SUBJECT: Social Sciences History BOOK NO.: 1 GRADE: 8 AUTHOR(s): D Schulz
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MODULE 1: The causes of the French Revolution ACTIVITY 1.1: Do a timeline of your own life so far and how you have got to Grade eight: (complete the following very simple timeline by filling in the corresponding year) activity 1.1 Year Event
Born
My first steps
First day at school
Became a teenager (10 years old)
First Day in High School
A: Learner’s own
ACTIVITY 1.2: 1. Discuss the following statements. You may work in groups of two or three. Give clear concise answers and write full grammatically correct sentences. a) Statement 1: If the old is destroyed to make place for the new, it means that the new will be easily accepted by all and this change will come about peacefully. A: Learner’s own b) Statement 2. new is always better than old. A: Learner’s own c) Statement 3. The old is often discarded too hastily. A: Learner’s own
2.
Draw up a list to show five things at school you would want to change (revolutionise):
A: Learner’s own
ACTIVITY 1.3: 1.
Study the given cartoon and answer the questions that follow.
a)
Which two powerful groups are represented in this cartoon? A: The clergy and the nobility (First and second estates)
b)
Do these two groups work together? A: Yes, they had many privileges and did not pay tax
c)
Is life easy for the common people? A: No, they worked hard and had little social or economic reward
ACTIVITY 1.4: 1. Look the word philosopher up in a dictionary and write down its definition in the space provided: A: PHILOSOPHER: a person engaged or learned in philosophy, especially as an academic discipline.
2.
Four such philosophers are listed below in column A – match the ideal / concept that is attributed to them from column B:
A
Philosopher
B
ideal / concept
Q
1.
Voltaire 1694 – 1778
a)
Criticised the Ancient Regime in a collection of books, an Encyclopaedia.
1.
A d
2.
Montesquieu 1689 – 1755
3.
Jean Jacques Rousseau 1712 – 1778
4.
Diderot 1713 – 1784
2.
c
b)
Coined the phrase Liberty; Equality and Fraternity
3.
b
c)
Interested in the French constitution and against absolute power of Monarchy.
a
d)
Criticised the church for behaving opposite to 4. its preachings
The second group in the third estate were the labourers and the artisans. They lived in the cities and had many financial problems due to paying high taxes. They also had to do forced labour for the city and were not paid for this work. The third group were the farmers who were mostly peasants. 1. Complete the following table: Estate group: First Second
Name: Clergy Nobility
Main characteristic Roman Catholic clergymen Land owners
Third
Commoners
Paid taxes
2. THE GRIEVANCES OF THE PEASANTS: Write a short paragraph on what the peasants were unhappy about. A: Learner’s own interpretation including but not limited to the following points: •
Had to pay half of their income towards taxes
•
Did not own land
•
Few rights
•
Some were serfs (slaves)
ACTIVITY 1.5: Role play If you were the king of France how would you try and solve the problems in France? For two minutes, you get to be the King of France during the time period of Louis XVI. You may decree one law only. State your law on the parchment provided and then present this law to the class, starting your presentation with a French greeting! YOUR LAW:
Bonjour! Hear ye, hear ye, it is henceforth declared that: A: Learner’s own Faced with these financial problems Louis XVI decided to call a meeting of the Estates General. This was the French parliament and had not met for 175 years! Representatives from all over France came to the meeting met at the king’s palace of Versailles. The third estate was determined to bring about changes and did not believe that the King would do this.
Why do you think the third estate had no faith in the king? A: Learner’s own interpretation including but not limited to the following points: - he had not called an Estates General meeting in 175 years - he had no interest in the running of the country and was focused only on his own hobbies
ACTIVITY 1.6: Heritage Do you think that it is important to celebrate Bastille Day every year in France? Motivate your answer: Learner’s own interpretation Make a list of what you think the most important human rights are: A: Learner’s own interpretation including but not limited to the following: 1. Right to life 2. Freedom from slavery 3. Right to housing 4. Freedom of expression 5. Freedom of thought, conscience and religion
ACTIVITY 1.7: The country was controlled by a small group of cruel men known as the Committee of Public Safety. They shot and drowned people as well as sending thousands of nobles and the king to the guillotine. 1.
Do you think that this is what the people wanted?
Yes
Motivate your answer: Learner’s own interpretation 2.Do you think that violence can ever be justified? Write your ideas down in not more than five sentences: Learner’s own interpretation 3.
Do you think that the French Revolution turned out the way it was supposed to?
Motivate your answer: Learner’s own interpretation
Yes
No
ACTIVITY 1.8: 1.
Draw a picture of the French flag as you know it today:
A:
(image from shutterstock)
The French Revolution showed that ordinary people,could bring about change. However, it was characterized by violence and chaos. 2.
Why are these pictures significant in terms of equality and freedom in SA?
Images courtesy of SAHO
A: These are all images taken during the South Africa’s first truly democratic election. They show the abundance of support for Nelson Mandela and the excitement of the South African people for this momentous event.
MODULE 2: The Industrial Revolution ACTIVITY 2.1: LIFE BEFORE THE INDUSTRIAL REVOLUTION (GROUP WORK) 1.In groups talk about what life must have been like in the days before machines – cars, trains, televisions, heaters and fridges. Use the template below to set up a mind map for your points of discussion? A: Learner’s own
2. Write a short story describing a day in the life of a young person during the Industrial Revolution. Hint: What would you have done about things like cleaning , cooking, school, playing and keeping warm? A: Learner’s own
ACTIVITY 2.2: Study the picture and answer the following questions:
1.
What do you notice about the town in the picture? Describe what you see. A: It is an industrial city with many factories. But it is still in a time before cars.
2.
Does the town look like a good place to live? Why or why not? A: Learner’s own; may include comments regarding smog and pollution.
3.
Do you think that the artist thought it was an attractive place? Why or why not? A: Learner’s own; may include comments on how dark and melancholy the city is portrayed.
4.
What is good about these factories and what are the bad factors? GOOD
BAD Image courtesy of www.timestudies.ca
Increased production of goods Reduced costs of goods due to increased production Cities developed A long term increase in jobs Increased population Rapid advance of technology
Child labour Overpopulation due to influx of people Poor working conditions Poor living conditions due to overpopulation Pollution Poor hygiene
ACTIVITY 2.3: 1.Is your town healthy? If it is not - what can we do about it? Give some examples of what you would do. A: Learner’s own 2. How did Charles Dickens feel about the town he is describing in his book Hard Times? Use the text to answer the question. A: Negatively. Learner will elaborate using own examples including but not limited to: Dickens describes the town using negative terms such as: “like the painted face of a savage” “interminable serpents” “a state of melancholy madness” “ill-smelling” 3. Write down the things that tell you Dickens is describing a town during the time of the Industrial Revolution. A: “it was a town of machinery and tall chimneys” “it had a black canal in it, and a river that ran purple with ill-smelling dye” “vast piles of building” “the steam-engine worked monotonously” “it contained several large streets” 4. EXPLOITATION OF WOMEN AND CHILDREN How do you react to children being part of the labour force and what does the use of child labour tell you about people’s attitudes to children at that time? A: Learner’s own. Does child labour still happen today? A: Yes
ACTIVITY 2.4: Let us get creative! Imagine that you are working in a coal mine or cotton mill at the time of the Industrial Revolution. You have never learnt to read or write. Draw a picture of your life, using what you have learnt in the module.
A: Learner’s own to be assessed at educator’s discretion. Find a picture or a cartoon that shows you how women and children were exploited on the mines and describe what is happening in the picture or cartoon. Paste your picture in this space: A: Learner’s own to be assessed at educator’s discretion.
ACTIVITY 2.5: 1. Find the names of five Trade Unions in South Africa to complete the table below: Name of Trade Union. A: Answers may include but are not limited to the following: 1. National Union of Mineworkers (NUM) 2. Congress of South African Trade Unions (COSATU) 3. National Union of Metalworkers of South Africa (NUMSA) 4. National Education, Health and Allied Workers' Union (NEHAWU) 5. South African Democratic Teachers Union (SADTU)
MODULE 3: How did the Industrial Revolution change South Africa ACTIVITY 3.1: In the space below, construct your own passbook: A: Learner’s own ACTIVITY 3.2: 1.CONSTRUCT AN ORIGINAL ANSWER Give an explanation for each of the points (1-5) in circle of poverty shown: A: 1. Quality of life in the rural areas is poor and people migrate to the city in search of prosperity. 2. Due to an influx of people, the job market in the cities is rife with stiff competition. 3. The only available jobs are as low skilled labourers. 4. Low skilled labour in the factories results in low remuneration. 5.The high cost of living in the cities results in little or no money being sent home to the rural areas 2.
How did the removal of people’s land force them to become wage earners? A: Subsistence farmers who are forced off their land had no other means to support their families and would then be forced to become wage earners.
ACTIVITY 3.3: 1. Describe what you think life was like for the mine workers. A: Learner’s own interpretation 2. Are any of these sources one-sided? Why do you think so? A: Yes, all sources can be biased. 3.Find some photographs that you think would be useful to fully understand the situation on the mines in those years. Choose your own photograph that best sums up life on the
mines and paste in the space provided: A: Learner’s own 4. Give reasons why you chose this specific photograph. A: Learner’s own interpretation. 5. Explain how the Industrial Revolution changed South Africa in terms of political control, the economy, and the effect on people’s lives. A: After the discovery of precious minerals an industrial revolution occurred in South Africa. A previously agricultural economy became industrialised in order to accommodate a growing mining industry. A culture of migrant workers was born. And this intermingling of people all trying to profit from the industry would eventually contribute to political frictions. 6. Write a poem describing your living conditions and how you feel about them. What do you love about your home? A: Learner’s own interpretation. ACTIVITY 3.4: Draw up a table that shows a comparison between living conditions for mine workers and mine owners: A: The learner will have to use their own initiative to formulate an idea of the living conditions of mine owners based on the social and economical divisions at the time. The following is merely a guideline. Mine workers Lived in reserves Over population Poor hygiene Long working hours
Mine owners Wealthy Opulent neighbourhood Access to education Access to medical care
Suppose you were a mine owner in the late 1800s in South Africa. What would you have done to promote better living conditions for your workers? Keep the workers’ families, culture and education in mind. A: Learner’s own
ACTIVITY 3.5: 1. Write a dialogue between two Indian ladies, Fatima and Shaheena, who accompanied their husbands to work on sugar cane farms, to demonstrate their living conditions. A: Learner’s own
ACTIVITY 3.6: What tactics do protestors use when they are non-violent and why do you think that these methods are so powerful? A: Methods of non-violent protest and persuasion include speeches, public communications, petitions, symbolic acts, art, processions (marches), (sit-ins), blockades, fasting (hunger strikes), boycotts, and other public assemblies. 1.
Empathy is the ability to put yourself in the shoes of another person and to see things from their point of view. 2.Study the photo of Avic and Mohammed again and answer the questions below. AVIC: At harvest time we work 17 hours a day, 7 days a week. Work in a sugar mill is dangerous. We all live together in a barn without any medical facilities. We work and are treated like slaves. Even the small children have to work. MOHAMMED: When we got to SA, I was called “Coolie 1”, my wife “Coolie 2” and our children 3 and 4! I had to put my thumbprint on a piece of paper I could not read. We had to stay in a dirty barracks with no facilities until our new employer fetched us, but at least we were kept together. Many other families were split up! a) Describe what Avic and Mohammed would have felt on their arrival in South Africa. A: Learner’s own interpretation including but not limited to the following: - excited - apprehensive - anxious - hopeful - disappointed b) Do you think the contract that which Mohammed put his thumbprint on would be valid? Explain your answer. A: Learner’s own 3. Compare what Avic says about working conditions and the lyrics of this 200 year old song with what was agreed to in the contract shown below: Some push us around, some curse us Where is our splendour and prestige? The whole world calls us black thieves. The whole world calls us “coolie.” Why doesn’t our flag fly anywhere? Why do we feel low and humiliated? Why is there no respect for us in this world? -‐-‐ 200 year old Indian immigrant song
conditions of service Period of service: 5 years Nature of labour: Agriculture Number of days emigrant is required to work in the week: Six days in the week, Sundays and Holidays excluded. Number of hours emigrant is expected to work per day: Nine hours between sunrise and sunset
1st yr
10
Shillings
2nd yr
11
Shillings
3rd yr
12
Shillings
4th yr
13
Shillings
5th yr
14
Shillings
Monthly or daily wages besides free rations: conditions for return passage: The emigrant shall be entitled to a free return passage to India after he or she shall have completed residence of ten years in Natal of which five years shall be industrial service under indenture. The emigrant shall not leave Natal without a written license. No license shall be given to someone who has not completed ten years residence in Natal unless under a written order of the Protector of Indian Emigrants for his or her return to India. Other conditions if any: Free house to live in and medical attendance. Rations: 1,5 lbs of rice daily or 2 lbs of maize 2 lbs Doll per month 1 lb Salt per month 2 lbs Salt fish per month Per Adult; Children u/12 get quarter of adult rations. What do you think the differences were? A: Learner’s own including but not limited to the following: -
Working hours were longer Lodging was not as promised Did not have access to medical facilities
4. Why did many people have bad attitudes towards Indian labourers? A: Many people didn’t understand their language or culture. 5. About half of the Indians that came to South Africa stayed in the country. Why do you think that in spite of the difficulties they experienced, they stayed on in the country? A: They stayed in the country in hopes of a better life compared to the conditions in India, and hoped that conditions would improve because they had made a home in South Africa. 6. Suggest why others thought it would be better to return to India. A: Learner’s own.
MODULE 4: Labour for agriculture and mining ACTIVITY 4.1: This is a modern pamphlet made by a South African union FOSATU in the 1980s. It explains the role unions played in helping workers: The word “unity” is used several times in the cartoon:
1. Explain why the writers of the pamphlet believe that unity is important? A: Unions function on the principles of communism whereby the workers as a group united in their interests and / or complaints can bring about change 2. Find examples of three practical things that this union hopes to gain for its members. A: The union is hoping to gain better wages, job security and fair treatment of it’s members. 3. How does the pamphlet try to encourage people to join the union? A: the pamphlet aims to enlighten people to how a union could benefit their lives. 4. Choose one of the following situations: a) Workers in a cotton factory in Britain b) Miners on a gold mine in South Africa c) Indentured workers on a sugar plantation in Natal Explain how these workers would have benefitted from belonging to a strong trade union. A: Learner’s own.
ACTIVITY 4.2: Study the following cartoon: All the mine owners in South Africa joined a group called the Chamber of Mines, shown in this cartoon as a large face. They decided on wage levels and other issues relating to mining. The men in the spoon are black mine workers.
1. Explain why the workers are presented as they are. A: The workers are represented as tiny mouthless beings being fed into the mouth of the Chamber of Mines. This shows how helpless the workers were. 2. What do you think workers would think of this cartoon? A: The workers would empathise with the representations of themselves and think that the Chamber of Mines is vicious and exploitative. DEBATE : “Strike action is the best way to deal with labour disputes”. Set up a debate in which you divide the class into two distinct groups: Group A: Pro strike action Group B: Against strike action List five points that were used to argue for strike action and five points that were used to argue against strike action in the table below: A: Answers will be based on the debate itself and the below is just a guideline: Pro strike action Against strike action Workers need to have their concerns heard Strikes disrupt production Employers do not respond unless they are put Strikes are not as effective as discussion under pressure.
ACTIVITY 4.3: Formation and functions of trade unions 1. Explain what you think a trade union is. A: A trade union is an organisation of workers who have banded together to achieve common goals such as protecting the integrity of its trade, achieving higher pay, increasing the number of employees an employer hires, and better working conditions.
2. Explain the difference between a trade union and a political party. A: The objectives of political parties is to attain power and form a government whereas a trade union only wishes to improve the working environment within their respective sectors. Political parties put forth candidates for elections whereas trade unions typically refrain from getting involved in national politics. 3. Explain whether you think trade unions are a good idea. A: Learner’s own
ACTIVITY 4.4: In pairs: Imagine that you are a member of government whose job it is to decide whether trade unions should be allowed to exist or not. You must create three questions to pose to supporters of trade unions. Make sure that you know the answers to your questions! Now swap your questions with your partner. Take turns to answer the other person’s questions. Discuss the answers with each other. A: Learners’ own In your pair, select one question. Choose any other pair and ask them your question. If they do not give the correct answer, you may select another pair. The class can now take a vote: Decide whether you think the government official would have supported trade unions or not. Number of votes: A: Learner’s own
ASSIGNMENT 1: Look at the COSATU poster:
Work in groups of five or six. Create a poster to encourage people to join a sugar labourer’s union. Think of an original name for your union.When planning your poster consider the following factors: • Promises made in the contracts • Conditions of employment • Social and economic problems You need to present your poster to the class in the form of an oral presentation in which you promote your trade union.
A: Learner’s own contribution. Please use the following rubric to assess.
Content
Structure
Presentation
Is their research good?
Are a variety of sources used Is there an introduction that states what the key issues are? effectively?
Have they selected interesting details?
Is the oral carefully structured?
Was the poster used effectively?
Is all the information relevant?
Does it have a clear conclusion?
Is the style and pace of the presentation varied?
Has the factual detail been presented in an interesting and creative way?
Do they use their voices effectively?
Is the class left with a clear understanding of the issues involved?
Do they speak with enthusiasm and hold your interest? Is everyone in the group involved?
(10)
(5)
(15)
MODULE 5: The South African War ACTIVITY 5.1: 1. Do you know what areas the two Boer Republics fell into? A: South African Republic (Transvaal) and the Orange Free state 2. Why is gold so important for a country’s economy? A: Gold is important for a countries economy because gold is often used as a monetary standard reflecting that countries wealth – the gold standard.
WHAT LED TO THE JAMESON RAID. 1. Who were the key players on the British side? A: Cecil John Rhodes, Leander Starr Jameson, Raleigh Grey, Frank Rhodes, John Hays Hammond 2. Who, from the Boer side was able to prevent this rebellion’s success? A: General Piet Cronje, Paul Kruger, Koos De la Rey
ASSIGNMENT 2: Group work You will be divided up into groups of four. • Choose one of the three battles that was fought between the Boers and the British. • Design a poster with two pages of information on what happened at the battle site. • You may also make a collage of events that happened. Design a rough draft of your poster layout: TOTAL ____________ /30 MARKS A: Learner’s own to be assessed at educator’s discretion.
ACTIVITY 5.2: Writing a report
Read the two letters below that describe the fighting and general conditions at the Siege of Ladysmith. You may do some additional reading on the topic and then answer the questions that follow.
Dear All, A happy and prosperous New Year to you. We are starting it by having a days rest which we have been very much in need of. I took Holy Communion this morning in the little church in the town, there was a special service given for the benefit of our Column, as we were unable to partake on Christmas Day, there were about 20 of us and I enjoyed the service very much. I have not been able to write this last two mails, as we have not been near a town, and most likely this letter will be delayed some time as Lindley is a long way from any Railway and it is very difficult to get a Convoy through as the Boers are very thick in this neighbourhood. Christmas Day with us was very tame. I couldn’t hear any church bells ringing in the Xmas morning and no Waits. In the evening we had a ration and a half of rum, which is about 1 tablespoonful and a half, with which we drank to you all at Home, and wished you were having a better fare than ourselves. We also had a
concert around a huge bonfire, just to let the Boers know we were enjoying ourselves despite their sniping. The Col gave us a few words and said he was expecting orders in which “De Wet” would have to go halves. Since leaving Thabanchu, from which place my last letter was sent, we have been following De Wet and other men. It is a fair marvel, more of us have not been shot, bullets seem to be around us at times like hail storms and we have had very few casualties. My Sergeant was shot three days ago in the side and has been invalided into Senekal. Major Kropper of the 30th Co, with us got no less than four bullets into him and is still alive. One of the 30th was killed a few days ago and one of the 29th died of his wounds two days back. We have several wounded, and I am glad to say all doing well. The Boers must have lost very severely at times, though they are very careful to pick up their dead and wounded before returning. Lately we have had very wet nights and hot days. I don’t see much chance of us getting home for a few months as it would be madness to leave the country in the state it is. We want at least 25,000 more mounted troops to carry on the work of putting down these bands, which are about 400 strong, four or five commandos join at one spot and make a stand of two hours or so, but the moment we try to surround them they split up and meet again at some other spot. Unless something happens within the next week or so our Commanders will go off their heads, for with all their skill and tactics, they are unable to catch this “De Wet”. A farmer told me that De Wet had called at his house and told him that he was never nearer being caught than at Thabanchu, when we had him hemmed in. Hasbrook got him through by attacking another part of Thabanchu, and calling the Thabanchu Garrison from the neck, through which De Wet escaped. I have not had a letter for 3 weeks, and see no likelihood of getting any for sometime; have just had to pay two bob for a two ounce stick of tobacco, and I daresay there is plenty waiting for me at headquarters from you. Yours lovingly, Syd The following is part of a letter from a Boer soldier, Gerald Sharp on the Siege of Ladysmith: Dear Sister It has been a month and seven days since we besieged Ladysmith and we still don’t know what will happen… We are bombarding the town every day with our cannons. Near the town are two naval guns from which we receive heavy fire. I think that there will be much blood shed before they surrender, as Mr Englishman fights hard and well... Now, imagine you are a journalist from a neutral country and you are reporting on the conflict between the English and the Boers. Write an article for your newspaper back home, in which you include the following details: 1. What is a siege? Who is being besieged and who is laying the siege? 2. What type of fighting is taking place? Are there set-piece battles, skirmishes, ambushes, raids, or attacks? 3. What kinds of weapons are being used and is there much fighting taking place? 4. What are the people in the town eating and is there enough food? 5. Describe the morale of the troops (inferred by the letters). Are the troops optimistic or in despair. 6. Do the combatants have respect for their enemies’ fighting capabilities? Give examples from the letters. A: There is no model answer for this question as it should be considered an essay and can be assessed using a rubric or at the educator’s discretion.
ACTIVITY 5.3: Why do you think that war and violence has increased in the 20th century? A: Learner’s own
ACTIVITY 5.4: Look at the following images and then answer the questions that follow:
1. Why would the British have found it hard to use guerrilla warfare? A: The British were unfamiliar with the terrain. 2. Which type of warfare do you think was used first - conventional, or guerrilla warfare, in the South African War? Write a few lines explaining your answer. A: Conventonal warfare was not used in the South African war, rather a series of raid and sieges eventually devolved into guerrilla warfare.
ACTIVITY 5.5: METHODS OF WARFARE SOURCE A “Small units began making their way from farm to farm, burning or blowing up houses. They removed all portable contents and took the Boer families to the nearest railway line...clearing the land effectively meant not only destroying the farms, but removing anything living which could help the enemy, and killing all animals which could not be moved. The troops were often upset by what they were ordered to do.”
SOURCE B “There I stood surrounded by my small children, while the cruel soldiers plundered my property. Furniture, clothing, food, everything was thrown in a heap and set alight. Despite all my pleas that I might be allowed to retain a few antiques and heirlooms, they refused to listen.”
1. Which source do you think was written by the English and which by the Boers? Provide reasons for your answer. A: Source A- English Source A refers to shows insight into how the British felt. Source B – Boers Source B talks of being raided, which is what happened to the Boers. 2. Explain in your own words why you think this kind of warfare is called scorched earth? A: A scorched earth policy is a military strategy that involves destroying anything that might be useful to the enemy while advancing through or withdrawing from an area.
ACTIVITY 5.6: Look at the following accounts by British soldiers who were sent in to burn Boer farms:
“The worst moment is when you first come to the house... we had to tell them that we had to burn the place down. I simply didn’t know which way to look... I gave the three women and some children ten minutes to clear their things out of the house, and my men fetched bundles of straw and we proceeded to burn it down. We rode away and left them , a forlorn little group, standing among their household goods -‐ beds, furniture... strewn about the veldt; the crackling of fire in their ears, and smoke and flames streaming overhead.” Source 8.8. Lt Phillipps of the Tigers (quoted in Pakenham, The Boer War, page 440)
“We sat around and had a nice sing-song ‘round the piano. Then we just piled up the furniture and set fire to the farm. All columns were doing it... the idea was to starve the Boers out.” Source 8.9. Private Bowers, interviewed by Pakenham, The Boer War (page 438)5.4 5 1. What is the difference between these two stories? What words or sentences in the stories support your answer? A: The first account shows empathy and remorse for the action they were ordered to undertake hence him not “know[ing] which way to look”. The second account is from a soldier who did not show remorse but rather enjoyed the task by having a “nice sing-song” around the Boer’s piano before torching the Boer’s home. 2. What does this tell you about the different men who join and go to war?
A: Some men join the army based on a sense of duty to his country whereas other are only interested in the opportunity to be violent. DISCUSSION TOPIC: Where in history have you heard the term concentration camp before? A: World War Two when the Nazi’s put the Jews and other minorities in concentration camps.
What did Emily Hobhouse do for the Boer women and children in the camps? A: Hobhouse brought attention to the deprived conditions that the Boer women and children were exposed to within the concentration camps and also visited those camps to provide aid.
Study the following pictures of concentration camps:
Write down any three facts from the above sources which show that conditions in the camps were unbearable.
A: There was a strong military rule in the concentration camps; a lot of people were cramped into a small space; and rations on food were so severe that many people were malnourished.
ACTIVITY 5.7: The following is a part of the Secretary of State’s comment on the South African War: “This is a type of warfare that relies on the land and the soldier’s knowledge of it. In guerilla warfare, the army is divided into small units. These units spread out across the land and use the geography of the land to help them. They usually use ambushes to attack the enemy, taking them by surprise and attacking from the shelter of hills, caves, etc. Because they are in small groups and know the land well, it is usually easy for them to escape before they can be followed by the enemy. The soldiers use the surrounding farms for food, shelter and medical help if they are injured.” 1. Do you think the Secretary of State’s comment is true? Provide a reason for your answer. A: Yes, this is the only way that the Boers could gain any advantage over the British but ultimately their low numbers and lack of military training led them towards signing the Treaty of Vereeniging despite their proficiency in guerilla warfare. 2. Write a few sentences to explain why Lord Kitchener would be upset with Emily Hobhouse when she returned to England. A: Lord Kitchener’s tactics of scorced earth and concentration camps was designed to devastate the Boer community. He wanted them to starve and suffer so that they may surrender. Kitchener would see Hobhouse’s acts of welfare towards the Boer families in conflict with his tactics and thus disloyal to the British side. 3. Write a short paragraph on how you think the British government felt about the women and children in the concentration camps. A: Learner’s own
ASSIGNMENT 3: Do you think that we can compare the concentration camps in the South African war to those of Hitler’s Germany during World War Two?
YOUR GROUP WILL CONSIST OF FOUR PEOPLE AND YOU WILL BE EXPECTED TO DO RESEARCH ON THIS QUESTION TO GIVE A PROPER REPORT BACK TO THE CLASS: Research should be divided equally amongst the four members of your group. Each person in the group needs to speak. The presentation should be no less than four minutes, but no more than eight minutes long. You need to plan the introduction, main body of content and conclusion as a group. ORAL MARK _____________ / 20 A: Learner’s own. To be marked according to a rubric or at the educator’s discretion.
MODULE 6: Colonialism in Africa module 6 What do you think the meaning of the word colonisation is? A: Colonisation is the forming of a settlement or colony by a group of people who seek to take control of territories or countries. Why do you think that Europeans regarded Africans as inferior? A: The Europeans did not understand the African language or traditions and saw them as savage in comparison to their own. ACTIVITY 6.1 1. Name six countries where the clothes that we wear today come from? A:China, India, Taiwan, South Korea, countries in Europe (e.g. France, Italy, and Germany), the United States 2. Is any of the clothing that we wear made locally, i.e. in South Africa? Yes No A:Yes, e.g. Young Designer’s Emporium Does it help our economy if we buy clothes that are made in South Africa? A:Yes Motivate your previous answer. A: Buying South African products stimulates the economy by keeping the revenue (money) in country, and not making other countries richer. LABEL BRAND NAME COUNTRY LABEL BRAND NAME COUNTRY Fun exercise: See if you can identify the following labels (also find out in which countries these brands are manufactured).
A: Fox Racing – United States, Lacoste – France, Diesel – United States, Puma – Germany, Levi Strauss Jeans – United States, Ed Hardy - United States, ADIDAS – Germany, Dolce & Gabnana - Italian We often find that clothing can be of (for example) Italian design, but manufactured in China! ACTIVITY 6.2 1. List the items that you see in the photograph below that would have come from Europe.
A:Cotton clothes, tea cup, cart, mandolin (instrument), straw hats, small jug (learners may find others) 2. How would African societies be affected by the spread of Western fashions and customs? A:Over time, western practises, customs, and fashions are assimilated (adopted) by local societies and integrated into their culture. This is especially true if the item or practise provides tangible benefits. 3. How would European countries benefit from this? A: European countries benefit because they are the source of the items that are now being sought after by the indigenous population. European countries can then trade their goods with the local population and increase their wealth. 4. Look at the advertisements on the next page. How do these advertisements try to persuade people to buy products from Britain’s colonies?
IVORY & APES & PEACOCKS East Africa – KingSolomon’s Country
Source of precious things: Gold; Ivory; Apes & Peacocks Of all the tropical domains of the BritishEmpire, none is richer thanthis vast territory, twenty times the size of England. Coffee fromUganda, Tanganyika andKenya Tea andCottonfromUganda Cloves fromZanzibar Sisal fromTanganyika
YOUhave a personal interest inthe future of Africa!
THE VIRTUE OF THE COFFEE DRINK
A:The adverts are emphasising the novelty of exotic products and list benefits (virtues) to health and so on. 5.Which words in these advertisements refer to the link between markets in the colonies and factories in Britain? A: “YOU have a personal interest in the future of Africa!”, “Of all the tropical domains of the British Empire, none is richer than this vast territory, and twenty times the size of England.” B) What are the tropics?
A: Areas in the world with tropical climates like South America. ASSIGNMENT 4 Design a newspaper advertisement (full page), advertising a job in Africa to go and look for raw materials. Your poster should contain pictures of the products you hope to manufacture from these raw materials, and include “perks” such as accommodation, help and transport provided. Also mention the salary that this person will be offered. Your poster / advertisement will be judged on: 1. Quality of information provided: (5) 2. Visual impact (5) 3. Feasibility of product chosen (5) 4. Correctness of benefits offered i.t.o. time period (5) Total:______________ / 20 To be evaluated according to the above criteria. ACTIVITY 6.3 Why do you think that Egypt was so important strategically? A:The Nile river is large, easy to navigate and leads into central Africa. 1. The colonial powers exploited many of the resources in Africa and some of the effects are still being felt today. Give some examples: A: Slave trade ‘stole’ people from Africa, Ivory trade affected elephant populations, labourers on tea and coffee plantations were not equitably (fairly) rewarded for their labour and were often abused. Gold, silver, and diamonds were plundered from the land and taken abroad, diminishing the natural resources and hampering economic development. (Learners may provide additional examples.) 2. Which resources from Africa did the colonial powers use? A: Gold, ivory, cocoa, timber, diamonds and other gemstones, etc. ( Learners may provide additional examples.) ACTIVITY 6.4
1. Study the pictures above. What evidence is there, in these pictures, that these workers are strictly controlled? A: Learner’s own interpretation. One man controls many workers. 2. What other similarities or differences, can you see in the pictures? A: Learner’s own interpretation.
3. How do these pictures show that Africa’s human resources were exploited? A: Dangerous working conditions (underground), strict autocratic control (uniformed overseer). Workers look poorly dressed and all seem to live in the same building. Do you think that some of these items should be returned to their original countries? If so why? A:Learner’s own justification. They should mention diamonds in the Crown Jewels, African art in European museums, and so on. Why do you think that a country’s culture is very important to its people? A: Culture quite literally defines a group of people and gives them identity. A sense of identity is a basic human right. Without an identity, people are easily marginalised and discriminated against without anyone else kicking up a fuss. Can you think of some animals that were made extinct? For an extensive list, consult http://en.wikipedia.org/wiki/List_of_extinct_animals_of_Africa ACTIVITY 6.5 Go on to the Internet or look at a newspaper and find any historical cartoon. Paste it in the space provided. Fully analyse the meaning and message of the cartoon. This will of course depend on the cartoon. It must be historical and should relate to Africa, colonialism, or international trade. ASSIGNMENT 5 You have two weeks to complete this assignment. You will be divided into groups of four. A RUBRIC WILL BE PROVIDED TO GUIDE YOU ON HOW YOU WILL BE ASSESSED. Rubric to be provided by Educator, i.e. Educators discretion
MODULE 7: World War one 1.Write down as many words that you can think of that have to do with the war (ie: battles, weapons, technology). You have exactly 5 minutes! A: Learner’s own, including but not limited to: fighting, military, army, guns, battle, trenches, missiles, bombs etc. 2. Write your words on the board and compare them to the other groups. 3. How many words does your group have that have not been duplicated in any other group? A: class specific What exactly is an alliance? A: An alliance is a pact, coalition or friendship between two or more parties, made in order to advance common goals and to secure common interests. It is a political agreement between countries to support each other in disputes with other countries. Is it possible to only blame one side? A: No Give some examples from your own life: A: Learner’s own
Why do governments give simple explanations during wartime? A: As a means of propaganda, governments will be very careful about how much information they give the public in order to justify their wartime actions and maintain the public’s support for the war. STUDY THE CARTOON
1. What is the cartoonist suggesting about the Kaiser (German king)? A: Greed. A voracious appetite for power and domination, the world is his cake AND he wants to eat it (destroy it). 2. In what way is this cartoon biased? A: The style is not flattering - Kaiser is ugly (angry expression on his face, snarling) and stereotypically German (militaristic, hungry, evil) 3. How does this cartoon help you to understand the causes of WWI? A: It implies that the cause of WWI was the Kaiser's hunger for world domination. Activity 7.3 Research and list the main causes for the outbreak of war. A: Must make reference to the assassination of Archduke Ferdinand by the Black Hand. AustriaHungary's reaction to the assassination - Ultimatum to Serbia. Pretext for war that had been fomenting a long time - "one thing lead to another" - the alliances involving of Russia, Germany, France, and then Britain. The later involvement of the United States (submarine threat), Japan allied with Britain, Italy's neutrality. All these points should be covered in some degree. Teacher's discretion.
To hold their positions both sides began to build trenches. For the next four years they battled to gain control of the land that lay between the trench lines, known as no man’s land. Why do you think that it was called this? A: The land between one side’s trenches and their opposing side’s trenches belongs to no one. If one were to venture into no man’s land, chances were that they would then be shot. This meant that no man ventured into that land. EMPATHY QUESTION Imagine you are a soldier fighting in the First World War. Write a letter to your wife or mother telling her what the conditions were like in the trenches. Imagine that you have only been there for six months. Your letter must be one page in length: A: Learner’s own to be assessed at educator’s discretion / according to a rubric THIS IS TO BE DONE IN PAIRS You have two weeks to design your own trench. You may either make a model or draw this on a poster format. You will report back to the class.
Today, newspapers and television show us the horrors of war. We can see this in our own homes. How do you think people can become emotionally damaged by this? A: People can become emotionally damaged by our exposure to the horrors of war in that they can become desensitised to the pain and suffering of others, more fearful of the world around them, and more likely to behave in aggressive or harmful ways toward others. At the start of the war many men joined up to fight, but by 1916 there were not enough men volunteering, and compulsory conscription was introduced. What do you think this means? A: Conscription is the compulsory enlistment of people in some sort of national service, most often military service.
Assignment 5: This is to be done in pairs You have two weeks to design your own trench. You may either make a model or draw this on a poster format. You will report back to the class.
CATEGORY
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3
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Required Elements
The poster/model includes all required elements as well as additional information.
All required elements are included on the poster/ model.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Labels
All items of importance on the poster/model are clearly labelled with labels that can be read from at least 1m away.
Almost all items of importance on the poster/ model are clearly labelled with labels that can be read from at least 1m away.
Many items of importance on the poster/model are clearly labelled with labels that can be read from at least 1m away.
Labels are too small to view OR no important items were labelled.
Graphics - Relevance
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.
All graphics relate to the topic. One or two borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness
The poster/model is exceptionally attractive in terms of design, layout, and neatness.
The poster/model is attractive in terms of design, layout and neatness.
The poster/model is acceptably attractive though it may be a bit messy.
The poster/model is distractingly messy or very poorly designed. It is not attractive.
Grammar
There are no grammatical/ mechanical mistakes on the poster/model.
There are 1-2 grammatical/mechanical mistakes on the poster/ model.
There are 3-4 grammatical/ mechanical mistakes on the poster/model.
There are more than 4 grammatical/ mechanical mistakes on the poster/model.
The following poem was written by Wilfred Owen: Wilfred Owen
Dulce et Decorum est Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of disappointed shells that dropped behind. GAS! Gas! Quick, boys!-- An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling And floundering like a man in fire or lime.-Dim, through the misty panes and thick green light As under a green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil’s sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted
lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues,-My friend, you would not tell with such high zest To children ardent for some desperate glory, The old Lie: Dulce et decorum est Pro patria mori.
(I would add that Dulce et decorum est pro patria mori means ‘it is good and honourable to die for your country”). Notes on analysis of the poem: A: Learner’s own including but not limited to: Through discussion of the grim realities of war, the poem seeks to undermine the nationalist propaganda that would encourage people to enlist. The purpose of propaganda is to persuade us to believe in something that we would not normally believe in or do. In World War I, this came mainly in the form of posters or pamphlets. Why do you think that both sides used a lot of propaganda in the war? A: Propaganda was used to promote patriotism and nationalism in a country. It was also used to get young men to fight for their country portraying that it was what a real man, a worthy and god fearing man would do. It was also used to garner support for the war and get society to go along with the government’s ideals. But, it also unified the country behind war effort and tried to make people conserve resources. In addition, propaganda posters encouraged participation in homefront organisations to support the war effort. Analyse the meaning of the given war poster.
A: This poster uses guilt to provoke involvement in the war. It implies that if one did not get involved that they would not be able to tell their children of their experience of the war as if not being involved would somehow make them a lesser father.
ACTIVITY 6: Make your own propaganda poster, either from the German or British perspective, in which you report bad things about the other side. As an example of this during the war, many people believed that the Germans were bayoneting the babies of people that they had captured. A: Learner’s own contribution. Please use a rubric to assess. Heritage: Remembrance Day – also known as Poppy Day, Armistice Day or Veterans Day – is a Commonwealth holiday to commemorate the sacrifices of members of the armed forces and of civilians in times of war, specifically since the First World War. It is observed on 11 November to recall the end of World War I on that date in 1918, with the German signing of the armistice. People pin red poppies to their shirts to celebrate the day that the armistice (cease fire) of World War One was signed. The poppies are a sign that we remember the hardships and those who died during the war. Poppies were used as a symbol because after the war, thousands of red poppies started to grow in the fields that had been the trench lines on the Western Front. In the space below, create (either by drawing or as a collage) your own red poppy to celebrate this historic event: A: Learner’s own. Very few people who lived through the war are still alive today. Do you think that we should still commemorate the war? A: Learner’s own How effective is the poppy as a symbol of this commemoration? A: Learner’s own Do some research of your own. Do you know whether or not one of your great grandfathers fought in World War One? A: Learner’s own
ACTIVITY 7.7
A
B
C
1. Compare the way women are represented in sources A, B and C. How would women respond to each source?
D
Source A
Responce Women are represented as voyeurs watching their soldier husbands, sons, and so on, leaving for the war. This source was designed to provoke women to encourage the men to enlist.
B
Women are represented as carrying the flag. Women would respond positivily to being represented in this patriotic manner.
C
The woman is represented as being helpless under the force of the enemy. She is lifeless and vulnerable and in need of protection. Women at the time would have been frightened by the idea of their own vulnerability.
2. Explain why Source C is perhaps aimed at men rather than women. A: Source C seeks to appeal to a male desire to protect the woman. It is not aimed at women, because the woman is portrayed as helpless. It is rather aimed at men encouraging them to enlist in order to protect their women. 3. Why does Source D make women feel important? A: Source D equates women taking over the role of the farmer to the service that the army provides to the country. This would make women feel important. 4. Would these posters have the same effect on women today? Motivate your answer. A: No, because women today are used to being seen as valuable members of the working world and Women’s Liberation has fought the idea that women be considered as helpless and weak.
ACTIVITY 7.8 Think of all the jobs that women do today.
Can you list any job(s) that only men can do? A: Learner’s own Can you list any job(s) that only women can do? A: Learner’s own
ACTIVITY 7.9 ANALYSE A POSTER
1.
Which countries do the ”old lion” and the “young lions” represent?
OLD: British Empire YOUNG: The young lions refer to the British colonies such as Canada, Australia, South Africa, New Zealand, and Rhodesia. 2. What
is the artist suggesting by showing the countries as lions?
A: By showing all the countries as lions the artist is trying to unite them despite their geographical differences. Its also portrays them with the qualities of a lion such as strong, majestic and skilled hunters. 3. How effective do you think this poster was in getting men to join the army? Why do you say so? A: Learner’s own ACTIVITY 7.10: WRITING Write a diary extract for Jacob Matli on the day that he left home. Include as much as you can about his hopes and fears as he went to fight. A: Learner’s own, to be assessed according to a rubric / according to the educator’s discretion
Activity 7.11: Show empathy 1. Explain what Rev. Dyobha meant when he said that they had been made “to leave our assegais in the kraal”. A: Learner’s own interpretation including but not limited to the following: By saying that they had, had to leave their assegais in the kraal, he was saying that despite being unarmed, they remained warriors and could use their war cries as a means to still die fighting.
2. Explain how the words of this speech might have helped the men in their terrible situation. A: Rev. Dyobha was equating their deaths to the honourable death of dying at war and this would raise their spirits in spite of their fatal situation. After reading How has the sinking of The Mendi been remembered? answer the questions that follow: 3. Which of these do you think is the most effective way of remembering an event like this? Why do you say so? A: Learner’s own. 4. Why do people think that it is important to remember events like the sinking of the Mendi? A: It is important to remember events from our history even if those events are negative or evoke sadness because it helps to build and learn from the mistakes of the past while honouring fallen heroes. 5. Suggest another unique way in which events in the past can be represented and remembered. A: Learner’s own ideas.
