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2023/24 Academic Year History Lesson Note for Grade 12

UNIT SEVEN
AFRICA SINCE THE 1960S
Economy and Society in Independent Africa

By the end of this lesson, learners will be able to:

 Criticize the continuation of western economic domination on Africa;
 Identify the main influences of the western powers on the peoples of Africa
Brainstorming questions
»What was the major problem in the economy of Africa after independence?
 The major problem in the economy of independent Africa has been a lack of diversity.
 Throughout the colonial period, Africans were encouraged only to produce raw materials for
export.
 The colonies were made producers of mineral ores for the industries of Europe.
 In the field of agriculture, Africans were encouraged to specialize in single cash-crop products
 Furthermore, the two major factors stifling African development in the 1980s and 1990s were
international debt and drought
Struggle for Economic Independence
 In contrast, some countries have recorded substantial economic achievements, like Botswana,
Algeria, Gabon, and Cote d‟ I vore.
 For others, however, the exigencies of absolute poverty have continued to shape their existence
The Cold War and Africa
Competencies
By the end of this lesson, you will be able to:
discuss the impact of the cold war on Africa;
Brainstorming Questions
» What do we mean by “Cold War”?
» What are the manifestations of the “Cold War?
» How did the “Cold War” Affect the African countries?
 Africa was also a hotspot for Cold War rivalry between the two superpowers: USA and USSR.
 The Soviets approached the African continent with a clear anti-imperialist ideology.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  Gamal Abdel Nasser of Egypt was the first African ruler to develop an interest in Soviet support.
The West, which was pro-Israel and refused to sell arms to Egypt. The Soviets agreed to build the
high Aswan Dam and then backed Egypt during the Suez crisis of 1956.
 American relationship with Egypt changed dramatically under Sadat, following Egypt‟s defeat in
the 1973 Yom Kippur War with Israel. Sadat needed U.S. Support to achieve his aims in the
Sinai, and the U.S. poured in military and economic ai
 Then Sekou Toure of Guinea followed the example of Nasser and began to look east ward.
 Congo, Mali, Ghana, and Algeria to seek Soviet support.
 Of course, the Soviet Union‟s highest priority was the establishment of a diplomatic presence.
 Throughout the 1960‟s, pro-Soviet African leaders were removed from power.
Ben Bella was overthrown in 1965, Nkrumah in 1966, and Keita in 1968.
Sekou Toure drifted back to France.
 Soviet Established itself as the world‟s leading arms dealer in sub-Saharan Africa.
 In Mozambique, FRELIMO concluded a Treaty of Friendship and Cooperation with the Soviet,
Union Guinea-Bissau, Angola have joined the socialist camp
 Soviets had an active strategic interest the Horn Africa constitutes the southern periphery of the
Middle East.
 From 1977 to 1980, Ethiopia received nearly $2 billion worth of arms. Both Somalia and Ethiopia
provided naval bases for the Soviet Union, Berbera and Dahlak, respectively. But, Siad Barre
expelled the Soviets from Somalia in November 1977 after their enormous supply of arms to
Ethiopia.
 Libya‟s Mohammed Gadaffi armed his military with Soviet equipment US government had bad
relations with Libya. Gaddafi‟s hostility to Israel stood against U.S. policy Reagan to approve a
plan to overthrow Gaddafi and conduct an air strike in 1986. However, he survived the American
assault.
The Challenges of Settler‟s Colonialism and the Last Strongholds of Colonialism
The independence of the Portuguese colonies
 The resistance movements in Angola and Mozambique were very strong.
 Angolan war of independence was led by the Popular Movement for the Liberation of Angola
(MPLA)L in 1961 led by Agostino Neto
 Mozambique by the Front for the Liberation of Mozambique (FRELIMO). In 1964 led by
Eduardo Mondlane l until he was killed in 1969 and succeeded by Samora Machel.
 Both countries had supported by Marxists who organized the freedom fighters.
 As the war of independence continued, it became a heavy burden on the Portuguese economy..
 Therefore, they recognized the independence of Guinea as the Republic of Guinea Bissau.
 Mozambique gained its independence in June 1975 and Samora Machel became the first
President of Mozambique.
 In the same year, 1975, Sao Tome and the Cape Verde Islands also became independent
 The independence of Angola was arranged for November 1975 People‟s Republic was set
up under Agostino Neto‟s MPLA government.
 But the newly established MPLA government had to fight against its opponents, particularly
Jonas Savimbi‟s UNITA.
 UNITA continued guerrilla warfare against the MPLA for many years
 After referendum On June 20, 1969, was held in Rhodesia which constitution political power
dominated in the hands of the white minority.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  A 1971 third nationalist movement, the United African National Council (UANC), led by the
Methodist bishop Abel Muzorewa created.
 During the early 1970s ZAPU and ZANU had sporadically organized raids into Rhodesia, but in
December 1972 the violence of the conflict intensified after a ZANU attack in the northern.
 Mozambican independence in 1975 provided a valuable base of operations for ZANU, which had
close links to the FRELIMO government.
 The 1976 rapprochement between Nkomo, the leader of the ZAPU party, and Mugabe, of
ZANU led to the formation of the Patriotic Front (PF), which received frontline support
from Rhodesia‟s majority-ruled neighbors.
 The 1978 agreement had promised elections for a transitional government.
 The UANC won a clear majority of the seats allotted to Blacks in the April 1979 election, and the
country adopted the name Zimbabwe.
 Britain briefly retook control of Southern Rhodesia as a colony until a new round of elections was
held in February 1980.
 Of the 80 contested Black seats, ZANU won 57, ZAPU 20, and the UANC 3.
Mugabe became the first prime minister as Zimbabwe achieved internationally recognized
independence on April 18, 1980.

Activity 7.4
1. Why did Southern Rhodesia change its name to Zimbabwe after independence?
2. Which African state provided valuable military support for the freedom fighters of Zimbabwe?
The End of Apartheid in South Africa
The Afrikaner National Party
 Dominated by the South African white rulers in Won the 1948 general election in South Africa
which launched A strong anti-black racist propaganda
 Strengthened a system of segregation that was imposed for four decades in South Africa.
 The government came up with extremely racist rules and regulations.
 The blatant racist policy of to make the minority white rule perpetual was known as „apartheid
„which means „separateness‟.
 Black population of South Africa considered as alien and foreigners in their own land.
 Black populations were forced to live in relatively backward areas
 In 1950, racist policy introduced known as „Population Registration Act‟. Divided the people
of South Africa, based on race into whites and non-whites.
 The non-whites group included the majority blacks, Asians, and peoples with mixed races.
 The native black populations divided Zulu, Xhosa, Tswana, Venda and Sotho.
 In the same year, law „The Group Areas Act‟, allowed to reside, and work based on race.
 These acts prevented sexual relations between different races.
 Separate public places, buses and schools were arranged for the whites and non-white peoples in
South Africa.
 Although the blacks were allowed to work in factories with meager pays and under bad
working conditions, their rights as employees were not recognized.
 The Bantu Education Act‟ which was issued in the year 1953. This act prevented black South
Africans from learning in the missionary schools. Allowed to join government owned schools
 The blacks were trained just to servants of their white „masters‟.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  They Blacks encouraged to protest the apartheid rule in South Africa, staged demonstrations and
strikes and made boycotts.
 Their organized struggle led to the formation of the African National Congress (ANC) in 1912.
 Among the prominent leader of ANC were Nelson Mandela, Oliver Tambo and Walter Sisilu.
 Nelson Mandela was set free and served as the first president of Post-Apartheid South
Africa
In 1960, there were anti-apartheid popular risings and disobedience of the black population in
South Africa.
 The South African police harshly dealt with massacred 69 and wounded 180 Sharpeville,
peaceful demonstrators near Johannesburg on March 21, 1960.
 In 1963, the armed wing of the ANC launched attacks against the positions of the South African
regime.
 But Nelson Mandela, Walter Sisilu, Govan Mbeki and six others and a South African court
passed a verdict of life imprisonment against them
 In the early 1970s, success strike made by black workers in the Natal region demanding better
pay
 Blacks introduced the „Black Consciousness‟ movement increased the determination of the blacks
in South Africa to get independence by themselves without seeking the assistance of white men
including white liberals.
 The struggle continued and in the early1980s, the South African blacks refused to use white-
owned shops and businesses, schools and renting houses particularly in Eastern Cape and
Transvaal
 The massacre at Sharpeville was a turning point in the struggle of the South Africans to achieve
independence at least from apartheid rule.
 The first action taken by the apartheid regime of South Africa was banning the two political
organizations in South Africa namely: the African National Congress (ANC) and the Pan
Africanist Congress (PAC).
 The brutal acts of the South African government were sharply condemned not only by the black
population of South Africa, but also by the international like UNO community.
 The then president of ANC, Albert Luthuis, had managed to win the Nobel Peace Prize award of
the year 1961.
 But the South African regime gave a deaf ear to the request of the international community,
withdrew from the Commonwealth of Nations and eventually declared itself South Africa
Republic in the same year, 1961.
7.5. Pan-Africanism, from Organization of African Unity to African Union
By the end of this lesson, you will be able to:

 Discuss the birth and development of the Pan Africanism movement;

 Identify the main leaders of the Pan-Africanism movement;
 Explain the unique feature of the Fifth Pan-African movement of 1945 to Africa
Pan-Africanism
 Pan-Africanism is not only an expression of the desire for African unity, but also a sense of unity
among all black peoples of African origin in Africa and elsewhere.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  Pan-Africanism assumes a common brotherhood or sisterhood of all black peoples of Africa,
North and South America, and the West Indies.
 It originated and developed outside the African continent by black people of African origin in the
Americas.
• Pan-Africanism movement was started in Caribbean's and North America by Black community in
th
the 19 century.
• The first movement was “Back to Africa” to return and to live freely in Africa
 Afro-American people in the USA and the Caribbean were the first to introduce Pan-African
ideas.. The term “pan” means “all” in Greek. Therefore, we can conclude that Pan-Africanism
means bringing Africans together.
Congresses of Pan-Africanism

 The first Pan-Africanism Conference was held in London in 1900.

 This was the first organized form of political expression of Pan-Africanism.
 The first Pan-African Conference was organized by a man from Trinidad and Tobago known
as H. Sylvester Williams.
 The participants were came from America and the West Indies.

The Second Pan-African Congress

 1919 the second congress in Paris.
 Pan-African well known personalities in Paris congress were were Dr.William Du Bois (1868-
1963) and Marcus Garvey (1887-1940).
 Du Bois was an African-American scholar and writer. He became an organizer and preacher of
Pan-Africanism.
 Du Bois is referred to as the Father of Pan-Africanism.
 Although both Du Bois and Garvey were prominent leaders of the Pan-Africanism Movement,
they had no harmonious relationship. They were criticizing and blaming each other.

Different Ideas of Garvey and Do Bois

Marcus Garvey

was Jamaican- born activist

• He founded Universal Negro Improvement Association(UNIA)
• He preached forceful and appealing message of “Africa for Africans”
• He esta. Back to Africa and later The Universal Negro Improvement Association
He demanded an end to colonial rule

William Edward Do Bois

• He was African -American scholar and activist
• He founded National Association for the Advancement of Colored People (NAACP).
• Blacks should struggle for their right where they live in.
• The year 1945 was a landmark in the history of the Pan-Africanism Movement.
• In 1945, the Fifth Pan-African Conference was held in Manchester.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  This conference was different that, the first time that Africans from the African continent
participated and the issue of independence of Africa was raised.
 Some of the participants of the Fifth Pan-African Conference were the future leaders of
independent Africa, like Kwame Nkrumah of Ghana and Jomo Kenyatta of Kenya.
 The participants of the Manchester Conference expressed their determination to resort to violent
means unless their demand for independence is seriously considered by the colonial powers.
 The decisions of the Fifth Pan-African Conference brought Africans together in the struggle to
achieve political independence.

Formation of OAU
 The Manchester Conference of 1945 laid the foundation for the emergence of a continental
organization in Africa.
 After the Manchester Conference, however there was a division among the then African leaders
and politicians over the issue of creating a single politically united Africa.
 Some nationalist African leaders considered the creation of nation states as the first step
towards creating a larger United States of Africa.
 Among the advocates of this idea, we can mention President Julious Nyerere of Tanzania and
President Kwame Nkrumah of Ghana.
 These African nationalists insisted that pan-Africanism should be materialized better after the
African countries first achieve independence and underlined that Pan-Africanism should not
be allowed to weaken the position and sovereignty of the emerging individual African nation
states.
 This division in Pan–Africanism became a source of problem, which continued to trouble the unity
of African nations in the post-independence period.
 The OAU was founded in May 1963 in Addis Ababa, by 32 African states with the main aim of
bringing the African nations together and resolving the issues within the continent. Its first ever
conference was held on May 1, 1963 in Addis Ababa.
The OAU had the following primary aims:
 To coordinate and intensify the co-operation of African states in order to achieve a better life for
the peoples of Africa;
 To defend the sovereignty, territorial integrity and independence of African states.
 To eradicate of all forms of colonialism and white minority rule.
 The OAU proposed two ways of solving the problems of colonialism and white minority rule in
some parts of Africa.
 First, it would defend the interests of independent African states and help the independence
struggle waged by African peoples.
 Secondly, it would remain neutral in terms of world affairs, preventing its members from being
controlled once more by outside powers.
 A Liberation Committee was established to aid independence movements and look after the
interests of already-independent states.
 The OAU also aimed to stay neutral in terms of global politics, taking the Cold War into
consideration.
 Most of the newly emerging independent African states were in favor of the creation of continental
organization.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  Some of the African states wanted to establish a continental African organization that could lead to
the creation of a federation of African states or the United States of Africa.
 The other group of African states too wanted the creation of a continental African organization that
could lead to economic integration and in the long run political integration.
 One of the groups was the Casablanca group.
This group was founded in the year 1961 and its member states were Ghana, Algeria, Guinea
Morocco, Egypt, Mali and Libya.
 The Casablanca group was in favor of an immediate political union of African states through
federation.
Movement towards African Unity

Casablanca Group
• Ghana Guinea Algeria Egypt Morocco
led by Kwame Nkrumah

Regarded Anti-western

• Creation of single African state

• Political union of the newly independent states.
Monrovia Group
Sierra Leone, Liberia, Nigeria, Togo, Ethiopia and Libya
Considered as pro-western Functional cooperation rather than integration (most African nations)
Favored first economic integration
The Role of Ethiopia in Uniting Africans

 Since 1963, Addis Ababa is serving as the headquarters of OAU and then the African Union (AU).
Thirty-two independent African states established the OAU by signing its charter.
 The OAU has helped African countries under colonial rule to achieve independence.
 Almost all the African states had joined the OAU.
 In fact, one member i.e., Morocco has left the OAU in November 1984 in protest against the
OAU‟s decision to admit the Saharawi Arab Democratic Republic as Western Saharan state two
years earlier i.e., 1982.
 The OAU was criticized for being a bureaucratic forum of the African oppressive rulers rather than
an organization that is much concerned about the peoples of Africa.
 Some call the OAU “Dictators‟ Club” or “Dictator‟s Trade Union”. The OAU had neither a strong
agency to enforce its decisions nor a military wing or armed force of its own. Attempts were made
by the OAU to mediate disputes between member states,
 but they were not always successful.
 Ethiopia has given military training to the ANC leader Nelson Mandela in Addis Ababa.
 Colonel Mengestu Haile Mariam too, has supported the Zimbabweans in their struggle for
independence.
 Ethiopia has trained thousands of Zimbabwean freedom fighters.
Success of the OAU
Decolonization in the continent
B. Tackling conflicts

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

I. Somalia and Ethiopia
II. Morocco and Algeria
III. Ruanda and Great Lakes
C. Regional organization
Failures of the OAU

• The OAU was troubled by disputes among its member nations.

• Eg. 1975 the members became divided to support in the Angolan Civil War and 1978 invasions of
the Katanga Province in Zaire.
• Somalia‟s invasion of Ethiopia in 1978, and the conflict between Uganda and Tanzania in 1978
and 1979.
• In 1981 the same nations that had supported the MPLA government in
• Angola also recognized the Western Sahara as an independent state and admitted it into the OAU
Problems of Independent African States

Ethnic oppression
II. Border conflicts
III. Civil wars
IV. Political and economic injustice from 1958 to 1969 there were 38 coup d'état.
V. Economic dependency on industrialized world VI. Involvements of foreign power
Establishment of the African Union

 The new African continental union, the African Union (AU) that officially replaced the
Organization of African Union (OAU) was officially inaugurated in July 2002 in the South
African city of Durban.
 The establishment of AU was the outcome of the September 1999 decision of OAU members in a
gathering at Sirte, Libya to dissolve the first organization of African independent states
 Now the African leaders had come to realize the significance of focusing on greater economic and
political integration of the states in the continent of Africa.
 In order to materialize its objectives, the African Union has established six agencies like that of the
United Nations Organization (UNO) to enforce its decisions. These AU organs included:
I. The Assembly of Heads of States and Governments
II. The Executive Council
III. The Permanent Representatives Committee (PRC)
IV. Specialized Technical Committees (STCs)
V. The Peace and Security Council and;
VI. The African Union Commission

The AU has also established agencies i.e

 human rights commission and human right courts to deal with human right issues like
I. The African Commission on Human and People‟s Rights (ACHPR),
II. the African Court on Human and Peoples „Rights (ACHPR) the African Union Commission on
International Law (AUCIL) the African Union Advisory Board on Corruption (AUABC) and
III. the African Committee of Experts on the Rights and Welfare of the Child.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

IV. The continental organization is also striving to set up continental monetary institutions like a
continental central bank, an investment bank and a continental monetary fund

UNIT EIGHT
POST 1991 DEVELOPMENTS IN ETHIOPIA
Objective

Unit Learning Outcomes:

At the end of this unit, the students will be able to:
 analyze the controversial articles of the 1995 FDRE Constitution;
 describe the major socio- Economic and political developments since 1991;
 appreciate the positive aspects of the post-1995 FDRE Constitution.
The Transitional Government
 The military regime that ruled Ethiopia for seventeen years was officially over thrown on
June 28, 1991 by the coalition of armed rebels that were organized under the Ethiopian Peoples‟
Revolutionary Democratic Front (EPRDF).
 Then, the EPRDF facilitated the establishment of the Transitional Government of Ethiopia
(TGE) soon after the overthrow of the Derg.
 The TGE was formed after a National Conference was convened in Addis Ababa in June
1991.
 The conference produced the “Transitional Government Charter of Ethiopia.”.
 During the Transitional Period a new ethnic and language based administrative structure was
introduced and fourteen regions were set up replacing the previous fourteen geographic based
provinces.
 The former Ethiopian Armed Forces were dismantled and the ex-soldiers and
policemen/policewomen were demobilized and became jobless.

Activity 8.1
1. Why did the EPRDF armed groups defeat the professional Ethiopian army under the Derg ?
2. List the fourteen regions that were established by the Transitional Government of Ethiopia in
1991.

The 1995 Constitution

 The Derg issued its constitution in 1987 until 1991.

 After the down fall of Derg regime, the Transitional Government of Ethiopia took the issue of
writing a new constitution.
 At least a nominal “public discussion”, although some groups claim that they were not
represented in the drafting and endorsement process.
 The constitution of the Federal Democratic Republic of Ethiopia was finally endorsed in August
1995.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  This brought an end to the Transitional Government of Ethiopia.
The 1995 constitution has;
 Recognized human and democratic rights.
 The constitution also recognized international regional declarations regarding human and
democratic rights.
 The 1995 constitution is also unique because it recognized the rights of nations, nationalities
and peoples for self-determination including independence.
 This question was first echoed in 1969 by the Ethiopian students‟ movement. Article 39,
which is one of the most controversial articles of the.

Activity 8.2

What makes the 1995 Constitution different from the previous constitutions in Ethiopia?
2. What are the fundamental principles of the 1995 Constitution?

8.2. Ethiopia after the 1995 Constitution

At the end of this lesson, you will be able to:
 Identify the main features of the FDRE government;
 Debate on the controversial articles of the 1995 FDRE Constitution;
The Formation of FDRE
 The FDRE was established after the final endorsement of the Constitution in August 1995.
 Ato Meles Zenawi, who was the chairperson of the EPRDF, became the first Prime
Minister of FDRE and the commander–in-chief of the Ethiopian Armed Forces.
 Dr. Negaso Gidada, a member of the Oromo Peoples‟ Democratic Movement (OPDO), was the
first elected president of the government of FDRE.
 The FDRE set up a federal structure with a parliamentarian system of government.
 The federal structure is formed mainly based on language and ethnicity.
 Revolutionary Democracy was the ideology of the EPRDF-led government.
 The economy is based on agriculture.
 Political Issues, Political Parties, and National Elections The 1995 constitution replaced the Dregs‟
policy of one party politics by a multi-party system.
 Recognized the UN and African Declarations on human rights as part of the Ethiopian law.
Elections
Elections in Ethiopia under the EPRDF Government
 There were elections during the military regime although they were apparently not genuine ones.
 The EPRDF led government of Ethiopia too had conducted periodic election after five years
interval.
 The first general election for seats in the House of People‟s Representatives and regional
assemblies was conducted in May 1995.
 Accordingly, general elections were also conducted in 2000, 2005, 2010 and 2015.
 Of the election the third round of election that was conducted in the year 2005 was unique
compared to the previous two elections.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  In this round of the Ethiopian general election, there was much hope and optimism on the part of
the people and the contending political parties.
 The opposition groups established the Coalition for Unity and Democracy Party which soon
apparently became very popular party NEBE declared that the EPRDF has won more than 50% +1
vote and again formed a government which results opposition and protest
Political Parties and National Elections
 Ethiopia under the Derg regime employed a system of one-party politics, and no party, except
for the ruling WPE Party, was allowed to take part in elections.
 In contrast, The EPRDF-led government introduced a multi-party system, and a number of
political parties began mushrooming.
 Although a multi–party system was promised by the EPRDF–led government that led Ethiopia for
more than two decades and a half, there was no multi-party system rather than a single dominant
party system of the EPRDF

Peace and Democracy and Equality of Nations and Nationalities

 There was relative peace in Ethiopia under the EPRDF before the outbreak of the Ethio-Eritrean
War.
 Therefore, the peasants could till their land without serious problems.
 In fact, some opposition groups and their leaders claim that the EPRDF‟s democracy was a
pseudo or nominal democracy and that it was never genuinely implemented.
 The question of democracy was also repeatedly raised in Ethiopia, more than ever.
 They argue that freedom of speech and association were only on paper and not practically
implemented. People were imprisoned for what they said, thought, and did.
Objective: At the end of this lesson Students will able to
o Explain the causes and consequences of the Ethio-Eritrean war of the 1990s;
 The Ethio-Eritrean War that broke out in 1998 was apparently a boundary dispute that took place
between Ethiopia and Eritrea.
 On 6 May 1998, the Eritrean forces launched a military assault on the disputed territory of Badme.
 Consequently, on the 13th of May 1998 the Ethiopian forces launched a counteroffensive against
the Eritrean forces.
 The USA and Rwanda sought to mediate between the two warring states.
 Unfortunately, however, the Eritrean government was not willing to accept the peace offer.
 On 22 February 1999, Ethiopia launched a massive counter-offensive was known as “Operation
Sunset”.
 The Ethiopian military assault was successful, and controlled including Badme and Zalambessa,
and on 25 May Ethiopia declared that the war was over.
 The causalities of the Ethio-Eritrean war were heavy. Tens of thousands of combatants were killed
on both sides, and many more were wounded.
 In July 2000, the United Nations Security Council adopted Resolution 1312 and a 25-
kilometer-wide Temporary Security Zone (TSZ) was established within Eritrea, patrolled by
the United Nations Mission in Ethiopia and Eritrea (UNMEE) and over 60 countries.
 On April 13, 2002, the Ethio-Eritrean Boundary Commission that was established under the
Algiers Agreement in collaboration with the Permanent Court of Arbitration in The Hague, issued
“final and binding” verdict.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

  The ruling awarded some territory to each side, but Badme was awarded to Eritrea. Resulted no
peace no war for two decades.
Activity 8.3
1. Discuss the causes and consequences of the Ethio-Eritrean war that broke out in the 1990s.
2. Why did Ethiopia and Eritrea fail to establish friendly relations after the signing of the Algiers
Agreement and the decision of the Boundary Commission?
8.3. Socio-Economic Issues
From Command to free market Economy
 Under the Marxist Derg rule, Ethiopia had a command economy.
 The EPRDF-led government introduced Free Market economy.
The Land Issue and Agriculture
 The land issue was the same throughout the Derg regime and under the EPRDF-led .people
who were landless.
 Although the size of the land given to each peasant was relatively small, the Derg made
landless peasants landowners.
 Agriculture has exhibited significant progress and improvement under the EPRDF
government.
Infrastructural Developments
 The EPRDF gave priority to the development of infrastructure.
 Since the mid-1990s, road infrastructure and education have been the top two sectors
attracting the highest share of the government budget.
The strategy was known as “Agricultural Development-Led Industrialization” (ADLI), and it
recognized that infrastructure development in the areas of electric power, roads, railways,
telecommunications, and water supply was critical to triggering economic growth through the active
participation of the private sector

The Hydro-Politics of the Nile

 Two treaties were signed between Great Britain and its colonies of Egypt and Sudan regarding the
utilization of the Nile River in 1929 and 1959.
 Nevertheless, in both treaties, Ethiopia, which contributes more than 85% of the Blue Nile, was
not invited to take part. In fact, in the 1929 treaty, not even Sudan was consulted.
 1959 Great Britain, Egypt, and Sudan was signed.
 Again, in this treaty, Ethiopia was not only excluded but also got no share of the waters of the Blue
Nile.
 Ethiopia beginning with the reign of Emperor Haile Selassie I made attempt to use the Nile but
were not successful as donors and international monetary
 Finally, in the year 2011, the Prime Minister of Ethiopia, Ato Meles Zenawi, laid the
foundation stone for the construction of the Ethiopia Renaissance Dam, which is today known as
the Great Ethiopian Renaissance Dam, and which has a capacity of generating 6000 Mega
Watts of electric power
8.4. The Role of Ethiopia in Peace Keeping (Liberia, Rwanda, Sudan and Somalia)

By the end of this lesson, you will be able to:

 describe the participation of Ethiopia in UN peacekeeping operations

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12

 Appreciate Ethiopia‟s effective peacekeeping missions in history.
Brainstorming question
 » In which countries have Ethiopian forces served as UN peacekeeping missions?
 Ethiopia has a long history of participation in United Nations (UN) peacekeeping operations
dating back to the 1950s.
 Ethiopia has participated in peacekeeping missions in Korea, Congo, Rwanda, Burundi, Liberia,
Sudan, South Sudan, and Somalia.
 Nowadays, Ethiopia has contributed 8297 troops, police, and military experts to UN
peacekeeping operations around the world.
 Ethiopia also significantly contributes to the AU peacekeeping force in Somalia (AMISOM).
According to the mission‟s website, it has provided 4395 uniformed personnel to the operation.
Fighting Terrorism
 Ethiopia has also actively participated in the fight against terrorism.
 EPRDF led Ethiopian government has worked in collaboration with the international community,
particularly the government of the U.S.A to attack the AI shebaab in Somalia.

“ፈጣሪ የተወደዱ ልጆቻችንን ፣ ሀገራችንንና ህዝባችንን ይጠብቅልን!”

History Lesson Note for Grade 12