards, manumission - Brazilian laws about slave appearance & punishment - See 3 primary sources on Brazil (Conrad): - Document: 1709 BAN on LASCIVIOUS DRESS - Document: 1749 prohibition on apparel - Document: 1756 stiffened penalty for weapons What was the purpose of regulating dress? What was the purpose of public whipping? 3. HEGEMONIC MEANS of control: make slaves participate in subjugation via self-regulation - stratification among slaves - HOW? - myth of paternalism - religion:(element of paternalism) - Bacons sermon: How does it try to control slaves? B. How did slaves resist? What does resistance reveal about slaves experiences of slavery? - FACETS OF RESISTANCE: 4 Major cases to illustrate [along w/ other examples in the Americas] 1. Barbados - Easter April, 1816 - Bussas Rebellion - Slaves outnumbered free 5-1. 93% creole - Burned cane fields & barns on 70 estates. 2 whites killed. 2. Demerara Rebellion [Guyana] 1823 (Sugar. Black majority = 20-1) - Monday August 18, 1823, Spread from London Missionary Society to 50 estates - estimated 30,000 slaves, Demands: revised work arrangement & wages & religious instruction - Leaders: Quamina gibbeted. LMS missionary John Smith died in jail. 100+ executed, deportation 3. Jamaica 1831-2 Christmas Rebellion / Baptist War (12-1 black majority) - Jamaica produced 1/3 of British colonial sugar. 75% of slaves = native born/creole - 60,000 slaves including maroons. Leader: Samuel Sharpe & other Baptists, & drivers & skilled labor 4. Brazil - largest and longest importer of slaves - 1525-1851.

- est. 4-6 million African slaves imported. by 1817 = 1/2 the country's population - EXPENDABLE & DIVERSIFIED labor = the central mode of subjugation. 70% = agricultural workers - 20 revolts recorded 1807-1855. - CASE: - Revolt of the Muslims Jan 1835, Salvador, Bahia: free & enslaved armed Muslims fought. - killed in battle & punished by execution, whipping, imprisonment, deportation - What do imprisonment & deportation suggest about how slavery functioned?
DOCUMENTS: Predatory Quilombo-Armadillos Hole, Bahia 1763; Plantation [engenho] rebellion, 1806

QUESTIONS TO CONSIDER: Are there common denominators that unite the cases of resistance? - Were work stoppages and strikes attacks of the institution of slavery? - How did awareness of broader political currents - antislavery/Haiti - inform rebellion - What = characteristics of leaders who mobilized discontented slaves & coerce others? - What roles did religion play in subjugating slaves & in slave resistance - How do 19th century cases compare w/ STONO & other 18th century cases?

Lecture outline Topic: Equianos Narration of Slavery, Freedom, & Identity in the "Black Atlantic" - Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself, London: The Author, 1789 Q: What does his account reveal about identities among people of African descent? - To what extent does his identity confirm or challenge the logic of using the Disapora to understand people of African descent? A. SIGNIFICANCE: 1st autobiographical former slave account of trade & slave systems - Historical & Ideological CONTEXT: narrative appears when literary production demonstrates African ability. African-born authors were praised and ridiculed by Europeans who debated African character, capacity, & natural equality. EX: For Hegel, lack of writing = evidence of innate inferiority; Thos Jeffersons list of traits proving innate difference & inferiority Prominent CASES appearing in this milieu 1. Anton Wilhelm Amo, [Ghana c.1700- post 1753] - Philosophy Ph.D. 1734 - Germany; fluent Latin, Greek, Hebrew, French and Dutch - lectured & published on logic & psychology of knowledge 2. Jacobus Joannes Eliza Capitein (c.1717-1747) Elmina - Ghana - Holland 1728; freed & baptized Reformed Church; studied theology, Latin, Greek, & Hebrew @ U of Leiden in 1737. Dissertation: slavery and Christian ideal of liberty not being opposed - 1742: 1st black Reformed Church minister; missionary to Elmina 3. Francis Williams: (c.1700- c.1770) born free in Jamaica - trained in Latin & math in England; taught school in Jamaica 4. Philis Wheatley: Boston; Poems on Various Subjects, Religious and Moral, 1773 5. Charles Ignatius Sancho:(1729?-1780) Letters of the Late Ignatius Sancho, an African, 1782, Eng - born on slave ship to New Granada - gift to British Duke of Montagu - taught him to read. Valet to 2nd Duke - Celebrity correspondent w/ notables, artists on social, cultural, political matters B. Who is Equiano? -Consider how his character & identity unfold over time & tensions that shape them 1. Before the narrative: in Sons of Africa, ally of Ottabah Cugoano, Thoughts and Sentiments on the Evil and Wicked Traffic of the Slavery and Commerce of the Human Species, humbly submitted to the Inhabitants of Great -Britain by Ottabah Cugoano, a Native of Africa, London, 1787 2. Twofold purpose of narrative: autobiographical and anti-slave trade 3. Complications & tensions re: his identity in the narrative

a. title: Equiano, Gustavus Vassa, African b. -relationship to Africa and Africans: -Identification as African - Identification with English - BIRTH: where was he born? Q- Why does it matter? - Characterizations of Africa/Africans: praise, criticism, travelers observations What is his Character? What are his ethics? - How does he live as a Xn? baptism vs. conversion - Whats the difference? - How does he live as a free man - Hardships -Participation in slave trade: understanding of slavery changes over time. WHY? - How does challenges slavery and the trade? - FOCUS = manner in which trade + slavery carried out - What makes slavery wrong? - What picture of Equianos identity emerges at the end of the narrative? - Who do you think he is? - Who does he want to be?

Week 8: TOPIC: Paradoxes of Freedom & Return

Reading: Edward Reynolds, Stand the Storm, Chapter 5 - Monday B. Akpan, "Black Imperialism: Americo-Liberian Rule over the African Peoples in Liberia, 1841-1964, Canadian Journal of African Studies 7, No.2 (1973): 217-236 - Akintola J.G. Wyse, "The Sierra Leone Krios: A Reappraisal from the Perspective of the African Diaspora," in Global Dimensions of the African Diaspora, pp. 309-337 - Bell Wiley, ed. Slaves No More: Letters from Liberia, 1833-1869, Lexington: U of KY Press, 1980, pp. 36-37, 42-43, 92-93, 147-149, 190-193

Rise of 1st freedoms for slaves in the Americas Q: What patterns of identity did they forge over generations of subjugation? - HOW 1st freedoms emerged - via what processes - HOW people experienced, negotiated, & crafted freedoms I. CONTEXT: Age of Revolutions: - French: Haitian Revolution 1791-1804 - American Revolution (1776): short & long-term consequences:Loyalists Sierra Leone & Liberia A. Haiti / St. Domingue: 1791-1804 St. Domingue: largest Caribbean plantation colony by mid 18th century.1780s: 40% of French trade - 500,000 slaves. est. 2/3 = African born in 1780s. 1789: 30,000 free people of color - Revolution prelude: free people extend idea of equality to themselves w/ limited success - SLAVES executed Revolution w/ no appeals to French ideals of liberty -1791: up to 100,000 slaves revolt, 1/3 of population killed - Toussaint Louverture became leader of revolution - 1794 French abolish slavery in colonies - 1797 Louverture named commander in chief by France - 1802 Napoleon tries to reestablish slavery in Martinique, Guadeloupe, St. Domingue - Arrests Louverture. - 1804 independence declared under Jean Dessalines & Henri Cristophe. - ordered massacre of whites - St. Domingue renamed Hayti = higher place. 1st Black controlled nation in western hemisphere. B. Freedom in British colonies: 1. American Revolution (1776) a. Black loyalists: to England & Nova Scotia, b. Jamaican Maroons - Trelawny maroons deported to Nova Scotia 1798 - punishment for wars on whites c. Migration from England & Nova Scotia to Sierra Leone - 1787: 411departed. 1/2 ex-slaves, 60+ white women. 1789:only 120 survivors - 1792: 1200 from Nova Scotia settled in Freetown - Sierra Leone becomes British colony - 1808 - 1815 Paul Cuffe transported 38 families from US How did they relate to the indigenous populations? (Wyse reading) US aftermath of Independence/Revolution - long term consequences a. Revolution yielded gradual emancipation in North: b. Colonization: Response to free black population - American Colonization Soc, 1816: GOAL: remove free colored people w/ consent - 1st Liberian settlement, 1822. 60% + of 12,000 ACS settlers pre-1865 = freed to leave US - ACS forced Liberian independence 1847

c. Emigration to Haiti:1824 & 1825 est. 6,000 FREE people left US for Haiti, 1/3 returned
--------QUESTIONS to CONSIDER Is Akpan justified in characterizing Liberia settlers as black imperialists? Do Liberia & Sierra Leone represent the culmination of resistance to slavery or early colonialism? What are similarities and differences between Sierra Leone and Liberia? - attitudes & relations betwen settlers and indigenous populations - elite status among settlers - missionary & civilizing impulse - varying degrees of identification w/ British and w/ US - Liberias forced independence 1847 vs. Sierra Leone as British colony - 1808 -greater homogeneity of Liberian settlers vs. diversity of S-L settlers Are the settlers still African?

Politics of Culture and Identity in the Diaspora

Week 9: Colonialism and the Fate of African Societies - Chinua Achebe, Things Fall Apart, NY: Anchor Books, 1994 *

Akpans account of Liberia forces us to ask: When did colonialism begin? - He argues that it began w/ black settlers in Liberia 1822. - note divergent aims of colonization and European colonialism MAPS of 1880 & 1914 illustrate colonial process. It was executed, in part, w/ map making - limited European presence in Africa before 1880 vs. 1914 - Change wrought by Scramble for Africa - invokes rapaciousness of colonial enterprise Initial Actors: - King Leopold II of Belgium, 1876 claim to large Congo River region as his personal domain - German entry into continent, 1883 (SW Africa, Togoland, East Africa, Cameroon) Result: rivalry among European powers & desire to regulate entry into Africa - Berlin West Africa Conference: Nov 1884-Feb 1885, attended by US & major European nations except Switzerland). France, Germany, England, Portugal, & Leopolds African International Assoc. dominated - Conference aim: establish international code regulating partition of Black Africa & land claims - Conference Provisions: - all acquisitions on coast had to be reported to signatory powers - annexation invalid if nation failed to maintain authority & assure free trade & other nations rights - Euro powers on coast had right to hinterland. Could expand until encountered other nations claim Responses to colonial incursions: - National military opposition from Egypt, Sudan, Ethiopia, Ivory Coast, Nigeria - some international support: B.T. Washington agrarian missions from Tuskegee - international condemnation of violence (B.T. Washington Factors shaping experiences of colonial rule by Europeans A. Modes of colonial rule & policy - British: centralized indirect rule from England. native, local leaders chosen to rule. educated in governance. produced educated class by end of century, divided chiefs from Brit selected leaders - France: cast colonialism as 'civilizing mission;' direct rule - sent colonial officers to govern; voting citizenship to educated men and "subjecthood" to others [until 1940s] B. Settler v. non-settler colonialism [not strict parallel between direct rule and settler colonialism. C. Atrocities: Belgium - roasted hands of resisters; population dropped by 10 million 1880-1920; cause: murder, disease, low birth rate; starvation/exhaustion; D. Spectacle: 1897 Worlds Fair: Congolese installed in civilized and uncivilized villages - US case of Ota Benga - Congo displayed in Bronx Zoo monkey house 1906 ------------

Achebe - multi-layered tale about the telling of African colonialism. explores how to tell & whose stories matter; response to Joseph Conrads Heart of Darkness Questions 1. What is the meaning of colonial conquest in the novel? 2. What falls apart? 3. For whom do things fall apart in Umuofia? 4. What factors beside colonial conquest cause things to fall apart? 5. Who appears to benefit from colonial conquest? How? What should we make of their experiences in interpreting the novels commentary on colonial conquest? 6. What enables things to fall apart? 7. Were things destined to fall apart for Okonkwo? [ 8. What is the relationship between Okonkwos failure and colonial conquest? 9. WHY doesnt Okonkwos village fight the Europeans? 10. What role do PROVERBS play in the novel? Give examples. 11. Whose story/experience should hold sway in defining colonialism? 12. What does the novels title reveal about the civilizing mission of colonial conquest?

Week 10: Ideologies of Black Nationhood and African Unity (or After Colonial Domination)
Reading: Imanuel Geiss, The Pan-African Movement, NY: Africana Pub. Co., 1974, Chapter 1 - Marcus Garvey, Message to the People: The Course of African Philosophy, Dover, MA: The Majority Press, 1986, pp. 27-37 * - W.E.B. DuBois, "The Pan-African Congress," Crisis, 17 (April 1919): 271-274 - Julius Nyerere, "A United States of Africa," Journal of Modern African Studies 1 (1963):1-6 - Documentary: 1947 Freedom Now, WGBH and BBC, 1997 (excerpt)

QUESTION: What were the implications of colonial domination for African identity and unity? - Europeans exploited, intensified, and naturalized ethnic, social, and political differences to establish and sustain colonial rule for the purpose of extracting labor and resources from the continent EXAMPLE: Rwanda Germans & Belgians turned longstanding social distinctions between Hutus and Tutsi (who intermarried) into a racial difference. They called Tutsis Hamito-Semites a race superior to Hutus, who were called Bantu Negroes. 1948 news article said of Tutsis: the preponderance of the Caucasian type is deeply marked. The difference =basis for school segregation and hierarchy. The 1994 Rwandan Genocide invoked these colonial differences that resulted in slaughter - 800,000 people as Hutus attacked Tutsi minority. FOCUS: How did Pan-Africanism try to create and promote unity among among colonized Africans & people of African descent around the world as the continent was being claimed & divided by Europeans & in the face of state sanctioned discrimination & inequality in the Americas - SO Pan-Africanism movements = diaspora-wide phenomena Note Geiss: 6 planes / forms on which Pan-Africanism has functioned: - colored/colonized people worldwide Bandung Confernce, 1955 Asian &Africans met in Indonesia to strategize against oppression by Europeans and their descendants] - pan Negrosim: Garvey - Africa specific movements - regional unity w/in Africa [EXAMPLE: Pan African Freedom Movement of East & Central Africa (Pafmeca) mentioned in Nyerere document] - unity w/in individual African nations of different groups [EXAMPLE: Mau Mau activism in documentary ] - competing nationalisms: when one tribal / ethnic group tried to represent a whole nation - Historically, Pan-Africanism is associated w/ idealogy of decolonization b/c of context in which it emerged & its challenges to inequality & oppression [Geiss 5 TO distinguish among varied Pan-African ideas, consider how varied they conceive of connections among people of African descent w/in & beyond the continent: Explore this issue in assigned primary source documents: 3 examples of Pan-Africanism situated in organized efforts that begin 1895: EXAMPLES -1895 - Chicago and Atlanta Congresses on Africa - 1900 Pan Af Conference in London - led by, Henry Sylvester Williams, London lawyer from Trinidad. Most of 30 delegates = from US & Caribbean

- 1911 First Universal Race Congress - London - Pan-Af Congresses - 1919, 1921, 1923, 1924, 1927 (See Du Bois document) - Dahomey: Ligue Universal pour la Defense de la Race Noire, 1924-36 anti-French assimilation DOCUMENTS (to be discussed in sections) 1) 1919 Pan-African Congress met in at Treaty of Versaille, end of WWI- France - common cause of securing rights of colonized Africans & people of African descent around world & effort to promote unity; united to demand justice in their respective contexts because recognized differences in experiences of oppression - -no decisive challenge to colonialism, but stressed rights for civilized - CONTEXT: French supported groups right to meet in contrast to U.S. refusal to allow some Americans to attend. BUT French presence stifled critique of colonialism that was explicit at the 1921 congress. 2. Garveys Pan-Africanism - Pan-Negroism? Was blackness a self-evident basis of identity for his effort? - linked to broader developments but situated in his Universal Negro Improvement Association & African Communities League. founded in Jamaica, 1914, NYC 1916 - opposed colonial rule & sought to establish African homeland for black people b/c believed that no race could be free until it had its own nation (Black Zionism) - 1920 - 1939, UNIA sponsored 7 conventions to promote unity of Africans and people of African descent around world; tried to create politically viable diaspora community - 25 countries represented at 1st conference in NYC; Garvey named Provisionl President of Africa; claimed "Africa for Africans;" protested injustices, discrimination, disenfranchisemnt - popularized black pride; 1920 membership estimates = 1/2 million - 4 million; appealed to masses - How does Garvey understand African-American links to Africa? [see document] - How does Garvey's arguments about negro nationality compare to those of ACS? 3. Nyerere: Consider his views in context of struggles against colonialism that yield independence: - illustrated in documentary film clip: 1947 Freedom Now, WGBH and BBC, 1997 Documentary account of anti-colonial struggles raises 2 critical factors related to Nyerere & others: A. FIRST = HOW mechanisms of colonial rule fostered conditions for its undoing: 2 examples: a. Christian missions accompanying colonial rule: - Case of John Chilembwe: fueled Malawian (Nyasaland) nationalism against British colonialism -1890 Baptist convert attended Virginia Theological College; founded schools educating 1,800 students by 1912

-1915 organized revolt against British rule - led attack on plantation that killed 3 plantation managers; colonial authorities destroyed church & killed Chilembwe. - Case of Elliot Kamwana 1902 convert to Jehovahs Witness/Watchtower Society in Nyasaland [Malawi]; baptized 10,000 people 1908-9; deported for preaching African liberation and independence The cases illustrate ETHIOPIANISM a nationalist and religious movement. Nelson Mandela credited it with "increased colonial anxiety" b/c its leaders stressed "self-worth, self-reliance and freedom" that fueled political activism against colonial oppression b. creation of educated elites to stratify natives produced educated class; some elites emerged as anticolonial leaders: - Julius Nyerere - son of chief, family affiliated w/ Catholics; educated in Uganda & Edinburg, - quit teaching job to lead Tanganyika African National Union (TANU), 500,000 members in 5 yrs - 1954, as TANU spokesman, successfully pushed for independence in appeal to UN to make the country a UN trustee territory of UN; led to British withdrawal & independence - Kwame Nkrumah: Gold Coast/Ghana: Father of African Nationalism; used education at Lincoln University (PA) and London School of Economics to lead Pan-African and independence movement against British rule. 1st president of independent Ghana - Note: As documentary shows NOT all opposition to colonial ism led by elites: - sustained attacks by Mau Mau in Kenya = major force in driving out British - Algerian guerrillas led fight against French presence --------------B. 2nd critical factor related to Nyerere is link between colonialism & Pan-Africanism AMONG Africans: - Even before black African countries gained independence, there were coalition movments among Africans to forge political ties on the continent EXAMPLE: Kwame Nkrumhs Gold Coast activism: - Although his Pan-African activism is not explored in the documentary, Nkrumah organized the 1945 Manchester England Congress w/ other members of Pan-African Federation of Great Britain - invoked WWII rhetoric & equated independence struggles with liberation against Fascism; stressed human rights and economic opportunity; explicitly condemned colonialism; supported independence of northern African nations of Algeria, Tunisia, Morocco; marked greater participation of native born Africans and workers - sample topics: `The Colour Problem in Britain'; `Imperialism in North and West Africa'; `Oppression in South Africa'; `Ethiopia and the Black Republics'; `The Problem in the Caribbean'; `Women in the West Indies'. - Manchester Congress fueled Nkrumahs Positive Action Campaign in Ghana and Pan-African leadership - film shows coalitions that arise after initial countries gained independence: 1958: 1st Congress of Independent African States and the All African Peoples Conference

Greater Pan-African focus on African independence aided de-colonization & efforts to rethink collective political identities within inherited national boundaries. Rethinking was needed because colonialism compromised bases of collective identity, traditions, forms of stratification, taboos, and local/ethnic loyalties that once held societies together and differentiated them from other groups. - Nyereres speech is an example of efforts to forge unity, contend with inherited national boundaries, and continue to de-colonize Africa. (Discuss in recitation sections) - How was United States of Africa to be achieved? On what scale can unity develop? - Nyerere: unity needs more than emotional ties or a notion of an African personality - supports regional associations as best path to unity; envisions association of countries w/ a common market; political associations as intermediate steps to unity: example: Pafmeca: Pan African Freedom Movement of East and Central Africa - Contrast Nyereres regionalism w/ Nkrumahs vision of uniting the entire continent.