13th The Documentary

Amyiah Burton

History 232-06

1/22/2020

African Americans have never been free even after the emancipation. The ratification of the 13th Amendment was a chance for slave owners and supporters to draft a law that had loopholes to keep African Americans in chains, literally and figuratively. The clause shifted the definition of slavery from a legitimate” business to a legal method of punishment for lawbreakers. African Americans are suffering from the legacy of slavery almost two centuries after 1867. The institutionalization of slavery, the wide racial and partisan disparities, mass incarceration, and the position of African Americans in this society have been nothing short of slavery. America boasts of these lofty ideals, but on the other hand, it has subjected Negroes to second-class status with the political elite selecting the nobility of their civic creed at the expense of social arrangements that have been in existence for many years. This essay discusses the prevalence of oppression, disenfranchisement of the rights of black people, and the return of institutionalized slavery.

The 13th documentary is a film that references the 13th Amendment and presents an account of race and the criminal justice system in America. In the film, director Ava DuVernay weighs on the topic of mass incarceration since the enactment of the 13th Amendment. Her argument is powerful, eludes to the experiences of many minorities, and has a provocative effect on others. The way the justice system uses mass incarceration is an extension of slavery and a model of racialized control. There is no better way to introduce the idea that a quarter of the world prison population is in the United States. DuVernay does an excellent job of educating people that have no idea of the return of institutionalized slavery through mass incarceration after the 13th Amendment. It educates and provides a broad knowledge base on the criminal justice system as it currently is and as it has been for many years. Besides covering this epic event in history, the film is gorgeous, reminiscent, and infuriating exploration powers, roots, and permanence. The use of the 13th Amendment as a basis for this film creates a path that allows the film director to exhaust the evolution of prejudice against black people over the years.

The black race in America is subjected to extreme stereotyping, economic inequality, and stigmatization for their way of life and isolated by the society. Their purported criminality has resulted in racial profiling by law enforcement to the extent that innocent black people are arrested, and many of their rights violated in the process. There have been documented and undocumented cases of black people being physically beaten by the police during arrests and held at police stations beyond the requirements of the law. Over the years, a cycle has emerged where when one method of subservience-based injustice and terror subsided, another rose in its place, including the Jim Crow era, lynching if black people, Nixon’s race for the presidency, Reagans War on Drugs, President Clinton’s three strikes, and the compulsory sentencing rulings and the cash-for-prisoners in effect today. The cash for prisoners is a model that bail and incarceration firms use to generate millions of dollars.

Finally, the founders of this nation in rebellion to the British legal system sought to create a system that protected citizens from government abuse. They created ten amendments in quick succession to protect the rights of convicts and the accused, and it was the model justice system. However, because of the nation’s commitment to slavery, the legacy shifted to one that haunts it years after, particularly people of color. The rate of incarceration of black people is five times that of whites, and in some states, even ten times. The reason why many African American Americans are jailed than whites is mainly variations in offending on the basis of skin color to biased decision making by the justice system. The government, despite a decline in crime, enacted harsh punishment policies, which disparately affected black people. Three eras of policymaking since 1973 expanded the use of imprisonment for reasons or felonies observed in the black community that did not necessarily warrant this kind of action. Drug offenders who were mostly users were given long jail terms instead of enrolled in supportive programs or released after a period of reform in jail. 1995, which marked the third era put emphasis on prison likelihood and elongated prison sentences for activities observed in black communities that were defined by these policies to be felonies.

Bibliography

Harris-Perry, Melissa V. Sister citizen: Shame, stereotypes, and Black women in America. Yale University Press, 2011.

Luxe. “Thirteenth Amendment Documentary.” YouTube. Video file. October 16, 2016. https://www.youtube.com/watch?v=1WU608Z2678.

Nellis, Ashley. The color of justice: Racial and ethnic disparity in state prisons. Sentencing Project, 2016.

Pope, James Gray. “Mass Incarceration, Convict Leasing, and the Thirteenth Amendment: A Revisionist Account.” New York University Law Review 94, no. 6 (2019): 1465-1554.

Tucker, R. B. (2017). The color of mass incarceration. ethn stud rev, 37(1), 135-149.

Students Name

Institution of Affiliation

Course Title

Date

African Americans HomeownershipThe survey was conducted among 29 Individuals with all of them consenting to answer the questions. In response to the place of residence, 48.2% said that they lived in Florida, 45.8% lived in Georgia while 3.4% said that they lived in South Carolina. When asked to describe the type of home to which they were currently living, 69% said that they lived in a house while 31 percent lived in apartments. 72% said that some of their immediate family owned a home, 13.8% said all of them while a similar percentage, 13.8% said that none of their immediate family members owned a home.

In response to the question, “How much do you know about owning a home?” 62.1% said that they knew a few things, some said they knew a lot while 10.3% said that they knew nothing at all in regards to owning a home. When asked if they are planning to own a home in someday in future, 93.1% said yes, while no one said no. However, a smaller percentage said that they were not sure of whether they could own a home in the future. When asked whether they think that most of the African Americans own their homes or houses, a large percentage, 51.7% said no, 10% said yes while 37.9% said that they were not sure whether most of the African Americans own the houses they are living in presently.

The next question was in regards to the number of realtors that the respondents knew. In response, 34.5% said that they knew two of them, 27.6% said that they knew 4, 24.1% reported 3, 10.3% reported one while the rest of the respondent said none. When asked whether they have ever tried to get a loan from the bank, 55.2% said no while 44.8% said yes.

The next question tried to investigate the factors considered when purchasing a house. 86.2% stated that price was the main factor to consider when buying a home, 75.9% said location, 62.1% said personal credit, while 58.6% said that opportunities were the main factors to consider. In the event of buying a house, 81.5% said that they would like to own a house in the next five years, 14.8% in the next ten years while the rest of the respondents stated that they would like to own one in the next 15 years.

The respondents were also asked about the gender which they identified with. 51.7% said that they identified with the female gender, while 48.3% stated that they identified with the female gender. None of the respondents preferred not to state their gender. For questions regarding ethnicity and race, 89.7% said that they identified with the Black/African American, the least percentage identified with Hispanics while the rest were white/Caucasian. In response to the question regarding marital status, 69% were single while 31% were married. A high number of the respondents, 32.1% earned a household income of $30,000-$40,000, 28.6% earned $50,000 and above, 21.4% earned $40,000-$50,000, 10% earned $20,000-$30,000 and the others 7.1% said that they earned no housed income.

Name:

Course:

Professor:

Date:

African Americans in the American Revolution

The American Revolution was informed by the American’s people beliefs on several issues. Some off the issues include freedom to own property, the right to be represented by their own people; dissatisfaction with taxes imposes on them and the practice of slavery. They believed that every man should be free which can be viewed to be ironic since slavery was a widespread practice especially in the south. African Americans played a significant role in the revolution. The men fought in the battle as soldiers while the women performed other duties at home and also in the battlefield.

The biggest role that African American splayed was their part as soldiers in the war against the British. The African American slaves had been promised freedom as a reward for their participation I fighting for either side. The blacks fought for both the American and British sides with many escaping their American masters as the British had promised then freedom and bounties as a reward for fighting for them. This is an important role since without the African Americans; the Americans would not have been able to win the war.

African American women were left at home to take care of the families while the men fought in the war. They played a role in keeping their families together and taking care of the children. The third role that African Americans played during the American Revolution was the women’s role as nurses, cooks and seamstresses for the soldiers who were in the war. The women took care of the wounded as nurses as doctors and surgeons were mainly men. They also prepared food and mended clothes. These roles were important because the soldiers needed a lot of support while they were at war and women’s skills as housekeepers came in handy. African Americans role in the Revolution was vital.

African art

Introduction

Africa is very dynamic in culture which has a rich history in arts. Considering the dynamic status in the African culture, the African art took a very different direction in that because of the different cultures, there were different considerations in their arts. Precisely, every culture or ethnicity could be possibly having its own art. In this paper I will take I to account some specific objects and may be practices that were evidenced in specific African communities to try establish the African art.

In Africa, there are some objects that are used for religious purposes. The fetish use has been rampant and very valuable in most of the communities. In their own perspective, these fetishes were majorly used with an aim to protect the individual for families or even communities that used them. Generally, there were no common fetishes to communities. However, these fetishes almost served the same roles in the African society i.e. protecting people against the harm of the evil spirits, may be to cure illness and also to guard against the bad deed of other people as well as decision makings in arguments. In this sense, fetishes were very effective and thus very powerful among Africans. (Monica, 56)

Among the Nkisi people, there was the nkondi which was basically responsible for hunting down people who did wrong in the community. These included thieves and other people who could be responsible for trouble in the society. Basically, nkondi was used to punish who could take false oaths and defaulters of treaties. Charging the nkondi into action was through invocations and provocations. For provocations, gunpowder was exploded in front of it and nails could also be hammered in it.

Despite the fact that in black Africa, there is magic but there are ranks for instance a witch doctor is a special person who specializes in talking to the veil powers and connecting them to the people. In most cases, the diviner who can also be the diviner, could act in favor of the whole community. In most of these communities, there were very little wood carvings, however there was special treatments to the trees and incase there was to be carvings, both the carver and the fetishist, Nganga, had to be there during carving.

There were several artistic practices in different communities in Africa for example there is the Eri Ibeji of the Yoruba of Nigeria who has a role to play in twin child births, the Bomana, helmet mask that is associated with the Komo power in the Mande culture who could be accompanied with dance and songs. Sacrifices could also be offered to invoke the spirits for appointments in the society. (Monica, 71)

Different objects of art

In African art, the different objects of art did convey some royal powers though in different ways. In the Asante, the golden stool called Bamum is believed to be heaven sent to the first Asante who is the asantehene, the king who is the osi-tutu. This golden stool does unite the people. For one to be the king he had to be lowered then raised over the stool and without the stool, no one could be the king. This stool is very important to the Asante and very sacred that no one could just sit on it and it is given the strictest protection than any other place or people in the land. This can be traced back i9n the 1896 when the Asante allowed their king to go back when it was now clear that they were losing the war against the British. Also in the year 1900, the Asante decided to plan for a war when Hudson demanded to sit on the stool. Still the same, in the year 1920 there was this African group builder who accidentally came across the golden stool and decided to take off its gold ornaments. These people were given a death penalty according to the Asante laws. In Asante’s kingdom, the golden stool is still a focal point as far as power and succession are concerned.

In addition to the as antes golden stool in Asante, there is also the throne in the Bamum state. The throne is considered to be very special in that the monarchy presented itself a festival at the palace of Nsa’ngu. This festival is always celebrated at the beginning of every January. This festival is known as Nja and it is an affirmation to the solidarity and also the wealth that is available in the Bamum state. The place with the throne is considered to be the place that should have good things, valuable bids among others. The throne is a respected place that only signifies power. These among other were some of the objects that come vividly to be used in connection to the royal power in African culture.

Conclusion

Africa as a continent has very many practices that prove to very independent and this is where its dynamite comes from. Considering all aspects of arts, we find that Africa has got rich arts but very many and may not necessarily be the same..

Works cited:

Eglash, R. Indigenous design. Rutgers, 1999Monica V. et al. A History of Art in Africa. Prentice Hall, New York, 2001Riley, M. Art in the West. New Jersey: Pearson Education, 2006.

AAFS 286

Fall 2021

African Civilizations: Take-Home Midterm Exam

For this class, your midterm exam will be a take-home writing assignment. You will respond to one essay from each category, for a total of two essays. For each essay, you should use examples of specific kingdoms, people, events, and processes whenever possible. Each essay should be roughly 2.5-to-3 pages.

The exam will be due via Blackboard on Thursday, October 28, by 11:59 PM. However, if neeed, you can have an extension, no questions asked, until Sunday, October 31, by 11:59 PM.

Essay 1: Comparing African civilizations (choose one of the following)

What major commonalities and differences do we see in the early African states/kingdoms we have studied so far this semester? What patterns do we see in early African state-making?

Compare at least two regions that we have studied in class so far. Outside of politics (covered in question #1), what similarities and differences do we see between these societies? How did people live, worship, and work in different parts of the African continent?

Essay 2: Regional connections (choose one of the following)

What connections can we draw between different regions within the African continent? How were they connected through trade, language, religion, and more? How do these examples help us think of Africa in less static, geographically restricted ways than are traditionally presented?

In this course so far, we have discussed Africa’s regional relationships through trade, religion, etc. How did Africans both shape the wider world and how were they shaped by their regional connections?

OverviewDrawing on the course readings and lectures, you will make an argument that answers the questions posed in the questions above. With only 2.5 or so pages, you will not be able to give every example possible, or to give too many larger arguments. It is best to choose a few points that you can then give specific examples for, and analyze those examples. In discussing these questions, you will exclusively draw on and cite the course materials. You must use both the readings and the lectures to do so.

For each question, you should use concrete examples and information in support of your point. Any specific examples or statistics you can give will only help justify your argument. However, you must explain and analyze that data, as it may not be self-evident. Case studies of particular locations that we discussed in class will be helpful in making your points clearer.

List of Readings and Lectures by Region

Kemet

Lectures 5 and 6 (September 7/9)

Readings: J. Yoyotte, “Pharonic Egypt,” and A. H. Zayed, “Egypt’s relations”

Ghana, Mali, and Songhay

Lectures 7, 8, and 9 (September 14/16/21)

Readings: Sunjata and Leo Africanus, “The Western Sudan”

Ethiopia

Lectures, 10, 11, and 12 (September 23/28/30)

Reading: The Life of Walatta-Petros

Kongo AND Great Zimbabwe

Lecture 13 (October 5)

East Africa/Swahili City-States

Lecture 14/15 (October 7/14)

Readings: Tuan Ch’eng Shih, “China’s Discovery in Africa, 863,” Thomas Spear, “Early Swahili History Reconsidered,” Ibn Battuta, “The East African Coast, 1331,” and Duarte Barbosa, “The East Coast of Africa.”

ExpectationsEach essay will be, at minimum, 2.5 pages long, double-spaced, with size 12 font and no extra spaces before the paper or between paragraphs. Please start a new essay on a new page. The only thing at the top of your exam will be your name and “African Civilizations Mid-Term Exam,” followed by the question #. You will submit the exam as a Microsoft Word document.

Each essay should consist of:

A clear, brief introduction that states your argument, and gives an overview of the issues you will be discussing. Roughly 1/4 to 1/2 page.

At least two body paragraphs that delve into the different points that you make in your introduction. Each paragraph should be a part of your larger argument, as stated in your thesis statement/introduction. For each paragraph, you should have a clear argument that lays out the key points for that section, stating the relevant sub-points you will be discussing. For most—if not all—of these sub-points, you will need specific information and examples—from both the lectures and the readings—to help back up your argument for its significance. That information should be clearly analyzed so that its relevance is apparent. Roughly 1 3/4 to 2 1/4 pages.

A conclusion that re-states these major arguments, and some concluding thoughts that tie these points together in explaining your larger conclusions. Roughly 1/4 to 1/2 page.

Citations

When citing the lectures, please simply put at the end of the sentence (Lecture). For the readings, the author’s last name, and a page number—when applicable—is sufficient (for example, Ibn Battuta, 21—or Sunjata, 109).

Grading Criteria

Each essay will be graded on the following criteria:

Does the paper meet the requirements for the assignment? A minimum of 2.5 pages per assignment, citing both the lectures and readings.

Are your arguments well-made/chosen? Do you have a clear thesis that explains what you will be discussing over the course of the essay?

Is the essay well organized? Is your argument broken up into a series of parts/case studies that connect together?

Do you use good evidence in support of your argument, and analyze that evidence?

Is the writing clear, well written, and free of spelling/grammar mistakes?

AAFS 286

Fall 2021

African Civilizations: Take-Home Midterm Exam

For this class, your midterm exam will be a take-home writing assignment. You will respond to one essay from each category, for a total of two essays. For each essay, you should use examples of specific kingdoms, people, events, and processes whenever possible. Each essay should be roughly 2.5-to-3 pages.

The exam will be due via Blackboard on Thursday, October 28, by 11:59 PM. However, if neeed, you can have an extension, no questions asked, until Sunday, October 31, by 11:59 PM.

Essay 1: Comparing African civilizations (choose one of the following)

What major commonalities and differences do we see in the early African states/kingdoms we have studied so far this semester? What patterns do we see in early African state-making?

Compare at least two regions that we have studied in class so far. Outside of politics (covered in question #1), what similarities and differences do we see between these societies? How did people live, worship, and work in different parts of the African continent?

Essay 2: Regional connections (choose one of the following)

What connections can we draw between different regions within the African continent? How were they connected through trade, language, religion, and more? How do these examples help us think of Africa in less static, geographically restricted ways than are traditionally presented?

In this course so far, we have discussed Africa’s regional relationships through trade, religion, etc. How did Africans both shape the wider world and how were they shaped by their regional connections?

OverviewDrawing on the course readings and lectures, you will make an argument that answers the questions posed in the questions above. With only 2.5 or so pages, you will not be able to give every example possible, or to give too many larger arguments. It is best to choose a few points that you can then give specific examples for, and analyze those examples. In discussing these questions, you will exclusively draw on and cite the course materials. You must use both the readings and the lectures to do so.

For each question, you should use concrete examples and information in support of your point. Any specific examples or statistics you can give will only help justify your argument. However, you must explain and analyze that data, as it may not be self-evident. Case studies of particular locations that we discussed in class will be helpful in making your points clearer.

List of Readings and Lectures by Region

Kemet

Lectures 5 and 6 (September 7/9)

Readings: J. Yoyotte, “Pharonic Egypt,” and A. H. Zayed, “Egypt’s relations”

Ghana, Mali, and Songhay

Lectures 7, 8, and 9 (September 14/16/21)

Readings: Sunjata and Leo Africanus, “The Western Sudan”

Ethiopia

Lectures, 10, 11, and 12 (September 23/28/30)

Reading: The Life of Walatta-Petros

Kongo AND Great Zimbabwe

Lecture 13 (October 5)

East Africa/Swahili City-States

Lecture 14/15 (October 7/14)

Readings: Tuan Ch’eng Shih, “China’s Discovery in Africa, 863,” Thomas Spear, “Early Swahili History Reconsidered,” Ibn Battuta, “The East African Coast, 1331,” and Duarte Barbosa, “The East Coast of Africa.”

ExpectationsEach essay will be, at minimum, 2.5 pages long, double-spaced, with size 12 font and no extra spaces before the paper or between paragraphs. Please start a new essay on a new page. The only thing at the top of your exam will be your name and “African Civilizations Mid-Term Exam,” followed by the question #. You will submit the exam as a Microsoft Word document.

Each essay should consist of:

A clear, brief introduction that states your argument, and gives an overview of the issues you will be discussing. Roughly 1/4 to 1/2 page.

At least two body paragraphs that delve into the different points that you make in your introduction. Each paragraph should be a part of your larger argument, as stated in your thesis statement/introduction. For each paragraph, you should have a clear argument that lays out the key points for that section, stating the relevant sub-points you will be discussing. For most—if not all—of these sub-points, you will need specific information and examples—from both the lectures and the readings—to help back up your argument for its significance. That information should be clearly analyzed so that its relevance is apparent. Roughly 1 3/4 to 2 1/4 pages.

A conclusion that re-states these major arguments, and some concluding thoughts that tie these points together in explaining your larger conclusions. Roughly 1/4 to 1/2 page.

Citations

When citing the lectures, please simply put at the end of the sentence (Lecture). For the readings, the author’s last name, and a page number—when applicable—is sufficient (for example, Ibn Battuta, 21—or Sunjata, 109).

Grading Criteria

Each essay will be graded on the following criteria:

Does the paper meet the requirements for the assignment? A minimum of 2.5 pages per assignment, citing both the lectures and readings.

Are your arguments well-made/chosen? Do you have a clear thesis that explains what you will be discussing over the course of the essay?

Is the essay well organized? Is your argument broken up into a series of parts/case studies that connect together?

Do you use good evidence in support of your argument, and analyze that evidence?

Is the writing clear, well written, and free of spelling/grammar mistakes?

AAFS 286

Fall 2021

African Civilizations: Take-Home Midterm Exam

For this class, your midterm exam will be a take-home writing assignment. You will respond to one essay from each category, for a total of two essays. For each essay, you should use examples of specific kingdoms, people, events, and processes whenever possible. Each essay should be roughly 2.5-to-3 pages.

The exam will be due via Blackboard on Thursday, October 28, by 11:59 PM. However, if neeed, you can have an extension, no questions asked, until Sunday, October 31, by 11:59 PM.

Essay 1: Comparing African civilizations (choose one of the following)

What major commonalities and differences do we see in the early African states/kingdoms we have studied so far this semester? What patterns do we see in early African state-making?

Compare at least two regions that we have studied in class so far. Outside of politics (covered in question #1), what similarities and differences do we see between these societies? How did people live, worship, and work in different parts of the African continent?

Essay 2: Regional connections (choose one of the following)

What connections can we draw between different regions within the African continent? How were they connected through trade, language, religion, and more? How do these examples help us think of Africa in less static, geographically restricted ways than are traditionally presented?

In this course so far, we have discussed Africa’s regional relationships through trade, religion, etc. How did Africans both shape the wider world and how were they shaped by their regional connections?

OverviewDrawing on the course readings and lectures, you will make an argument that answers the questions posed in the questions above. With only 2.5 or so pages, you will not be able to give every example possible, or to give too many larger arguments. It is best to choose a few points that you can then give specific examples for, and analyze those examples. In discussing these questions, you will exclusively draw on and cite the course materials. You must use both the readings and the lectures to do so.

For each question, you should use concrete examples and information in support of your point. Any specific examples or statistics you can give will only help justify your argument. However, you must explain and analyze that data, as it may not be self-evident. Case studies of particular locations that we discussed in class will be helpful in making your points clearer.

List of Readings and Lectures by Region

Kemet

Lectures 5 and 6 (September 7/9)

Readings: J. Yoyotte, “Pharonic Egypt,” and A. H. Zayed, “Egypt’s relations”

Ghana, Mali, and Songhay

Lectures 7, 8, and 9 (September 14/16/21)

Readings: Sunjata and Leo Africanus, “The Western Sudan”

Ethiopia

Lectures, 10, 11, and 12 (September 23/28/30)

Reading: The Life of Walatta-Petros

Kongo AND Great Zimbabwe

Lecture 13 (October 5)

East Africa/Swahili City-States

Lecture 14/15 (October 7/14)

Readings: Tuan Ch’eng Shih, “China’s Discovery in Africa, 863,” Thomas Spear, “Early Swahili History Reconsidered,” Ibn Battuta, “The East African Coast, 1331,” and Duarte Barbosa, “The East Coast of Africa.”

ExpectationsEach essay will be, at minimum, 2.5 pages long, double-spaced, with size 12 font and no extra spaces before the paper or between paragraphs. Please start a new essay on a new page. The only thing at the top of your exam will be your name and “African Civilizations Mid-Term Exam,” followed by the question #. You will submit the exam as a Microsoft Word document.

Each essay should consist of:

A clear, brief introduction that states your argument, and gives an overview of the issues you will be discussing. Roughly 1/4 to 1/2 page.

At least two body paragraphs that delve into the different points that you make in your introduction. Each paragraph should be a part of your larger argument, as stated in your thesis statement/introduction. For each paragraph, you should have a clear argument that lays out the key points for that section, stating the relevant sub-points you will be discussing. For most—if not all—of these sub-points, you will need specific information and examples—from both the lectures and the readings—to help back up your argument for its significance. That information should be clearly analyzed so that its relevance is apparent. Roughly 1 3/4 to 2 1/4 pages.

A conclusion that re-states these major arguments, and some concluding thoughts that tie these points together in explaining your larger conclusions. Roughly 1/4 to 1/2 page.

Citations

When citing the lectures, please simply put at the end of the sentence (Lecture). For the readings, the author’s last name, and a page number—when applicable—is sufficient (for example, Ibn Battuta, 21—or Sunjata, 109).

Grading Criteria

Each essay will be graded on the following criteria:

Does the paper meet the requirements for the assignment? A minimum of 2.5 pages per assignment, citing both the lectures and readings.

Are your arguments well-made/chosen? Do you have a clear thesis that explains what you will be discussing over the course of the essay?

Is the essay well organized? Is your argument broken up into a series of parts/case studies that connect together?

Do you use good evidence in support of your argument, and analyze that evidence?

Is the writing clear, well written, and free of spelling/grammar mistakes?

African Diamond Mining In Botswana And South Africa

Africa produces 50% diamond globally. There are 15 African countries that produce diamond. Democratic Republic of Congo (DRC), South Africa, Namibia, Angola and Botswana are the largest producers of diamond. Other African countries that produce diamond include: Zimbabwe, Guinea, Lesotho, Liberia, CAR, Sierra Leone, Tanzania, Togo, Ghana and Tanzania. Botswana is the highest diamond mining country in Africa with approximately 20% followed by DRC with 19% then South Africa with 11% globally (Zeleza 230-233).

Diamond Mining in Botswana

Most diamond produced in Botswana in 1990’s was of gem quality which led the country to be the largest miner of diamond by value. Botswana’s economy has been built on a basis of diamond mining. The mining has brought about more government revenue to the country improving the economy of the country to a higher average, giving it a standard of living like that of Mexico and Turkey. Diamond is the main export in Botswana.

The largest world richest diamond mine is Jwaneg found in Botswana giving it a high demand of diamond in the world. This diamond mine was discovered when termite came from underground looking for water and brought grains of diamond on the surface. Jwaneng mine in Botswana provides employment as people are needed to actually extract diamonds and construct infrastructure to ease diamond transportation. For instance a source of foreign exchange has been established to the economy which offers a potential foundation for industrial growth, and therefore motivating upgrading within Botswana’s infrastructure. Domestically produced gemstones are locally marketed in order to facilitate local diamond polishing and cutting. Polishing of diamond adds value to it. The polishing and cutting activities provide jobs for the population and have become a source of employment.

Debswana is a joint partnership formed by the Government and South Africa De beers Centenary AG are described for the production of diamond from Botswana four mines. The four mines were opened since independence. The first producing mine began at Orapa in 1972 followed by a second smaller mine at Letlhakane. Jwanemg has become the richest diamond in the world being the Third mine to be opened in 1982.The fourth diamond mine Damtshaa was opened in 2002. In 1999, Botswana produced more than 30million carats of diamond 25% being being from the three Debswana mines and became the highest producer of diamond in value. In 2000 the Orapa mine was expanded and reopened. In 2008 the fifth diamond mine Lerala which is not operated by the Debswana was opened.

Relocating diamond sales from London to Gaborone (Diamond Marketing)

DeBeers was established in South Africa world most known Kimberly diamond fields. The Botswana government and De beers came to an agreement that a variety of De beers Diamond Trading company’s (DTC) functions would relocate from London, UK to Gaborone Botswana.DTC is the company’s main gem allocation arm. It duties include: sorting, valuing and conducts sales and marketing of rough and aggregate diamond comprising diamond beneficiation. DTC has liberalized the sale of diamond thereby promoting tenders and auctions to sell diamonds. The DTC provides employment to many people and it has made the economy of Botswana to be high (Zeleza 230-233).

Diamond from all DeBeers mines in Botswana, Namibia, South Africa and Canada will be brought to Botswana according to the signed agreement. The world most influential traders of diamond will come to Botswana approximately 10 times a year from places such as Tel Aviv, Antwerp and New York to buy diamonds from DeBeers.

Work Cited

Zeleza, Tiyambe. A Modern Economic History of Africa: The nineteenth century. 1. Nairobi: East African Publishers, 1997. 230-233. Print.

Retrieved from; http//Www. rough and polished.com

African Dilemma, the situation in Sierra Leone

I have been struggling with this question since I started my paper. Usually a question will guide the direction of my paper. Unfortunately, I have been left with more questions than answers. After many readings, I have had a chance to look into the crisis of Sierra Leone and the diamond trade more specifically. The more I investigated the roots of the conflict and crisis, the more I have come to understand the reasons for the outcomes. It still leaves me with the aching question, why. Why has there been so much death? Why has it not stopped? Why did it begin? How did it begin? Who is to blame? Will it ever end? These are very important questions, some of which I myself cannot answer.

This is a very emotional subject for me and I will do my best to put aside all personal biases. I will first start with a background on the political situation of Sierra Leone. The civil war in Sierra Leone and its surrounding countries did not just miraculously happen. The struggles in Sierra Leone reflect the struggles of many other countries facing the same economic and political strife. My main concentration in this section will be on the past. I will than explain the political situation in Sierra Leone, how it escalated to be as aggressive as it is and has been, how the situation is right now and where it might be going.

Secondly, I will discuss the situation in Sierra Leone concerning the diamond trade. There has been a power struggle over the conflict of “blood diamonds” in Sierra Leone and surrounding areas for many years. I will show that, while the struggle over the diamond trade has elongated the conflict and has been the predominant factor for civil war in Sierra Leone, the political situation has actually been the root cause of the struggle. Thirdly, I will give some insight into the impact the raging war has had on the economy and the people of Sierra Leone. The struggle for power, with a by-product being greed, has greatly affected the woman and children. Extreme violence has been the product of this greed. Fourthly, the situation in Sierra Leone has been a devastating one. The political and economic crisis has been almost too much to overcome. There is hope. There is always hope. The Revolutionary United Front and the Government of Sierra Leone have settled upon a peace agreement. I will discuss the agreement briefly and explain the certain pros and cons.

British colonization of Sierra Leone was a devastating blow. Many problems stemmed from colonialism. The infliction of slavery, disease, currency, and religion were just a few of the factors that played into the early destruction of Africa. There are those that say Africa never had a chance. They were doomed from the start. This is what I will refer to as the “snowball effect”. The situation in Africa never really had a chance to recover. To understand this, we must look at the meaning of colonialism briefly. Colonialism is the control by one power over a DEPENDENT area or people (6). The dependence of Africa was due to an oppression of a lesser state by a more powerful state. My question is, “how did that area or people become dependent?” In order to understand this, we must look at Africa as an example. How did Africa survive before colonialism? Were the tribes of Africa hungered? Where they clothed properly? Were they serving the “white man”? The answer to all these questions are, no! Africa was independent. In other words, they were dependent only upon themselves. They were a rich culture according to their own needs. The British than came along and inflicted their ways upon the people of Africa. Since the African ways of survival and life were different from those of the British, Africa was deemed “dependent” on the British and the British were to show Africa a “better and new life”. This is how the “snowball effect” started.

This brings me to my next point. The political situation in Africa was and has been a never-ending battle amongst the political groups, the people of the state, and the revolutionary groups. Sierra Leone is a case of political greed and corruption.

In 1961, Sierra Leone gained its independence (1). Before the independence of 1961, there was a somewhat peaceful coexistence among the fourteen ethnic groups consisting of different religions (1). Along with independence came a new government. There were two main parties in Sierra Leone. In 1961, Sir Milton Margai ran the Sierra Leone Peoples Party (SLPP). It was not until 1967 Siaka Stevens, leader of the All Peoples Party (APC), went into power. Here is where the greed and corruption enters the state. When Siaka Stevens was elected into power, he created mass hysteria amongst the people. He destroyed people’s faith in the state government. During his years serving as leader of Sierra Leone, chaos and corruption started to peak. Stevens adopted a new republic constitution and eventually adopted a single-party constitution (1). This made it very hard and intimidating for anyone to oppose his party or leadership. Stevens’ reign also marked the beginning of the “big bully” era. This happens when someone, having more authority or power over a certain individual or situation, uses their power to get the results they desire. Stevens is a perfect example of this. He used military violence and political tyranny to stay in power (2). The military that served Saika were actually trained guerillas. What was left of a democracy when Saika took over power in Sierra Leone had but been forgotten. The government, now, was in the form of a dictatorship. He oppressed the people and he corrupted the army, most politicians, police, and the judicial system until there were nothing left but mere ideas of right or wrong behaviour (3).

Is the political problem in Sierra Leone the reason for civil strife and war in this country? It may very well be. The facts seem to point in the direction of politics. One of the main problems with the assumption that what happened was because of one man, is quite extreme. On the other hand, it only takes one earthquake to shake a city or one voice to make a sound. Hope and trust is something that can be destroyed or ruined at the drop of a hat.

One of the main causes for such corruption in the political realm was the richness of minerals in Sierra Leone. By minerals, I mean diamonds. The mining of diamonds in Sierra Leone has been one of the most devastating and corrupt forms of gaining wealth. There has been a constant struggle over control of the diamond fields for many years now. Originally, the government leaders of Sierra Leone had been dominating the diamond trade for many years for personal gain. There has since been a shift in power over these diamond fields with the invasion of Sierra Leone by the RUF. The Revolutionary United Front (RUF) has dominated control over the trade of diamonds in Sierra Leone.

The RUF began a rebel war in 1991. Foday Sankoh led the RUF into Sierra Leone to take control over the diamond fields. The RUF stated its purpose was to overthrow the government, demanding fair elections and social and economic justice (4). When we look a little farther into the past, we see the RUF’s motivation was something completely different. Stevens imprisoned Sankoh, leader of the RUF, in the 1970’s. Sankoh sought revenge for many years. With the forming of the RUF and Charles Taylor, leader of Liberia, acting as mentor and banker for the RUF, Sankoh’s revenge could be implemented (3). This is why and how civil war in Sierra Leone erupted; power, greed, revenge, and coercion. This is where the term “conflict diamonds” or “blood diamonds” comes from. They are diamonds, which finance the raging wars of the rebels.

Diamonds in Sierra Leone have become more of a burden than a blessing. It is the number one leading resource in the country with no benefit for the people of Sierra Leone. Less than 10% of the diamonds mined in the fields are processed through the government (1). The rest are smuggled through Liberia, over 300 million dollars worth annually. The diamond trade has also brought organized crime to Sierra Leone. With organized crime comes smuggling of diamonds, trade of small arms and of course, the usage and selling of drugs. The government is not the only ones to blame or the rebel groups.

How have these diamonds been reaching across the world for us, in Western society, to support these brutal wars? The answer is weak state regulations and the help of outside companies such as De Beers and Antwerp. De Beers has purchased diamonds from war zones for many years and has supported the diamond trade in Sierra Leone specifically. In regards to Antwerp, 75% of all of the world’s rough diamonds pass through Antwerp with no regulation on where the diamonds come from (4).

Accompanied with these diamonds, has come unimaginable devastation. The civil war that has accompanied the illicit diamond trade has claimed thousands of lives in Sierra Leone. Over 75,000 people have been killed and over 2 million have been displaced (4). These are only the numbers concerning Sierra Leone.

We can see that the wars in Sierra Leone are not necessarily fought for political gain or victory, but instead to engage war over the lucrative and profitable diamond trade. What has surprised most people has been the role of NGO’s. The RUF used NGO’s to purchase arms and medicine by use of the illicit diamond trade (5). Who is on whose side anymore? This is a hard question to answer when trying to peer through a looking glass when “corruption” is blocking the view.

The civil war has brought much strife and oppression to the people of Sierra Leone. How does civil war come about? Let us look at this recipe for civil war.

Internal Strife Desperate Living Conditions Social Unrest

CIVIL WAR (9)

Civil war is usually a desperation tactic. It is fuelled by a power unattainable through other means. In the case of Sierra Leone, that unattainable source is diamonds. The political strife in Sierra Leone has been undermined by this struggle for power and wealth. Through this struggle for power and wealth, many lives have been destroyed. Of the lives that have been destroyed, the violence against women and children has been most severe.

In the 1980’s, the Sierra Leone government had expired all funding to the education system (3). Schools were shut down and kids were forced on the streets to fend for themselves. A financial graph of the expenditure of funds by Sierra Leone in association with GNP in 1980. These children became the main resource for the RUF army. Here we have understanding of the phenomenon, “child soldiers”. One of the largest travesties for these young children was the witnessing of the butchering of their families. The RUF would manipulate these “child soldiers” with drugs and alcohol, adapting them to the ways of a soldier. Eighty percent of rebel soldiers were between the ages of 7 and 14 years of age. Over 4500 children have been recruited by the RUF (2). The violence against children and women has not stopped. Amputation of the citizens of Sierra Leone is the

This little girls face was crushed by the trademark of the RUF army. There are a few reasons for this brutal act of inhumanity. One is to discourage the faith in the government. Another reason is to inflict fear and chaos in a community. Thirdly, amputation is used to prevent those people from taking up arms against the RUF.

The most sickening form of civil war in Sierra Leone is the rape of young girls and women. The raping of woman is so brutal that young male soldiers are forced to rape these women to prove their worth and toughness as a soldier of the RUF. In many cases, the fathers are forced to watch his daughter raped; the brothers forced to watch his mother raped. It is the most inhumane violation of human rights. These women are being exposed to sexually transmitted diseases, most common of which is AIDS/HIV (2). Not only are the RUF killing these civilians with guns and ammunition, but they are also slaughtering these people with their own inability to differentiate between wrong and disgusting.

This violence against women and children is only the tip of the iceberg. The violence has escalated and the United Nations Mission in Sierra Leone (UNAMSIL) has deployed over 13,000 peacekeepers (3). The government and the UN have been trying to resolve the war in Sierra Leone with little success. They are making steps in the right direction.

In 1999, the Lome Peace Agreement was constructed to bring about the peaceful transformation of Sierra Leone. There was to be complete compliance with the RUF and the Government of Sierra Leone. The Peace Agreement began with a cease-fire agreement. This was the main element of the Peace Agreement and was the glue that held it together. What is very disturbing in the agreement is the appendix entitled “pardon and amnesty” (3). This element of the Lome Peace Agreement grants absolute free pardon to those involved in the pursuance of their main objective. This includes the RUF and Foday Sankoh (1). Is this a problem in this element of the agreement? Well, what is the main objective? Was their objective a political goal? Was it an objective of revenge? Was it an objective of wealth and power? These are a few questions, which need to be answered. According to the “pardon” appendix of the peace agreement, it does not matter. What matters, it seems, was the pursuance of their main objective.

The Lome Peace Agreement has not been upheld on either end. The cease-fire has ended and only a couple thousand RUF soldiers have given up their arms. Foday Sankoh has been arrested, but it has not stopped the destruction of the RUF.

Sierra Leone has been in danger for many years. The political struggle has been never ending. The presence of corruption and struggle for power by means of violence has been evident for many years. Did the civil war in Sierra Leone begin due to the struggle of dominance over the diamonds fields or had the groundwork already been laid for civil war and the diamond fields were just an excuse for funding the war for a “higher purpose”? Maybe, civil war was inevitable from the beginning of colonialism. In any case, civil war has erupted in Sierra Leone and has not ended. Is the main concern to understand how it has started or is it our main concern and objective to end it and help those who have suffered the most? The women and children have been victims of extreme violence in Sierra Leone for over a decade now. AIDS/HIV is a nuclear bomb that has detonated and the fall out is effecting millions. There must be a solution now. The civil war must be stopped so we can address these situations hands-on. There is still a struggle over the diamond fields in Sierra Leone. Sierra Leone is not the only country in Africa experiencing this power struggle and consumption of greed. Something has to be done before it is too late. There is hope. There is always hope, as long as there is a core of people to still believe.

What is inhumane? It is lacking pity, kindness, and mercy. It is not

“The rebels forced 70 of us into the church. They told us to get undressed. They killed four women with knifes for no reason at all. They shouted, we do not want peace, we want war and for that, you will all have to die. The rebels took us out one by one and decapitated 22 persons. Suddenly the commander told them to stop and ordered that the rest should be amputated. They forced my arm onto a table and chopped it of with a machete, five others were also amputated.” (7)

Bibliography:

____________________

1. Hirsh, J.L. (2000), Sierra Leone: Diamonds and the Struggle for Democracy, International Peace Academy Inc.

2. Zack-Williams, Alfred B., (1999). Sierra Leone: the political economy of civil war, 1991-1998.Third World Quarterly, Volume 20, Number 1, pp 143-162

3. Hirsh, John L. (Sep 1/2001). War in Sierra Leone. Survival, Volume 43, Number 3, Autumn 2001, pp. 145- 162. The International Institute for Strategic Studies

4. Smillie, Ian. (2000). Getting to the Heart of the Matter: Sierra Leone, Diamonds, and Human Security. Social Justice. Volume 27, Number 4, pp. 24-31.

5. Bah, Alahji M.S. (2000). Exploring the Dynamics of the Sierra Leone Conflict. Peacekeeping & International Relations. Volume 29, Issue 1, pp. 1-6

6. Webster’s Dictionary @

http://www.m-w.com/home.htm

7. Panos Pictures@

http://www.panos.co.uk/index2.html

8. Jubilee 2000 Coalition. Sierra Leone @

http://jubilee2000.uk.org/jubilee2000/home.html

9. Robles, Wilder. (2003). Development and the African Dilemma. IDS 60.1100. Week 17. Fall-Winter Semester

African Masks

Name of Student

Institutional Affiliation

African Masks

Masks are a feature of the African culture, having been used since the Palaeolithic era. The artistic masks were made from a variety of materials and are used in ceremonies and rituals. The African masks are symbolic, and the maker is high-ranked in the community. This paper discusses the features and relevance African masks.

The African masks were made from a variety of materials. The artists used copper, bronze, wood, pottery and textiles to make the masks (Finley, 1999). The mask-makers also used wood, hair, bones and teeth to add details on the masks. Makers of the masks were very respected in the community, and were ranked high, and the people believed that the mask-makers were connected to some spirits. In most circumstances, the masks were shaped like an animal-muzzle, or the human face.

The African masks were symbolic. They were used to represent the spirits of ancestors or animals, moral values or mythological heroes. The African art of mask-making, mostly featured animals, and a representation of abstract subjects, hence stylization. For example, the mask of the antelope was worn to represent agriculture (Finley, 1999). Women wore horns to symbolize the growth of millet. They also used ear-masks to sing during a harvest season.

The African masks represented different ideas. Some animals represented virtues, while the other represented evil (Finley, 1999). Crocodile pangs would be used to symbolize power. Masks of human shapes were mostly used to represent human values. A large chin in a mask was used to represent strength and power. The female-face mask was frequently used to represent the beauty of African women.

In sum, African masks have been a feature of African art for a long time. The masks are used to symbolize abstract subjects. The masks represented both evil and good, in society. They were mostly used in rituals and ceremonies.

Reference

Finley, C. (1999). The Art of African Masks: Exploring Cultural Traditions Minneapolis, MN: Lerner Publications.