Main content blocks
Section outline
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Introduction
This module is divided into fourteen blocks which are organised as follows.
To begin with, we take up again the question, which has been controversial for a long time: to know if Africa, Black Africa in particular, has a history. We present the prejudices that this continent has been subject to, before examining the sources currently used by historians: written sources in connection with periodisation, ethno cultural regions, their classification, oral traditions, complementary sources to the history.
Secondly, we study prehistory. For a better understanding of this block, we have deemed necessary to provide a short outline on the geographical aspects of Africa before talking about hominisation which has gone through a long and constant evolution in this part of the world.
The third block of this module is about Mediterranean Africa before the advent of Islam. We attach a particular importance to Egypt (Pharaonic, Hellenistic, Roman, Byzantine) and to the Libyco-Berber world with the apogee of Carthage and to Nilotic Sudan.
Devoted to the expansion of Islam in North Africa, the fourth block mainly explores the conquest of Egypt by Arabs, the resistance of the Maghreb to Islamization, to end up with the penetration of the Islamic religion in Nubia and Ethiopia.
The fifth block lingers justifiably over the great empires of Western Africa whose political and social organisation has extensively been studied by historians. Those empires include Ghana, Mali, Songhaï and Mossi.
The sixth block focuses on Central and Southern Africa through Bantu kingdoms (Kongo, Angola, Louango, Bamoun, Fang, Mangbetu, Zande, Kuba, Luba, Lunda, Zimbabwe, Monomotapa). Eastern Africa is also the focal point: our concern is to analyse the relationship between the littoral of the Indian Ocean, vector of Swahili civilisation and the kingsoms of the Great Lakes region.
The seventh block attempts to describe the arrival of Europeans on the African coasts and the transatlantic Black Trade. It aims at showing determining relationships that marked Black Africa and the West between the 16th and the 19th centuries.
The eighth block is devoted to the history of Madagascar.
The ninth block analyses the exploration and the dividing- up of Africa. It indicates the reasons behind this European initiative and lingers over the Conference of Berlin (1884-1885).
The tenth block discusses the various military conquests and the ways the Africans tried to resist.
The eleventh block analyses the transformations of Africa during colonisation on political, economic, social and cultural points of view.
The twelfth block evokes how Africa entered and participated in both world wars and the consequences which followed on the continent.
The thirteenth block discusses the main forces of the African nationalism and the various steps towards independence.
The last block analyses two important problems of contemporary Africa: its marginalisation in a globalizing world and the nature of the postcolonial African State.
This module aims at helping you to understand major historical events which happened in the African continent, to have essential knowledge of the great African changes of the 20 th century, to assess the role that Africa played in the world history.
What is in this module?
There are 14 blocks in this module:
Block 1: Sources in African History
Block 2: Prehistory
Block 3: Mediterranean Africa before the advent of Islam
Block 4: The expansion of Islam in North Africa
Block 5: Great Empires of West Africa
Block 6: Central, Eastern and Southern Africa (12th_ 19th c.)
Block 7: Africa and the West from 1500 to 1800
Block 8: Madagascar
Block 9: Explorations and dividing- up Africa
Block 10: Military conquest and African Resistances to Colonisation
Block 11: Transformations of Africa during Colonisation
Block 12: The World Wars and their consequences in Africa
Block 13: The Nationalism and the African Independences
Block 14: Problems of Contemporary Africa
How will I assess my learning?
In each module, there are activities meant to test how much you have learnt from each section.
Attempt them after each section before moving on to the next block. If you find the activity difficult, read the section again et attempt it a second time. If the second attempt doesn’t yield much, consult your colleagues or subject tutor.
The answers to each activity are provided at the end of each block. In order to assess yourself effectively, exercise some degree of discipline by not lokking to the answers before attempting the activity. You will also do a Tutor Marked Assessment (TMA) for 40% and the final exam for 60%.
How much do I know?
What did you retain from the course on the history of Africa that you had at secondary school? Did this course interest you? Can you answer the following questions?
Activity !
- What are the main sources used in writing history?
- Why is it said that Africa is the cradle of humanity?
- How were the kings of Old Egypt called? Which monuments had they built?
- What does the expression ‘Punic Wars’ refer to? How many of them did take place?
- Name two great empires of Western Africa
- What do you know about Bantu migrations?
- What does the term "swahili" mean?
- Name four kingdoms of the Great Lakes regions.
- What does the expression ‘triangular trade’ refer to?
- Which Malagasy kingdom did impose itself on others starting from the 18th century?
- Name five important explorers of Africa
- Who initiated the Conference of Berlin?
- Who is the theorist of the British Indirect Rule?
- What are the two most important external forces during the claim for African independences?
- Which is the first country to get independence in the Black Africa
Answers
- In writing history, historians make use of written, oral and material sources.
- It is said that Africa is the cradle of humanity because it is in this continent that the oldest fossils of hominids have been found.
- They were called Pharaohs. They had built pyramids.
- The Punic Wars are conflicts, which opposed Carthage and Rome. There were three of them.
- Ghana and Mali.
- The expression Bantu migrations refers to people who, at the start, lived in the area that stretches from Chad to Benoue. Having discovered the metallurgy of iron, they multiplied and began migrating towards the East and the South of the continent.
- The term "Swahili" means at the same time a language, a half-caste population and a civilisation.
- Rwanda, Burundi, Buganda, Bunyoro.
- It is a trade, which linked up Europe, Africa and America. Europeans brought cheap and nasty goods in Africa, bought slaves and transported them to America, from where they obtained food commodities (sugar, cotton, tobacco) produced by a servile labour.
- It is Merina kingdom.
- Henri Barth, Mungo Park, Savorgnan de Brazza, Richard Burton, John Speke, Henry Stanley, David Livingstone
- Frederick Bismark initiated the Conference of Berlin
- Frederick Lugard
- The United Nations Organisation and the super powers (USA, USSR)
- Ghana
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Introduction
In order to understand the history of Africa, it is necessary to begin with examining the prejudices which it had to bear for a long time and the sources which contributed to its writing. This block thus intends to show that the writing of this history is recent and has often used foreign written sources and attempts, as far as possible, to use oral traditions and to privilege some complementary sources, such as anthropology, archaeology and linguistics.
What is in this block?
There are 4 sections in this block:
Section 1: Does Africa have a history?
Section 2: Written sources
Section 3: Oral traditions
Section 4: Complementary sources
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- enumerate the major prejudices which African history has been subject to
- name written sources which have largely contributed to the writing of the African history
- show how oral traditions are used
- discuss the main sources complementary to the history of Africa
How will I assess my learning in this block?
This block contains 4 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you.
Compare your answers with those, which are suggested at the end of the block.
If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Introduction
This block is intended for the study of African prehistory. For a better understanding of the latter, it is important to know the physical conditions prevailing on the continent, namely relief, climates, vegetation, hydrography, but also its economic resources. In the second place, it is interesting to explore its evolution in the long hominisation period. In the third place, we discuss the settlement problem before tackling the great stages of African prehistory in the fourth part.
What is in this block?
There are 4 sections in this block:
Section 1: Physical aspects
Section 2: Hominisation
Section 3: Settlement
Section 4: Great stages of prehistory
Estimated study time
We estimate that you will need 7 or 8 hours to achieve all the activities in this block.
Learning objectives
By the end of this block, you should be able to:
- describe the physical conditions which prevail in the African continent
- describe hominization process
- explain the settlement
- analyse the main stages of prehistory
How will I assess my learning in this block?
This block contains 4 activities. They were designed to help you evaluate your progress in the study of the contents of the block. After having studied each section, do the activities which are proposed to you.
Compare then your answers with those which are proposed at the end of the block. If you have difficulties in finding the answers, please review the section. Ask for help from your colleagues or your tutor in the center. If difficulties persist, it is absolutely necessary to ask for help from a colleague or your tutor in the centre.
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Introduction
This block focuses on the study of the Egyptian Evolution from the Pharaonic period (3rd millenium BCE) until the Byzantine period (3rd century AD) passing through Hellenistic and Roman dominations.
The block will also explore how the Libyco- Berber world, which will be called later the Maghreb, was dominated by the Carthaginian Empire which extended over the majority of the countries around the Mediterranean before Carthage fell respectively under the Roman, Vandal and Byzantine dominations. In the end, the block points out how the Nilotic Sudan developed an original civilisation.
This block aims at helping you to:
– see that Egypt is the heart of a great civilisation which developed along the Nile
– consider the significant role which was played by Carthage before its decline
– see that the Nilotic Sudan also managed itself to further the emergence of great empires.
What is in this block?
There are 3 sections in this block:
Section 1: Egypt
Section 2: The Libyco-Berber world
Section 3: The Nilotic Sudan
Estimated study time
To study this block you will need 7 or 8 hours to achieve all the activities, which are proposed to you.
Learning objectives
By the end of this block, you should be able to:
- describe the main political, economic and social transformations that Egypt went through since the Pharaonic period until the Roman occupation,
- explain how Carthage managed to dominate the countries surrounding the Mediterranean Sea before it was defeated by Rome,
- locate in the Nilotic Sudan the expansion hearth of Kush, Meroe and Axoum kingdoms.
How will I assess my learning in this block?
This block comprises of 3 activities. They are designed to help you to evaluate your progress in the study of the contents of the block. After having studied each section, do the activities, which are suggested to you. Then compare your answers with proposed at the end of the block. If you have difficulties in finding the answers, please review the section.
If difficulties persist, ask for assistance from a colleague or your tutor.
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Introduction
The present block aims at studying North Africa from the 7th to the 19th centuries by which it had to undergo several foreign dominations: Omeyad, Fatimid, Mameluke and Ottoman.It expanded towards the Maghreb, in spite of a strong Berber opposition. As for Nubia, it tried to resist, but in vain. Only Ethiopia managed to safeguard its independence, but it quickly found itself completely isolated among the Islamised countries.
This block aims at leading to you:
– understand that Egypt was under foreign domination during the expansion of Islam
– see that the Maghreb was constrained to accept Mohamed’s religion after a long resistance,
– notice that Ethiopia managed to resist the Moslem invasions victoriously
What is in this block?
There are 4 sections in this block:
Section 1: Birth of Islam
Section 2: The Conquest of Egypt
Section 3: The Maghreb
Section 4: Nubia and Ethiopia
Estimated study time
We think that you will need 7 or 8 hours to achieve all the activities that are proposed to you in this block.
Learning objectives
By the end of this block, you should be able to:
- describe how the Arabs conquered Egypt,
- point out the outstanding facts of Berber resistance and the Almoravid as well as the Almohad movements,
- describe resistances against Islamisation in Nubia and Ethiopia.
How will I assess my learning in this block?
This block has 4 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section, do the activities, which are proposed to you. Compare then your answers with those suggested at the end of the block. If you have difficulties in finding the answers, please review the section.
If difficulties persist, ask for help from a colleague or your tutor.
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Introduction
The history of Western and Sudanese Africa owes its celebrity to the constitution of great empires between the 10th and the 19th centuries. Those are mainly Ghana, Mali, Songhai, and the Mossi Kingdom They had a quite elaborate political organisation, a prosperous economy based on agriculture, animal breeding, fishing and exchanges. Moreover, they had developed a cultural, religious and artistic remarkable civilisation.
What is in this block?
There are 4 sections in this block:
Section 1: Ghana
Section 2: Mali
Section 3: Songhai
Section 4: Mossi Kingdom
Estimated study time
We think that you will need 7 or 8 hours to achieve all the activities, which are proposed to you in this block.
Learning objectives
By the end of this block, you should be able to:
- analyse the political organisation of those States
- discuss the outstanding economic facts of those States
- describe the social, religious and artistic life of those States.
How will I assess my learning in this block?
This block includes 4 activities. They are designed to help you to evaluate your progress in the study of the contents of the block. After having studied each section, do the activities, which are proposed to you. Then compare your answers with those proposed at the end of the block. If you have difficulties in finding the answers, revise the section.
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Introduction
One of the outstanding facts of the history of Central, Eastern and Southern Africa is the Bantu migration, which occurred from the beginning of the Christian era until the 19th century. The people of Bantu languages were organised in States of which the most important are Kongo, Kuba, Luba, Lunda kingdoms, monarchies of the Great Lakes region, Zimbabwe and Monomotapa.
Some of them entered in contact with the Arabs who had settled along the Indian Ocean and with the descendants of Europeans in Southern Africa.
What is in this block?
There are 3 sections in this block:
Section 1: Central Africa
Section 2: Eastern Africa
Section 3: Southern Africa
Estimated study time
We think that you will need 7 or 8 hours to achieve all the activities, which are proposed to you in this block.
Learning objectives
By the end of this block, you should be able to:
- analyse the socio-political organisation of Kongo, Angola, Louango kingdoms, that of the peoples of Cameroon and Ogue and Congo basins, as well as Kuba, Luba and Lunda kingdoms;
- explain the outstanding facts of the relations between the Arabs and the populations of the interior of the African continent;
- discuss the monarchical model of the Interlake region;
- describe the socio-political organisation of Zimbabwe and Monomotapa;
- account for the way in which Europeans settled in Southern Africa.
How will I assess my learning?
This block comprises of 3 activities. They are designed to help you to evaluate your progress in the study of the contents of the block. After having studied each section, do the activities, which are proposed to you. Then compare your answers with those suggested at the end of the block. If you have difficulties in finding the answers, please review the section.
If difficulties persist, ask for assistance from a colleague or your tutor.
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Introduction
Around 1500 the first Europeans i.e., Portuguese, Dutchmen, French and British arrived on the African coasts with the intention to settle there. Their arrival was facilitated by the improvement of navigation conditions. They quickly initiated exchanges of all kinds with Africans. They were especially in search of slaves who were taken to work in America and in the Caribbean countries.
What is in this block?
There are two sections in this block:
Section 1: Europeans on the African coasts
Section 2: Transatlantic black trade
Estimated study time
We think that you will need 7 or 8 hours to achieve all the activities proposed to you in this block.
Learning objectives
By the end of this block, you will be able to:
- explain how Europeans settled on the African coasts;
- explain the main African exports and imports;
- find out the outstanding facts of the magnitude of the transatlantic black trade and its consequences.
How will I assess my learning in this block?
There are two activities in this block. They are designed to help you to evaluate your progress in the study of the block contents. After having studied each section, do activities proposed to you. Compare then your answers to the ones suggested at the end of the block. If you encountered difficulties in finding answers, please review the section.
If difficulties persist, ask for assistance from a colleague or your tutor.
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Introduction
Madagascar is a large island in the Indian Ocean, which was inhabited successively by peoples of Indonesian, African, Arab and Indian origins. Gradually, less various ethnic groups were organised in kingdoms before being subjected to the Merina hegemony.
This island is famous for its civilisation based on flooded field rice growing, a refined craft industry, a clan-based social organisation and ancestor worship
What is in this block?
There are 3 sections in this block:
Section 1: Malagasy people
Section 2: Great kingdoms
Section 3: Malagasy civilisation
Estimated study time
We think that you will need 7 or 8 hours to achieve all the activities proposed to you in this block.
Learning objectives
By the end of this block, you should be able to:
- explain how Madagascar was populated;
- analyse the functioning system of the great Malagasy kingdoms general and that of Imerina in particular;
- find out outstanding facts of Malagasy civilisation.
How will I assess my learning in this block?
This block comprises of 3 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section, do the activities, which proposed to you. Compare then your answers with those at the end of the block. If you have difficulties in finding the answers, please review the section.
If difficulties persist, ask for assistance from a colleague or your tutor.
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Introduction
Missions of exploration of Africa in general date from backward years even before Christianity. The prominent explorers of this time were the Phoenicians, Greeks and Arabs. In the contemporary epoch, notably at the beginning of the 19th century, Europe was not interested in Africa. However, it had some trading posts on the African coasts (the Gold Coast, Gambia, Sierra Leone, etc.) and rare population colonies in Algeria from 1830, in Senegal and in Cape Town.
The end of the 19th century knew one of the most significant historical mutations of Black Africa. Whereas in 1879, more than 90% of the continent was still controlled by Africans, in 1900, it was completely under European powers. With an astonishing speed and disconcerting facility, the European countries occupied and dominated a vast continent of 28 millions km2, primarily thanks to explorers.
What is in this block?
There are 4 sections in this block:
Section 1: The “discovery” of the “mysterious continent”
Section 2: The causes of the explorations
Section 3: Commercial and political rivalries
Section 4: The conference of Berlin
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- name the different explorers of Africa;
- explain the causes of the explorations;
- discuss the commercial and political rivalries between the European powers;
- explain the important decisions taken at the Berlin conference.
How will I assess my learning in this block?
This block contains 4 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Introduction
In the stages of dividing up the continent towards the end of the 19th century clashes broke out between the occupation forces and the best organized states. The forces often fought to their last energy and were obliged to give up after a lot of bloodshed.
What is in this block?
There are 2 sections in this block:
Section 1: The conquests
Section 2: African resistances
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- locate the places conquered by the different colonial powers;
- describe the African resistances, region by region
How will I assess my learning in this block?
This block contains 2 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Introduction
As people noted this very well, colonization was initially an economic fact “It can be defined as the exploitation of the colonized country with the only profit of the metropolis” (Cornevin, 1973:50). If it is true that the forms of political and cultural domination were different from a colonial system to another, “the indigenous policy” endeavored to maintain the Blacks in situations of inferiority. The French believed that the colonized people were able to reach European civilizations, but did not have any consideration for African civilizations which they gradually destroyed. It seems that the British respected the African traditions more, but one looks at it very closely, this was a disinterest and contempt for all that was not British. As for the Belgians and the Portuguese, they only through of the economic exploitation of their colonies.
What is in this block?
There are 4 sections in this block:
Section 1: Colonial systems
Section 2: Political and administrative transformations
Section 3: Economic transformations
Section 4: Social and cultural transformations
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- describe the different colonial systems;
- explain the main transformations of the African continent during colonization
How will I assess my learning in this block?
This block contains 4 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Introduction
The two world wars were before all conflicts between the European powers, but Africa saw itself very quickly involved. The campaigns which were held on the African soil had effects on the continent: more than one mission African soldiers fought as well in Africa as in Europe. More still were men recruited by force to serve as carriers and called to supply European armies.
What is in this block?
There are 2 sections in this block:
Section 1: The First World War
Section 2: The Second World War
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- analyse the participation of the Africans in the two world wars;
- discuss the consequences of the two world wars in Africa.
How will I assess my learning in this block?
This block contains 2 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Students mustMark as done4.5 MB
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Introduction
From the second half of the 1950s, the nationalist movements became widespread in Africa where the local nationalist claim forces as the political parties and elites received external supports, specially from the United Nations Organization (UNO) and the super powers.
What is in this block?
There are 2 sections in this block:
Section 1: The nationalist claim forces
Section 2: The independences
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- analyse the nationalist claim forces ;
- describe the process which led to the independences of the different States in Africa.
How will I assess my learning in this block?
This block contains 2 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Introduction
The post-colonial period of Africa is marked by two principal challenges. The first one is the question of the nature of the state. The second one is the insignificant economic weight of this continent in world economy. However, we observe since the beginning of 1990s certain revival characterized by the democratization of institutions, an economic growth and the search for a new African identity.
What is in this block?
There are 3 sections in this block:
Section 1: The nature of the post- colonial African state
Section 2: Africa: a marginalised continent
Section 3: Towards an African Renaissance?
Estimated study time
We think that you will need 7 or 8 hours to do all the activities of this block.
Learning objectives
By the end of this block, you should be able to:
- analyse the nature of the post- colonial African state;
- demonstrate how Africa is marginalised;
- point out the positive areas where Africa is performing.
How will I assess my learning in this block?
This block contains 3 activities. They are designed to help you to evaluate your progress in the study of the contents of the block.
After having studied each section of this module, do the activities, which are proposed to you. Compare then your answers with those, which are suggested at the end of the block. If you encountered difficulties, please review the section.
If difficulties persist, it is absolutely necessary to ask for assistance from a colleague or your tutor in the centre.
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Module summary
This module was aimed at going further into the question of the history of Africa since the origins until contemporary period.
Africa, considered by many authors a continent without history because it greatly lacks written sources, is unquestionably the cradle of humanity: it is on that continent that humanisation has gone through the longest and the most constant evolution ever known in the world.
In spite of these prejudices about the history of Africa, Mediterranean Africa, in particular Egypt developed a brilliant civilisation before the advent of Islam. It is the same for Western and Sudanese Africa with the empires of Ghana, Mali, Songhaï, etc.
Central, Eastern and Southern Africa, mainly inhabited by Bantu-speaking people set up socio-political organisations worthy of interest: the kingdoms of Kongo, Zimbabwe, Monomotapa, sacred monarchies of the Great Lakes Region which, since the 18th century fostered relations with the Arabs living along the coasts of the Indian Ocean.
Between the 16th and the 19th centuries, Black Africa and the West had several relationships: Europeans came on the African coasts to buy, almost for free, slaves that they sold in America and in the Caribbean.
Madagascar, an island in the Indian Ocean which separated from Africa during the Tertiary, was inhabited by people both from Africa and Asia. From the 16th century, various ethnic groups which lived on this island were subjected to the Merina hegemony which is the core of a civilisation based on a political and linguistic unity, on flooded field rice growing and ancestor worship.
The second part of this module evoked the colonial period. After the exploratory expeditions and the dividing up of Africa which the principles were discussed at the conference of Berlin, the Africans tried to resist the European penetration, but in vain. From 1630s, the colonial domination begtan and Africa knew profound transformations in the political, economic, social and cultural domains.
The participation of the Africans in both world wars had consequence that the colonisation was challenged little by little, not only by African nationalists, but also by the great powers and the UNO so that the African independences were granted to the various States around 1960.
Very quickly the young States were confronted with diverse political problems and did not manage to begain an economic growth, because they are always dependent on the outside world.
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