ANTH 26 .THIRD HOUR EXAM November 21, 2005 1/7 WHATS WHAT? In the blank next to each term, write the number of the descriptive phrase, given below, which best defines that term. Note the example. [2 points each, 20 points total] 13 ____1 ____5 ____8 ___12 ___14 1. 2. 3. 4. 5. 6. 7. 8. 9. Acephalous society Consubstantiation Cross-cutting ties Dual Economy Hut Tax Paternalism ____6 ____2 ____9 ___15 _____ Punitive Expedition Social Contract Target Worker The colour bar The Repugnancy Rule the belief that people who share material interests are also morally and spiritually united. the belief that laws arise from the rational choices of self-interested individuals the belief that those indigenous practices which were incompatible with European values should be banned in African colonies. The acceptance of stereotypes and other prejudices that shelter ones sense of self from the experiential contradictions of colonial society the belief that underneath the superficial cultural differences, Europeans and Africans are essentially the same Typically massive and indiscriminate reactive use of force. Social order through a web of relations. A colonial situation resulting from deliberate policies and laws creating of financial advantages for local whites at the expense of Africans A migrant laborer working to save an amount needed to meet a particular need, such as taxes, school fees, etc. 10. An African working as a wage laborer on land alienated from African ownership 11. A person despised by others for collaborating with colonial powers 12. A method of generating a work force for colonial estates and industries by creating an artificial need for cash among Africans 13. A system organization without centralized political authority 14. The officially stated philosophy behind Belgian colonial policy in the Congo between 1908 and 1960. 15. laws and practices supporting racial segregation in African colonies 16. The inability of colonial administrations to anticipate the emergence of African politicians and political parties as independence approached WHOS WHO? In the blank next to each description, write the number from the list below that identifies the person being described. Note the example. [2 points each, 20 points total] _12_ The linguist whose analysis identified the four major language families in Africa ___ 1 The Belgian king who attended the independence ceremony of the <a href="/keyword/democratic-republic/" >democratic republic</a> of the Congo The first President and Head of State of independent Uganda __ 15 ANTH 26 .THIRD HOUR EXAM November 21, 2005 2/7 __ 18 __ 10 The first Prime Minister and second President of Uganda He declared himself to be &quot;&quot;his Excellency President for Life Field Marshal Al Hadji Dr. _____________, VC, DSO, MC, Lord of All the Beasts of the Earth and Fishes of the Sea and Conqueror of the British Empire in Africa in General and Uganda in Particular&quot; The first Prime Minister of the <a href="/keyword/democratic-republic/" >democratic republic</a> of the Congo The colonel who took over the Congo through a military coup, who later dropped his Christian name and changed the name of the country to Zaire. A &quot;general&quot; in the Land Freedom Army, wounded while captured, tried, and executed by the government of Kenya Colony The Governor of Kenya Colony during the &quot;Mau Mau&quot; Emergency An actual Belgian agent in the early Congo, the perpetrator of many atrocities, who may have served as the model for the fictitious &quot;Mr. Kurtz&quot; in Heart of Darkness The first African Anglican Archbishop of Cape Town and recipient of the Nobel Peace Prize in 1984 __ 20 __ 14 ___ 2 ___ 6 __ 16 __ 19 Possible Answers: 1. Baudouin 2. Dedan Kimathi 3. Desmond Tutu 4. E. R. Chadwick 5. Elspeth Huxley 6. Evelyn Baring 7. Franz Fanon 8. Guillaume Van Kerckhoven 9. Henry Morton Stanley 10. Idi Amin 11. Jomo Kenyatta 12. Joseph Greenberg 13. Joseph Kasavubu 14. Joseph Mobutu 15. Kabaka Mutesa II 16. L on Rom 17. Leopold II 18. Milton Obote 19. Ngugi wa Thiongo 20. Patrice Lumumba 21. Richard Meinertzhagen 22. Tabu Ley Rochereau ANTH 26 3/7 .THIRD HOUR EXAM November 21, 2005 ANTH 26 4/7 .THIRD HOUR EXAM November 21, 2005 Multiple Choice Circle the letter that indicates the best single answer. [2 points each] 1. All of the following are true about cash crops (cocoa, coffee, tea, rubber, sisal ...) EXCEPT: a. grown for the European market. b. frequently involved plantations. c. used prime agricultural land. d. worked by migrant labor. e. increased local food production. 2. In Rwanda, the Belgians ruled indirectly through the: a. BaHutu. b. BaTutsi. c. BaTwa. d. BaNtu. e. BaNyoro 3. As Europeans, The Belgians understood and worked to preserve ________ in Rwandan society. a. clan kinship structure b. democracy c. communal control of land and resources d. class distinctions e. all of the above 4. Europeans created an African wage labor work force through which of the following methods? a. forced labor conscription. b. taxation. c. the need for new necessities of life. d. banning natives from growing cash crops. e. all of the above. 5. The principle of &quot;the reasonable man&quot; in determining social responsibility is an example of: a. a principle held in common by both European and African society b. a European practice introduced into Africa by colonial administrations c. an African practice not found in Europe but retained under colonial rule d. an African practice banned under colonial rule e. a practice peculiar to colonial societies 6. The dual economy is an example of: a. a principle held in common by both European and African society b. a European practice introduced into Africa by colonial administrations c. an African practice not found in Europe but retained under colonial rule d. an African practice banned under colonial rule ANTH 26 5/7 .THIRD HOUR EXAM November 21, 2005 e. a practice peculiar to colonial societies 7. All of the following are premises of colonialism EXCEPT: a. there are different kinds of people. b. one group of people is naturally superior to the other. c. inequalities are the inevitable result of social differences. d. the actions of European expatriates are beneficial to the natives e. all of the above are premises of colonialism. 8. The policy of Indirect Rule proved to be: a. an inefficient use of the manpower and resources of European colonial regimes b. contradictory to later attempts to establish independent democratic states c. effective in reducing ethnic tensions and conflicts in African colonies d. more effective among societies like the Kipsigis than societies like the Ganda e. more favored by the French than the British 9. ,,Extractive colonies differed from ,,settled colonies in having a. less exploitive labor policies b. a larger proportion of Europeans c. less violent transitions from colonial status to independence d. the British rather than the French as colonial masters e. less social disruption of indigenous family and kinship patterns 10. A comparison of examples of &quot;witchcraft&quot; from different African societies shows that a. the patterns of suspicion and accusation differ according to the strains inherent in each particular system of kinship and property ownership b. It is always the weak and defenseless who are accused of causing harm c. colonial administrations quickly understood these cases because of the underlying common origin of African and Europeans witchcraft beliefs d. they are based on superstitions that are easily abandoned once modern education is introduced e. in general, men are much less concerned with such things than women are. ANTH 26 6/7 Case Histories [20 points] .THIRD HOUR EXAM November 21, 2005 Describe the political position (the policy or goals) of the colonial administration in ONE of the four African territories listed below. Also identify TWO major groups (beside the colonial administration) within that colony and describe the political position (hopes, goals) of each prior to independence. Your answer can draw on the lectures, films, articles and/or novels from this part of the course. CONGO/Leopoldville RWANDA Uganda KENYA (circle the country for which you are answering the questions below) 1. Colonial Administration (policy, goals):The Belgians go in and Use the Batutsi people in order to use Indirect rule over the colony. Give land and education and skill training to BuGanda. Saw the class differences and thought BaTutsi to be superior class so gave them education, rule over Bahutu, and they were nobility. In the film the young boy directs the group of men in BaHutu, he is seen as royalty and taken care of. He gets to dance and learn while other people work. ___________________________________________ ____________________________________________________________________________________________ __________________________________________________________________________________________ [4] ____________________________________________________________________________________________ 2. Group A (specify who): BaTutsi ______________________________________________________________ [2] Their political goals: Earned status of royalty as cattle owners while having BaHutu work on farm to support them. Were item of indirect rule for Belgian govt. _____________________________________________ __________________________________________________________________________________________ [4] ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3. Group B (specify who): BaHutu ______________________________________________________________ [2] Their political goals: ___________________________________________________________________________ __________________________________________________________________________________________ [4] ____________________________________________________________________________________________ ____________________________________________________________________________________________ 4. How did the political tensions between the groups you have discussed influence events in this country in the years before and/or after independence? ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ANTH 26 7/7 .THIRD HOUR EXAM November 21, 2005 ____________________________________________________________________________________________ ____________________________________________________________________________________________