1)Explain five factors that led to emergence of Japan as an industrial power.
2)Give 5 qualifications for one to be assimilated in Senegal.
3)Describe 5 effects of direct rule in Zimbabwe
4)State 3 economic activities of the Baganda during the precolonial period.
5)Describe the social organization of Asante Kingdom in the 18th century.
6)Identity 3 roles of the church in promoting Africa Nationalism in south Africa.
7)Explain 6 problems encountered by African Nationalist in South Africa.
1) Five factors that led to the emergence of Japan as an industrial power are:
a) The Meiji Restoration: In the late 19th century, Japan underwent a period of modernization and industrialization called the Meiji Restoration. This period saw the overthrow of the Tokugawa Shogunate and the implementation of political and economic reforms, including the opening of Japan to foreign trade and the adoption of Western technology and practices.
b) Government support for industrialization: The Japanese government played a significant role in supporting industrialization by establishing industrial policies, providing subsidies and financial incentives, and promoting education and training in modern technologies.
c) Access to resources: Japan's geographical location gave it access to various natural resources needed for industrialization, such as coal, iron ore, and timber. Additionally, the government actively sought to secure access to resources through overseas expansion, particularly in East Asia.
d) Investment in infrastructure: Japan invested heavily in infrastructure development, including the construction of railroads, ports, and communication networks. This facilitated the movement of goods, raw materials, and people, thereby supporting industrial growth.
e) Skilled workforce: The Japanese government emphasized education and training to create a skilled workforce. This included sending students and experts abroad to study Western technologies and practices, as well as establishing technical schools and universities in Japan.
2) Five qualifications for one to be assimilated in Senegal are:
a) Fluency in the local language, Wolof: Being able to speak Wolof, the dominant language in Senegal, is essential for communication and integration into Senegalese society.
b) Familiarity with cultural norms: Understanding and respecting Senegalese cultural norms, traditions, and social customs is important for assimilation. This includes aspects such as greetings, family structures, and religious practices.
c) Acceptance of Islam: Senegal is a predominantly Muslim country, and adopting or embracing the Islamic faith is seen as an important aspect of assimilation in Senegalese society.
d) Integration into the community: Building relationships and integrating into the local community through participation in community activities, attending local events, and forming social connections is essential for assimilation in Senegal.
e) Respect for Senegal's political system: Showing respect for Senegal's political institutions and supporting its democratic system is seen as a qualification for assimilation in the country.
3) Five effects of direct rule in Zimbabwe are:
a) Loss of land and displacement of indigenous people: Direct rule in Zimbabwe, imposed by the British, led to the dispossession of land from the indigenous population, forcing them into reserves and disrupting traditional livelihoods.
b) Exploitation of natural resources: The British colonial administration exploited Zimbabwe's natural resources, particularly minerals such as gold and diamonds, often benefiting British companies and leaving limited economic benefits for the local population.
c) Introduction of Western education and culture: Direct rule brought Western education and cultural norms to Zimbabwe, leading to the erosion of traditional customs and the promotion of European values and practices.
d) Creation of a racial hierarchy: The policy of direct rule reinforced a racial hierarchy, with Europeans occupying the highest positions of power and privilege, while the African majority faced discrimination and limited opportunities for social and economic advancement.
e) Fragmentation of indigenous societies: Direct rule disrupted traditional social structures and governance systems, as colonial authorities imposed their own administrative divisions and ruled through indirect methods, often using local collaborators. This led to the fragmentation and weakened the cohesion of indigenous societies.
4) Three economic activities of the Baganda during the precolonial period were:
a) Agriculture: The Baganda were primarily agriculturalists and engaged in the cultivation of crops such as bananas, millet, sweet potatoes, and yams. They practiced mixed farming and used advanced agricultural techniques, including terracing and irrigation.
b) Trade: The Baganda were active participants in long-distance trade networks, both within the region and with Arab and Swahili traders from the coast. They traded goods such as ivory, salt, hides, and copper, often exchanging them for luxury items such as textiles and spices.
c) Craftsmanship: The Baganda were skilled craftsmen, producing a range of goods such as pottery, iron tools, jewelry, and woven textiles. They had specialized guilds and artisans who enjoyed high social status within the kingdom.
5) The social organization of the Asante Kingdom in the 18th century was characterized by a hierarchical structure with the king at the top followed by nobles, chiefs, and commoners. The kingdom followed a matrilineal system, where descent and inheritance were traced through the female line. The Asante Kingdom practiced a centralized political structure with the king, known as the Asantehene, holding absolute power and ruling through a council of elders and trusted advisors. The society was highly stratified, with social status and privileges determined by birth and lineage. The kingdom had a strong military composed of professional soldiers, who played a crucial role in expanding and defending the kingdom's territory. Asante society placed a strong emphasis on oral tradition and storytelling as a means of preserving history and passing down cultural values. Religion played a central role in the society, with the worship of ancestral spirits and deities, as well as participation in religious festivals and rituals.
1) Five factors that led to the emergence of Japan as an industrial power are:
a) Leadership and political stability: Japan had a stable government and strong leadership that introduced policies conducive to industrialization.
b) Access to resources: Japan's strategic location provided access to abundant natural resources both domestically and through trade networks.
c) Investment in education and technology: The Japanese government prioritized education and technology, ensuring a skilled workforce and technological advancements crucial for industrial development.
d) Infrastructure development: Japan invested heavily in building infrastructure such as railroads and ports, which facilitated the transportation of goods and raw materials.
e) Meiji Restoration: The Meiji government implemented reforms that encouraged industrialization, including the abolition of feudalism, modernization of the military, and opening up trade with international powers.
2) Five qualifications for assimilation in Senegal are:
a) Fluency in the French language: French is the official language of Senegal, and proficiency in the language is essential for integration into Senegalese society.
b) Knowledge and respect for Senegalese culture and customs: Assimilation requires an understanding and acceptance of Senegalese traditions, customs, and social norms.
c) Employment and economic self-sufficiency: Assimilation often requires individuals to be employed or economically self-sufficient to contribute to the local economy.
d) Legal residency or citizenship: Official documentation and legal residency or citizenship status is necessary for assimilation in Senegal.
e) Integration into the community: Assimilation entails actively participating in community activities, engaging with local residents, and forming social connections.
3) Five effects of direct rule in Zimbabwe are:
a) Political control: Direct rule by European colonial powers in Zimbabwe resulted in political control being handed over to the colonizers, with local governance structures being dismantled or marginalized.
b) Displacement and land seizure: The colonial authorities implemented land policies that led to the displacement of indigenous people and the seizure of their ancestral lands.
c) Exploitation of resources: Direct rule facilitated the exploitation and extraction of the country's natural resources, often for the benefit of the colonial powers.
d) Introduction of new political and legal systems: Direct rule led to the imposition of European-style political and legal systems, replacing traditional systems of governance.
e) Social and cultural changes: Direct rule brought about significant social and cultural changes, including the introduction of Christianity, the disruption of traditional livelihoods, and the erosion of indigenous cultural practices.
4) Three economic activities of the Baganda during the precolonial period were:
a) Agriculture: The Baganda were primarily agriculturalists, cultivating crops such as bananas, millet, maize, and yams. They practiced both subsistence farming for their own consumption and commercial farming for trade.
b) Craftsmanship and trade: The Baganda had skilled craftsmen who engaged in various trades such as carpentry, blacksmithing, pottery, and weaving. They produced goods for local consumption and trade with neighboring communities.
c) Animal husbandry: The Baganda also engaged in animal husbandry, raising livestock such as cattle, goats, and sheep for their meat, milk, and hides.
5) The social organization of the Asante Kingdom in the 18th century was characterized by:
a) Centralized political authority: The Asante Kingdom had a centralized political system led by the Asantehene (King) who held absolute power and authority over the kingdom.
b) Matrilineal kinship system: The Asante society was organized around matrilineal descent, where inheritance and social status were determined through the mother's lineage.
c) Hierarchical social classes: The Asante society had a strict social hierarchy, with the king and royal family at the top, followed by the aristocracy, commoners, and slaves at the bottom.
d) Professional guilds and specialization: Various professional guilds and occupational groups existed within Asante society, such as goldsmiths, blacksmiths, weavers, and merchants, promoting specialization of skills and trade.
e) Military organization: The Asante Army, known as the "Asafo," played a significant role in the kingdom's social organization, with each Asafo unit representing a local community and serving both as a military and social unit.
6) Three roles of the church in promoting African nationalism in South Africa were:
a) Advocacy for human rights: The church played a crucial role in advocating for human rights and social justice, challenging the discriminatory policies of the apartheid government and promoting equality.
b) Provision of education and healthcare: Churches set up schools and hospitals to provide education and healthcare services to the African population, empowering them and strengthening their sense of identity and community.
c) Mobilization and resistance: The church acted as a platform for mobilizing and organizing the African community against apartheid, providing spiritual and moral support, and encouraging resistance against racial oppression.
7) Six problems encountered by African nationalists in South Africa were:
a) Repression and state violence: African nationalists faced violent repression from the apartheid government, which used measures such as police brutality, arbitrary arrests, and imprisonment to suppress opposition.
b) Political marginalization: African nationalists were systematically excluded from political power by apartheid laws, denying them their fundamental rights and undermining their representation in government.
c) Economic inequality: Apartheid policies systematically disadvantaged Africans in terms of access to resources, education, and employment opportunities, perpetuating economic inequality and poverty.
d) Land dispossession and forced removals: The apartheid government forcibly removed millions of Africans from their ancestral lands and relocated them to designated areas, leading to social disruption and loss of livelihoods.
e) Bantu Education System: The apartheid government implemented a separate and inferior education system for Africans, limiting their access to quality education and perpetuating a cycle of poverty and limited opportunities.
f) Division and co-optation: The apartheid government employed strategies to divide the African nationalist movement, co-opting some leaders into collaborating with the apartheid state, thereby weakening the overall opposition.