CAPS
Social Sciences
Learner’s Book
7
P. Ranby • B. Johannesson • M. Monteith
It is illegal to photocopy any pages from this book
without the written permission of the copyright holder.
Platinum Social Sciences Grade 7
Learner’s Book
Maskew Miller Longman (Pty) Ltd
Forest Drive, Pinelands, Cape Town
website: www.mml.co.za
© Maskew Miller Longman (Pty) Ltd 2013
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publishers in order to rectify the matter.
First published in 2013
ISBN 978-0-636-14098-1
Edited by Gudrun Elliott
Book design by MML Studio
Cover design by MML Studio
Cover photo by Frans Lanting/Corbis/Great Stock
Artwork by Janet Alexander, Rudi Elliott and Rob Foote
Typesetting by Lorne McGregor
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Acknowledgements
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apologise for any infringement of copyright so caused, and copyright holders are requested to contact the
publishers in order to rectify the matter. Refer to page 242 for a list of text acknowledgements.
The publisher and authors would like to thank the following individuals and / or companies for permission to
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Contents
Geography
Term 1
Term 2
Topic 1: Map skills
2
Topic 2: Volcanoes, earthquakes and floods
Sub-topic 1 Local maps and street maps
Unit 1
Finding home, school and places of
interest on a map of the local area
Unit 2
Using an index and grid to locate
places in a street guide
Using a street map to find places
Unit 3
and describe a route
4
28
Sub-topic 1 Structure of Earth
Unit 1
Core, mantle and crust
28
Unit 2
How the crust moves: Introduction
to tectonic plates and plate
movement
30
4
6
7
Sub-topic 2 Sketch maps and explaining routes 8
Sketching maps to show the route
Unit 1
from one place to another
8
Determining and showing compass
Unit 2
9
directions on a local sketch map
11
Unit 3
Explaining a route verbally
Project: Sketch map of the local area
13
Sub-topic 3 Distance and scale
Line scales and word scales
Unit 1
Different scales for different maps –
Unit 2
small and large scale maps
Unit 3
Measuring indirect distances on a
street map (string and a line scale)
Unit 4
Calculating distances on maps
(direct and indirect routes)
– Use the scale to estimate distances
on a given map
– Check estimates with accurate
measurements
15
15
Sub-topic 4 Current events
Places in the news on a
Unit 1
world map
Unit 2
Latitude and longitude of places
in the news
21
Revision and assessment
23
17
18
19
19
20
Sub-topic 2 Volcanoes
Unit 1
Volcanoes – location around
the world
Why volcanoes occur
Unit 2
Sub-topic 3 Earthquakes
Unit 1
Location of earthquakes around
the world
Causes of earthquakes
Unit 2
Unit 3
Effects of earthquakes
Unit 4
Why some communities are at
higher risk than others
Unit 5
Reducing the impact – preparing
for and responding to earthquakes
Unit 6
Case study of the 2010 Haiti
earthquake
Sub-topic 4
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
21
22
26
32
32
34
36
36
37
38
39
40
41
Floods
44
Causes of floods
44
Effects of floods
45
Why some communities are at
higher risk than others
46
Reducing the impact – preparing for
and responding to floods
47
Case study of a flood
48
Revision and assessment
50
Term 3
Term 4
Topic 3: Population growth and change
52
Sub-topic 1 Population concepts
Unit 1
Birth rates, death rates and
population growth rates
Unit 2
Infant mortality rates
Life expectancy
Unit 3
54
Sub-topic 2 Factors affecting birth rates
and death rates
Unit 1
Disease
– Widespread illnesses
– Pandemics of the past
Economic status
Unit 2
Family needs, attitudes and beliefs
Unit 3
Conflict and wars
Unit 4
Government policy
Unit 5
54
55
56
57
57
55
59
61
63
64
66
Sub-topic 3 World population growth
Pattern of world population growth
Unit 1
from 1 AD to present day
Developments that have affected
Unit 2
population growth
– Increased food production
– Scientific developments
– Improved health care
68
Revision and assessment
76
68
69
69
71
74
Topic 4: Natural resources and conservation in
78
South Africa
Sub-topic 1 Natural resources
Unit 1
Natural resources on Earth –
including water, air, forests, soil,
animal and marine life
Unit 2
Use and abuse of selected
examples
80
Sub-topic 2 Management of resources
Concept of conservation –
Unit 1
including reasons for conservation
Conservation areas (including
Unit 2
marine reserves)
– Purpose and location
– South Africa’s marine reserves
Unit 3
Community conservation
projects – examples
Eco-tourism – examples
Unit 4
86
80
83
86
87
87
88
91
93
Sub-topic 3 Water in South Africa
95
Who uses South Africa’s water
Unit 1
(pie graph of water users)?
95
Unit 2
Availability of water and
requirement in South Africa
96
Unit 3
River health and the care of
catchment areas
98
Unit 4
Disappearing wetlands and
why conservation is necessary –
case study
100
Responsible use of water
Unit 5
resources – agricultural, industrial
and domestic users
102
Revision and assessment
104
Contents
History
Term 1
Term 2
Topic 1: The kingdom of Mali and the city of
Timbuktu in the 14th century
106
108
Sub-topic 1 Trade accross the Sahara Desert
Camel caravans as the means of
Unit 1
transport
108
Unit 2
Goods including salt brought from
Europe and North Africa into Mali
where they were exchanged for gold,
slaves, ivory and ostrich feathers 109
Spread of Islam across North Africa
Unit 3
and into West Africa via traders:
9th century
110
Unit 4
Sources of information about
111
the past
Sub-topic 2 The kingdom of Mali
113
Mali at the height of its power under
Unit 1
113
Mansa Musa early 14th century
Unit 2
Mansa Musa’s pilgrimage to Mecca 114
Unit 3
Construction of the Great Mosque 115
116
Sub-topic 3 The city of Timbuktu
Unit 1
Why the city of Timbuktu flourished 116
Leo Africanus’ eyewitness stories
Unit 2
117
of his travels
– Travel along caravan routes, into
the Sahara desert and two visits to
Timbuktu
117
– Descriptions of Timbuktu in his
book Description of Africa (1550) 118
Unit 3
Timbuktu as a trade centre on the
trans-Saharan caravan route
119
– Goods coming from the
Mediterranean shores and salt being
traded in Timbuktu for gold
119
Unit 4
Timbuktu as a centre of learning 121
– Mathematics, chemistry, physics,
optics, astronomy, medicine, history,
geography, the traditions of Islam,
government laws and much more 122
– Timbuktu Manuscripts Project and
South African collaboration
124
– Why Timbuktu is a World
Heritage Site
125
Topic 2: The Trans-Atlantic slave trade
128
Sub-topic 1 West Africa before the European
slave trade
Unit 1
Slavery in West Africa
130
130
Revision and assessment
126
Sub-topic 2 The nature of slavery in West Africa
before Europeans
131
Unit 1
What was slavery like in West Africa 131
132
Sub-topic 3 Slavery in the American South
Plantations: tobacco, rice, sugar
Unit 1
cane and cotton
132
Unit 2
Reasons for using slave labour
136
– How slaves were captured, sold and
transported from West Africa
137
– Slave market
138
– Numbers of slaves that were
taken to America
139
– What happened to the raw materials
that slaves produced?
139
Sub-topic 4 The impact of the Trans-Atlantic
140
slave trade on slaves
Unit 1
What it was like to be a plantation
140
slave in the American South
– Slave culture in songs and stories 141
– Resistance to slavery: Individual
responses
143
– Rebellion against slavery
144
– Nat Turner’s revolt in 1831
144
– Joseph Cinqué and the Amistad
Mutiny in 1839
145
– The Underground Railroad
146
– Harriet Tubman: slave who escaped
to freedom, and helped other
slaves to escape
147
– The story of John Brown and his
mission to abolish slavery
149
Sub-topic 5 The impact of the Trans-Atlantic
slave trade on economies
150
West Africa, America and Britain
150
Unit 1
– Gains for America and Britain and
negative impact on West Africa
150
Revision and assessment
152
Term 3
Term 4
Topic 3: Colonisation of the Cape 17th–18th
centuries
Topic 4: Co-operation and conflict on the frontiers
of the Cape Colony in the early 19th century 182
Sub-topic 1 Arrival of the British and the
expanding frontiers of
European settlement
184
Unit 1
The British at the Cape 1795
184
Sub-topic 2 The Eastern frontier of European
settlement
186
Unit 1
Frontier wars on the eastern frontier
of European settlement
186
– Case study: Chief Maqoma
(1798–1873) and Xhosa resistance
to British rule
188
Unit 2
Soldiers and officials
190
– Case study: Andries Stockenström
(1792–1864) and his involvement
on the Eastern frontier of European
settlement
192
193
British immigration
Unit 3
Abolition of slavery 1836
194
Unit 4
Boers migrate and move into the
Unit 5
196
interior: Great Trek
– Case study: The lives of
inboekselings
197
Sub-topic 3 The nothern frontier of European
settlement
199
Unit 1
Expanding trade relationships on
the northern frontier of European
settlement
199
Unit 2
Kora and Griqua: traded manufactured
goods, tobacco and pack oxen from
the Cape
200
Unit 3
The southern borders of the
Tswana world: traded ivory, hides,
skins and furs, iron and copper with
Kora and Griqua
202
Unit 4
Missionaries and traders
203
– Robert Moffat (1795–1883) at
Kuruman
204
154
Sub-topic 1 Revise from Grade 5
156
Unit 1
Indigenous inhabitants of the Cape
in the 17th century
156
Where African farmers were settled 158
Unit 2
Sub-topic 2 Dutch settlement
160
Unit 1
Reasons for the VOC (DEIC)
permanent settlement at the
Cape: 1652
160
Unit 2
Results of the arrival of the Dutch 162
164
Slaves at the Cape
Unit 3
– Why slaves were brought to
the Cape
164
165
– Where the slaves came from
– How slaves were brought to
the Cape
166
– What it was like to be a slave at
the Cape
166
– Causes and effects of slave
168
resistance at the Cape
– Slave legacy at the Cape, including
religion of Islam and the
development of the Afrikaans
language
170
Unit 4
Free burghers; Dutch and French
Huguenot immigration to the
Cape
171
Unit 5
Expanding European frontiers
174
– The movement of trekboers with
their slaves and servants inland 175
– Lifestyle and stories of trekboers 176
Unit 6
Land dispossession and
consequences for the
indigenous population
178
– Genadendal: the first mission
station in southern Africa, 1738 178
– The work of William (Wilhelm)
Bleek and Lucy Lloyd
180
Revision and assessment
181
Revision and assessment
206
Term 2 Exemplar Test
Term 4 Exemplar Exam
Skills, Exam preparation and Assessment
Glossary
Index
Bibliography
208
215
223
229
235
241
TOPIC
1
Map skills
Figure 1 Learners using a street map of Cape Town to find places of interest.
2
Term 1
Focus: Local maps
Introduction
Figure 2 Maps show the land from above.
Maps are very accurate drawings of the land.
They show the land from above.
We use maps to help us locate places and find
our way. Maps have a language of their own.
You will have learnt about the following maps
language in earlier grades:
• Maps have symbols which are used to
represent objects and places on the ground.
• Map symbols are explained in the map key.
• Maps have a scale on them so that we can
work out the actual distances on land.
• Maps have grids on them to make finding
places easier.
Being able to read a map is a very useful skill.
Find information from a photograph
Look at Figure 1 on page 2.
1.
2.
3.
What kind of map are these children
looking at?
Suggest reasons why they may need to look
at a map.
How do maps help people find their way?
A sketch map
A map of the world
3
Sub-topic
1
Local maps and street maps
Unit 1: Finding home, school and places of
interest on a map of the local area
Local maps show a part of the land where people live. Street maps show
and name all the streets, roads and freeways in a settlement. You can find a
collection of street maps for a particular area in a book called a street atlas.
Most local area maps and street maps show only a few square kilometres
of land.
Fatima Isaacs is standing outside her house in Cape
Town. Fatima’s house is marked on the map on page 5.
ACTIVITY 1 Find places on a map
(Assessment aims and skills: 4, 6)
Examine the map of the local area of Cape Town on page 5 and answer the
questions that follow.
1.
2.
3.
4.
5.
6.
4
Term 1
Point to the map key, the compass and the map scale. Tell your partner
why these parts of the map are useful to map readers.
Identify the following symbols in the map key:
a. school
b. railway
c. clinic
Find Fatima’s house on the map. Give the grid square where Fatima
lives. (Remember to give the letter before the number.)
Fatima lives close to a few sports grounds. Name one of these
sports grounds.
In what street is the nearest church to Fatima’s house?
Fatima travels by train to her school in Belmont Road.
a. From which train station will she leave when she travels to school?
b. To which train station will she travel to get to her school?
Figure 1 A street map showing a part of Cape Town
Topic 1: Map skills
5
Key word
• suburb – an area
that forms part of a
town or city
Unit 2: Using an index and grid to locate
places in a street guide
In Grade 6 you learnt how to use the index of an atlas. Atlases and books
of street maps have an index at the back of the book. Indexes are in
alphabetical order as shown in the index below.
Street name
Suburb name
Main Road
Menin
Middleton
Montrose
Mount
Nansen
Newlands Ave
Newlands Road
Nursery
Claremont
Claremont
Claremont
Newlands
Newlands
Claremont
Newlands
Newlands
Rondebosch
Page
Grid square
13
13
13
13
13
13
13
13
13
D2
D3
D3
C1
C2
D3
C1
D1
A3
Figure 2 Part of the index from the street guide for the map on page 5
ACTIVITY 2 Use an index and grid
(Assessment aims and skills: 4, 6)
Use the index in Figure 2 above and the map in Figure 1 on page 5 to
answer these questions.
1.
2.
3.
4.
5.
6.
Name the streets that are in the same grid square as Fatima’s street.
Find these streets on the map.
In which suburb does Fatima live?
Name the grid square where there is a swimming pool.
List the grid squares where there are schools.
Give the grid squares for the following places of interest:
a. Keurboom Park
b. Sahara Park
c. Rhodes Memorial
Fill out an entry for the map index for the location of the Southern Sun
Hotel. Use the table below.
Street name
6
Term 1
Suburb name
Page
Grid square
Unit 3: Using a street map to find
places and describe a route
Street maps help you to find places and to find your way. Read
about how Fatima used a street map to give her friend directions.
Fatima’s friend, Amala, was visiting from the Eastern Cape. She
and her parents were staying at the Southern Sun Hotel in
Newlands. Amala wanted to visit Fatima and asked Fatima to
send her directions from the hotel to Fatima’s house. Fatima
used her mother’s street map to find the directions from the
Southern Sun Hotel in Newlands to Fatima’s house. Fatima sent
the directions by SMS. See the message on the right.
Figure 3 Directions from the Southern Sun Hotel
to Fatima’s house in Nansen Road
Fatima and Amala outside Fatima’s house
ACTIVITY 3 Follow directions to describe a route
(Assessment aims and skills: 6, 9)
Use the map in Figure 1 on page 5 and the directions in Figure 3 above to
answer the questions.
1.
2.
3.
Use the directions above to follow the route to Fatima’s house on the
map on page 5.
Complete the directions below for the route between St Michael’s
Church in D3 to Keurboom Park.
a. Walk along St Michael’s Road.
b. Turn first right into St ...
c. Turn ... into ...
d. Then ...
Describe the route Fatima would take to get from her house to
Claremont train station. Write out a set of directions like the ones in
question 2.
Topic 1: Map skills
7
Sub-topic
Sketch maps and explaining routes
2
Key word
• sketch map – a
simple, rough
drawing of a map
Unit 1: Sketching maps to show the route
from one place to another
It is sometimes easier to follow a route on a map than to follow directions
in words. Amala wanted to go to Rondebosch Common. She drew a simple
map of how to get from the Southern Sun Hotel to Rondebosch Common.
This type of map is called a sketch map. A sketch map is not as detailed as a
proper map. It is a rough drawing that shows only important details that will
help a person find his or her way.
Figure 1 Amala drew this sketch map of a route from the Southern Sun hotel to Rondebosch Common.
ACTIVITY 1 Follow a route on a sketch map
(Assessment aims and skills: 9, 6)
1.
2.
3.
4.
8
Term 1
Follow the route on the sketch map in Figure 1 above. Draw the
symbols used to show:
a. the railway
b. a train station
c. traffic lights
Why are only some road names on the sketch map?
List three differences between the sketch map above and the street
map on page 5.
Draw your own sketch map to show the route between Fatima’s house
and Sahara Park.
Unit 2: Determining and showing compass
directions on a local sketch map
You will remember from previous grades that all maps show compass
directions. You know that geographers prefer to use compass directions
instead of the words ‘left’, ‘right’ and ‘straight’ when giving directions. The
following activity shows you how to make a compass to use on a map.
Key word
• geographer – a
person who studies
geography
ACTIVITY 2 Make and use a map compass
(Assessment aims and skills: 6, 9)
1.
2.
3.
Trace the eight compass points onto a clear piece of plastic as shown
in Figure 3.
Cut out the compass as shown in Figure 4.
Place the centre of your compass (this is the place where all the lines
cross) on the Southern Sun Hotel Newlands on the street map on page 5.
Figure 3
Figure 4
FIgure 2 Placing a compass on the map helps you give directions from one
place to another.
4.
Give the closest compass direction of the following places from the
Southern Sun Hotel:
a. Newlands Rugby Ground
b. SACS Primary
c. Fatima’s house
Topic 1: Map skills
9
ACTIVITY 3 Draw a sketch map and give compass directions
(Assessment aims and skills: 6, 9)
1.
2.
Put your plastic compass on Rondebosch train station on the sketch
map in Figure 5 below. Give the compass direction of the following
places from Rondebosch train station:
a. University of Cape Town
b. Rondebosch Common
c. Groote Schuur Primary School
Copy and complete the sketch map below. Draw and name the main
roads that go to the three places named in question 1. Refer to the map
in Figure 1 on page 5.
Draw the eight points of the compass over Rondebosch train station on
your sketch map.
Figure 5 A partly completed sketch map of the area around Rondebosch train station
3.
Write a list of directions using street names and compass points from
Rondebosch train station to Groote Schuur High School. Begin your list
like this:
a. Leave the station and walk southwards along Station Road.
b.
c.
d.
10
Term 1
Unit 3: Explaining a route verbally
Key word
Using words to explain a route
• estimate – to make
a calculated guess
It is not always possible to draw a map when you have to explain a route.
You often have to describe the route in words only.
ACTIVITY 4 Explain a route in words
(Assessment aims and skills: 7, 4)
1.
2.
3.
Think of a journey you do often and know well, for example the route
from your house to the shops, or to a friend’s house or to your school.
Explain this route in words to another person in your class. In your
description, use compass points, names of roads and landmarks.
Ask your partner to describe the route back to you. If they missed
out some steps, then explain the route again. Think of ways you can
improve your directions.
Estimating distance
When you give directions it is useful to tell people the distances between
places. You can estimate distances on the ground by comparing distances
with known measurements such as the length of a football pitch (100 m) or
a netball court (30 m).
You can estimate distances on a map by looking at the scale line. The scale
line shows you map distances compared with distance on the ground. You
will learn more about scale on page 14.
ACTIVITY 5 Describe a route and estimate distance
(Assessment aims and skills: 6, 9)
Refer to the sketch map in Figure 6 on page 12.
1.
2.
3.
4.
5.
Describe in words the route Matuma takes from his home to his school.
Refer to landmarks and compass points in your description.
In which direction does Matuma walk for most of his journey?
Name three things made by people that Matuma will see on his walk
to school.
Estimate the distance of the route.
If Matuma takes 10 minutes to walk 500 metres, how long will his
journey take?
Topic 1: Map skills
11
Figure 6 This is a sketch map showing the route Matuma takes from his home to his school near Dimbaza in the Eastern Cape.
12
Term 1
Programme of Assessment: Project
Sketch map of the local area
In this project you will draw a sketch map of the local area close to where you live. You will
apply some of the skills you have learnt so far in this topic.
The following must appear on your sketch map:
• symbols to explain certain landmarks and features
• a distance scale
• a key
• information about how the land is used and the kind of
vegetation you can see in different areas
• the points of the compass.
Key words
• vegetation – all the
plants and trees in
an area
• pace – a single step
taken when walking
Figure 7 Your sketch map should look similar to the sketch map above.
Programme of Assessment: Project
13
Guidelines for drawing your sketch map
•
The area you include in your sketch map should be between 500 m and 1 km2. That is
about as far as you can walk in 20 minutes.
You will need to walk around your local area to gather accurate information to put on your
sketch map.
Make a rough drawing of all the main roads in your local area. Write down the names of the
main roads.
The roads should be the first thing you draw on your sketch map.
Note the position of major landmarks.
Use your paces or other ways to estimate distances to work out a rough idea of the scale.
Indicate scale as a line on your sketch map.
•
•
•
•
•
Use this rubric to check that you have followed all the guidelines for drawing a sketch map.
Project: Drawing a sketch map of the local area
Name:
1
0–
29%
1.
2.
3.
4.
5.
6.
Symbols explaining certain landmarks
and features
A distance scale has been included
A key, explaining the symbols, has been
provided
Information about how the land is used
and the kind of vegetation that can be
seen is explained
The cardinal points of the compass, with
NORTH are shown on the map
Main roads are drawn and labelled on
the map
Average % = Total % ÷ 6
14
Programme of Assessment: Project
2
30–
39%
3
40–
49%
4
50–
59%
5
60–
69%
6
70–
79%
7
80–
100%
Sub-topic
3
Distance and scale
Unit 1: Line scales and word scales
You will remember from Grade 6 that we can show a map scale as a line on a
map, for example:
Figure 1 A line scale
We can also give the scale in words, for example one centimetre on the map
represents one kilometre on the ground. This is a word scale.
The scale of the map of the Eastern Cape in Figure 2 below is one centimetre
represents 50 kilometres. This way of describing the map scale is a word
scale.
The line at the bottom of the map shows the map scale as a line scale. Each
centimetre on the line scale indicates that one centimetre on the map
represents 50 kilometres on the ground. The line scale is 4 cm long. This
represents 200 km on the ground.
You can use the line scale and the word scale to calculate real distances by
measuring the distance between places on the map.
Figure 2 A map of the Eastern Cape
Topic 1: Map skills
15
ACTIVITY 1 Create line scales and word scales
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
Use a ruler to copy the line scale from the map above into your exercise
book. Your line scale should be exactly the same size as it is on the map
of the Eastern Cape.
What does one centimetre on the map scale represent on the ground?
a. Write out the map scale for the map of Eastern Cape as a word scale.
Measure the straight-line distance between Bhisho and Port Elizabeth.
a. How many centimetres is this distance on the map?
b. Convert the map distance to distance on the ground.
c. The direct distance on the ground between Khaya Mandi and Port
St Johns is: 50 km, 10 cm, 500 km or 650 km?
Examine the map of the world in Figure 3 below. How many kilometres
does one centimetre represent?
Figure 3
5.
16
Term 1
Calculate the following map distances.
a. Johannesburg to Hong Kong
b. London to Cape Town
c. Rio de Janeiro to Paris
Unit 2: Different scales for different maps
– small and large scale maps
Maps come in different shapes and sizes. Some maps are large and cover a
very small area. Other maps are small and cover a very large area. The map
scale tells you how much of Earth’s surface a particular map shows. The map
of the world below is about the same size as the map of the Eastern Cape on
page 14. But the map below shows the whole world.
Key word
• indirect – not
straight, curved or
winding
The map of the world is a small scale map. The street map of Cape Town on
page 5 is a large scale map. Large scale maps show much more detail than
small scale maps.
Figure 4 World map
ACTIVITY 2 Compare map scales
(Assessment aims and skills: 6, 9)
1.
2.
3.
Write out the scale of the world map in words.
Write out the scale of the map of Cape Town on page 5 in words.
Compare the map on this page with the maps on page 5 and 15.
Verify which of these statements are true. Write out only the true
statements in your exercise book.
a. The world map is a large scale map.
b. The map of the world shows the smallest area.
c. The map of Cape Town shows the smallest area.
d. The map of the Eastern Cape shows the largest area.
e. The map of Cape Town is a large scale map.
Topic 1: Map skills
17
Unit 3: Measuring indirect distances on a
street map (string and a line scale)
We can use a map to accurately calculate the distance between two places.
If roads are straight, we can use a ruler to measure distances. But most
routes between places are not straight. Some roads bend and curve. We
need another way to measure these routes.
Use a piece of string to calculate indirect distances
on a street map
18
Term 1
1.
Lay a piece of string along the route you want to measure.
a. Make sure the beginning of the string is at the place you are
measuring from.
b. Hold the part of the string or make a mark on the string at the place
where the route on the map ends.
2.
Lay your string along the line scale. Measure the length of the string up
to the point you have marked.
a. You may need to measure the string in pieces if it is longer than the
scale line.
b. Convert the map distance to ground distance using the map scale.
Unit 4: Calculating distances on maps
(direct and indirect routes)
The string method will help you to calculate indirect distances on a street
map. You can use a ruler to calculate direct distances.
Use the scale to estimate distances on a given map
Figure 5 A street map of part of Umlazi in Durban
ACTIVITY 3 Measure indirect distances on a street map
(Assessment aims and skills: 6, 9)
Look at the street map in Figure 5 above.
1.
2.
3.
What is the scale of the street map of Umlazi? Write this as a word scale.
Use a piece of string to help you calculate the following indirect
distances on the Umlazi map:
a. The east to west distance of the Griffths Mxenge Highway.
b. The length of Veni Yeni Road until it meets Sibusiso Mdakane Drive.
c. The complete length of the railway on the map.
Estimate the north to south distance on the map. Use the scale line and
a ruler to check your estimate.
Topic 1: Map skills
19
Check estimates with accurate measurements
Figure 6 A map of part of Mpumalanga
ACTIVITY 4 Estimate and check distances on a map
(Assessment aims and skills: 6, 9)
Look at the map in Figure 6.
1.
2.
3.
4.
5.
20
Term 1
What is the scale on the map of Mpumalanga?
Is this scale larger or smaller than the scale on the map of Umlazi in
Figure 4 on page 19?
Estimate the direct distance between eMalahleni and Mbombela. Use a
ruler to check your estimate.
Estimate the indirect distance between Ermelo and Mbombela. Use
the string method to calculate the indirect distance between Ermelo
and Mbombela.
Estimate the distance of a journey from Loskop Dam to eMkhondo. Use
the string method to check your estimate.
Sub-topic
4
Current events
Unit 1: Places in the news on a world map
Key word
There are always stories in the news about people and places in the world.
Some of these stories are about things to do with Geography such as
earthquakes, weather, farming and industry. We can display current events
on a map of the world.
• current events –
news about people
and places that
takes place in the
present
Figure 1 A news board showing current events from around the world
ACTIVITY 1 Make a current events news board
(Assessment aims and skills: 6, 9)
Make your own current events news board like the one shown in
Figure 1 above.
1.
2.
3.
Look through a newspaper. Find two or three stories that interest you.
Pin these stories on your current events news board.
Make a label for the names of the countries, cities or villages that the
stories are about. Stick your labels in the correct place on the world map.
Topic 1: Map skills
21
Unit 2: Latitude and longitude of places in
the news
In Grade 6 you learnt how to give the position of places using latitude
and longitude coordinates. Coordinates help us to locate position more
accurately on maps.
Figure 2 Latitude and longitude marked at 10º intervals on a map of the world
ACTIVITY 2 Locate places in the news using latitude and longitude
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
5.
22
Term 1
Name a country where the 40°N and the 100°E lines of longitude
meet. What current events have happened in this country that you
know about?
Which countries have the following coordinates?
a. 40°N 0°
b. 10°S 50°W
c. 20°S 50°E
Which of these countries are in the news at present? Explain why.
The country where the 10°N and the 50°E lines of longitude meet is
often in the news. Name this country. Give one reason why this country
is in the news.
Find a news story about a country in Africa.
a. Give the latitude and longitude of this country.
b. Place your story on the news board.
Revision and assessment
The Programme of Assessment Project for Term 1 is provided on page 13–14.
Question 1: Interpret a street map to demonstrate map skills
Look at the map of Durban and answer the questions.
a.
b.
c.
d.
e.
f.
g.
h.
Name the school in grid square B1.
Give the grid square coordinates for the following.
i. Maxwell Road ii. Beaumont Street iii. Kuwait
Draw the scale of the map as a line scale.
Write out the scale as a word scale.
Estimate the distance between Fynnland Station and Bushlands Primary.
Use a ruler and the line scale to calculate the distance along Bluff Road between
Hartlepool and Hathaway.
Use the string method to calculate the length of the railway line between Kings Rest Station
and Fynnland station.
Give the direction of the following places from Malborough Park Primary School.
i. Kings Rest Station
ii. Fynnland Station
iii. Lt King Park
(2)
(6)
(2)
(2)
(2)
(2)
(3)
(3)
Figure 1 Map of Durban
Revision and assessment
23
Revision
Write a set of directions for the route between Marlborough Park School and
Bushlands Primary. The route should pass by Lt King Park.
Is the map of Durban a large or small scale map?
i.
j.
(6)
(2)
[30]
Question 2: Draw a sketch map to show a route
a.
b.
c.
Draw a sketch map to show the route between Fynnland Station and Fynnland Primary.
Your sketch map should help someone find the route from station to the school.
Label the roads that people will walk along on the journey.
Add and name important landmarks that will help a person use the sketch map to find the
way to Fynnland Primary School.
(4)
(4)
(2)
[10]
Question 3: Locate places using coordinates
Refer to the map in Figure 2 of Africa on page 25.
a. Name the ocean where the 0° lines of latitude and longitude cross.
b. Name the countries with the following coordinates:
i. 20°S 30°E ii. 30°N 10°W
iii. 30°S 20°E
c. Give the coordinates for Ethiopia and Niger.
d. Give the coordinates for one African country that has been in the news recently.
Say why it was in the news.
24
Revision and assessment
(1)
(3)
(4)
(2)
[10]
Total: 50
Figure 2 Map of Africa
Revision and assessment
25
TOPIC
2
Volcanoes, earthquakes and floods
Figure 1 A natural event that caused massive devastation and destruction to people, property and the natural environment.
26
Term 2
Introduction
Did you know that at one time all the continents
used to fit together like a giant puzzle? Do you
know what causes earthquakes and volcanoes?
What lies beneath Earth’s surface? How can
people stop rivers from flooding? You will find
answers to these questions and many others in
this topic. You will look at real examples of how
volcanoes, earthquakes and floods affect people
and the land. But first, look at the photograph on
page 24.
Find information from a photograph
(Assessment aims and skills: 1, 9, 3)
1.
2.
3.
Mount St Helens volcano
4.
5.
What do we call the natural event you can
see in Figure 1 on page 26?
What could have caused this event to
happen?
Describe three ways in which people are
affected by what is happening.
How are the land and buildings damaged?
List some of the things people will need
to do to repair the damage caused by
this event.
Earthquake damage in Haiti in 2010
27
Sub-topic
Structure of Earth
1
Key words
Unit 1: Core, mantle and crust
• structure – the way
in which different
parts are put
together to make
something
Earth’s structure is made up of three layers – the crust, the mantle and the
core. The crust is the solid outer part of Earth. The mantle is an area of hot
molten rock beneath Earth’s crust. The core is at the centre of Earth. The
core has two parts – the inner core and the outer core.
• molten – heated
to a very high
temperature so that
it becomes liquid
crust
10–70 km thick
mantle
2 800 km thick
outer core
2 250 km thick
inner core
1 250 km thick
Figure 1 Earth’s structure
Earth’s crust can be divided into oceanic crust and continental crust. The
ocean floors are mostly made up of oceanic crust, while continental crust
makes up the continents. Ocean crust is thinner than continental crust.
Oceanic crust is usually less than 10 km thick. Ocean crust is made of
heavier rocks which are rich in magnesium and iron, e.g. basalt. Continental
crust is usually about 30 km thick. It is made up of rocks that are rich in silica
such as granite. About 40% of Earth’s surface is made of continental crust.
Ocean crust is generally much younger than continental crust because it is
continually being created by volcanoes that erupt on the ocean floor.
28
Term 2
We can compare the structure of Earth to a peach. The skin of the peach
represents the crust. The stone (pip) at the centre of the peach represents
the solid inner core. The flesh of the peach represents the mantle and the
outer core.
flesh (mantle and
outer core)
skin (crust)
stone (inner core)
Figure 2 The peach is a good model of Earth because
its structure is similar to Earth’s structure. Like the skin
of the peach, the crust of Earth is very thin compared to
the rest of Earth.
Figure 3 A section of Earth
ACTIVITY 1 Use information from different sources
(Assessment aims and skills: 4, 6)
1.
2.
3.
4.
5.
Copy the drawing in Figure 3 showing a section of Earth.
a. Label the inner and outer core, mantle, and crust.
b. Show the thicknesses of these layers on your drawing.
Name the parts of Earth that are solid.
What part of the Earth’s structure is under the oceans?
What type of crust is visible in the image of the Earth above?
The following statements are all false. Rewrite each statement to
make it true.
a. Earth has three types of crust.
b. The thickest parts of Earth’s crust are under the ocean.
c. New crust is continually formed under the continents.
d. Granite is a rock that occurs in the ocean floor.
Topic 2: Volcanoes, earthquakes and floods
29
Key words
• tectonic plates –
giant sections of
Earth’s crust
• plate margins – the
edges of tectonic
plates
• geological time –
measures time in
millions of years not
months or years
Unit 2: How the crust moves: Introduction to
tectonic plates and plate movement
Tectonic plates
Earth’s crust is divided into a number of large slabs which scientists call
tectonic plates. Tectonic plates ‘float’ on the liquid mantle underneath
Earth’s crust. The map in Figure 4 shows the positions of the tectonic plates.
Some plates are mostly ocean, others are mostly land, and others have both
land and ocean on them.
• convection
currents – circular
movements of
material in the mantle
Figure 4 Earth’s main tectonic plates
Plate movement
The tectonic plates move very slowly along the edges. These edges are
called the plate margins or plate boundaries. Tectonic plates move at about
the same speed that your finger nails grow, that’s almost 3 cm a year. In
geological time that is very fast!
Scientists think that heat from Earth’s core causes circular movements in
the mantle called convection currents. Scientists believe that convection
currents in the mantle slowly move the plates that ‘float’ on top of the mantle.
1. Heat from Earth’s core creates
convection currents in the
mantle.
2. Close to Earth’s surface, the
liquid mantle cools down.
3. The cooler material begins to
sink back into the lower parts
of the mantle.
4. The circular movement in the
mantle is a kind of current that
moves the plates that ‘float’ on
top of the mantle.
continents
ocean
crust
2
3
mantle
1
Figure 5 How convection currents in the mantle cause the tectonic plates to move
30
Term 2
4
The moving plates create and destroy Earth’s crust
In some places new crust is made as liquid rock bubbles up from the mantle.
New crust is made when a volcano erupts. Hot lava from the volcano cools
down to form solid rock. We see this new crust appearing as volcanoes. In
other places, parts of the crust are destroyed and melt back into the mantle.
You can see in Figure 6 below how the moving tectonic plates both create
and destroy Earth’s crust.
Key words
• volcano – opening
in Earth’s crust
through which lava
and ash erupt
• lava – molten rock
that cools on Earth’s
surface
Volcanoes form
new crust on land
New land is made
when plates collide
Volcanoes form new crust under the ocean
Crust melts and is drawn back into
the mantle
Figure 6 How movement of the tectonic plates creates and destroys Earth’s crust
ACTIVITY 2 Identify tectonic plates and draw a diagram
(Assessment aims and skills: 6, 9)
Look at Figure 4 on page 30.
1.
2.
3.
4.
5.
6.
Name one tectonic plate that is mostly ocean and one that is mostly land.
Name the plates to the north, south, east and west of the African plate.
What tectonic plate is South Africa part of?
The following sentences are all wrong. Change a word or words in each
sentence to make it correct.
a. Tectonic plates move on top of the inner core.
b. Convection currents in the mantle cause Earth’s tectonic plates to
stay in one place.
c. New land is made when a tectonic plate erupts.
Draw the part of the diagram in Figure 6 that shows what happens
when two tectonic plates move apart.
a. Add arrows to your diagram to show the direction of movement.
b. Write the words ‘new crust’ in the correct place.
Draw the part of the diagram in Figure 6 that shows what happens
when one tectonic plate slides under another tectonic plate.
a. Add arrows to show movement.
b. Add the following labels: volcanoes, crust destroyed, mountains
pushed up.
About our world
Earth creates new
crust and destroys
old crust at the same
rate. That is why
Earth has remained
more or less the
same size for billions
of years.
Topic 2: Volcanoes, earthquakes and floods
31
Sub-topic
2
Volcanoes
Unit 1: Volcanoes – location around
the world
The map in Figure 1 below shows the location of volcanoes around the
world as well as the tectonic plates. The volcanoes are shown as small
orange dots. The tectonic plates are the bold purple lines. Can you see how
close the volcanoes are to the plate margins?
Mount St Helens is an
explosive volcano on the west
coast of North America. It is
situated in the Ring of Fire.
Figure 1 A map showing the world’s plates and volcanic areas
32
Term 2
The Ring of Fire
Key word
Some of the world’s most active volcanoes occur around the edge of the
Pacific Plate. This area is called the ‘Ring of Fire’. Look at the map in Figure 2.
You will see how close the volcanoes in the Ring of Fire are to the margin of
the Pacific Plate.
• active volcanoes –
volcanoes that are
erupting or that are
expected to erupt in
the near future
Pacific Plate
Figure 2 Volcanoes in the Ring of Fire
ACTIVITY 1 Identify volcanoes on a map
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
5.
Do volcanoes destroy or create new crust?
Use an atlas to help you name the continents, countries and oceans
close to the Ring of Fire.
What is the nearest volcanic area to South Africa?
Look at Figure 1 on page 32. Give two examples of plates that are
moving apart.
Look at Figure 1 on page 32. Give two examples of plates that are
moving towards each other.
Topic 2: Volcanoes, earthquakes and floods
33
Unit 2: Why volcanoes occur
Active volcanoes
There are about 1 500 active volcanoes in the world. Active volcanoes are
volcanoes that are known to have erupted. Most of these volcanoes occur
in areas close to plate margins. When Earth’s crust moves, it disturbs the
mantle and the crust, which results in a volcano or earthquake.
Volcanoes caused by tectonic plates moving apart
Some volcanoes occur when tectonic plates move apart, as shown in
Figure 4 below.
Figure 4 Volcanoes form at places where plates move apart.
1
2
1. Plates moving together.
2. Plates moving apart.
Figure 3 Direction of plate movement
This photograph shows a volcano erupting under the Atlantic Ocean
where the South American Plate and the African Plate are moving apart.
34
Term 2
Volcanoes caused by colliding tectonic plates
Some volcanoes occur when
a tectonic plate slides under
another tectonic plate, as
shown in Figure 5 below. As
one tectonic plate slides under
another, it begins to melt back
into the mantle. Some of the
melting plate works its way
through Earth’s crust and erupts
as a volcano.
volcano
The Puyehue volcano in Chile erupted volcanic ash into
the sky for several months in 2011.
plates collide
melting plate
moves upwards
causing a volcano
mantle
one tectonic plate
slides under another
Figure 5 Volcanoes form at places where plates collide.
ACTIVITY 2 Use a map to answer questions and interpret a diagram
(Assessment aims and skills: 4, 6, 9)
1.
2.
3.
Look at Figure 4. Write one sentence to explain why volcanoes occur at
places where plates move apart.
Write two sentences that explain why volcanoes occur at places where
plates move together. Use the following words in your answer: ‘mantle’,
‘erupt’ and ‘melting’.
Look at the two photographs of volcanic eruptions on page 34 and
above. You will need an atlas.
a. Locate each volcano on a world map.
b. Explain why there are volcanoes in these areas.
c. Give one cause of each volcano.
Topic 2: Volcanoes, earthquakes and floods
35
Sub-topic
3
Earthquakes
About our world
In 2010 there were
175 very strong
earthquakes. That
is almost one
earthquake every
two days. About
320 000 people
died as a result of
earthquakes in 2010.
Unit 1: Location of earthquakes around
the world
Earthquakes happen along plate boundaries in the same areas as volcanoes.
The map in Figure 1 below shows where earthquakes occur in the world.
The earthquake areas are shown as small red dots. Scientists in the United
States estimate that several million earthquakes happen each year. Most of
these are too weak to do any damage.
Figure 1 Location of earthquakes around the world
About 230 000 people died as a result of an earthquake that struck Haiti in 2010.
ACTIVITY 1 Find out about Haiti
(Assessment aims and skills: 1, 6, 8)
1.
2.
3.
36
Term 2
Find Haiti on the map in Figure 1.
Name the tectonic plates close to Haiti.
Write one sentence to explain why scientists would expect earthquakes
to happen in this area.
Unit 2: Causes of earthquakes
Key words
Like volcanoes, earthquakes happen along the margins of tectonic plates.
Earth’s plates move unevenly. They move slowly and grind against each
other, creating shock waves that vibrate through Earth’s crust. The shock
waves cause the ground to shake. The diagram in Figure 2 below explains
how earthquakes occur.
Earth’s crust is weakest at the places where the tectonic plates meet.
Convection currents in the magma cause pressure to build up at the plate
margins. Here, the rocks in the crust are either pulled apart or pushed
together. Pressure and
tension cause the rocks
buildings
close to plate margins to
shake
shudder and then to slip
in a sudden movement.
These sudden movements
cause movements along
lines of weakness in
Earth’s crust called faults.
Earthquakes happen
along faults.
• shock wave – a
force of energy that
shakes the ground
• fault – a crack or
weak point in Earth’s
crust
earthquake
centre on
the surface
fault
shock waves
Figure 2 An earthquake causes shock waves that pass through Earth’s crust.
ACTIVITY 2 Match words and meanings correctly
(Assessment aims and skills: 6, 9)
1.
2.
3.
The following sentences have one word in the wrong place. Write out
each sentence with the right word.
a. An earthquake happens when plates move and send faults through
Earth’s crust.
b. Earth’s crust moves along cracks called plate margins.
c. Earthquakes often occur close to shock waves.
Why are there lots of faults close to plate margins? Think about how
plates move.
Explain how movements in the mantle cause earthquakes. Use the
words ‘convection currents’, ‘faults’, ‘Earth’s crust’, ‘pressure’ and ‘tension’,
in your answer.
Topic 2: Volcanoes, earthquakes and floods
37
Unit 3: Effects of earthquakes
The photographs on this page show some of the effects of earthquakes
on people and the land. Some earthquakes that take place at sea cause
tsunamis.
Figure 3 Earthquakes cause the ground to shake violently, causing
buildings to collapse and crush people.
Figure 4 Earthquakes that take place under the sea can cause giant
waves called tsunamis. Tsunamis can wash over the land, killing
people and destroying farms and buildings.
Figure 5 Settlements may be further destroyed by fires that start
after an earthquake breaks pipes carrying gas and petrol.
Figure 6 Many people are left homeless after an earthquake destroys
their homes. Polluted water and decaying bodies cause disease to
spread easily.
Key word
• tsunami – a large
wave of water
caused by an
earthquake in the
ocean’s crust
ACTIVITY 3 Examine photographs and complete a table
(Assessment aims and skills: 5, 6)
1.
Copy the table below.
Effects of the earthquake on people
Figure 3
Figure 4
Figure 5
Figure 6
2.
3.
38
Term 2
Complete the table for each of the four photographs on this page.
Write a one paragraph report from the scene of an earthquake.
Describe some of the effects of the earthquake on the people in
the area. Your answer will be marked with the rubric on page 227.
Unit 4: Why some communities are at
higher risk than others
People who live close to plate margins are always at risk of being affected
by a powerful earthquake. How much an earthquake affects the people in
this area depends on a number of things, such as:
• how many people live in the area
• the quality of the buildings they live in
• how well the area is prepared for an earthquake
• the availability of people who can rescue and treat earthquake survivors.
Key word
• developing
countries –
countries where
many people
are poor and
uneducated
In countries where there are many earthquakes, like Japan and New Zealand,
people prepare themselves for the effects of an earthquake by making
buildings strong and having very good emergency plans. Being prepared for
earthquakes reduces the damage earthquakes can cause. In countries where
people are less prepared for earthquakes, more damage and deaths occur.
High risk communities
• Urban areas with large numbers of people are
more at risk than rural areas with low populations.
• People who live close to the sea where earthquakes
occur may experience tsunamis.
• Places where buildings are poorly made are at
risk as the buildings will collapse easily during
an earthquake.
• Communities with poor rescue plans can wait
days before rescue teams reach the area to help
the survivors.
• Settlements that do not have good
communication links, such as remote rural area,
are in danger of not being able to phone for help.
er
Developing countries like Mexico and Haiti suff
badly when an earthquake strikes. Developing
do
countries are usually poor. Their governments
of
not have enough money to deal with the effects
r
a big earthquake. They rely on help from othe
countries. More developed countries are richer.
have
Their governments build stronger buildings and
rescue teams and doctors who can help people.
is at
From Christina Gonvales’ school notebook. Christina
school in Mexico.
ACTIVITY 4 List reasons why some people are more at risk than others
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
Name two areas in the world where you should not live if you want to
avoid the risk of earthquakes.
Why are urban areas in some parts of the world more at risk of serious
damage than rural areas?
Think of reasons that could explain why rural areas may be safer during
an earthquake.
Do you agree with Christina Gonvales that people who live in richer
countries will be less at risk from the effects of earthquakes? Write
your answer under the headings: buildings, communication and
rescue plans.
Topic 2: Volcanoes, earthquakes and floods
39
Key word
• impact – force or
strong effect
Unit 5: Reducing the impact –
preparing for and responding to
earthquakes
We saw on page 37 how people can help to reduce the impact of earthquakes
by making stronger buildings and having good rescue plans. These actions
will reduce the damage caused by earthquakes. The information below the
photographs lists other ways of reducing the impact of earthquakes.
1. Good equipment to cope with
earthquake damage, such as helicopters,
diggers and cranes
2. Well-trained rescue teams
4. Emergency plans that cut off gas and
electricity as soon as earthquake strikes
3. Doctors, nurses and medical supplies as
well as emergency supplies of water and
food
5. Warning systems that tell people an
earthquake has struck or a tsunami is
approaching
Figure 7 Ways to reduce the impact of an earthquake
ACTIVITY 5 Suggest ways to lessen the damage caused by earthquakes
(Assessment aims and skills: 5, 9, 10)
1.
2.
40
Term 2
Look at Figure 7 above. Talk about how each of the five points will help
to reduce the impact of an earthquake.
You were part of a rescue team that was flown in to help people after
an earthquake. You have been asked to suggest three things that could
have been done to reduce the damage caused by the earthquake. You
must write one sentence to explain how each of the things could have
and will in future reduce the impact of an earthquake.
Unit 6: Case study of the 2010 Haiti
earthquake
On 12 January 2010, a powerful earthquake struck the island of Haiti close
to the country’s capital city, Port-au-Prince. It was the strongest earthquake
to hit this area in the last 250 years.
Figure 8 The position of Haiti
Haiti before the earthquake
The following list gives
information about Haiti.
• In 2010, more than 70%
of people in Haiti were
living on less than R10
per day.
• Haiti is the poorest
country in the western
hemisphere and one of
the poorest countries in
the world.
•
•
Over two million people
lived in Port-au-Prince
before the earthquake.
86% of people in
Port-au-Prince lived in
poorly built, concrete
buildings.
230 000 people died in Haiti’s 2010 earthquake.
ACTIVITY 6 Find information from a case study
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
5.
Look at Figure 8 above. Name the tectonic plates that meet near Haiti.
Near which city did the 2010 earthquake strike?
Haiti is a poor country. Give two examples of poverty in Haiti.
Describe how being poor makes the impact of earthquakes worse.
In your answer mention the kinds of buildings in an area and
income levels.
Refer to your answer to question 4. Explain why so many people died in
the 2010 earthquake that struck Haiti.
Topic 2: Volcanoes, earthquakes and floods
41
Key word
The impact of the 2010 earthquake on Haiti
• cholera – a serious
disease carried in
water that causes
diarrhoea and
vomiting and may
result in death
The following statistics will give you an idea of the devastation and
destruction caused by the earthquake that struck Haiti in 2010.
• 3,5 million people were affected by the earthquake.
• 230 000 people died.
• Over 300 000 people were injured.
• About 190 000 houses were badly damaged and 105 000 were
destroyed by the earthquake (293 383 in total).
• 1,5 million people became homeless.
• 4 000 schools were damaged or destroyed.
• Over 600 000 people left their homes in Port-au-Prince and went to stay
with friends and relatives in other parts of Haiti.
• At one time, one and a half million people were living in tents.
• The earthquake destroyed most of Haiti’s communication lines, so help
and assistance from aid groups was slow to get to Haiti. More lives could
have been saved if international aid had arrived sooner.
• After the quake there were 19 million cubic metres of rubble in
Port-au-Prince – enough to fill a line of trucks for 4 000 km.
• In October 2010, there was an outbreak of the disease cholera which
killed 900 people and infected 216 000 others.
Nearly 30 000 homes were damaged or destroyed.
42
Term 2
Haiti one year after the earthquake
Key word
•
•
•
•
•
•
•
•
•
• medical
consultations –
visits to a doctor
One year after the earthquake, 1,8 million people had received help.
Nearly 500 000 people got improved temporary homes.
720 000 people were given clean water.
890 000 people were given access to safe toilets.
187 000 medical consultations were made.
236 building teams were trained.
39 schools were up and running within six months.
13 000 teachers were trained.
Nearly a million books were given to schools.
Many of the 1,5 million people who were left homeless, lived in tents
for months.
Nearly half a million people received temporary houses after the
earthquake.
ACTIVITY 7 Give your opinion on the Haiti earthquake
(Assessment aims and skills: 5, 6, 9)
1.
2.
3.
4.
5.
6.
List three effects of the earthquake on Haiti.
One and a half million people became homeless after the earthquake.
Why did these people become homeless?
Write three sentences about how you would feel if your home was
completely destroyed and you lost everything.
Why did rescue teams need to get water and toilets into Haiti as quickly
as possible after the earthquake?
Name three other things you think the people in Haiti needed urgently.
Name two good things that happened in the year after the earthquake.
Topic 2: Volcanoes, earthquakes and floods
43
Sub-topic
4
Floods
About our world
In 2011, eight of
South Africa’s
nine provinces
experienced floods.
About 130 people
died in these floods.
Unit 1: Causes of floods
A flood happens when there is too much
water on the land, for example, in the rivers
and dams. Too much water causes rivers to
overflow and flood the surrounding area.
Floods usually happen after there has been
a lot of heavy rainfall. Floods can also be
caused by people.
This flood occurred in the Free State in
How things to do with the
2011. It was caused by heavy rain.
environment help to cause floods
•
•
•
Long periods of very heavy rain fill up rivers and dams.
Steep slopes cause rainwater to flow off the land quickly.
If fires have destroyed the vegetation, water flows quickly into rivers
off the bare ground.
If animals have eaten all the grass, water flows quickly into rivers off
the bare land.
Tsunamis and storms can flood coasts.
•
•
How people help to cause floods
•
•
People build dams which can fill up and flood the land.
Farmers remove or burn natural vegetation to make fields, causing
water to flow quickly off the bare ground.
In cities, water flows very quickly off streets and buildings.
People remove or fill in wetlands and lakes. These areas act like natural
water stores. When they are destroyed, there is more water in the rivers
because it is not being stored in the lakes or wetlands.
•
•
ACTIVITY 1 Explore the causes of floods
(Assessment aims and skills: 4, 6, 9)
1.
2.
3.
44
Term 2
Write the following headings in your exercise books: ‘Human causes’,
‘Environmental causes’. List the following causes of floods under the
correct headings. Some causes may fit under both headings.
Causes of floods: heavy rain, over grazing, burning, buildings,
destroying wetlands and lakes, dams, earthquakes, animals, slopes,
lightning fires.
Discuss how each cause can create a flood.
Give an example of how environmental causes and human causes can
work together to make a flood worse.
Unit 2: Effects of floods
Key words
Floods can cause serious damage to land and property and can result in
many injuries and deaths.
The effect of floods on people and the land
•
•
•
People drown and are injured in floods.
Floods can destroy crops and animals resulting in food shortages.
Floods can wash away soil making the land infertile and bad for
farming. This is called soil erosion.
Floods can destroy buildings, property and transport systems.
Floods can wash sewage out of sewage works, polluting food and
water supplies.
Diseases can spread easily after a flood.
Coastal flooding covers the land with salt water. The salt water kills
plants and poisons the soil.
Serious flooding that destroys land and buildings may mean that some
people will have nowhere to live. Such people may have to move to
another area.
•
•
•
•
•
ACTIVITY 2 Match and describe the causes and effects of floods
• food shortages –
not having enough
food to feed people
• coastal flooding –
floods that affect
areas next to the
coast
Figure 1
(Assessment aims and skills: 4, 6, 9)
1.
2.
3.
Give two examples of how people’s actions can help to cause a flood.
Give two examples of environmental things that cause flooding.
Copy the table below.
a. In the first column. List four causes of flooding.
b. In the second column, list one possible effect for each of the causes
in the first column.
Causes of flooding
Effects of flooding
1
2
Figure 2
3
4
4.
5.
Look at Figure 1 and 2 on the right. Try to identify what you think are
the different causes and effects of the floods in these photographs.
Describe two effects of the flood in Figure 1 and two effects in Figure 2.
Topic 2: Volcanoes, earthquakes and floods
45
Unit 3: Why some communities are at
higher risk than others
Places next to rivers often experience floods. Millions of people across the
world live next to rivers. Why?
People live next to rivers for the following reasons:
• They use river water for drinking, washing and cooking.
• They need water to keep their soil fertile and make their crops grow.
• The land next to rivers is flat and easy to build on.
• There is not enough suitable land in other areas.
• They do not have money to live in areas where there is no risk of floods.
• They have ways of protecting themselves from the dangers of floods.
Figure 3 Poor people in Bangladesh farm land next to the Ganges River which often floods.
Key word
• barrier – an object
that is made to
block or get in the
way of something
The Ganges River floods almost every year when the snow melts in the
Himalayas and the heavy seasonal rains fall. Because there are so many
people living in the areas that flood, many people are killed when the river
floods. People can protect themselves from floods by building walls and
barriers that stop the flood waters washing over the land.
ACTIVITY 3 Answer questions on the Ganges River floods
(Assessment aims and skills: 1, 4, 9)
1.
2.
3.
46
Term 2
What is the name of the river (shown in Figure 3 above) that often
floods in Bangladesh?
Why do so many people live next to this river?
How do you think people in Bangladesh can protect themselves from
floods? Provide three points. Write a sentence about each point.
Unit 4: Reducing the impact – preparing
for and responding to floods
Floods are natural events. People cannot stop floods from happening but
they can reduce the damage caused by floods.
Ways to reduce the impact of floods
Build walls and barriers along the banks of
rivers and coasts lines.
Build settlements away from river banks.
Improve drainage in settlements so that
water can flow away quickly.
Make laws that prevent people from living in
high-risk flood areas.
Teach people about the dangers of flooding.
Use lakes, natural vegetation, and wetlands
to prevent water from flowing too quickly
into rivers.
Figure 4 Reducing the impact of floods
ACTIVITY 4 Use sorces to describe ways people reduce floods
(Assessment aims and skills: 6, 8)
1.
2.
3.
4.
Identify the points in Figure 4 above that will
help to reduce the impact of floods in an urban
area such as London. List the points under the
heading ‘Ways to reduce floods in urban areas’.
Describe the best way people in urban areas can
protect themselves from flooding.
Look at Figure 5 on the right. Explain how
the temporary dam wall prevents flooding in
London.
Do research to find out more about the Thames
Barrier.
Figure 5 A temporary dam wall is lifted from the floor of
the River Thames in London. This barrier prevents flood
waters washing up the River Thames from storms at sea.
Topic 2: Volcanoes, earthquakes and floods
47
Unit 5: Case study of a flood
Key word
• relief aid –
emergency help
given to people who
are in need
2011 was a bad year for floods in South Africa. On these pages you will read
information about the floods that occurred in South Africa in January 2011.
s
d
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o
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n
a
c
i
r
f
A
h
t
u
o
S
n
i
d
a
e
d
123
Jan 24, 2011
y storms
Floods and heav
have killed
in South Africa
ople and left
at least 123 pe
people in
around 20 000
iate help, a
need of immed
ficial said.
government of
were in
88 of the deaths
.
KwaZulu-Natal
said that 33
a
ic
fr
A
South
SA,
in eight of its
municipalities
rm group, Grain
fa
er
st
sa
di
were
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nine provinces
said many fields
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av
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e still under
areas last week
and orchards ar
of
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nd
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thou
rains damaged
water.
ded farmland.
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fl
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illion
An extra R20 m
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el
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such as food pa
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Governmen
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d cost
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far,
so
R356 million
some
om
fr
with reports
me in.
co
ill
st
provinces to
.com
www.terradaily
Figure 6
ACTIVITY 5 Write a news report on floods
(Assessment aims and skills: 5, 6, 9)
1.
2.
48
Term 2
Read the news report in Figure 6 above. List the following information
about the floods in South Africa:
a. When the floods happened
b. Number of deaths
c. Other damage caused
d. The cost of the floods so far
Imagine you are a reporter for a TV station in America. Use your answers
from question 1 to write a short report. Your report should be in full
sentences. Read it aloud to your partner. Do not copy directly from the
newspaper article. Use your own words. Your report will be marked with
the rubric on page 228.
e
u
c
s
e
r
e
h
t
o
t
d
i
Relief a
e from Ivory
recious Thabeth
hannesburg,
Park, east of Jo
ter
ir her house af
is trying to repa
the
d away one of
flooding washe
tic
put some plas
walls. She has
e
iron in the plac
and corrugated
used to be.
where the wall
P
ve
ght now we ha
the water, but ri
.
us
said Precio
nowhere to go,’
the lives with
Precious Thabe
ree children
her sister and th
ed house. ‘I’ve
in a three-room
a
my kids to have
always wanted
.
is place for them
home. I built th
alk
ready to just w
I’m really not
away from it.’
oods have
She says the fl
les,
t of her valuab
destroyed mos
been relying on
and they have
urch and food
help from her ch
alive. ‘The
parcels to keep
clothes and
church gave us
n
s for the childre
school uniform
got destroyed in
– all our things
January when
the first week of
.’
the floods hit us
t safe for us to
‘I know it’s no
e
here because w
continue living
by
hs
at
de
r
t to ou
might get swep
southafrica.com
www.mediaclub
Figure 7
ACTIVITY 6 Give your opinion
(Assessment aims and skills: 2, 5, 9)
Read the news report in Figure 7 above and then answer these questions.
1.
2.
3.
4.
5.
6.
Where does Precious Thabethe live?
What damage did the flood cause to Precious Thabethe’s house?
What reasons does Precious give for not leaving her home?
How have Precious and her family managed to live since their house
was damaged?
Do you think Precious’ community is more at risk from floods than
communities who live in other parts of Johannesburg? Give reasons for
your answer.
Suggest ways people in Precious’ community could have reduced the
impact of the 2011 floods.
Topic 2: Volcanoes, earthquakes and floods
49
Revision and assessment
Please note that your teacher will hand out a the Programme of Assessment Test for you to complete.
There is an additional exemplar test on page 208.
Question 1: Label a diagram
a.
b.
c.
d.
e.
f.
Match the letters on the diagram in Figure 1 with the following labels: oceanic crust, mantle,
convection currents, continental crust.
What causes convection currents in the mantle?
Explain how convection currents cause the plates to move.
Name one part of Earth other than
C
C
ocean
the crust that is solid.
(1)
In which part of Earth’s
structure is most new rock
B
created?
(1)
D
In what region of Earth does
the rock granite occur?
(1)
(4)
(1)
(2)
A
Figure 1
[10]
Question 2: Working with a map to demonstrate understanding
Your teacher will give you a copy of the map in Figure 2 below.
a.
b.
c.
d.
e.
f.
Label the names of the missing tectonic plates at A, B and C.
Write the letter D in a place where two plates are moving apart.
Write the letter E in a place where two plates are moving together.
Write the words Haiti
and Bangladesh in the
correct places on
the map.
(2)
Write the letter F in
areas where there are
a lot of volcanoes.
(2)
A
Write the letter G in
B
one place that has
C
experienced serious
floods.
(1)
Figure 2
50
Revision and assessment
(3)
(1)
(1)
[10]
Question 3: Match definitions to show understanding
Match the correct definition with the words below. List the numbers 1–5 down your page.
Write the correct word next to the number.
Definition
1.
2.
3.
4.
5.
Molten rock that cools on Earth’s surface
A very hot liquid
Giant pieces of Earth’s crust
An opening through which lava and ash erupt
The outer skin of Earth
Word
Volcano
Crust
Tectonic plates
Molten
Lava
[5]
Question 4: Record and explain information about earthquakes
a.
b.
Make a copy of the diagram in Figure 3.
Write the following labels next to the
numbers on the diagram: fault, shock
waves, earthquake centre on the surface. (3)
Explain why earthquakes occur
close to plate margins.
(2)
2
1
33
[5]
Figure 3
Question 5: Make connections between causes and effects of flooding
Look at the photograph of the flood in Figure 4.
a.
b.
c.
d.
e.
Name three possible causes of this flood.
Name three effects of this flood on the
people in the photograph.
Suggest two ways people could have
reduced the impact of this flood.
What kind of relief aid will the people in
this area need? Give two examples of relief aid.
Write a news report of the flood in the picture.
Include information on the following:
• When the flood happened
• The damage to people
• The damage to property
• How people lived after the flood
• Relief aid needed
(3)
(3)
(2)
(2)
(10)
Figure 4
[20]
Total: 50
Revision and assessment
51
TOPIC
3
Population growth and change
Figure 1 A street in a densely populated city
52
Term 3
Focus: World
Introduction
Population is the number of people living in
an area. The world’s population reached seven
billion in October 2011. Seven billion is seven
thousand million. That is 7 000 000 000 in
numbers. Every year, the world’s population
increases by over 50 million people. That
is about the same as South Africa’s current
population. The greatest population increases
are in India, South America, China and other
parts of Asia.
Find information from a photograph
(Assessment aims and skills: 1, 4, 6)
Look at Figure 1 on page 52.
People who live in rural areas often have more children. The
children may work on farms from and early age to help produce
food for the family.
1.
2.
3.
4.
5.
6.
In what country do you think this
photograph was taken?
Is this an urban or rural area?
What work do you think people in this
area do?
Suggest reasons why there are so many
people in this place.
List some of the problems and challenges
people in the photograph may have.
Do you know any places that look like this?
Share your answer with the class.
In China, people are encouraged to have small families.
53
Population concepts
Sub-topic
1
Key words
• birth rate – number
of babies born in
one year compared
to every 1 000
people in a country
• death rate –
number of deaths in
a country for every
1 000 people in one
year
Unit 1: Birth rates, death rates and
population growth rates
Birth rate is the number of babies born in one year per 1 000 people in
a country. If the birth rate is 15, it means that for every 1 000 people, 15
babies were born in one year. Death rate is the number of deaths in one
year per 1 000 people in a country. If the death rate is 10, it means that for
every 1 000 people, 10 people died in one year.
The population growth rate is the difference between the birth rate and
death rate in a country (birth rate – death rate = population growth rate).
About our world
The population
growth rate is also
affected by the
number of people
who permanently
leave or come to live
in a country.
High
Low
birth death
rate
rate
Positive population
growth rate
Even birth
and death
rate
Even population
growth rate
Low
High
birth
death
rate
rate
Negative population
growth rate
ACTIVITY 1 Answer questions on population growth rates
(Assessment aims and skills: 4, 6)
1.
2.
3.
Examine the table in Figure 1 below. Name the country with the:
a. highest birth rate
b. highest death rate
Write your own definitions of the terms ‘birth rate’ and ‘death rate’.
Calculate the population growth rates for France and Mozambique.
Country
Birth rate Death rate Population growth rate
Ghana
Mozambique
South Africa
Brazil
France
Japan
28
40
19
18
12
7
9
13
17
6
9
9
19
2
12
–2
Figure 1 Birth rate, death rate, and population growth rate for six countries
54
Term 3
Unit 2: Infant mortality rates
The infant mortality rate is the
number of babies that die before they
reach the age of one. We measure the
infant mortality rate as the number of
deaths per thousand births. The table
on the right gives the infant mortality
rate for six countries.
Country
Ghana
Mozambique
South Africa
Brazil
France
Japan
Key words
Infant mortality
rate per 1 000
50
89
55
24
4
3
• infant – baby
younger than one
year old
• mortality – death
Figure 2 Infant mortality rate for six countries
Mothers and babies waiting to see a doctor in Mozambique
ACTIVITY 2 Compare information about differences in population
(Assessment aims and skills: 3, 6)
1.
2.
Compare the table of infant mortality rates given in Figure 2 above with
the table in Figure 1 on page 54. Write two things that are similar about
the information in both tables.
Suggest reasons why some countries have high infant mortality rates.
Look for clues in the above photograph.
Topic 3: Population growth and change
55
Key word
• average life
expectancy – the
average number of
years people in an
area or country can
expect to live
Unit 3: Life expectancy
Life expectancy is the average age people in a given population can expect
to live. The average life expectancy for the whole world in 2012 was 62
years. Each country has a different life expectancy.
Figure 3 A map showing the life expectancy for different countries.
Country
Life expectancy
Ghana
Mozambique
South Africa
Brazil
France
Japan
61
52
49
73
81
84
Life expectancy rate for different countries
ACTIVITY 3 Interpret a world map showing life expectancy
(Assessment aims and skills: 4, 6)
1.
2.
56
Term 3
Write the following headings in your book: ‘Countries with life
expectancy over 50’ and ‘Counties with life expectancy under 50’.
Use the map in Figure 3 above and an atlas to list five countries under
each heading.
Which of the following statements are true? Write the true statements
in your exercise book.
a. Countries in the northern hemisphere have the longest life
expectancy.
b. Countries with a high infant mortality rate have a long life
expectancy rate.
c. Countries with a high birth rate and high death rate often have
life expectancy above 60 years.
Sub-topic
2
Factors affecting birth rates and
death rates
A number of different factors affect the birth rate and death rate in a
country. In this sub-topic we will examine how disease, economic status,
family needs, attitudes and beliefs, conflict and wars and government policy
affect the birth and death rates of a country.
Unit 1: Disease
Diseases such as malaria, human immunodeficiency virus (HIV),
tuberculosis (TB) and cholera kill millions of people every year. In some
countries the infant mortality rate is high because babies die of diseases
that cause diarrhoea. Diseases affect the life expectancy in a country.
Disease epidemics can cause the death rate in a country to rise. Epidemics
happen on a local scale such as in a region or country. If the same disease
spreads to other countries, we say there is a disease pandemic. HIV is an
example of a modern pandemic.
Widespread illnesses
HIV and AIDS
At least 25 million people have died from the HIV and AIDS pandemic. In
2010, about 36 million people across the world were infected with HIV and
AIDS. Two thirds of the people infected with HIV live in Africa.
The map below shows the percentage of the population who are infected
with HIV and AIDS.
Key words
• factors – things
that influence what
happens
• diarrhoea – a
symptom of an
illness that causes a
running tummy
• epidemic – a
disease that spreads
quickly across a
large area or country
• pandemic – a
disease that spreads
across many
countries
• AIDS – acquired
immune deficiency
syndrome; the
final stage of the
HIV disease, which
causes severe
damage to the
immune system
About our world
There is no cure
for HIV and AIDS.
HIV-positive people
can take medicines
which help them to
live for many years.
Figure 1 This map shows the percentage of the population infected with HIV and AIDS.
Countries with a high percentage of people infected with HIV and AIDS often
have a high death rate. Some scientists suggest the world’s population would
have been one billion people more if there was no HIV and AIDS.
Topic 3: Population growth and change
57
Tuberculosis (TB)
Key words
• parasite – a plant or
animal that lives on
or in another living
thing and usually
harms it
TB is a disease that affects a person’s lungs. When someone with TB coughs
or sneezes, the air is filled with tiny droplets that contain the TB bacteria. If
another person breathes in those droplets, he or she will become infected
with TB. Next to HIV and AIDS, tuberculosis kills more people in the world
than any other disease.
• insect repellents –
chemicals that keep
insects away
Some facts about TB:
•
•
•
•
•
•
In 2010 1,4 million people died from TB.
Without proper treatment, two out of every three
people who have TB will die.
Poverty and HIV are the two main reasons for the
spread of TB.
Poor people often live in overcrowded conditions
without access to good health care. Diseases spread
more easily in these conditions.
People with HIV often get TB because their bodies
are very weak.
About 900 people out of every 100 000 people in
South Africa are infected with TB.
TB can be prevented and cured with medicines.
Malaria
Malaria is caused by a type of parasite that is spread by certain kinds of mosquitoes. When an infected
mosquito bites a person, it puts the malaria parasite into that person’s blood. The parasite first enters
and multiplies inside the liver, before entering the blood system where it multiplies further.
Twenty nine percent of the world’s population live where
malaria is now increasing after having been reduced
previously. Most often the people who die from malaria are
children. People can help prevent
malaria by sleeping under
mosquito nets, and
using insect repellent
and preventative
medication like
prophylaxis.
Figure 2 Mosquitoes put the malaria parasite into
peoples bodies. People infected with malaria can pass
the malaria parasite on to other mosquitoes.
58
Term 3
Figure 3 This map shows the areas affected by
malaria in South Africa.
Diarrhoea
About 2 000 children in Africa die every day from diarrhoea. Diarrhoea is
a symptom of gastroenteritis, which can be caused by a viral or bacterial
infection. Gastroenteritis causes the body to lose important liquids and
minerals. If these liquids and minerals are not replaced, children can die.
Diarrhoea epidemics occur more often in poor areas where the water is not safe
to drink and there are no proper toilets. Diarrhoea can be prevented by boiling
all drinking water. It can be treated by giving the sick person a drink made from
water, sugar and salt. Figure 4 on the right shows you how to make this drink.
ACTIVITY 1 Find information from maps, written sources and
illustrations to describe the influence of diseases on
population
Key word
• gastroenteritis –
an infection of the
bowel
1 ℓ clean water
(Assessment aims and skills: 6, 9)
1.
2.
3.
4.
5.
Look at Figure 1 on page 57. Use an atlas or wall map to name three
countries where there are a lot of people who have HIV and AIDS.
Look at Figure 3. Name the South African provinces where there is a risk
of malaria.
a. What should people do to lower their risk of getting malaria?
Which of the diseases described in this sub-topic has no cure?
Choose two of the diseases on pages 57 and 58 and this page. Describe
one way people can prevent each disease.
Write three sentences to explain how diseases influence the birth rate
and death rate in a country.
6 level teaspoons of sugar
1
2 level teaspoon of salt
Pandemics of the past
Disease epidemics and pandemics of smallpox, cholera and flu have wiped
out millions of people in the past. The most serious pandemic in history was
a disease called the Black Death that swept across Europe in the 1350s.
Figure 4 You can make a
rehydration solution to treat
diarrhoea by combining these
ingredients.
The Black Death in Europe
The real name for the Black Death is Bubonic Plague.
Bubonic Plague was spread by fleas that lived on
rats. People infected with Bubonic Plague got sores
all over their bodies. Before they died, parts of
their bodies turned black. Bubonic Plague affected
different parts of the world at different times in
the past. In the 1350s, Bubonic Plague killed about
half of Europe’s population. That could have been
100 million people. There was no cure for Bubonic
Plague. People either survived or they died a
horrible and painful death.
A painting showing people dying of Bubonic Plague
Topic 3: Population growth and change
59
Key words
• blister – a small,
fluid-filled bubble
on the skin
• fever – a raised
body temperature
Smallpox in the Cape
In 1713 a ship arrived in Cape Town containing sheets infected with the
disease, smallpox. Nobody knew the sheets contained smallpox. Local
workers took the sheets to their village to wash them. About twelve days
later, the workers and their families began to fall ill. The infected people got
blisters all over their bodies. They developed fevers and became weak.
The disease spread rapidly across the Cape. Large numbers of the sick
people died. This was the first smallpox epidemic in southern Africa.
About our world
Luckily for us, there
is no smallpox in
the world today.
Scientists have
wiped out the virus
that causes the
disease.
The child in the photograph is infected with smallpox.
ACTIVITY 2 Write explanations about pandemics of the past
(Assessment aims and skills: 4, 9)
1.
2.
3.
60
Term 3
Why was the Bubonic Plague called a pandemic and not an epidemic?
Describe the effects of Bubonic Plague on the population of Europe.
Explain how smallpox arrived at and spread through the Cape.
Unit 2: Economic status
Key word
People’s economic status affects birth rates and death rates. Richer people
usually have fewer children than poor people. People in poor communities
have more children so that the children can work on the land or in cities
when they grow up.
Infant mortality rates are often high in poor
communities, so poor people have large
families to make sure enough children
survive.
Parents in wealthier communities spend
a lot of money raising their children. The
average cost of raising a child in America
from 0 to 18 years is about $230 000. This
amount is almost two million rand. Look
at Figure 5 below.
Both parents may need to have jobs so
they can pay for the high cost of raising
their children. The high cost of raising a
child helps to keep families small. Rising
food prices and transport costs put
more pressure on parents to have
smaller families.
• economic status –
how rich or poor
people are
clothing
$14 000
healthcare
$18 500
transport
$30 900
food
$36 900
education
$39 420
housing
$71 860
other
$19 110
Figure 5 The cost of raising a child in an average American home between 0 and 18 years.
(Source: US Department of Agriculture)
ACTIVITY 3 Calculate the cost of raising children
(Assessment aims and skills: 6, 9)
Look at Figure 5 above.
1.
2.
3.
4.
5.
Name the biggest cost of raising a child (0 and 18 years) in America?
Give two reasons why these costs are so high.
Calculate how much it costs for food, transport, healthcare and
education for one child between the age of 0 and 18.
Calculate how much money (in US dollars) parents would spend on
food to raise five children between the ages of 0 and 18.
What would be the total cost of raising five children? Multiply your
answer by eight to get the rough amount of South African Rands.
Topic 3: Population growth and change
61
People usually live longer in richer countries because there is more access
to health care and the health care is better. So death rates are lower. The
graph on the left shows how birth and death rates change as communities
become richer. People are richer in stage 4 than in stage 1.
Figure 6 How birth and death rates change as communities become richer
ACTIVITY 4 Label a graph and write a paragraph
(Assessment aims and skills: 3, 6, 9)
1.
2.
3.
4.
62
Term 3
Why do you think death rates and birth rates are high in poorer
communities?
Why do you think birth rates and death rates drop as people become
richer? Is this true in your community?
Copy the graph in Figure 6.
a. Write the letter S in places where you think population growth is low.
b. Write the letter H where you think population growth is high.
c. Check the information on page 54. Write the letters RSA in the place
where you think South Africa fits on the graph.
Use all the information on these pages to help you write a paragraph
that evaluates the importance of economic status on death rates and
birth rates. Use these words in your paragraph: ‘infant mortality rates’,
‘parents’, ‘work’, ‘education’ and ‘food’. Your answer will be marked with
the rubric on page 227.
Unit 3: Family needs, attitudes and beliefs
People have different
attitudes and beliefs
about how many
children they should
have. Things that
influence their attitudes
and beliefs include the
kind of work they do,
their religion, traditions
and customs.
Figure 7 Some rural communities have large
families so that family members can help work
on their farms.
Figure 9 Some religions do not allow people to
use modern family planning methods.
Figure 8 In communities where there are no
government pensions, people may have a lot of
children so they will be looked after when they
are old.
Figure 10 In some communities it is the custom for leaders and very wealthy men to
have many wives and many children.
Key words
ACTIVITY 5 Discuss attitudes about having children
(Assessment aims and skills: 3, 10)
Look at Figures 7 to 10 above.
1.
2.
3.
4.
Match the words: religion, customs, care and work with
Figures 7–10. Choose one word for each photograph.
Examine Figure 9. How can religion influence birth rates?
How could government pensions change the situation in
Figure 8?
Work in a group and discuss Figure 10. Do you think leaders and
wealthy men should have more than one wife? Think of reasons for and
against this practice.
• pensions – the
money you
receive from the
government when
you are no longer
able to work
• family planning –
methods people
use to stop getting
pregnant, such as
the contraceptive
injection or pill
Topic 3: Population growth and change
63
Unit 4: Conflict and wars
Between 1900 and 2000, approximately 160 million people died as a result
of wars and conflicts across the world.
The map in Figure 11 below shows areas where there were wars and
conflicts in 2011.
Figure 11 About 2 000 people died every day in wars and conflicts during 2011.
Wars affect a country’s birth and death rate in the following ways:
• Wars keep birth rates low. People have fewer children during
times of war.
• Some wars take place on the land where people usually farm. This
means food is often in short supply during a war.
• People may move off the land during a war and live in cities or even
leave the country. Their farms remain unused often for many years.
• Wars prevent people from farming and living a normal life.
• Many people die from hunger and disease during wars.
• In time of war, the land is not properly farmed as farmers may have to
leave the land and become soldiers. Some wars take place on the land
where people usually farm. This means food is often in short supply
during a war.
64
Term 3
Name of war
Year
World War I
World War II
Russian Civil War
Second Congo War
Korean War
Vietnam War
Sudanese War
1914–1918
1939–1945
1917–1920
1998–2003
1950–1953
1955–1975
1983–2005
Estimated number of deaths
20 million
50 million
6 million
5 million
3 million
5 million
2 million
Key word
• civilians – people
in a country who are
not soldiers
Figure 12
About two million civilians died in the Sudanese War (1983–2005) as a result of war, disease and
starvation.
ACTIVITY 6 Analyse sources to calculate deaths during wars
(Assessment aims and skills: 6, 9)
Look at the table in Figure 12 above and Figure 11 on page 64.
1.
2.
3.
4.
5.
How many people died in wars and conflicts in the twentieth century?
List the wars in the table above from the war with the most deaths to
the war with the fewest deaths. Next to each war write the number of
estimated deaths in the war.
Name three countries in Africa where there were wars and conflicts
in 2011.
Explain why more people die of diseases and hunger during some wars
than from injuries caused by fighting.
Suggest ways that civilians like the boy in the photograph above get
injured or become ill during wars.
Topic 3: Population growth and change
65
Key word
Unit 5: Government policy
• government
policy – plans
and laws made by
governments
Government policy aims to change people’s behaviour. During the 1950s
and 1960s, South Africa’s apartheid government encouraged white people
to have large families. Why do you think they did this? In modern times, the
South African government has encouraged people to have smaller families.
Case study: China’s one child policy
In 1979 the Chinese government made a
law that said women in certain areas could
have only one child.
• In some rural areas, if the child was a
girl, the family was allowed to have a
second child.
• The government hoped this law would
lower China’s high population growth
rate.
• The law was applied mostly in urban
areas. This policy is still in place today.
• The Chinese government gave people
who only had one child free education
and housing benefits.
• The government fined people and
stopped them from getting better jobs if
they had more than one child.
This poster encourages people to have only one child.
Fined for having more than one child
The fine for having extra children in China
is known as the ‘social maintenance fee’.
The government has collected over 2
trillion yuan ($314 billion) in such fees
since 1980. Failure to pay means the
second child cannot obtain a householdregistration document, or hukou, which
brings with it basic rights such as
education. The amount of the fine varies
from place to place. A husband and wife
in Shanghai will each pay 110,000 yuan
($17,300), which is three times their
average yearly income, if they have a
second child.
Adapted from http://www.economist.com
66
Term 3
ACTIVITY 7 Discuss China’s one child policy
(Assessment aims and skills: 6, 9, 10)
1.
2.
Talk about these questions as a group.
a. What effect should a one child policy have on birth rates?
b. Why do you think people were allowed to have a second child if the
first child was a girl?
c. Where was the one child law applied most strictly? Why do you
think this was the case?
Look at the two graphs in Figures 13 and 14 below. What happened
to the total population and average number of births per woman
between 1970 and 2010?
Figure 13 Bar graph
3.
4.
Figure 14 Line graph
Give two ways the Chinese government enforced the one child policy.
Do you think governments should tell people how many children they
should have? Discuss your views.
An urban chinese family with its one permitted child.
Topic 3: Population growth and change
67
Sub-topic
3
World population growth
Unit 1: Pattern of world population
growth from 1 AD to present day
The graph in Figure 1 below shows the growth of the world’s population
between 1 AD and the present. In 1 AD the population of the world was 200
million. In 2012 it was over seven billion. Remember that a billion is 1 000
million. A million has six zeros. A billion has nine zeros.
1830 – 1 billion
1930 – 2 billion
1960 – 3 billion
1975 – 4 billion
1987 – 5 billion
1999 – 6 billion
2011 – 7 billion
Figure 1 A line graph showing the growth in the world’s population
ACTIVITY 1 Interpret a line graph showing population growth
(Assessment aims and skills: 6, 9)
Read the information above and the graph in Figure 1 to answer the
following questions.
1.
2.
3.
4.
5.
68
Term 3
What was the world’s population in 1 AD?
When did the world’s population reach one billion?
How many years did it take the world’s population to double from:
a. one billion to two billion?
b. two billion to four billion?
Choose the correct answer. Since 1975, the world’s population has been
increasing by one billion every:
a. ten years
b. twelve years
c. fourteen years
When will the world’s population reach eight billion? How many years
will this be from when it was only four billion?
Unit 2: Developments that have affected
population growth
Increased food production
One reason the population of the world has increased at such a rapid
rate is because farmers are able to produce enough food to feed the
extra people.
The change from hunter-gathering to farming has meant that more food is available. This has led to
an increase in population numbers.
New farming methods in Europe during the 1700s changed the way people farmed the land. These
methods produced extra food for the growing towns and cities.
Topic 3: Population growth and change
69
4
1
2
3
A. Scientists
developed ways
to change plant
seeds so they
produced more
food.
B. New dams
supplied farms
with plenty of
water to irrigate
the fields and
produce more
food.
C Chemical
fertilisers make
crops grow
quicker and
produce more
food.
D. Pesticides
helped to
control diseases
and pests that
killed or ate
crops.
E. Machines saved
farmers time
and resulted
in greater food
production.
Figure 3
70
Term 3
5
Figure 2 Food production methods continued to improve. Farming has become more scientific.
Today, farms are run more like factories and businesses.
ACTIVITY 2 Discuss and write about ways increased food
production can be achieved
(Assessment aims and skills: 3, 6)
1.
2.
3.
4.
5.
Discuss the picture in Figure 2 above with your partner. Look for
evidence in the picture to help you discuss the three points below.
a. The kinds of machines you can see in the picture and their uses
b. The different food you think this farm produces
c. The connection between science and farming on this farm
Read the information in Figure 3 in the margin next to points A to E.
Match each of the letters with the numbers 1–5 on the picture.
What would be the effect on a country’s population if most of the farms
were like the farm in the picture?
Suggest reasons why more farms are not like the one in the picture.
Write a paragraph to explain how improved food production methods
can affect the birth and death rates of a country. Your answer will be
marked with the rubric on page 227.
Scientific developments
Key words
Developments in science have affected populations in a number of ways. In
this section we will look at how science helped to:
• control diseases and infection
• improve sanitation and access to clean water
• develop canned food and refrigeration.
• sanitation –
management of
water supplies and
sewage
Control of diseases and infection
We have seen how disease
pandemics wiped out large numbers
of people in the past. Science has
helped us understand what causes
certain diseases and how the
diseases affect our bodies. This has
made it easier to treat and control
diseases. Two important scientific
developments that helped control
diseases were vaccinations and the
discovery of certain medicinal drugs.
About our world
Vaccinations prevent people from
getting certain diseases. Giving
children vaccinations means they will
not become seriously ill with diseases
that may have killed them in the past.
Cholera, tetanus, typhoid,
measles, polio, yellow fever and
flu are diseases that people can be
successfully vaccinated against.
• medicinal drugs –
chemicals that work
inside the body to
treat or prevent
illnesses
This child is being vaccinated against cholera.
All communities
have knowledge
about certain
herbs and plants
that people use
to heal and treat
illnesses. This is part
of their indigenous
knowledge.
Doctors use certain drugs to
treat people who have specific
illnesses, such as: malaria, TB,
pneumonia and HIV. You will
remember from Grade 6 how
the discovery of antibiotics
helped to prevent the spread
of infections in people’s bodies
and the use of antiseptics
helped control infections
and make operations more
successful.
The development of drugs has meant that
people no longer die from illness, which in the
past were untreatable.
Topic 3: Population growth and change
71
Improvements in sanitation
Many serious diseases are spread by people drinking dirty water. Science
has helped people to develop ways of purifying water to make it safe to
drink. Supplying people with clean water has helped to reduce death
rates, especially among children.
Over 90% of people in South Africa get clean and safe drinking water
from a tap.
Improvements in sanitation and the development of better toilets reduces
water pollution and the spread of disease. In cities, toilet waste can be
removed in flushing toilets that use water. It is very expensive to develop
the same kind of sanitation in rural areas. But improvements to toilet
designs can reduce the spread of diseases.
ventilation
concrete
lining
Figure 4 Lack of proper toilets lead to the spread of
disease.
72
Term 3
Figure 5 Improved toilets in rural areas reduce the
spread of diseases such as diarrhoea, cholera and
typhoid.
ACTIVITY 3 Examine pictures and give reasons
(Assessment aims and skills: 5, 6, 9)
1.
2.
3.
Give two reasons why diseases could spread easily in Figure 4 on page 73.
How will the improved toilet in Figure 5 on page 73 reduce the spread
of diseases?
How will improvements to water and sanitation affect death rates?
Key words
Canned food and refrigeration
The invention of canned food and refrigeration has changed what we eat
and drink. Imagine a time when you could not buy a tin of soup, a frozen
chicken or an ice cold can of cool drink.
• canned food – food
that is preserved
and stored in sealed
cans
• refrigeration – the
process of cooling
or freezing food to
keep it fresh
• diets – the kind of
food people eat
Food lasts a long time if it is canned or kept in a fridge.
Canning and refrigeration have had the following impact on population
growth:
• Canning and refrigeration have improved people’s diets.
• Both canning and refrigeration have increased the variety of foods
people eat. As a result, people have become healthier and live longer.
• Canning and refrigeration have made foods safer and reduced illnesses
spread by food. This has helped to lower infant mortality rates.
• Better nutrition and more varied diets means that people’s overall
health has improved, which has increased life expectancy and lowered
death rates across the world.
ACTIVITY 4 Describe the kinds of food you eat
(Assessment aims and skills: 3, 7)
1.
2.
3.
Draw a picture of a can. Inside the drawing of your can, write the names
of the different foods you eat that come from a can.
What food do you eat that is either frozen or is kept in a fridge?
Describe what happens to this food if you do not keep it in a fridge.
Write three sentences to explain how canning and refrigeration has
affected population growth.
Topic 3: Population growth and change
73
Key words
• preventative
health care – things
you can do to
prevent or reduce
illnesses
• curative health
care – things that
can be done to treat
or cure illnesses
• physiotherapy –
the use of physical
methods such as
massage to help
heal damaged
muscles and joints
Improved health care
In parts of the world where health care is good, people live healthier and
longer lives. There are two important kinds of health care: preventative
health care and curative health care.
Preventative health care
Curative health care
Examples
• Washing hands
• Breast-feeding babies
• Vaccinations
• Using condoms
• Regular visits to a clinic or doctor
Examples
• Use of drugs such as antibiotics
• Operations
• A cast for broken bones
• Massage and physiotherapy
Figure 6 Examples of preventative and curative healthcare
Curative health care is more expensive than preventative health care and
may require trained doctors and nurses. Improvements in preventative
health care and curative health care have helped increase life expectancy
and lower death rates.
Figure 7 A nurse advising a mother on her child’s diet at a healthcare clinic.
74
Term 3
Why preventative health care can improve health
•
•
•
•
Hand washing prevents the spread of diseases.
Breast milk is much better for babies than powdered milk.
Vaccination reduces infant mortality.
The use of condoms prevents the spread of sexually transmitted
diseases such as HIV.
Hand washing
Breastfeeding
Vaccinations
Condoms
ACTIVITY 5 Discuss preventative and curative health care and
make a poster
(Assessment aims and skills: 6, 7, 9)
1.
2.
3.
4.
5.
Give one example of preventative health care that you do or have
experienced.
Name one example of curative health care you have experienced.
Look at the photograph in Figure 7 on page 74. Write out what this
nurse may be telling the women and child about preventative health
care. Look at the examples above the photograph.
Give three ways improved health care affects population growth.
Make a poster to promote preventative health care. Include the
following points in your poster:
• a heading
• a picture
• a sentence explaing preventative health care
• five things people can do to improve their health.
Topic 3: Population growth and change
75
Revision and assessment
Please note that your teacher will hand out the Programme of Assessment Task for you to complete.
Task 1: Match meanings to show understanding
a.
Match the correct words in the first colum with the meanings in the second column from
the table below. List the numbers 1–5 down your page. Write the correct letter next to
each number.
Words
Meanings
1. Life expectancy
A. Disease that spreads across many countries
2. Pandemic
B. The difference between birth rates and death rates
3. Infant mortality
C. Management of water supplies and sewage
4. Population growth
D. How long people can expect to live
5. Sanitation
E. The number of babies per 1 000 births that die
before their first birthday
(5 × 2)
[10]
Task 2: Interpret a graph
a.
Match the letters A–D on the graph in Figure 1 below with these labels: death rates, time,
population numbers and birth rates.
D
(4)
B
C
A
Figure 1
b.
c.
d.
76
Which stage on the graph shows a time when both the birth rates and the death
rates are close together: 1, 2, 3 or 4?
Which stage shows a situation when population growth rates are the highest: 1, 2, 3 or 4?
Which stage is close to South Africa’s population growth rate, 1, 2, 3, or 4?
Revision and assessment
(2)
(2)
(2)
[10]
Task 3: Describe factors that affect birth rates and infant mortality rates
a.
b.
c.
The country shown in Figure 2 has a high birth
rate. Use the terms ‘economic status’ and ‘family
needs’ to explain why this country may have a
high birth rate.
The country has an infant mortality rate of 89
per 1 000 live births.
i. Explain what the infant mortality rate is in
your own words.
ii. Name one factor that affects the infant
mortality rate.
iii. How does the infant mortality rate
affects a country’s life expectancy?
The health worker in Figure 2 has explained
to these mothers ways they can help to lower the
infant mortality rate in their community. Suggest
two things he may have told them.
(4)
(1)
(1)
(2)
Figure 2
(2)
[10]
Task 4: Understanding factors that affect birth and death rates
a.
b.
c.
d.
e.
Discuss one pandemic that has affected Europe and one that has affected Africa in the past.
Compare the two diseases that claim the most lives in Africa each year?
Write a simple explanation of China’s one child policy.
Explain why the Chinese government introduce the one child policy?
Give two benefits of couples only having one child.
(2)
(2)
(2)
(2)
(2)
[10]
Task 5: Summarise the affects on population growth
a.
b.
List the four missing factors that affect population growth in the diagram in Figure 3 below.
Choose two of your answers from 5a. above. Summarise how each factor affects population
growth.
3
Things that affect
population growth
2
1
Figure 3
4
Scientific
development
Increased food
production
[10]
Total: 50
Revision and assessment
77
TOPIC
4
Natural resources and conservation
in South Africa
Figure 1 A river flowing into the sea
78
Term 4
Introduction
Natural resources come from the environment
around us. They include things such as rocks,
soil, water and forests. You will remember from
Grade 6 that people use natural resources
in farming, forestry and mining. People also
use natural resources to make things such as
buildings, televisions, furniture and food. Many
of the world’s resources are being used up or
damaged. We need to look after our natural
resources so that they will last for a long time
into the future.
iSimangaliso Wetland Park is a marine reserve.
Look at the photograph
(Assessment aims and skills: 1, 2, 6)
Look at the photograph in Figure 1 on page 78.
1.
2.
3.
4.
5.
Trees, which are a natural resource, are cut down and the
wood is used to make many different products, for example
furniture and houses.
Name all the natural resources that you
think are present in the photograph.
Name ways people use these natural
resources.
Choose two of the natural resources in the
photograph. Describe ways in which people
can damage these resources.
Choose another two natural resources.
Name ways in which people can use up
these natural resources.
Suggest ways in which people can look
after all the natural resources in the
photograph.
79
Sub-topic
1
Natural resources
Unit 1: Natural resources on Earth –
including water, air, forests, soil,
animal and marine life
Water, air, trees, soil, plants and animals form part of the natural
environment. Each of these things is a natural resource.
Water
condensation
rain
lake
rivers
underground
water
evaporation
ocean
Figure 1 We get fresh water from the natural water cycle.
All living things need water to live. You can live for several weeks without
food, but you will die in a few days if you do not have water to drink. Water
is a very valuable natural resource as we use it for many different things.
People often waste and pollute water.
80
Term 4
Air
Without air there would be no life
on Earth. Humans and animals
need air to stay alive. They breathe
in oxygen and breathe out carbon
dioxide. These gases are part
of the air. Machines that have
engines also need oxygen
to work.
Key words
• decaying – rotting
• food chain –
feeding levels
We need air to breathe.
Soil
Soil is the layer on the surface of
the land where plants grow. It
is made up of particles of rock,
decaying animals and plants,
water and air.
layer where
plants grow
Soil is an important natural
resource. Without soil, there would
be no life on land. Plants grow
in soil and then provide food for
other animals through a series of
feeding levels called a food chain.
So without soil there would be no
food for animals.
Figure 2 Soil is made up of layers.
Figure 3 A food chain showing different feeding levels
Topic 4: Natural resources and conservation in South Africa
81
Forests
Wood is an important natural resource that people use for many different things.
A forest is an area that has many
trees and plants growing in it.
The trees and plants grow in soil.
They need water and air to grow.
People use the wood from trees to
build homes, make furniture and
paper and burn as firewood. Some
forests grow naturally and others
are planted by people. We call these
forests, plantations. People plant
plantations so that they can have
enough wood.
Animals and marine life
Animals are an important source of food for other animals and for humans.
Key word
• marine – anything
to do with the sea
ACTIVITY 1 Find information from pictures and diagrams
(Assessment aims and skills: 3, 6, 9)
1.
2.
3.
4.
5.
82
Term 4
Animals and marine life are
important natural resources. They
are a source of food for other animals
and for humans. We get meat from
animals as well as eggs and milk.
Animal food is high in protein.
Protein builds, maintains and makes
new tissues in your body. Animals
may also help people do work, such
as pulling machines on farms.
Name one way in which people use each of the natural resources
given below.
a. water
b. forests
c. air
Explain how the water cycle supplies us with a continual supply of
fresh water.
Look carefully at the diagram in Figure 3 on page 81.
a. Explain the meaning of the term ‘food chain’.
b. Describe how grass passes through the food chain to feed the bird.
Describe what would happen to people if all the soil in the world was
suddenly washed away so that there was no more soil.
How do most people get their food from animals?
Unit 2: Use and abuse of selected
examples
Key word
• abuse – to use
something in a bad
or harmful way
Ways people use resources
People use natural resources in a number of ways. Figure 4 below shows
some ways people use natural resources.
1. Rocks:
in
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– rocks an
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in
o
in
g
s
M
a
•
ch
minerals su
important
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and diamo
– burning
e
d lectricity
n
a
t
a
e
H
t and
•
makes hea
coal (rocks)
electricity
and other
from coal
ls
a
s
ic
m
e
h
• C
y industrie
ed in man
rocks are us
2
3
2. Soil:
• To g
row foo
d and
forests
• To ra
ise anim
als
1
3. Air:
4
s
ne engine
– aeropla
rt
o
sp
n
a
• Tr
work
need air to
ses and
f waste ga
o
d
ri
t
e
• To g
fumes
poisonous
work
a
m chines
• Makes
4. Water
:
• Used o
n farms to
water the
and for a
crops,
nimals to
drink
• Used fo
r drinking
, washing
sewage
, removin
g
• Used in
mines an
d
industry to
things an
make
d clean p
laces
• Fish liv
e in wate
r
Figure 4 Some of the ways people use natural resources
Abuse of resources
There are over 7 billion people on our planet. Each person uses some
of Earth’s natural resources. When people overuse or use resources in a
harmful or damaging way, we say they abuse the resources.
Topic 4: Natural resources and conservation in South Africa
83
Figure 5
Figure 6
Figure 7
Figure 8
Figure 9
ACTIVITY 2 Write captions for photographs
(Assessment aims and skills: 3, 5, 9)
1.
2.
3.
84
Term 4
Look at Figures 5 to 9 above. Write a caption for three of the
photographs. The captions must explain how people are abusing
the natural resources shown in the photographs.
Choose one of the photographs. Describe some of the effects
abusing the resource in the photograph will have on people now
and in the future.
Explain why having more people in the world means that more
resources are used up.
Case study: Fishing resources
Fish is a very important food source that comes from the oceans.
Many people around the world eat fish as their main source of
protein. More fish are being removed from the oceans than ever
before. This means that some kinds of fish are in danger of being
used up or even becoming extinct.
What can we do to save our fish resources?
The Southern African Sustainable Seafood Initiative (SASSI) is
trying to teach people in South Africa about fishing methods
that do not abuse the fish resources or harm the environment.
The SASSI shopper’s guide helps shoppers to buy fish that are
not in danger.
Green: ‘Best choice’ – these
species will not run out any
time soon.
Orange: ‘Think twice’ –
these species are running
out quickly.
Red: ‘Don’t buy’– these
species are in big danger
of becoming extinct or are
illegal to catch and buy.
The three different symbols SASSI uses in their
shopper’s guide
Huge numbers of fish are taken out of the
ocean every everyday by large fishing boats
such as this.
Fact file:
• About 2,6 billion people depend
upon the oceans for food or income.
• The average person eats 6 kg more
fish every year compared with the
amount eaten in the 1960s.
• Today, marine resources are very
limited and in some cases almost
gone.
• 85% of the available fish are being
fished either at or above sustainable
levels.
• A quarter of marine resources
caught are thrown away, including
endangered species such as sea birds,
turtles and sharks.
Information adapted from: SASSI, World
Wide Fund For Nature, April 2012.
ACTIVITY 3 Find out about fish resources
(Assessment aims and skills: 7, 9)
Read the case study above and then answer these questions.
1. Name two ways people use resources from the oceans.
2. Suggest reasons why SASSI wants to inform people about the drop
in certain kinds of fish resources in our oceans.
3. What would happen to fish resources if large numbers of people
bought and ate fish on SASSI’s ‘red list’?
4. Find out the names of fish that are on SASSI’s green, orange and red
lists list. Make a card that you can display in your home to inform your
family about the kinds of fish that people should buy and eat.
Key words
• extinct – when
a living thing no
longer exists
• sustainable – the
management of
natural resources in
such a way that we
will be able to use
these resources for
many years into the
future
Topic 4: Natural resources and conservation in South Africa
85
Sub-topic
Management of resources
2
• protecting – to
keep something safe
Unit 1: Concept of conservation –
including reasons for conservation
• preserving – to
keep something; to
prevent something
from being
damaged
What are the reasons for conservation?
Key words
• manage – to control
and plan how
something is done
or used
Conservation is about protecting and preserving natural resources.
Conservation encourages people to manage resources so they do not
become damaged. People can conserve whole areas of land and the ocean.
Conservation reduces the damage people do to the environment and
preserves the environment for future generations. It helps people use
resources responsibly so that the environment is not damaged. It would
be no use making all our farms into wildlife parks or zoos, or turning all
our cities into museums. People would go hungry and would have very
little work. Conservation is about getting the balance right between using
resources and protecting resources.
natural environment
built environment
What is this message saying
about the use of water?
Figure 1 This scale respresents our environment.
ACTIVITY 1 Apply your knowledge
(Assessment aims and skills: 3, 5, 9)
1.
2.
3.
86
Term 4
Explain what conservation is in your own words.
Look at Figure 1.
a. What could happen if the scale tips too far to the left?
b. What could happen if the scale tips too far to the right?
How can conservation help people to keep the environment in balance
by allowing both the use of resources and the conservation of resources?
Unit 2: Conservation areas (including
marine reserves)
Purpose and location
South Africa has many conservation areas in each of the nine provinces.
Some areas in South Africa have been protected for their historical, cultural
and/or scientific importance. For example, Mapungubwe National Park in
the Limpopo Province is of important cultural and historical value to South
Africa. This site was once inhabited by an ancient African Kingdom.
The largest conservation areas in South Africa are the national parks, which
are managed and maintained by South African National Parks (SANParks).
South Africa currently has 19 national parks. The largest and most famous
national park is the Kruger National Park. Other smaller conservation areas
are run by local municipalities, companies and private individuals.
KwaZulu-Natal has its own kind of national parks. These are conservation
areas run by the province instead of by SANParks. Examples of conservation
areas in KwaZulu-Natal are: Hluhluwe-Umfolozi Corridor, Mkhuze Game
Reserve and the uKhahlamba Drakensberg World Heritage Site.
Key words
• conservation areas –
specific parts of a
country that are
kept from harm or
damage
• World Heritage
Site – a place of
global importance,
normally of natural,
cultural or historical
value
• flora – plants
• fauna – animals
The main aim of all the conservation areas is to set aside areas of land where
human activities can be controlled and managed in order to protect the
natural environment from damage and over-use. Many conservation
parks have been created for the purpose of conserving flora (plants) and
fauna (animals).
The map below shows the location of some of the national parks in
South Africa.
Figure 2 The location of some of SANParks in South Africa
Topic 4: Natural resources and conservation in South Africa
87
Key words
• national border –
the dividing line
between two
countries
• harvesting – to
collect or gather a
resource
ACTIVITY 2 Give reasons to support a point of view
(Assessment aims and skills: 6, 10)
1.
2.
3.
Look at the map in Figure 2 on page 87. Name a national park that is
close to where you live.
Identify two national parks that are on South Africa’s national borders.
Write down the three points of view below as headings in a table.
a. Under each heading, list all the reasons you can think of that
support this view.
b. Which point of view do you agree with? Say why.
• National parks occupy valuable land that could be used for farms
and settlements.
• We need national parks to protect our plants and wildlife so that we
can understand the natural environment better.
• National parks protect the environment and also provide jobs for
people through tourism.
South Africa’s marine reserves
South Africa protects about 17% of its coastline.
The protection of marine areas is quite a new
development compared with the conservation of
land areas. Marine protected areas (MPAs), also
known as ‘marine reserves’, are an important part of
South Africa’s conservation areas.
Part of iSimangaliso Wetland Park
Over fishing, pollution from ships, coastal industries,
the growth of settlements and the expansion of
the tourist industry all threaten coastal and marine
areas. The first marine area to be protected in South
Africa was the coastal area around Tsitsikamma, near
Knysna in 1964. South Africa currently has 21 marine
protection areas.
Fishing is not allowed in many marine reserves. Human activities are also
tightly controlled to protect the marine environment. It is more difficult to
protect fish in the oceans. International laws prevent fishing companies
using certain methods that damage fish or take too many at a time. There
are laws that allow companies to take so many tons of fish. Some fishing
companies break these laws.
In summary, marine reserves:
• protect and conserve marine life
• control the fishing and harvesting of coastal marine species
• reduce conflict between people competing for coastal resources.
88
Term 4
Case study: iSimangaliso Wetland Park
Figure 3 Map showing the location of the iSimangaliso Wetland Park and other nature reserves in
KwaZulu-Natal
The map in Figure 3 shows the location of the very large marine reserve
known as the iSimangaliso Wetland Park. This area has been named a
World Heritage Site because of its natural beauty. A large number and
type of plants (flora), and bird and animal (fauna) species live in these
habitats. A habitat is a particular area where plants and animals live and
these species are protected in this conservation area.
The large marine habitat is home to many species including humpback
whales during the summer months as they migrate northwards
towards the warm waters of the Mozambique coastline. Loggerhead
and Leatherback turtles return to Cape Vidal each November to
December to lay their eggs along the beaches in this area.
Key word
• migrate – to move
from one area to
another
Topic 4: Natural resources and conservation in South Africa
89
These turtles are endangered and need to be protected.
Humpback whales
Leatherback turtles lay their eggs along
the coast at Cape Vidal.
People who visit iSimangaliso
Wetland Park can go on game
drives and educational tours,
bird-watch, fish in selected
locations, hike and go boating.
Many people enjoy fishing at the Park.
ACTIVITY 3 Answer questions on the case study of iSimangaliso
(Assessment aims and skills: 6, 9)
Read the case study on the iSimangaliso Wetland Park on page 89 and
above.
1.
2.
3.
4.
5.
6.
90
Term 4
What are the reasons for creating marine protected areas?
Why was the iSimangaliso Wetland Park made a conservation area?
Give examples to support your answer.
Describe three things you think tourists who visit iSimangaliso Wetland
Park will do. Use the map and the photograph to help you.
Imagine that you went with your family to the iSimangaliso Wetland
Park. Describe three things you could tell them about the plants and
animals in this area.
a. Name two other conservation areas in the same province as
iSimangaliso.
b. Suggest a reason why these conservation areas have been created.
How can conservation areas benefit people who live close to those
areas? Give reasons to support your answer.
Unit 3: Community conservation projects
– examples
Many communities depend on their natural environment for survival.
Community conservation considers the needs of the environment as well as
the needs of the people living in the environment.
There are two kinds of community conservation projects:
• Projects that show people better ways to use natural resources in
their environment, such as the Rainman Landcare Foundation.
• Projects that make income for local communities by using the
natural environment as a resource, such as the Mahushe Shongwe
Game Reserve.
Examples of community conservation projects
The Rainman Landcare Foundation
The Rainman Landcare Foundation in KwaZulu-Natal helps local farmers
to care for their land so they can produce more food, cause less damage
to the land and use the soil and water resources better. It teaches farming
communities the following methods for improving the land and conserving
resources:
1.
2.
3.
Making compost: Farmers can make compost from animal manure,
leaves, grass and kitchen waste. Compost replaces important nutrients
in the soil used up by plants.
Water harvesting: Water is
essential for plants to grow, but
in much of South Africa, rain
falls in heavy storms that last a
short time. Farmers are taught
to plant banks of grass called
swales between beds of crops.
The roots of the grass help to
keep water in the soil for longer.
The grass also prevents soil
from being washed away.
Making mulch: Mulch is a layer
of grass or leaves that farmers
spread on top of the land to
stop the soil from drying out
from the heat of the sun. Mulch
also makes it more difficult for
weeds to grow.
Key words
• community
conservation
project – a
joint effort by a
community to
manage and care for
the environment
• compost – a natural
fertiliser made from
animal manure,
leaves, grass and
vegetable and fruit
peels
• swales – banks
of grass planted
between beds of
crops to keep water
in the soil for longer
• mulch – a layer of
grass or leaves that
farmers spread on
top of the land to
stop the soil from
drying out
These young farmers are learning how to use natural resources more efficiently at
the Rainman Landcare Foundation.
Topic 4: Natural resources and conservation in South Africa
91
Mahushe Shongwe Game Reserve
Figure 4 This map shows
the location of the Mahushe
Shongwe Game Reserve, the
first community conservation
area in Mpumalanga.
The Mahushe Shongwe Game Reserve was set up by the Mzinti community,
the Mpumalanga Parks Board and a private company in Mpumalanga. The
community set aside some of of their land to be developed into a game
reserve when it realised that the land could not be used for growing crops.
They believed that making a game reserve would use the land better and
conserve natural resources. They also hoped to make money from using
their land as a conservation area.
They built roads and lodges for guests and brought game animals into the
area. Within a few years, people were paying to visit the Mahushe Shongwe
Game Reserve. The local community shares in the profits the game reserve
makes. Now there are jobs in the game reserve for the local community.
People who visit the Mahushe Shongwe Game Reserve can hike, bird-watch,
hunt and go on game drives and educational tours.
Kudu, waterbuck, impala, Burchell’s zebra, nyala, warthogs and vervet
monkeys the African civet, blackjacked jackel, banded mongoose and large
spotted genet can be seen at the Mahushe Shongwe Game Reserve.
Springbok can be seen at the
Mahushe Shongwe Game
Reserve.
ACTIVITY 4 Find information about community conservation
from examples
(Assessment aims and skills: 2, 4, 9)
Read the information on page 91 and above.
1.
2.
3.
4.
5.
6.
7.
92
Term 4
What is the main aim of the Rainman Landcare Foundation?
Name the different natural resources that the Rainman Landcare
Foundation helps communities to use more wisely.
Talk about how water harvesting and using mulch helps farmers to use
less water on their fields.
What other advantages do these two methods have?
What was the main aim for setting up the Mahushe Shongwe
Game Reserve?
Explain why the Rainman Landcare Foundation and the Mahushe
Shongwe Game Reserve are examples of community conservation.
Discuss the differences between the Rainman Landcare Foundation and
the Mahushe Shongwe Game Reserve. Consider each of the following
questions:
a. Who benefits from the project?
b. How has the project changed people’s lives?
c. How are resources and the natural environment affected?
Unit 4: Eco-tourism – examples
Key words
Eco-tourism is a type of tourism that involves tourists visiting an area of
natural beauty without harming the natural environment or its resources.
Eco-tourism aims to manage and protect:
• the natural beauty and biodiversity of the area
• an area’s important historical and natural sites.
• eco-tourism –
tourism that is
based on the natural
resources of an area
such as its natural
beauty
Many kinds of eco-tourism are community-based. This means that the local
people are involved in some aspects of the tourism. It also means that they
benefit from the tourism in different ways.
• biodiversity – the
number of different
plant and animal
species in a specific
place
Examples of typical eco-tourism activities include:
• game viewing
• pony trekking and horse riding
• bird watching
• scuba diving and snorkelling
• hiking
• whale-watching
• mountain biking
• visiting historical sites
• rock climbing.
The photographs on this page and the next show some of examples of
eco-tourism activities.
Figure 5 Riding ponies or horses through rural areas is a type of
eco-tourism that some people enjoy. The uKhahlamba-Drakensberg
and the Wild Coast of the Eastern Cape are popular places for this
kind of tourism. Local people often act as guides. Tourists can even
stay in local villages.
Figure 6 There is an amazing variety of birds in South Africa. People
from different parts of South Africa and from other parts of the
world come to see some of the beautiful and rare birds that live in
these areas.
Topic 4: Natural resources and conservation in South Africa
93
Figure 7 Game viewing in national parks and private game
reserves is South Africa’s biggest form of eco-tourism. About
750 000 people visit the Kruger National Park each year.
Figure 8 Between May and December, the southern right whales
come to breed along the south-west coast of South Africa. Whale
watching is popular at this time of year. There is a Whale Trail along
the coast in De Hoop Nature Reserve.
ACTIVITY 5 Consider ways local people benefit from eco-tourism
(Assessment aims and skills: 6, 9)
1.
2.
3.
94
Term 4
Choose different examples of eco-tourism to go with each of the
photographs in Figure 5 to 8 above.
• Write the words down your page.
• Next to each number write the appropriate word that describes this
kind of eco-tourism.
Explain what community-based eco-tourism is. Identify examples of
community-based tourism from the photographs.
How can each of the kinds of eco-tourism in the photographs benefit
people in the local area? Consider these points:
• what people visiting an area may need
• how the tourists will travel
• where people will stay
• what people will eat
• the kinds of things people will buy.
Sub-topic
3
Water in South Africa
Unit 1: Who uses South Africa’s water (pie
graph of water users)?
Less than 1% of all the water on Earth is fresh
water. We have seen that people and land
animals need fresh water to live. People use
water in their homes, on farms and in factories.
The diagram on the right is called a pie graph.
Each water use is drawn to look like the sections
of a pie.
Farmers use water for irrigation mostly. They
also use water for their animals, cleaning animal
sheds and washing machines. Homes use water
in many ways. Washing, cleaning and getting
rid of sewage are the main ways that people use
water in settlements.
Figure 1 A pie graph showing water users in South Africa
Mines and industry use water in different processes. For example, mines use
water in processes that remove minerals from rocks. Trees require water to
grow well. Forests therefore use a lot of water.
Key word
• irrigation –
watering crops
ACTIVITY 1 Transfer information from a pie graph to a bar graph
(Assessment aims and skills: 4, 6, 10)
1.
2.
3.
Look at the pie graph in Figure 1 above.
Say which part of the pie graph the following words refer to:
• Factory
• Maize field
• Flushing toilet
• A plantation of pine trees
Make a drawing like the one below. Use the same measurements on
your drawing. Each centimetre on your diagram should represent 10%.
Complete the diagram to show the correct percentage used by each of
the four water users: 62%, 27%, 8%, 3%. The first one has been done for
you below (62%).
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
4.
Talk about how the pie graph will change if South Africa’s population
increases by 10 million people. For example, what parts of the diagram
would use more water? Give reasons why you think this would happen.
Topic 4: Natural resources and conservation in South Africa
95
Key word
• potable water –
water which is safe
for humans to drink
About our world
• The average yearly
rainfall for South
Africa is 450 mm.
The world average
yearly rainfall is
860 mm.
• 21% of South Africa
gets less than
200 mm of rain
per year.
• 88% of households
have access to
potable water.
• 12% of South
Africa’s population
does not have
access to clean, safe
drinking water.
• The demand for
water could double
by 2030.
Unit 2: Availability of water and
requirement in South Africa
South Africa is a water scarce country. This means that there is not enough
water to meet the needs of all the people in the country, especially as the
population continues to grow. Many parts of the country are dry for long
periods of time. Other places receive most of the year’s rainfall in a few
months, often as heavy thunderstorms. There is a complex system of rivers,
dams and pipes to store and distribute water across the country. South
Africa even imports water from Lesotho.
Storing water in dams
At present, South Africa has only just enough water for its 50 million people.
The many dams and complex water cleaning and distributing systems in the
country ensure that we have enough water. Without these, there would not
be enough water for all of us.
The importance of dams and water cleaning and
distributing systems
In order to get water to people a number of things need to happen.
• Water has to be stored in dams.
• Water needs to be cleaned so that it is safe to drink.
• Clean water needs to be stored.
• Water has to be pumped along pipes to settlements.
• Dams store water.
• Dams provide a regular supply of water for settlements, farms and
industry.
• Dams help to control the flow of rivers.
• Water can be moved from one dam to another.
• Some dams are used to generate electricity.
Building dams
South Africa will require double its present water needs by 2030. Some
people think that the only way South Africa can meet its future water needs
is to build more dams. But there are many disadvantages to building more
dams, including their high cost and the effect they have on the land and
river systems.
96
Term 4
Key word
• evaporation – the
process where water
changes to vapour
(gas) because of the
heat from the sun
The Gariep Dam is South Africa’s largest dam.
Alternatives to building more dams
Here are some alternatives to building more dams:
• Use the available water more efficiently and avoid waste.
• Recycle waste water so that it can be used again.
• Use less water on farms by improving irrigation methods.
• Repair existing water supply systems, by fixing leaking pipes
for example.
• Store water under the ground to prevent evaporation.
The Lesotho Highlands Water Project is a long term project that supplies
dams and rivers in South Africa with water from Lesotho.
ACTIVITY 2 Answer questions about water storage
(Assessment aims and skills: 4, 6, 9)
1.
2.
3.
4.
5.
Why do people need to store water in dams? What would happen if we
did not store water in dams?
List three other ways people can increase water availability without
building more dams.
Choose one of the above methods and explain how it will increase
water availability.
Devise your own flow diagram to show at least four stages in the
journey of water from rivers to taps. Add labels to explain each stage.
Do research to find out more about the Lesotho Highlands
Water Project.
Topic 4: Natural resources and conservation in South Africa
97
Key word
• river catchment –
the area drained by
one main river and
all the rivers that
flow into it
Unit 3: River health and the care of
catchment areas
The River Health Programme (RHP)
The River Health Programme is an organisation that works towards
finding out where and how river catchments have been damaged. A river
catchment is the area drained by one main river and all the smaller rivers
that flow into the main river. All the activities that people do in a river
catchment area can affect the quality of the water that ends up in the river.
The River Health
Programme logo
About our world
The biggest threat to
our fresh water supply
is the pollution of our
rivers.
Figure 2 The left side of the diagram shows a river catchment that is not damaged by the action of
people. The right side of the diagram shows the many ways people can abuse and damage a river
catchment.
ACTIVITY 3 Explain how human activity can damage a river
catchment area
(Assessment aims and skills: 3, 5, 6)
Look at the diagram in Figure 2.
1.
2.
3.
98
Term 4
Choose one of the ways people have damaged the health of the river.
Look at the left side of the diagram. How have people prevented the
river getting damaged in the same way?
Explain how the actions listed below damage the health of the river.
a. removing vegetation
b. making rubbish dumps
c. using chemicals on farms
d. creating settlements
Ways people can care for catchment areas
If farmers use more natural fertilisers and pesticides instead of
strong chemicals, there is less chance of water in rivers becoming
polluted with chemicals.
Removing vegetation causes the soil to be more easily washed
and blown away. Soil can block up rivers and dams.
Keeping natural vegetation next to river banks helps to prevent
soil being washed into the river. It also prevents the river banks
from collapsing.
Some settlements use rivers as natural drains or sewers. There
need to be laws to stop people dumping in rivers.
Topic 4: Natural resources and conservation in South Africa
99
Key words
• alien plants –
plants that do not
naturally occur in an
area
• indigenous
plants – plants that
naturally occur in an
area
• rehabilitate –
to fix or restore
something to its
natural state
About our world
50% of South Africa’s
wetlands have been
destroyed because
of farming activities
and growing cities.
Unit 4: Disappearing wetlands and why
conservation is necessary – case
study
Wetlands form a part of river catchment areas and
are often covered by water. Wetlands are very
important because they filter and clean river water
naturally. They also act like big sponges and absorb
extra water in river systems after heavy rain. In this
way, wetlands help to prevent floods.
How wetlands are damaged
Wetlands are damaged in the following ways:
Working for Wetlands logo
• Farmers draining wetlands to make fields.
• Farmers using wetland water to fill up their dams.
• Removing vegetation and trees from wetlands, which reduces the
amount of water the wetland can hold.
• Alien plants competing with the natural vegetation for water, light and
space. (Alien plants use much more water than indigenous plants. This
reduces the amount of water in the wetland.)
• Waste from settlements, industries and farms running into wetlands,
polluting them and causing the plants to die. (This will lead to the
wetland eventually disappearing.)
Why do we need to conserve our wetlands?
Some plants and animals can only survive in wetlands. The more plants and
animals there are in a wetland, the healthier the wetland and river will be.
The organisation, ‘Working for Wetlands’
was started in 2000 to help rehabilitate
our damaged wetland areas. In 2009,
over 95 wetlands were rehabilitated in
all nine provinces.
We find wetlands in many parts of South
Africa. They can occur inland or near to
the ocean. Inland wetlands have fresh
water and wetlands on the coast have
salty water. We have already looked at
the iSimangaliso Wetland Park earlier
in sub-topic 2. The case study on page
101 is of an inland freshwater wetland,
Seekoeivlei, in the Free State.
An inland wetland with fresh water and indigenous plants
100
Term 4
Case study: Seekoeivlei Nature Reserve and wetland area,
Memel
The Seekoeivlei Nature Reserve and wetland area is near Memel in
the Free State. Much of this wetland was drained by farmers in order
to plant crops and for grazing cattle. Today, the Seekoeivlei wetland
is managed and protected. The alien vegetation has been removed,
along with the drains and ditches put in by farmers. Indigenous
vegetation has returned and with the indigenous plants came
animals and birds. The wetland is popular today with birdwatchers
who come to observe the many species of birds that now live in the
Seekoeivlei Nature Reserve.
Figure 3 Seekoeivlei is near Memel in
the Free State Province.
There is an amazing variety of birds in wetlands.
ACTIVITY 4 Use information from sources to draw a mind map
(Assessment aims and skills: 6, 9)
Read the case study above and then answer these questions.
1.
2.
3.
Name two ways in which the Seekoeivlei wetland is important to the
community of Memel.
How was the Seekoeivlei wetland damaged in the past?
Create a mind map like the one in Figure 4 below to show why it
is important to conserve wetlands. Use the headings on the example
below. Add two sentences of your own under each heading in
the drawing.
Recreation
Indigenous
plants and
animals
Key word
• alien vegetation –
plants that do not
naturally belong
in an area which
may harm the
environment
Water
quality
The importance
of conserving our
wetlands
Flooding
Figure 4 Mind map of the conservation of wetlands
Topic 4: Natural resources and conservation in South Africa
101
Key words
• pesticides –
poisonous chemicals
used on plants to
get rid of pests
• fertiliser – used
in the soil to help
plants grow more
quickly
Unit 5: Responsible use of water
resources – agricultural, industrial
and domestic users
Using water responsibly in agriculture
Ever since people began farming the land they have had an impact on the
land. The impact on the land is determined by the scale of farming.
Subsistence farmers’ impact on the land
Subsistence farmers do not impact hugely on the land.
• They do not use chemicals that pollute water sources.
• They use traditional farming methods that do not damage
the environment or river systems.
• They do not change the land by making drains and
removing wetlands.
• They water their crops by hand.
Commercial farmers’ impact on the land
Traditional farming methods do less damage to the
environment.
Commercial farms often have a very negative impact on the
land and water resources. Farmers use nearly two-thirds of
all the available fresh water in South Africa. Most of this is for
irrigation. Poor irrigation methods may result in large amounts
of water being wasted on farms.
• Large commercial farms may use tonnes of artificial
chemicals on the land every year.
• Pesticides and fertilisers can wash into rivers causing
serious pollution.
• Large scale irrigation systems on commercial farms use
millions of litres of water.
How can farmers use water more responsibly?
Commercial farms use modern technology and
artificial chemicals, which have a negative impact
on the land.
102
Term 4
Farmers need to do the following in order to use water more
responsibly:
• Choose an irrigation method that reaches each plant to
ensure water gets to the plant’s root system.
• Ensure irrigation occurs at the coolest part of the day,
and only when needed. Irrigation is not necessary when
it is raining!
• Make sure soils are well drained (water is able to seep
through into the lower layers of the soil easily).
• Plant crops that do not need a lot of irrigation.
Using water responsibly in industry
•
Factories, mines and power stations use about 8% of South
Africa’s water.
Poisonous chemicals from industries, mines and power stations
may be dumped directly into rivers causing serious pollution.
South Africa spends billions of rands making polluted water safe
and healthy.
It is illegal for industry to pollute the environment. Offenders can
be expected to pay heavy fines.
•
•
•
Poisonous chemicals flowing into a river.
Case study: Acid mine water threatens Gold Reef City
If left unchecked, the millions of litres of rapidly-rising acid mine water under Johannesburg will
start flooding the lower levels of the Gold Reef City tourist mine early next year.
Acid mine water is formed underground when old shafts and tunnels fill up with water. The water
mixes with the mineral, iron pyrite, in the rock. It then fills the mine and starts flowing out into the
environment. This process is known as acid mine drainage. The rising water is also threatening the
economic mining of the remaining gold under Johannesburg.
Adapted from: http://www.timeslive.co.za
Using water responsibly at home (domestic use)
Settlements use 27% of South Africa’s water. Municipalities and individuals
may waste water. The municipality of eThekwini lost nearly 100 million litres
of water a day because of old water pipes. It invested in new pipes and
improved delivery systems and helped to save all this water.
Ways in which people can use water more responsibly:
• Fix leaking pipes.
• Mend dripping taps.
• Use buckets of water to wash cars, yards and windows.
• Don’t leave the tap running when you brush your teeth.
• Use tanks to store rainwater from the roofs of houses.
• Install toilets in buildings that use less water.
ACTIVITY 5 Describe ways water can be used more efficiently in
different contexts
(Assessment aims and skills: 6, 9)
1.
2.
Describe the effects of the following on South Africa’s water supply.
a. Poor irrigation techniques
b. Old water pipes
c. Water pollution
List six things your family could do to use water more efficiently.
Topic 4: Natural resources and conservation in South Africa
103
Revision and assessment
The Programme of Assessment for Term 4 is an exam. There is an exemplar exam on page 215.
Question 1: Match words to meanings
a.
Write the numbers 1–10 down your page. Next to each number write the word and the
correct meaning.
Words
Meanings
1.
Abuse
To move from one area to another
2.
Marine
To fix or restore something to its natural state
3.
Extinct
The number of different plant and animal species in an area
4.
Sustainable
The area drained by one main river and all the rivers that flow into it
5.
Fauna
To use in a bad or harmful way
6.
Migrate
When a living thing no longer exists
7.
Biodiversity
To do with the sea
8.
Catchment
Poisonous chemicals used to protect plants from pests
9.
Pesticides
Animals
10. Rehabilitate
Managing natural resources so that people will be able to use them in the future
[10]
Question 2: Apply knowledge by interpreting a photograph
a.
Look at the photograph in Figure 1 below and answer the questions.
i. What kind of tourism could this photograph show?
ii. Name a place in South Africa where people do this kind of activity.
iii. Explain how this type of tourism can benefit people in the local community.
Figure 1
104
Revision and assessment
(2)
(2)
(6)
[10]
Question 3: Interpret a bar graph and advise how water supply can be increased
Figure 2 Ways people in South Africa get their water
a.
b.
c.
d.
e.
Examine the bar graph showing the ways people in South Africa get their water.
i. What percentage of South Africans get their water from a public tap?
ii. What is the total percentage of people who get their water from some kind of tap?
iii. What percentage of South Africans do not get their water from a tap?
iv. What is the second biggest way people get their water excluding taps?
The South African government provides every home with 6 000 litres of free water a month.
i. How much is this a day?
ii. How many litres a day will each member of a family of six get?
iii. Do you think this is enough? Support your answer with information about how much
water you use in a day.
Suggest two ways South Africa can increase water availability without building more dams.
Give two disadvantages of building more dams.
From which country does South Africa import water?
(1)
(2)
(2)
(1)
(2)
(2)
(3)
(2)
(2)
(1)
[18]
Question 4: Write explanations
Explain how each of the following can help to save water. Include examples in your answer.
a. Reducing pollution from industry
b. Introducing better irrigation methods
c. Preventing acid mine drainage
(4)
(4)
(4)
[12]
Total: 50
Revision and assessment
105
TOPIC
1
The kingdom of Mali and the city of
Timbuktu in the 14th century
Source A: This map shows the trade routes from Timbuktu in Mali in the 14th century. It also shows the areas in Africa where the religion
of Islam was practised.
106
Term 1
Focus: The development of a rich economy
and a learning centre of the kingdom of Mali
long ago
Introduction
In this topic we explore the kingdom of Mali, a
very powerful and wealthy kingdom that existed
in West Africa centuries ago. Mali traded across
the Sahara Desert and became wealthy through
trade with North Africa and the Middle East. The
religion of Islam was also introduced into West
Africa through trade across the Sahara Desert.
The main city in the Mali kingdom, Timbuktu,
became an important trading city and centre of
learning. Mali was most powerful between 1200
and 1450 AD.
Find information from a map
Look at Source A on page 106.
On which continent is Timbuktu?
Name the desert north of Timbuktu.
Is the temperature in this desert hot or
cold during the day?
4. Name the ocean nearest to Timbuktu.
5. Name the river that flows near Timbuktu.
6. Name the two minerals that were found
near Timbuktu. Draw the symbol that is
used on the map next to the minerals
you listed.
7. Which sea did traders from Timbuktu cross
to reach Europe?
8. The trade route to Asia went north-east
towards which city?
9. Name the holy Islamic city in Arabia.
10. Which animal do you think was mostly
used to cross the sandy deserts?
1.
2.
3.
This is the Great Mosque which was built in the early 14th
century in Timbuktu.
A caravan of camels in the Sahara Desert
107
Sub-topic
Trade across the Sahara Desert
1
Key words
• camel caravan – a
procession of camels
travelling together
in single file
• navigate – to find
the way, carefully
and safely
About our world
A camel can:
Unit 1: Camel caravans as the means of
transport
As you learnt in Grade 4, camels can be used to transport goods. A camel
caravan is a large group of camels that are used to transport people and
goods between two points. Traders travelled in caravans so that they would
be safe from attack by robbers.
In the northern part of Africa, there is a vast desert called the Sahara Desert.
There are few roads in the desert and it is very difficult for people to walk
through the loose sand, which is why people use camels to travel through
the desert. Camel’s have wide feet so they do not sink into the sand and can
walk smoothly across the sand. They can also walk very long distances in
the desert.
Camels became known as the ‘ships of the desert’. People needed as much
skill to navigate the desert as it took them to navigate the seas. They had to
know how to find their way using the position of the sun in the day, and the
stars at night.
• carry much more
than a donkey
• drink over 100 litres
of water at a time
• go without water
for up to nine days
• handle the heat
without perspiring.
It is extremely hot in the Sahara Desert. Camel caravans like this one often travel during the early
morning and early evening. They sometimes travel at night under the full moon to avoid the heat of
the sun. This camel caravan is carrying slabs of salt to Timbuktu.
ACTIVITY 1 Use information to make interpretations and historical
deductions
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
3.
108
Term 1
Give one word for each of the following:
a. a procession of camels travelling together in single file
b. to find the way, carefully and safely
c. the big desert in the northern part of Africa
Give three reasons why people use camels to travel across a desert.
Explain in your own words why camels are sometimes called the ‘ships
of the desert’.
Unit 2: Goods including salt brought from
Europe and North Africa into Mali
where they were exchanged for gold,
slaves, ivory and ostrich feathers
Trade based on gold and salt
The wealth of ancient Mali was based on trade, particularly the TransSaharan trade (trade across the Sahara Desert). The king of Mali controlled
the trade and taxed the goods that were imported and exported. It was
the control of this Trans-Saharan trade that caused the growth of the great
kingdom of Mali and the important city of Timbuktu in the 14th century.
Key words
• trans – across
• tax – money paid to
the government
• imported – goods
brought and bought
from another
country
• exported – goods
sold to another
country
• nugget – piece,
lump
Gold was mined in Mali. The king of Mali kept all the gold nuggets, but
allowed gold dust to be traded. Gold is still mined today in Mali. Salt was
mined deep in the Sahara, near the town of Taghaza in North Africa. Slabs of
salt were imported to Timbuktu from Taghaza.
Other goods that were traded
Apart from gold and salt, other goods were also traded. Swords, iron,
copper, cloth, silk and horses were brought into Mali from North Africa and
the Middle East and exchanged for slaves, ivory and ostrich feathers.
Gold nuggets
The slave trade
Slavery has long been a part of
human history. African slaves
were taken to Europe, as early
as the 11th century. Slavery
existed in West Africa for
many centuries. Criminals and
prisoners of war were often
sold as slaves in the market
places in Timbuktu.
A traveller to Timbuktu wrote this about
the slave trade: ‘Slaves are the next highest
commodity in the marketplace. There is
a place where they sell countless slaves on
market days.’
Leo Africanus, History and Description of
Africa, translated by John Pory
(London: Hakluyt Society, 1896). Originally
published in 1600
About our world
ACTIVITY 2 Discuss slavery in Africa and answer questions about
trade in Mali
(Assessment aims and skills: 1, 2, 5, 6)
1.
2.
Miners searched for gold in
rivers.
Discuss in pairs anything new you learned about slavery in Africa. Write
down what surprised you. Share your answers with your class.
Copy and complete the table below.
Goods exported from Mali
Goods imported into Mali
In the 16th century
people were taken
out of West Africa
and forced to
become slaves in
America. In Grade 8
you will learn more
about the brutal and
cruel Trans-Atlantic
slave trade.
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
109
Key words
• prophet – someone
who is believed to
explain the will of
God
• revelation –
communication of
knowledge by a god
• Allah – the name of
the Muslim god
• literate – being able
to read and write
• commerce – business
• gradual – slow,
steady, ongoing
• minaret – the tall,
slender tower of a
mosque from which
a muezzin calls
Muslims to prayer
• imam – Islamic
leader
About our world
Whenever Muslims
say the name of
their prophet
Muhammad, they
say the words ‘Peace
be upon him’. This
is abbreviated in
writing as PBUH.
Unit 3: Spread of Islam across North Africa
and into West Africa via traders:
9th century
What is Islam?
The followers of the religion of Islam are called
Muslims. The prophet Muhammad was born
in Mecca, which was the centre of trade in
the Arab world. It is believed that the prophet
Muhammad received a revelation from Allah
in the 7th century AD. Muhammad wrote down
the revelation in the holy book of the Muslims
in Arabic. The holy book is called the Qur’an.
The Qur’an encourages the followers of Islam
to spread their religion. The building in which
Muslims worship is called a mosque.
The symbol of Islam is the star and
the crescent moon. The religion
started in the Middle East, where
the days are so hot that the people
often moved by night. The stars led
the way and the moon lit the way.
This symbol is sometimes used to
show how Islam guides and lights a
Muslim’s way through life.
The spread of Islam
From the 9th century AD, Arab Muslim traders
travelled to West Africa to trade goods. They
made the journeys in caravans of camels. Traders
did not only bring trade, they also brought
their religion. This influenced the growth and
development of the powerful kingdom of Mali in
the mid-13th century. Islam required Muslims to
be literate. This meant that the kingdoms which
adopted the Islamic religion were able to keep
written records of goods they bought and sold.
This made their administrations more efficient.
The spread of Islam in Mali did not happen
through wars, but by contact through
international trade and commerce, therefore
it was gradual.
Djingareyber or the Great Mosque
was built in the early 14th century
and is the oldest mosque in
Timbuktu. The mosque is built of
mud bricks and wooden beams.
You can see the minaret where the
imam calls people to prayer five
times each day: dawn, noon, midafternoon, sunset and night.
ACTIVITY 3 Complete sentences about the spread of Islam across
North Africa into West Africa
(Assessment aims and skills: 1, 2, 6, 7)
Complete the following sentences.
1.
2.
3.
4.
110
Term 1
Muslims travelled to Mali because …
Muslims spread the religion of Islam because …
The spread of Islam in Mali was gradual because …
Muslims in Timbuktu knew it was time for prayer because …
Unit 4: Sources of information about
the past
How do we find out about Mali and Timbuktu
long ago?
Historians find out about how people lived long ago by studying sources of
information. There are different kinds of sources. Sources can be divided as
follows:
• material sources, which are the objects that people made
• written sources, which are the books that have been written
• visual sources, which are photographs, maps and drawings
• oral sources, which are the stories that people tell.
Key words
• source – something
that gives us
information about
the past
• griot – a storyteller
from West Africa
written
material
sources
visual
oral
About our world
Material objects are
also called artefacts.
Material sources
are studied by
archaeologists.
Most villages in Mali had their own griot or storyteller. Griots told tales and sang of births, deaths,
marriages, battles, hunts, and hundreds of other things. History has been shared this same way for
generations.
‘Timbuktu, the crossroad where sub-Saharan Africa and the Mediterranean met each
other, was not only magnificently rich; it was also a world class centre of learning.’
(Adapted from Gates, Henry Jnr, Wonders of the African World,
Alfred A. Knopf, New York, 1999, page 112)
Source A: This is written in a history book about Africa.
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
111
Source B: This is a drawing of gold traders in Mali long ago.
Source C: These gold coins were used in Mali long ago.
They were found by archaeologists.
‘Long, long ago, when Mali was a
powerful kingdom, there was a great king
named Mansa Musa. He made Timbuktu
into the City of Gold. Walk around
Timbuktu today, and you can still see the
enormous mosque that the king built.’
(Adapted from: Marissa Moss. Tales from
Timbuktu. National Geographic Explorer March
2009, p.12)
Source D: A page from a handwritten book in Arabic in
the 14th century, from the University of Timbuktu.
Source E: Griots talk about the past
ACTIVITY 4 Find and classify different kinds of information about
the past
(Assessment aims and skills: 1, 2, 5, 6, 7, 8)
1.
2.
Name the four different sources of information that historians use to
write history.
Look at sources A–D above and on page 111.
a. Draw a table in your exercise book that looks like the one below and
complete it by ticking the correct boxes for each source.
b. In the last column, write down what information the source gives us
about Mali long ago.
Source
A
B
C
D
E
112
Term 1
Written Visual Material Oral What the source
tells us
Sub-topic
2
The kingdom of Mali
Unit 1: Mali at the height of its power under
Mansa Musa early 14th century
The Mali kingdom’s rise to power
The empire of Mali first became powerful under Mansa Keita in the 13th
century (1235). Mali created a large empire by conquering neighbouring
people and demanding tribute from them. Mali’s wealth was built on gold.
The rulers of Mali controlled the gold trade. In the early 14th century, Mansa
Musa became the king. He ruled between 1312 and 1337. Mansa Musa was
a Muslim ruler and he encouraged the growth of Islam in his empire.
Mansa Musa was the wealthiest ruler of his day and perhaps the wealthiest
ruler in human history. He was known as the ‘Lion of Mali’. The lion is a
symbol of royal power, bravery and strength.
Key words
• empire – a group
of countries under a
single government
• mansa – king or
emperor in Mali
• tribute – payment
by one nation
for protection by
another
• royal – the king or
queen or member of
their family
• records – written
documents
How Mansa Musa maintained his power
One of the ways that Mansa Musa maintained his power was through taxes.
He taxed imports and exports. Musa used Arab Muslim administrators and
advisors to help run his empire. He used their skills at writing, calculating
and keeping accurate records.
Mali became increasingly Islamic under Mansa Musa’s rule but most of the
ordinary people kept their West African customs, religion and traditions.
Mansa Musa lived in great luxury. He developed a strong government and a
strong army. His capital was in Timbuktu.
ACTIVITY 1 Decide what important information to use
Source A: Goldsmiths of West Africa
made special ornaments like this
golden lion for the king.
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
3.
4.
5.
6.
Name three import goods that Mansa Musa would have taxed. You
will need to refer back to sub-topic 1, Unit 2 for this information.
Name three export goods that Mansa Musa would have taxed. You
will need to refer back to sub-topic 1, Unit 2 for this information.
List three ways in which Mansa Musa maintained control over the
Mali Empire.
How were the people of West Africa affected by Islam?
Look at Source A. What kind of source is it?
Why do you think Mansa Musa liked to be called the ‘Lion of Mali’?
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
113
Key words
Unit 2: Mansa Musa’s pilgrimage to Mecca
• pilgrimage – a
journey to a sacred
or holy place
The pilgrimage to Mecca
• shrine – a place of
worship
Hadj is the Arabic word for the pilgrimage to Mecca in Saudi Arabia. It is the
religious duty of every Muslim who can afford it, to go on this pilgrimage.
Muslims worship at the most sacred shrine of Islam, the Kaaba in Mecca.
• Kaaba – a black
stone building
in Mecca that is
shaped like a cube
and that is the most
sacred Muslim
pilgrim shrine
Even today, thousands of Muslims make pilgrimages to the Kaaba in Mecca.
Mansa Musa’s journey to Mecca
Mansa Musa’s pilgrimage to Mecca in 1324 made him well-known across
northern Africa and the Middle East. He travelled through Cairo with
thousands of servants and slaves, and hundreds of camels and elephants
laden with gold. When Mansa Musa returned, he brought back many
Arabian scholars and architects.
‘From all over the world … the faithful
approached the city of Mecca … to worship
together at the most sacred shrine of Islam,
the Kaaba in Mecca. One such traveller
was Mansa Musa, Emperor of Mali. He was
Source B: No-one knows what Mansa
Musa looked like. A Spanish artist
drew the picture from his imagination,
based on what he had read. Mansa
Musa is drawn holding a gold nugget
and wearing a European-style crown.
determined to travel not only for his own
religious fulfilment. He also found Muslim
teachers and leaders to take back to Mali
with him, so that the people of Mali could
learn more of the Prophet’s teachings.’
(Adapted from Mahmud Kati, Chronicle of the Seeker of Knowledge,
written in the late 14th century.)
Source C: From a book by an African Malian Muslim
ACTIVITY 2 Interpret and compare sources
(Assessment aims and skills: 1, 2, 3, 6)
1.
2.
3.
4.
5.
6.
114
Term 1
What kind of source is Source B?
How can you tell that Mansa Musa was very rich?
What kind of source is Source C?
Which religion is the ‘faithful’ referred to in Source C?
According to Source C, what were the two reasons Mansa Musa went
to Mecca?
From what you have read in Source C, find out what Mansa Musa is
more likely to have worn on his head.
Unit 3: Construction of the Great Mosque
Key word
Mansa Musa orders the building of the
Great Mosque
• architect – a person
who creates designs
and plans that
are used to build
buildings
Mansa Musa ordered the building of the Great Mosque or Djingareyber
Mosque of Timbuktu after his pilgrimage to Mecca.
He brought an Arab Muslim architect with him who
brought a new style of architecture to West Africa.
The Great Mosque of Timbuktu shows a mixture of
Malian architecture and Middle Eastern architecture.
Building was started in 1324, and completed in about
1332, after Musa had died. The mosque became a centre
of learning as well as a place of worship.
The Great Mosque of Timbuktu :
• is made entirely out of sun-baked mud bricks
• has wooden beams laid between the bricks
Source D: The Great Mosque still stands today. It is regularly
maintained to stop it from decaying.
• has foundations made of stone
• has roofs that are made of palm-tree leaves and branches
and covered first with palm matting and then fine mud.
Source E: A drawing of houses in Timbuktu –
the houses were built of sun-dried mud bricks
and wooden beams
Source F: This is a photograph of the roof and towers of a modern mosque in the Middle
East today.
ACTIVITY 3 Compare sources and answer questions about them
1.
2.
3.
In which century was the Great Mosque built?
What are the similarities between the building in Source D and the
buildings in Source E?
What were the buildings in Source D and Source F used for?
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
115
Sub-topic
3
The city of Timbuktu
Unit 1: Why the city of Timbuktu
flourished
Timbuktu was founded about 1100 AD as a resting camp by nomadic
people who lived in the area. Timbuktu became part of the Mali Empire in
the late 13th century.
Timbuktu became a great city that flourished near a bend in the Niger River
for more than four hundred years. Timbuktu was at the end of the camel
caravan route that linked sub-Saharan Africa to North Africa and Arabia.
This is the first well that was used to
draw water in Timbuktu.
Mansa Musa made Timbuktu his capital city. Timbuktu was situated at the
meeting point of desert and nearby mines to trade for gold. It was an ideal
trading centre. It also grew as a centre of Islamic culture with mosques,
universities and libraries. You will learn more about Timbuktu as a centre of
learning in Sub-topic 5.
ACTIVITY 1 Write a paragraph that summarises and organises
information
(Assessment aims and skills: 1, 2, 3, 7)
Write a paragraph in which you explain why Timbuktu flourished as the
capital of Mali under Mansa Musa. Select your information from all that you
have read in this topic so far. Your paragraph will be marked with the rubric
on page 227.
Skills focus: How to write an explanatory
paragraph
In an explanatory paragraph, you need to explain why something
happened. You must give the causes and effects of certain events. You
should structure your paragraph as follows:
• The topic sentence is the first sentence in a paragraph. It introduces
the main idea of the paragraph. Summarise the main idea of your
paragraph. Indicate to the reader what your paragraph will be about.
• The supporting details come after the topic sentence, making up the
body of a paragraph. They give details to develop and support the main
idea of the paragraph. You should give supporting facts, details and
examples.
• The closing sentence is the last sentence in a paragraph. It summarises
the main idea of your paragraph, using different words.
116
Term 1
Unit 2: Leo Africanus’ eyewitness stories
of his travels
Travel along caravan routes, into the Saharan
desert and two visits to Timbuktu
Leo Africanus was born in Spain in 1483. He later moved with his family to Fez
in Morocco on the North African coast. He studied at the university in Fez.
Source A: Leo Africanus made two visits from Fez to Timbuktu.
I come from no country, from
no city, no tribe. I am the son of
the road.
Leo Africanus practised the religion of Islam. He was curious to find out new
things, and wanted to see as much of the world as possible. He became an
adventurous traveller. During his travels, he made two visits from Fez to
Timbuktu. He travelled on the trade route in a camel caravan through the
Sahara Desert.
ACTIVITY 2 Find and select information from sources, interpret
information and make deductions
My country is the caravan. My
life the most unexpected of
voyages.
(Assessment aims and skills: 1, 2, 3, 4, 6, 7)
1.
2.
3.
4.
5.
Name the desert Leo Africanus crossed.
Look at the map in Source A and answer the following questions.
a. In which direction did Leo Africanus travel to get from Fez to
Timbuktu?
b. Which mountain range did the camel caravans have to cross?
Use Source B to write down three words that you think describe Leo
Africanus’ character.
From what you have learnt so far this term, why do you think Leo
Africanus chose to visit Timbuktu?
With a partner, discuss whether you would accept the offer to cross the
desert on a camel.
Source B: A picture of and a
statement made by Leo Africanus
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
117
Key word
• eyewitness –
someone who is
present at an event
and who sees
something with his
or her own eyes
The royal court is
magnificent and very
well organized.
Leo Africanus, History
and Description of Africa,
translated by John
Pory (London: Hakluyt
Society, 1896). Originally
published in 1600.
Source C: A quote from
Leo Africanus’ eyewitness
description
Descriptions of Timbuktu in his book Description
of Africa (1550)
Later in his life, Leo Africanus wrote a book about his travels called
Description of Africa. The book was read by many people in Europe.
At that time, Europeans called Africa the ‘dark continent’ because they
knew very little about it. The writing of Leo Africanus helped Europeans
learn about West Africa and its people. He wrote about the large cities and
empires, complex cultures and societies in West Africa.
At the time he visited the city of Timbuktu, it was a thriving Islamic city
famous for its learning. It was the centre of busy trade (in local) products:
gold, printed cotton, slaves and in Islamic books.
The book that Leo Africanus wrote is one of the very few written sources
that we have from that time. Leo Africanus was not from West Africa but a
traveller through the region. Even though he was an eyewitness, and his
book is very useful for historians, it does not mean that his account is
always reliable.
‘The people of Timbuktu planted
agriculture products in the fields outside
of the town where the best farm land is
located. Leo Africanus may not have seen
There are no gardens
or orchards in the
area surrounding
Timbuktu
Leo Africanus, History
and Description of Africa,
translated by John
Pory (London: Hakluyt
Society, 1896). Originally
published in 1600.
these areas because as an important guest
the ruler of Timbuktu may have thought
them too common a place for Africanus to
visit.’
De Villiers, M. and Hirtle, S. Timbuktu: the Sahara’s city of gold, Walker and Company,
New York, 2007, p. 161
Source E: A quote from a book commenting on Leo Africanus’ description
ACTIVITY 3 Compare sources and evaluate information
(Assessment aims and skills: 1, 2, 3, 4, 5, 7, 8)
Source D: A quote from
Leo Africanus’ eyewitness
description
1.
2.
3.
4.
5.
6.
118
Term 1
Read Source C. What idea do you get about the Mansa of Timbuktu?
Find other information from this topic that supports this idea.
Do you think that Leo Africanus’ description is reliable? Explain
your answer.
Read Source D. What idea do you get about agriculture in Timbuktu?
Read Source E. In what way does Source E give a different description of
Timbuktu to Source D?
Do you think Source D is a reliable source? Use Source E to give a good
reason for your answer.
Unit 3: Timbuktu as a trade centre on the
trans-Saharan caravan route
Goods coming from the Mediterranean shores and
salt being traded in Timbuktu for gold
The countries around the Mediterranean Sea and Arab countries wanted
gold to make coins. The kingdom of Mali was rich in gold, but needed salt.
To reach Mali, traders had to travel across the Sahara Desert. The trade
across the Sahara Desert linked the kingdom of Mali to the Mediterranean
Sea and then to Europe. Traders also established a second major trade
route across the Sahara to Cairo in Egypt. The Trans-Saharan trade routes
were mostly used for the transport of gold and salt.
Look at the map below to see these trade routes.
Source G: Gold dust is very small bits of
gold. Gold is valuable because it is scarce
and hard to find. Gold is very beautiful.
It is soft and when heated it can be
moulded into various shapes.
Source F: Trade routes from Timbuktu in Mali
Source H: The long, hollow quills of the
porcupine were once used as containers for
gold dust.
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
119
About our world
Salt pans are
created after a large
rainstorm causes
floods, which
eventually form
a lake. The lake
evaporates very
quickly in the intense
desert heat. All the
salt from the lake is
left over and a salt
pan is formed.
Source I: Gold is a symbol of wealth and power. Rich women in Mali still wear lots of gold jewellery.
Source J: This is a picture of a salt pan in North West Africa. It is impossible for human beings to survive
without salt. In hot climates, humans and livestock both need more salt because they must replace what their
bodies lose through sweating. Salt is also used to make food tastier, and to preserve food.
ACTIVITY 4 Use sources to support explanations
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
3.
120
Term 1
Look at Source F, G and H on page 119. Explain why Mali gold traders
were more likely to carry gold in a porcupine quill than in a leather bag.
Look at Source G and Source I. Explain why people long ago and today
wear gold jewellery.
Look at Source J. Explain why salt was valuable enough to trade for gold.
Unit 4: Timbuktu as a centre of learning
The Golden Age of Timbuktu: A centre of learning
before the European Renaissance
In Grade 6 you learnt that the Renaissance in Europe took place in the
15th and 16th centuries. Before the European Renaissance, Timbuktu was
flourishing as a great learning centre in West Africa. In the 14th century,
Mansa Musa established the first Islamic university in Timbuktu. This period
of time in Mali is known as its Golden Age. An age is a time in history when
things flourish in a country.
Most Europeans at the time did not know anything about the rich history of
Africa. In fact, even after European countries took over most of Africa in the
late 19th century, they were still very ignorant of the history of Africa.
In studying history we need to be able to compare information about what
happened in the past from more than one point of view. The following
descriptions of Timbuktu and African history have very different points of view.
‘A long time ago Timbuktu traders
made their way across the baking
desert to sell gold, ivory, slaves and
salt, and scholars gathered to trade
books and exchange ideas.’
Curtis Abraham, Stars of the Sahara, New
Scientist issue 2617: 15 August 2007 p. 39
Source K: A description of Timbuktu
‘Africa has no history.’
G.W.F. Hegel, Philosophy of History, trans.
J. Jibree. New York: Dover, 1956, p. 93
Source L: A European philosopher’s opinion of
African history
ACTIVITY 5 Analyse, evaluate and explain different points of view
(Assessment aims and skills: 1, 2, 3, 5, 7, 8)
1.
2.
3.
4.
5.
What impression does Source K give of Timbuktu?
What point of view do Sources L and M share about African history?
In what way does the point of view in Source L and M differ from Source A?
From what you have read so far in this topic, which point of view do
you agree with?
Write a short sentence which explains to the authors of Sources L and
M why their point of view is incorrect.
Key word
• Golden Age – a
period in history of
outstanding wealth
and achievement
About our world
Europe took over
most of Africa in the
late 19th century. You
will learn more about
this in Grade 8.
‘Perhaps in the future
there will be some
African history to
teach. But at the
present there is none;
there is only the history
of Europeans in Africa.
The rest is darkness,
and darkness is not the
subject of history.’
Hugh Trevor-Roper,
Rise of Christian Europe,
London: Thames and
Hudson, 1964, p. 9
Source M: A European
historian’s opinion of African
history
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
121
Key words
• scholar – someone
who has studied for
a long time and has
a lot of knowledge
• madrassah – a
Muslim school or
university
• manuscripts –
handwritten books
or documents
Mathematics, chemistry, physics, optics,
astronomy, medicine, history, geography, the
traditions of Islam, government laws and much
more
Sankore University in Timbuktu
The first university in the world was the Sankore University in Timbuktu. The
Sankore University is part of the Sankore Mosque.
• preserved –
prevented from
decaying or spoiling
• priceless –
invaluable, precious
• fragile – delicate,
easily broken
• astronomy – the
branch of physics
that studies the
planets, the stars
and the universe
• optics – the study
of light and the eye
The historic Sankore University
During its Golden Age, Timbuktu was the centre of a book trade. Books were
also written by Islamic scholars at madrassah. This established Timbuktu as
a centre of learning in West Africa.
The ‘Timbuktu Manuscripts’
collection refers to over 700
000 documents, ranging from
scholarly works to short letters
which have been preserved by
private households in Timbuktu.
The manuscripts were passed
down from one generation to the
next in Timbuktu families. Some
of the manuscripts date back to
the 13th century. Many of these
manuscripts remain to form a
priceless written source of some
of Africa’s history.
Many of the Timbuktu Manuscripts are in a fragile condition.
122
Term 1
Subjects that were studied at Sankore University
The Timbuktu Manuscripts are written in Arabic, in African languages
written in Arabic script, and in Africanised versions of the Arabic alphabet.
These manuscripts deal with subjects that include mathematics and
astronomy. Other subjects that were studied include chemistry, physics,
optics, medicine, history, geography, the traditions of Islam, government
laws and much more.
‘The brittle condition of the manuscripts
means that pages disintegrate easily like
ashes. The termites, insects, weather, and
the selling of these treasures to tourists for
food money pose a serious threat to the
future of the manuscripts of Timbuktu.’
From: The Timbuktu Foundation (http://www.timbuktufoundation.org/manuscripts.htm)
Source N: An explanation of why the manuscripts are fragile and some are lost
‘…the common belief among western
scientists was that Africans only began
studying science after the arrival of
Europeans in our continent. We can now
say with confidence that sub-Saharan
Africans were studying mathematics and
astronomy hundreds of years ago.’
Thebe Medupe, an astrophysicist at the University of Cape Town, South Africa,
In New Scientist issue 2617: Stars of the Sahara 15 August 2007 by Curtis Abraham
Source P: A description of Timbuktu as a centre of learning
Source O: Part of the Timbuktu
Manuscripts
ACTIVITY 6 Understand, explain, recall and summarise information
(Assessment aims and skills: 1, 2, 7, 8)
1.
2.
3.
4.
5.
What are the Timbuktu Manuscripts?
What alphabet are they written in?
What languages are they written in?
Read Source N and explain why the manuscripts are fragile and some
are lost.
Summarise the information provided in Source O and P by writing two
sentences which begin with:
a. The Timbuktu Manuscripts show that…
b. The Timbuktu Manuscripts are an important part of African heritage
because…
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
123
Key words
• collaborating –
working jointly
• catalogue –
complete list of
things arranged
systematically
About our world
In 1893, with the
colonisation of
West Africa by
France, Timbuktu
was brought under
French rule until
Mali received
independence in
1960. In 2012, a
rebellion took place
in Mali, and some
of the Timbuktu
manuscripts were
damaged.
Timbuktu Manuscripts Project and South African
collaboration
In 2003 the South Africa-Mali Project was launched. It is a project in which
the South African government and the Mali government are collaborating
to save the Timbuktu Manuscripts.
This project is cataloguing and securely housing the Timbuktu Manuscripts
at the Ahmed Baba Institute in Timbuktu. The South Africa-Mali Project is
conserving and repairing the historic manuscripts of Timbuktu.
The Ahmed Baba Institute, named after a famous 15th century scholar,
houses a collection of 30 000 manuscripts. The rest of the texts are kept in
the private libraries of families in and around the city.
‘Now a team of researchers from South
Africa and Mali are analysing the Timbuktu
Manuscripts to find out what the scholars
knew about science. In just a handful of
the documents translated so far they have
overturned what was believed before about
early African science and astronomy. The
scholars of Timbuktu, they have discovered,
were way ahead of their time.’
Thebe Medupe, an astrophysicist at the University of Cape Town, South Africa,
In New Scientist issue 2617: Stars of the Sahara 15 August 2007 by
Curtis Abraham
Source Q: A description of the importance of the Timbuktu Manuscripts as a centre of learning
This is a photograph of the outside of the Ahmed Baba Institute which
was built as part of the South Africa-Mali Project.
ACTIVITY 7 Interpret and make deductions from information
(Assessment aims and skills: 4, 7, 8)
1.
2.
3.
124
Term 1
Do you think that South Africa should be involved in the Timbuktu
Manuscripts Project with Mali? Give a good reason for your answer.
Read Source Q. Does the author agree with the collaboration between
South Africa and Mali?
What reason does the author of the source give for the importance of
the work on the Timbuktu Manuscripts?
Why Timbuktu is a World Heritage Site
Key words
The decline of Timbuktu
• alternative –
providing another
choice
By the middle of the 16th century, the Golden Age of the Mali Empire was
over and the empire entered a long period of decline for the following
reasons:
• When the European explorers that you learnt about in Grade 6 landed
on the West African coast, they provided an alternative trade route
across the sea, and the trade route across the world’s largest desert
slowed down.
• Moroccan invaders captured the city, and began to drive scholars out.
• Mali was colonised by the French at the end of the 19th century.
Today Timbuktu is a shadow of its former self, a mud-built town of 20 000
people on the edge of the Sahara Desert. Timbuktu strikes most travellers as
a humble city which is a bit run down.
• shadow of its
former self – a
smaller, weaker,
or less important
form of someone or
something
• humble – no longer
great; low or inferior
• run down – worn
and broken down
by use
What is a World Heritage Site?
A World Heritage Site is a specific site (such as a forest, mountain range,
lake, desert, building, complex, or city) of outstanding importance. The site
should be preserved as part of the common heritage of humankind. Nearly
800 sites in different parts of the world have been included in the list.
In 1988, Timbuktu was declared a World Heritage Site. Timbuktu was a
thriving centre of scholarship in Africa. It has three very old mosques and
one of the world’s great collections of ancient manuscripts.
ACTIVITY 8 Discuss, understand, evaluate and interpret information
(Assessment aims and skills: 1, 2, 6, 7, 8)
1.
2.
3.
4.
5.
Explain why Timbuktu declined from the mid-16th century.
Explain why Timbuktu was declared a World Heritage Site.
Do you think Timbuktu is worth preserving? Explain your answer.
Give reasons why the heritage of Timbuktu is in danger.
Have a class discussion in which you share what you have learnt in this
topic that you think you will always remember.
About our world
• Timbuktu is on
the edge of the
Sahara Desert, and
the moving desert
sands threaten to
bury Timbuktu.
• In 2012, a civil war
began in Mali. Rebel
fighters gained
control of the city of
Timbuktu and have
since been attacking
its heritage. Try to
read newspapers
and listen to the
news on radio and
TV to find out what
has happened in
Timbuktu since
2012.
Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century
125
Revision and assessment
Please note that your teacher will hand out the Programme of Assessment Task for you to complete.
Task 1: Arrange events in the correct time order
a.
Write down the date next to the event and then arrange events in the correct time order.
i. Mansa Musa ordered the building of a mosque and a university in Timbuktu.
ii. The European Renaissance took place.
iii. The empire of Mali first became powerful under Mansa Keita.
iv. Mansa Musa took over as the king.
v. Mansa Musa made a pilgrimage to Mecca.
[10]
Task 2: Write a time line
Write a time line of the first half of the 14th century in your exercise book and fill in the
following events about Mansa Musa. Make sure that you leave two lines between each date.
1300
•
•
•
•
•
1305
1310
1315
1320
1325
1330
1335
1340
1345
1350
Building of the Djingareyber (the Great Mosque) began in 1324
Completion of the Great Mosque in 1332
Mansa Musa became ruler of Mali 1312
Mansa Musa died in 1337
Mansa Musa made a pilgrimage to Mecca in 1324
[10]
Task 3: Write a paragraph
Write a paragraph that contains five facts about the Golden Age of the city of Timbuktu.
Your paragraph will be marked with the rubric on page 227.
[10]
Task 4: Find information from sources
a.
b.
c.
Read Source A below and explain the word ‘stereotype’.
What stereotype do many people have about African history?
What have you read about in this topic that shows that knowledge in West Africa was
passed on in written form long ago?
(2)
(2)
(2)
‘Africa has for too long been stereotyped as the continent of
song and dance, where knowledge is only transmitted orally.’
John Hunwick, Institute for the Study of Islamic Thought in Africa at
North-western University, Illinois.
New Scientist issue 2617: Stars of the Sahara 15 August 2007
by Curtis Abraham p. 41
Source A: Written source
126
Revision and assessment
[6]
Task 5: Find information in a source on a signpost
Source B is a famous old signpost at a place called Zagora on the edge of the Sahara Desert. The
signpost indicates that a trip to Timbuktu will take 52 days across the desert. Note that Timbuktu is
spelled Tombouctou in French. ‘Jour’ means days.
Source B: Signpost to Timbuktu
a.
b.
What kind of source is the signpost? (There can be more than one!)
Why will the journey take so long?
(2 × 2 = 4)
(2 × 2 = 4)
[8]
Task 6: Interpret a source
Source C: Postage stamp
a.
b.
What two images are included on this stamp that show Timbuktu’s history?
Name another two images that could be included on a stamp.
(2 x 2 = 4)
(2)
[6]
Note: The text is written in French on this stamp. You do not need to be able to read the
stamp to answer the questions.
Total: 50
Revision and assessment
127
TOPIC
2
The Trans-Atlantic slave trade
Source A: Slaves on board a ship crossing the Atlantic Ocean
128
Term 2
Focus: The nature and impact of the
slave trade between West Africa and the
American South
Introduction
From 1451 to 1870, about twelve million
Africans from West Africa were taken to America
as slaves. This trade in slaves is referred to as the
Trans-Atlantic slave trade.
People were captured in West Africa and were
transported as slaves across the Atlantic Ocean.
They were sold at auctions and were made
to work on plantations in America. The raw
materials produced on the plantations, like
sugar, rice, cotton and tobacco, were shipped to
factories in Europe. Manufactured goods were
then sold in Europe and in West Africa.
Find information from a map and
picture
(Assessment aims and skills: 1, 2, 7)
1.
2.
Slaves were sold at slave markets.
3.
4.
5.
6.
Look at the map in Source B. Why do you
think the Trans-Atlantic slave trade is
sometimes called the ‘Triangular trade’?
From which part of Africa were slaves
taken?
Look at Source A on page 128. Write down
three words or phrases about what you see
in the picture.
What products were taken from North
America to Britain?
What products were taken to West Africa
from Britain to trade for slaves?
Say what effect you think the slave trade
had on the economies of:
a. Britain
b. America
c. West Africa
Source B: A map showing the Trans-Atlantic slave trade
129
Sub-topic
West Africa before the European slave trade
1
Key words
Unit 1: Slavery in West Africa
• voluntarily – of
your own free will
West African farmers
• slave – a person
who is owned by
someone else
Most West Africans lived in settled farming societies. Farmers grew food to
feed themselves and their families. If there was food left over, they traded it
for other goods that they needed.
About our world
There was slavery in
West Africa before
the European slave
trade.
Farming and herding livestock required a lot of people to do the work.
Even if a community was settled on good land with good water supplies,
they still needed people to farm the land. Farmers who needed extra
workers would sometimes exchange some of their grain for a child from
a poor family. The child would then work for the family who bought him
or her. Often, people who were very poor voluntarily became slaves in
exchange for food and shelter. When people think of slavery today, they
usually think of slavery from long ago in the United States – where black
slaves from West Africa were owned by white masters.
Source A: This drawing shows slaves in chains working in the fields in West Africa.
ACTIVITY 1 Draw conclusions about West African slavery
1.
2.
3.
130
Term 2
Look at Source A and draw three conclusions about West African
slavery.
Explain why West African farmers needed slaves.
Name one way in which the farmers could get slaves.
Sub-topic
2
The nature of slavery in West
Africa before Europeans
Unit 1: What was slavery like in West Africa?
There have been many different kinds of slavery throughout history. Slavery
existed in West Africa long before the European Trans-Atlantic slave trade
began. But the kind of slavery in West Africa was different to the kind of
slavery that developed as a result of the European Trans-Atlantic slave trade.
In West Africa slavery was only practised on a small scale. These slaves were
usually people who:
• were captured in battle
• were criminals
• had been chased away by other local societies
• were bought to perform unskilled work or domestic labour
• might become part of the families of slave owners
• might later become soldiers.
The Trans-Sahara slave trade
Key word
• raid – to attack or
invade
• master – slave
owner
About our world
When the first
Europeans (the
Portuguese) set foot
on the shores of West
Africa in the 15th
century, they found
a busy trade in slaves
and other goods.
Indigenous West African slavery changed at
the beginning of the 7th century. Thousands of
black slaves were sent to North Africa, parts of
the Middle East and southern Europe.
Later, African kings, like Mansa Musa, raided
their weaker neighbours, and sold their
captives as slaves. They also kept slaves of their
own. These men were powerful rulers with
large armies, and slaves were often used as
soldiers. Slaves worked in the gold mines and
farmed the land. They were usually exchanged
for horses. Fifteen or twenty slaves were
exchanged for one Arabian horse.
Source A: Arab Muslims raided and traded for black African slaves in West
Africa. This is a drawing of an Arab slave-trading caravan that is transporting
black African slaves across the Sahara Desert.
ACTIVITY 1 Contrast and interpret information
1.
2.
How did West African slavery contrast with the Trans-Sahara slave trade?
Why do you think one horse could be exchanged for fifteen or twenty
slaves?
Topic 2: The Trans-Atlantic slave trade
131
Slavery in the American South
Sub-topic
3
Key words
• voyage – journey or
travel
• conquest –
something taken
over by using force
Unit 1: Plantations: tobacco, rice, sugar
cane and cotton
The formation of the United States of America
• colonise – to take
over and control a
country or piece
of land
• indigenous
people – the local
inhabitants or
the people who
originally lived in
the country
• immunity – having
the ability to fight
off an infectious
disease
A map showing the 13 colonies along the east coast of
America
In Grade 6 you learnt that the European voyages of exploration and
conquest changed the whole world forever. Britain was one of the countries
that colonised other parts of the world. One of the places where the
British government set up colonies was on the east coast of what is today
the United States of America. These first colonies were referred to as the
‘Thirteen Colonies’.
Indigenous Americans lived in North America long before the British arrived.
The British used force and violence to conquer and colonise their lands.
The British had more powerful weapons than the indigenous people
of America and killed the people who resisted them. The colonisers also
brought diseases like smallpox, measles and flu with them. Indigenous
people did not have immunity to these diseases and many of them died
from these diseases. Colonists did not have enough people to work for
them, so soon after they settled in America, they imported slaves from West
Africa to work for them.
132
Term 2
The American Declaration of Independance
In the 1760s arguments broke out between Britain and the Thirteen
Colonies in America. The disagreements were not resolved and war broke
out between the colonists in the Thirteen Colonies and their British rulers.
The colonists declared their independence from Britain in 1776. The
colonies were granted their freedom from Britain in 1783 and the United
States of America was created.
Slavery in the USA
A document called the ‘American Declaration of Independence’ was drawn
up by the new government of the USA.
‘…all men are equal … they are given by their Creator, certain Rights,
including Life, Liberty and the Pursuit of Happiness.’
Source A: Taken from the American Declaration of Independence
This Declaration of Independence is misleading. Not everyone had the same
rights. Men with good incomes, men who owned land or a house were
allowed to vote. But slaves, women, and men who did not own land or a
house, could not vote.
It has been said that these words from the American Declaration of
Independence are hypocritical. Hypocrisy is when you pretend to have
beliefs that you don’t really have.
The first flag of the United States had thirteen stripes, and
thirteen white stars. It is referred to as the ‘Stars and Stripes.’
Additional stars were added to reflect the admission of each
new state. Today the American flag has 50 stars to represent
the 50 states.
This is a photograph of an
indigenous American. Colonists
called these people ‘Indians’.
About our world
The European
explorer, Christopher
Columbus, left
Europe and sailed
west across the
Atlantic Ocean to try
and find India. When
the first European
explorers landed
in America, they
thought they were
in India. They called
the indigenous
American people
‘Indians’.
The first president of the USA was
George Washington. The capital
city of the USA is named after him.
Topic 2: The Trans-Atlantic slave trade
133
Key words
Plantations in the American South
• plantation – a big
farm where crops
are grown on a large
scale
American colonists moved south and west. In the southern states (see the
map below) colonists established big farms, called plantations. The owner
of a plantation was a wealthy white farmer who owned black slaves. Slaves
were bought so that they could do all the hard work on the plantations.
• cash crops – crops
like tobacco, rice,
sugar cane and
cotton sold for
money
Products like tobacco, rice, sugar cane and cotton were grown on these
plantations. These products are called cash crops because they are sold for
profit and are not farmed to be used or eaten immediately. The economy of
the American South became based on agriculture. The plantation owners
exported cash crops and became very wealthy.
In the United States of
America a ‘slave state’ was
an American state in
which slavery was legal.
A ‘free state’ was one in
which slavery was either
prohibited or abolished
over time.
This map shows the southern states of the USA. This was where the plantations were situated
and where slaves lived and worked. The slave states are coloured in yellow.
The southern coastal
states from Georgia, South
Carolina, North Carolina,
Virginia and Maryland had
the most slaves. Most of
these slaves worked on
plantations. In the northern
parts of America slaves
mostly worked in people’s
homes and businesses.
There were slaves in each of the thirteen original colonies, and slavery was
legal in the north for over two hundred years.
Rich people in the northern states regarded owning slaves as a visible
symbol of their wealth and status. Many wealthy families in the northern
states used slaves as domestic servants and coachmen. These slave owners
usually only owned one or two slaves. The northern states gradually began
abolishing slavery by law.
Slavery was one of the causes of the American Civil War and was abolished
in all states in 1865.
134
Term 2
ACTIVITY 1 Analyse, interpret and deduct from information
(Assessment aims and skills: 1, 2, 3, 4, 5, 6)
1.
2.
3.
Refer to Source A on page 133. Who, do you think, drew up the
American Declaration of Independence? Choose from these possible
answers:
• poor men
• slaves
• rich white men
• rich white men and women
• poor women
Explain why the American Declaration of Independence can be
considered to be hypocritical.
Look at Source B below.
a. Who do you see in the picture?
b. What is each person doing?
c. How can you tell that the picture was probably drawn by a slave
owner and not a slave?
d. Write a short sentence which says what you think the slave owner
might be thinking.
e. Write a short sentence in which you construct what you think the
slave might be thinking.
Source B: A white slave master with a slave in the
background
Topic 2: The Trans-Atlantic slave trade
135
Key word
• brutal – violent or
cruel
Unit 2: Reasons for using slave labour
The plantation owners in America did not have enough people to work on
their vast plantations. So slave traders brought slaves from West Africa to do
the hard work on the plantations in the American South.
What was slavery?
Slavery is an example of extremely brutal behaviour. We have seen that
slavery existed in Africa long before the continent had any contact with
Europe.
But when Europeans began to colonise different parts of the world,
the nature of slavery and the slave trade changed. The form of slavery,
introduced by Europeans, was called chattel slavery. Chattel slaves could be
bought and sold just like cattle (from which the word chattel comes).
Slaves that were taken from West Africa to the Americas where they:
• were treated as a piece of property that belonged to their owner
• were treated as if they were not human beings
• were treated with extreme brutality
• were slaves for life and their children became slaves too
• were forced to work for their owner
• did not receive wages
• had no rights
• weren’t allowed to learn how to read or write.
Slaves had no rights and were treated as property that belonged to their owner.
136
Term 2
How slaves were captured, sold and transported
from West Africa
European slave traders kidnapped people from their homes or local
West African chiefs sold them to these slave traders. Africans were often
kidnapped by fellow Africans. They would sell them to European slave
traders for things like guns, whisky, cloth and metal goods like knives
and basins.
European slave traders set up bases on the coast of West Africa. Africans
would bring African captives to these bases and would exchange them
for guns and other goods. Those Africans captured by the slave traders
themselves were marched to the coastal trading centres. The captives were
kept in prisons called barracoons at the coastal bases until they were sold.
Once the slaves were sold, the slave traders used a red-hot iron to
brand them with the mark of the particular European company that had
bought them.
Key words
• bases –
headquarters or
centres from which
slave traders worked
• captives – people
who have been
captured
• barracoons – a
slave warehouse,
an enclosure where
slaves were kept
temporarily
• brand – to burn
with a hot iron to
show ownership
The slaves were then taken by ship across the Atlantic Ocean.
‘One day, when only I and my
dear sister were left behind to
mind the house, two men and
a woman got over our walls and
in a moment, seized us both…
They stopped our mouths and
ran off with us into the nearest
woods…The next day proved
to be a day of great sorrow
…for my sister and I were
separated while we lay clasped
in each other’s arms.’
Equiano was enslaved as a young
man. He bought his freedom, and
worked as an author and explorer
in America.
Source D: A drawing of a slave barracoon
The Interesting Narrative of the Life
of Olaudah Equiano, 1789
Source C: A slave tells his story of capture
Source E: A plan of a slave ship
Topic 2: The Trans-Atlantic slave trade
137
Slave market
Key words
When the slaves reached America, they were sold at slave markets. Slave
sales were advertised in newspapers and on posters. Slaves were bought
and sold at slave markets called auctions.
• auctions – a public
sale in which goods
are bought and sold
When slaves were to be auctioned, a small red flag was hoisted on a pole
outside the auction room. In the auction room, slaves were made to stand
in a line, facing the bidders. Once the auction began, bidders shouted out
the price they were prepared to pay for the slave being sold. The bidder who
offered the most money got the slave.
• bidders – people
who place bids in an
auction
A slave could be bought and sold many times in his or her lifetime.
Source G: A newspaper advertisement
for a slave market
Source F: A drawing of a slave market
Freeman [the white slave broker] would
make us hold up our heads, walk briskly
back and forth, while customers would feel
of our heads and arms and bodies, turn us
about, ask us what we could do, make us
open our mouths and show our teeth....
Sometimes a man or woman was taken back
to the small house in the yard, stripped,
and inspected more minutely [closely].
Twelve Years a Slave: Narrative of Solomon Northup, 1853
Source H: Story of a slave market
138
Term 2
About our world
The word ‘Negro’
was used to describe
black people. The
word is no longer
used today.
Numbers of slaves that were taken to America
The actual number of men, women and children who were
snatched from their homes in Africa and transported in slave ships
across the Atlantic, either to the Caribbean islands or to North and
South America, will never be known. Writers vary in their estimates,
but there is no doubt that their numbers run into millions. Historians
say that about 12 million Africans were transported to North
America through the Trans-Atlantic slave trade.
3 million (250 000 died
on the voyage)
1680 - 1786
2 130 000
1716 - 1756
3,5 million
1776 - 1800
A yearly average of
1 850 000
The above statistics are from the
following article by Jose Luciano Franco:
What happened to the raw materials that
slaves produced?
The cash crops were harvested and were packed onto ships and
taken to England, where they were made into products in factories.
Cotton was woven into material, which was made into clothes.
Sugar cane was turned into sugar to sweeten foods and drinks.
Tobacco was made into pipe tobacco and chewing tobacco.
These products were sold to people in Britain and exported to
British colonies to be sold there at big profits.
1666 - 1776
‘The Slave Trade in the Caribbean and
Latin America.’ in The African Slave Trade
from the Fifteenth to the Nineteenth
Century Reports and papers of the
meeting of experts organized by Unesco
at Port-au-Prince, Haiti, 31 January to
4 February 1978.
Source I: Table showing numbers of slaves taken
across the Atlantic to North America, South
America and the Caribbean
ACTIVITY 2 Understand, recall, deduct from and interpret information
(Assessment aims and skills: 1, 2, 3. 6, 7)
1.
2.
3.
4.
5.
6.
7.
8.
9.
a. Read Source C on page 137 and explain how Equiano was captured.
b. What feelings did Equiano have at the time?
c. Look at Source D on page 137 and explain what happened at a
barracoon.
Look at Source E on page 137 and explain how slaves were taken to
America.
From Sources D and E, what feelings do you think slaves had?
Why do you think so many slaves died on board the ship?
What is being sold in Source F on page 138?
What word is used in Source G on page 138 to indicate that slaves were
regarded in the same way as goods?
Read Source H on page 138 very carefully. With a partner, write down
a list of words which describe how slaves must have felt when being
sold at an auction.
According to Source I above, how many slaves were taken to America?
Use all the sources in this section to write a paragraph which explains
how slaves were captured, sold and transported to America, and how
they were sold again once in America. Your paragraph will be marked
with the rubric on page 227.
Topic 2: The Trans-Atlantic slave trade
139
The impact of the Trans-Atlantic slave trade
on slaves
Sub-topic
4
Key word
• homeland – the
place where a
person is born
The child … fastened her
hands around her mother’s
neck, and nestled [snuggled]
her little head upon her
bosom. Freeman [the slave
broker] sternly ordered [the
mother] to be quiet, but she
did not heed [listen to] him.
He caught her by the arm
and pulled her rudely, but
she clung closer to the child.
Then … he struck her such
a heartless blow, that she
staggered backward, and fell.
Oh! How piteously then did
she beseech and beg and pray
that they not be separated. But
no mercy was shown.
Unit 1: What it was like to be a plantation
slave in the American South
A slave’s work day was very long (from sunrise to sunset) and the work he or
she did was very tiring. The work conditions were also very bad.
Slaves also had no rights. They were the personal property of their owners.
Slave masters had complete authority over their slaves. Slaves could be
brutally punished by their masters. Slaves were not allowed to leave the
plantation without permission. They were often rented out to other farmers.
They were also used as prizes in lotteries. They could be won or lost as
bets in card games and horse races. When a slave master died, the slaves
were sold to different owners. This meant that families and friends were
separated.
Slave owners changed the slaves’ African names to names that were easy to
pronounce in English. The names were often taken from the Bible, from the
ship they arrived on, or from the work slaves did. Some were simply called
‘Curly’, ‘Little’ or ‘Big’. African names had personal meanings and were often
given in special ceremonies in West Africa. Taking away the slave’s name was
a way of breaking their ties to their homeland.
Slaves’ names were given by their owners.
For example, a name may be based on what
kind of work they were forced to do. Some
African-Americans have last names such as
Twelve Years a Slave: Narrative of
Solomon Northup, 1853
Source A: Story of a child being
separated from her mother
Cotton, which shows that their ancestors
were made to pick cotton when they were
slaves.
From: Family Education, part of the Family Education Network – Pearson Education Inc.
Source C: Slave names
‘No day dawns for the slave, nor
is it looked for. It is all night –
night forever.’
From: Lessons and Resources for Black
History Month: Slavery in the American
South – The Constitutional Rights
Foundation (www.crf-usa.org)
Source B: An ex-slave’s description of
what it was like to be a slave
ACTIVITY 1 Discuss how slaves felt
(Assessment aims and skills: 1, 2, 3. 6, 8)
1.
2.
Use the text and the sources on this page to discuss with your class
how slaves might have felt about:
a. being given a new name
b. not being able to have a family life
c. having to work all day for no pay
Continue your discussion in a small group. Write down some of the
things slaves might have done to show that they hated slavery.
We will look at this in further detail later in this topic.
140
Term 2
Slave culture in songs and stories
Key word
Songs
• spirituals – slave
songs
The slave owners wanted to control their slaves. They wanted to break
their spirits. Slaves weren’t allowed to speak their indigenous West
African languages or practise their indigenous religions. Most slaves were
converted to Christianity. Slaves created songs called spirituals to express
their feelings. This music became an important part of slave culture.
The tunes were a mixture of Christian hymns and African music, with
dancing, hand clapping and foot tapping. The words communicated many
Christian ideas as well as the hardship of slave life. It had a double message
of hope for freedom on Earth and the end of pain in heaven.
The creation of spirituals was organic, coming up from below, coming
from the people. Spirituals were a living folk art – with had no authors
or composers, no dates, no lyricists, nothing written down, no fixed or
authoritative texts – belonging to the community.
Adapted from page 1776 Africana, the Encyclopaedia of the African and African
American Experience. Ed K..Appiah and, H. L Gates, 1999 Basic Civitas Books,
Member of Perseus Books Group, First Edition
Source D: Words from a slave spiritual
Slave spirituals have changed over time into what is known as Gospel music today.
Topic 2: The Trans-Atlantic slave trade
141
Key words
Stories
• inhuman – without
feeling
In the 1800s a movement started in
America to end the inhuman practice
of slavery in the South. Anti-slavery
stories were published to encourage
the abolitionist movement. Black and
white abolitionists told stories of runaway
slaves as a way to get support for their
movement.
• abolitionist
movement – a
group of people
who wanted to end
slavery
In 1845 The Narrative of the Life of
Frederick Douglass, an American Slave,
Written by Himself became an international
best seller.
The slaves know as little of their ages as
horses know of theirs. The white children
knew their ages. My mother was named
Harriet Bailey. My father was a white man.
It was whispered that my master was my
father. I do not recollect ever seeing my
mother by the light of day. She was with
Frederick Douglass wrote a book about
his life as a slave and his ambition to
become a free man.
me in the night. She would lie down with
me, and get me to sleep, but long before I
woke up she was gone. She died when I was
about seven years old. I was not allowed to
be present during her illness, at her death,
or burial.
Adapted from: The Narrative of the Life of Frederick Douglass, an American Slave, Written
by Himself, 1985 published by the Boston Anti-Slavery Office pages 14–16
Source E: Part of a story by a former slave
ACTIVITY 2 Work with sources
(Assessment aims and skills: 1, 2, 3. 5, 6)
1.
2.
3.
4.
142
Term 2
Read Source D on page 141 and say how slave spirituals were created.
Read Source E above and write down three things that made the early
life of this slave so unhappy.
What was the abolitionist movement?
Why do you think stories like Source E could be used to gain support for
the abolitionist movement?
Resistance to slavery: Individual responses
Key words
Slaves hated slavery. Slaves everywhere found many ways to resist. They
resisted slavery by doing many things which made it difficult for their
owners. Slaves resisted in the following ways.
• resist – to oppose
(go against)
something that you
disapprove of or
disagree with
•
•
•
•
•
•
•
•
•
•
•
•
•
•
They worked slowly.
They were passive and did not show initiative.
• passive – inactive
They were indifferent and did not show emotion in front of
• initiative – to do
their owners.
something without
They deliberately did not do what they were told to do and this
being asked to do it
frustrated their owners.
• indifferent – not
They got drunk often.
caring
They committed suicide.
They murdered their owners.
Why do you not say
They deliberately broke tools.
Good evening.
good evening?
They set fire to crops and
houses.
The pretended to be sick.
They stole food from the
master’s kitchen.
They were cheeky and
answered back.
They hurt themselves on
purpose.
If I do my work during
They ran away.
the day and come home
in the evening that is
enough.
One of the ways that slaves resisted was to be cheeky or to answer back.
ACTIVITY 3 Give reasons why events are interpreted differently
(Assessment aims and skills: 1, 2, 3. 4, 6, 7)
1.
2.
Look at the example above.
a. How would you describe the attitude of the slave owner?
b. How would you describe the attitude of the slave?
c. Why do you think this is an example of resistance to slavery?
Look at the list of examples of resistance above. Choose one of them.
a. Create your own drawing and conversation between a slave and his
master, or a conversation between two slaves. Your conversation
must show resistance.
b. Show your drawing and conversation to your partner. Ask them
to describe the attitudes of the people in the conversation.
Topic 2: The Trans-Atlantic slave trade
143
Key word
Rebellion against slavery
• revolt – organised
armed resistance to
authority; a conflict
in which one group
tries to gain control
from another
Some slaves rebelled against slavery, but this was very rare. This was
because:
• slave owners and their families and white communities outnumbered
slaves in most places
• slave owners had guns
• slave owners could ask the government to use its power to
stop rebellions.
A lot of people thought that slavery was cruel and should therefore be
abolished (ended). Abolitionism was the movement to end slavery and to
set slaves free. The abolishment movement put pressure on the government
to change the law. The slaves themselves also played a large part in gaining
their own freedom. The following rebellions encouraged the abolishment
movement.
Nat Turner’s revolt in 1831
1
1
3
3
2
2
The event known as Nat
Turner’s revolt was the
largest slave uprising in the
South. Turner was a slave
who could read and write.
He claimed to be guided
by religious visions. He led
a group of slaves in a series
of attacks in Virginia. In
two days, the rebels killed
approximately 60 white
men, women and children.
Soldiers went after the
rebels. Turner and his rebels
were captured, put on trial
and sentenced to death by
hanging. The rebellion made
the slave owners panic.
Hundreds of other local
slaves were punished or
killed by slave owners.
Source F: This picture shows the murder of Turner’s owner, Joseph Travis (2), as well as a
nameless mother and her children (1), and a ‘Mr. Barrow’ (3), shown resisting the attack.
144
Term 2
Joseph Cinqué and the Amistad Mutiny in 1839
Joseph Cinqué was born in West Africa. He
was a rice farmer. He had a wife and three
children. Cinqué was illegally captured by
Portuguese slave traders. At the time of
his capture, the Trans-Atlantic slave trade
had been stopped. Cinqué was taken
across the Atlantic Ocean to the Caribbean,
where he was sold with 110 other West
Africans to Spanish slave traders called
Ruiz and Montez. The slaves were put on a
ship called the ‘Amistad’. Ruiz and Montez
were planning to sell Cinqué and his fellow
West Africans as slaves to work on sugar
plantations in Cuba.
A picture of Joseph Cinqué
On 30 June 1839, onboard the ‘Amistad’, Cinqué led a revolt. The captain
and the cook were killed. Two slaves also died and two sailors escaped. The
Africans took Ruiz and Montez prisoner, and demanded that they direct the
ship back to West Africa.
Instead, at night, Ruiz and Montez directed the navigator in the opposite
direction, towards the Americas. After about two months, the ship reached
United States waters near New York. Members of an American ship boarded
the vessel. Ruiz and Montez gave them their version of the story. They
charged the Africans with mutiny and murder, and took them to jail to
await trial. After a drawn-out court case, the Africans won their freedom and
were sent back to Africa.
Source G: A picture of Joseph Cinqué, the
leader of the Amistad Mutiny
A painting of the Amistad after the Mutiny. A mutiny on board ship was what captains and
crew feared most. Brave slaves on board the Amistad mutinied to gain their freedom.
Topic 2: The Trans-Atlantic slave trade
145
Key words
The Underground Railroad
• informal – not
officially controlled
The Underground Railroad was not underground, and it was not a
railroad. So what was it? It was an informal network of secret routes and
safe houses used by escaping slaves. People involved in the Underground
Railroad used railroading terms so that they would not be found out. The
homes and businesses where fugitives would rest and eat were called
‘stations’ and were run by ‘station masters’. The ‘conductor’ was responsible
for moving fugitives from one station to the next.
• fugitive – someone
who has escaped
and is on the run
• false-bottom
wagon – a wagon
with a hidden
compartment where
slaves hid
The Underground Railroad consisted of meeting points, secret routes,
transport, and safe houses. The Underground Railroad was not run
by any single organisation or person. Rather, it consisted of many
individuals. People who supported the abolitionist movement helped the
slaves. ‘Conductors’ on the railroad came from various backgrounds and
included black people who were not slaves, white abolitionists, former
slaves, and indigenous Americans. The ‘stations’ were peoples’ homes,
churches, barns, shops and shacks.
Escaped slaves would move northwards along the Underground Railroad
route from one ‘station’ to the next. The routes were often indirect to
confuse slave owners who might come after their slaves.
Slaves would travel at night, between 16 and 32 km to each station – mostly
on foot or in a false-bottom wagon but sometimes by boat or train. They
would stop and rest during the day, at the ‘stations’, hidden away in secret
rooms and under bales of hay.
Source H: Between 1810 and 1860 more than 100 000 slaves
escaped.
146
Term 2
• ‘Load of potatoes’: this refers to the
fugitive slaves the farmers would hide
under the crops in their wagons.
• ‘The river bank makes a mighty good
road’: this told slaves that if they were to
try and escape, they should walk in the
river because dogs couldn’t track their
scent through water.
• ‘The dead trees will show you the way’:
this was a reminder to slaves that moss
grew only on the north side of dead trees,
so they could tell which way to walk.
• ‘I have four large hams and two small
hams’: this indicated that four adults
and two children were being sent.
Quoted in J. Humez: Harriet Tubman: The Life and Life Stories (Madison:
University of Wisconsin Press, 2003)
Source I: Code words used in the Underground Railroad
Harriet Tubman: slave who escaped to freedom,
and helped other slaves to escape
Harriet Tubman was born into slavery on a plantation in the
American South. Her ancestors had been brought to America
from Africa during the first half of the 18th century.
In 1849 she ran away from the plantation in the middle of
the night. She bravely followed the North Star to free land in
Pennsylvania. (There was no slavery in most of the northern
states of the USA.)
‘I looked at my hands to see if I was the same person now I was free.
There was such a glory over everything... and I felt like I was in heaven.’
Quoted in J. Humez: Harriet Tubman: The Life and Life Stories (Madison:
University of Wisconsin Press, 2003)
Source J: Words of Harriet Tubman after she escaped
As a slave, Harriet suffered many hardships. She was regularly
beaten and whipped. At the age of twelve, while working in
the fields, she was hit on the head with a piece of iron and
the injury affected her for the rest of her life.
Harriet Tubman in 1908
At the age of 25, Harriet married John Tubman, a free black American. She
dreamed of going north where she would be free. But, her husband did not
want to move. Harriet decided to leave her husband. She asked for the help
of the Underground Railroad and decided to escape to the North.
Topic 2: The Trans-Atlantic slave trade
147
After her escape, Harriet soon realised how alone she was. So she decided to
help her family and friends get their freedom as well. She found house work
and saved money to pay for rescue trips. She became involved with the
abolitionist movement. She also became an organiser of the Underground
Railroad.
Harriet became well known among slaves and slave owners alike. The
southern slave owners did not want her to succeed and they offered a
$40,000 reward for her capture. However, Harriet did not stop helping other
slaves gain their freedom and she never got caught.
Source K: Poster offering a reward for the capture of Harriet Tubman. Harriet almost got caught when she fell
asleep under this poster. She could not read and did not realise that it was a poster offering a reward for her
capture.
148
Term 2
The story of John Brown and his mission to
abolish slavery
John Brown was an abolitionist who encouraged slaves to rebel against
their owners. He killed slave-owning settlers in Kansas and in 1859 was
hanged by Virginia for leading an unsuccessful slave rebellion at Harpers
Ferry. Brown’s speeches were read all over America. Historians agree that
the Harpers Ferry raid in 1859 increased the tension between the northern
and southern states in America and that this led to the American Civil War.
The American Civil War was between the northern and southern states. The
North won the war, and slavery was ended in the South.
Key words
• abolitionist –
someone who
fought to end
slavery
• armed rebellion –
fighting against
something with
guns
ACTIVITY 4 Analyse, understand and interpret sources
(Assessment aims and skills: 1, 2, 4, 5, 6, 7)
1.
Copy the table below into your exercise book.
a. Refer to Sources F to L on pages 144 to 149. In the first column of
the table, fill in what type of source each one is.
b. In the second column of the table, classify the source by filling
in which point of view the source presents – the slaves or the
slave owners.
c. In the third column of the table, give a reason for your answer.
Type of source
Point of view
Reason
Source F
John Brown’s body lies
a-mouldering in the grave,
Source G
His soul’s marching on.
Source H
Source I
He’s gone to be a soldier in
the army of the Lord,
Source J
His soul’s marching on.
Source K
Source L
Source L: John Brown’s Body
became a song sung by the North
in the Civil War.
ACTIVITY 5 Write a paragraph about a slave rebellion
(Assessment aims and skills: 7)
1.
2.
Choose one of the rebellions you have learnt about in this sub-topic.
Do a little more research on your choice.
Write a paragraph which explains what happened and why the
rebellion scared slave owners. Your paragraph will be marked with the
rubric on page 227.
Topic 2: The Trans-Atlantic slave trade
149
The impact of the Trans-Atlantic slave trade
on economies
Sub-topic
5
Key words
• development –
betterment, growth
and progress
• sustainable –
capable of being
maintained
• per capita – income
per person
Black slavery was the
engine that propelled
[moved forward]
Europe’s rise to global
economic dominance.
Eric Williams, in Capitalism
and Slavery
Source A: How the slave trade
benefited the economy of Europe
Unit 1: West Africa, America and Britain
Slavery shaped the economic development in West Africa, America
and Britain.
Politics is about power, the role of government and the laws that are passed
by the government. Economics is about supply and demand of goods and
services. It is about industry, consumer spending, levels of employment
and is generally about money. Economics and politics influence each other.
Slavery had a very negative impact on West Africa.
Development means betterment. So, economic development refers to
economic growth. It means a sustainable increase in living standards,
increased per capita income, and better education and healthcare.
Economic development requires a positive attitude towards life and work,
and a stable political system. Both America and Britain gained from the
slave trade.
Gains for America and Britain and negative impact
on West Africa
Gains for America and Britian
America and Britain developed economically as a result of slave labour.
• Various industries, such as
shipbuilding, insurance, outfitting of
crews and ships and banking, grew
and flourished as a result of the slave
trade.
• Products such as tobacco and sugar,
which used to be luxury goods, were
sold as everyday items to masses of
people in America and Europe.
• Cheap slave labour resulted in huge
profits for the American plantation
owners and European traders.
Source B: A picture of a house built by a plantation owner. Plantation owners
and their families made large profits from using cheap labour to grow sugar,
tobacco, rice and cotton.
150
Term 2
Negative impact on West Africa
Key word
The following is a list of some of the ways that slave trade affected West
• disrupt – to
Africa:
disturb or interrupt
• About twelve million Africans were taken across the Atlantic as slaves.
something
This is an enormous number of people that were taken from their
communities and families.
• Slavery and the slave trade caused great
‘The Africans also played of the kingdom of Asante
human suffering on the African continent.
a role in the slave trade (now Ghana), the Fon of
… especially the slave- Dahomey (now Benin),
• Whole societies were disrupted and this
trading kingdoms of the Mbundu of Ndongo
had a negative impact on the economic
western and central Africa. (now Angola) and the
development of West Africa. This caused social
These included the Akan Kongo (now Congo).’
instability and internal rebellion.
Adapted from Henry Louis Gates, New York Times
• Skilled people were removed from their
(April 23, 2010)
communities. Skills were passed down from
one generation to the next. When a person
Source C: The opinion of an African American historian on the
with a particular skill was sold into slavery, the slave trade
next generation was not taught that skill. This
slowed down the economic development of
‘The slave trade has been
West Africa.
the ruling principle of my
people. It is the source of
• Some African kings became rich by capturing
their glory and wealth…’
slaves and selling them to slave traders. Kings with
strong armies obtained slaves from war and some
bought slaves from merchants who obtained slaves
King Gezo of Dahomey
from faraway places. These kings sold the slaves to
to a captain in the United
States Navy, 1840
European traders for export across the Atlantic. Large
Quoted in Thomas, T.
taxes were paid to the kings. Royal families became
The Slave Trade, Phoenix,
wealthier, while ordinary people became poorer.
London, 1997 p. 673
• Big sections of the African continent lost a
large number of their young people. There
Source D: An African king comments on the slave trade. King
were not enough healthy and strong people
Gezo of Dahomey became extremely wealthy as a result of the
to do the farming.
slave trade.
ACTIVITY 1 Use sources to find and recall information
About our world
(Assessment aims and skills: 1, 2, 4, 5, 6, 7, 8)
1.
2.
3.
Use Source A and Source B on page 150 and the text to list three
ways in which the slave trade impacted on the British and American
economies.
List three ways in which the slave trade impacted on the economies of
West Africa.
It is often said that Europeans were the only ones to blame for the slave
trade. Read Source C and D above and summarise the point that the
sources are trying to make about the slave trade in West Africa.
During the late 19th
century European
powers conquered
and colonised the
land and the lives of
most of the people
of Africa. You will
learn more about
this in Grade 8.
Topic 2: The Trans-Atlantic slave trade
151
Revision and assessment
Please note that your teacher will hand out the Programme of Assessment Test for you to complete.
There is an additional exemplar test on page 212.
Question 1: Create a diagram on the Trans-Atlantic slave trade
•
Ships from Europe took cloth, guns,
metal goods and alcohol to West
Africa. The traders exchanged these
for slaves, whom they had captured or
bought from local chiefs and headmen.
Ships transported the slaves in terrible
conditions to America, where the
slaves were sold.
The same ships picked up sugar, cotton
or tobacco and carried these raw
materials to Europe where they were
sold and used in factories to make
alcohol and cloth. These products
could then be exchanged for more
slaves from Africa.
•
•
a.
b.
c.
1
2
3
Create a simple diagram of the triangle showing the triangular trade between Europe, West
Africa and America. Draw a triangle which shows how the Triangular Trade Route was linked. (2)
Read the text next to the map. Write what was being traded on each line of the triangle. (3 × 2 = 6)
Colour in the part of the diagram that you think made the most profit.
(2)
[10]
Question 2: Use sources to work out the impact of slave trading
Source A: A plantation owner
152
Revision and assessment
Source B: Sugar cane was harvested by hand, and cut
with a long sharp knife.
a.
b.
c.
d.
Look at Source A on page 152. Why was there a demand for slaves in this plantation economy? (2)
Look at Source A again. Describe what you see in this picture by explaining who is doing
the work.
(2)
Look at Source B on page 152. Describe what you see in this picture by explaining who is
doing the work.
(2)
Use Source A and Source B on page 152, as well as the text you have read in this topic to
answer the following questions.
i. What economic effects do you think slavery had on the slave owner?
(2)
ii. What economic effects do you think slavery had on the slave?
(3)
iii. What long term effects do you think slavery had on the economy of the United States?
(2)
[13]
Question 3: Write a paragraph
In 1850, a southern slave owner might have said something like this: ‘Our slaves are like children
who need to be cared for and disciplined. They are content and are actually better off than free
white labourers working in northern factories.’ How do you think a slave would have responded
to these remarks?
(15)
[15]
Question 4: What impact did slavery have on slaves?
White children and their African American nannies had a complex relationship. White children might
inherit the slaves who raised them. Enslaved nannies cared for the master’s children. The children
would grow up to be their masters.
Source C: This photograph is called
H.E. Hayward and Louisa
a.
b.
c.
d.
Which person in the photograph do you think is Louisa?
Which person in the photograph do you think is H.E. Hayward?
How do you think the unequal relationship between them made the slave feel?
How do you think their unequal relationship made the little girl feel as she was
growing up?
(2)
(2)
(4 × 2 = 4)
(2 × 2 = 4)
[12]
Total: 50
Revision and assessment
153
TOPIC
3
Colonisation of the Cape
17th–18th centuries
Source A: This is a painting of Table Bay at the Cape in the 17th century.
A painting showing slaves working on a farm near Cape Town
154
Term 3
Focus: Colonisation, the expanding frontiers
of Dutch settlement and immediate
consequences at the Cape
Introduction
In Grade 6 you learnt about European voyages
of exploration around the world. In this topic
you will learn about the Dutch and how they
colonised the Cape.
The Dutch settlement at the Cape began in 1652.
Trade ships travelling to the East stopped at the
Cape to get fresh water and food for the rest of
their journey. The settlement grew into a Dutch
colony. From the beginning, slaves were brought
to the Cape settlement to do the hard work.
Slaves built the buildings, worked on the farms
and were servants in the homes of the settlers.
A Cape slave ship
The expansion of the colony changed the way
of life for both Khoikhoi and San. The grazing
lands of the indigenous Khoikhoi people of
the Cape were taken over for settler farms. In
the 18th century, trekboers, who were Dutch
farmers, moved further inland to find grazing for
their livestock.
Trekboers drove the San away from their
hunting grounds, and captured San women and
children as servants.
Find information from a painting
(Assessement aims and skills: 1, 2)
1.
In the 17th century, the Khoikhoi and Dutch traded with each
other.
2.
3.
4.
What is the flat-topped mountain in the
painting in Source A called?
Which two countries’ flags are the ships in
the bay flying?
What can you see on the land between the
mountains and sea?
How do you know that this picture was not
painted before 1652?
155
Sub-topic
Revise from Grade 5
1
Key words
• hunter-gatherer –
a person who hunts
for meat or collects
plant food, like roots
• rock paintings –
pictures painted on
to rocks by the San
• engravings –
pictures scratched
on to rocks by the
San
About our world
About 8 000 years
ago, wild sheep,
cattle and goats were
tamed and bred to
be kept to provide
milk and meat.
Unit 1: Indigenous inhabitants of the Cape
in the 17th century
The indigenous inhabitants of the Cape were the San hunter-gatherers
and the Khoi herders.
San hunter-gatherers
As you learnt in Grade 5, hunter-gatherers were the first people to live at
the Cape. They got their food by hunting wild animals and gathering plant
foods like fruits, nuts, berries and roots from the environment.
Hunter-gatherers lived in small groups. They were nomadic and did not
settle in one place. They moved around to find different plant foods at
different times of the year.
For many thousands of years, hunter-gatherers lived all over southern
Africa. We know this because of the San’s rock paintings and engravings
that are found all over southern Africa.
When the Dutch colonised the Cape in the 17th century there were San
hunter-gatherers living at the Cape and in the rest of southern Africa.
Khoikhoi herders
Herders are pastoralists who keep animals that are useful to them. Cattle
were used for their meat and hide and cows for their milk.
About 2 000 years ago, Khokhoi herders began moving into the southwestern parts of southern Africa. They had herds of hairy, fat-tailed sheep.
This drawing of a rock painting
shows a San hunter and a woman
with a digging stick for digging up
root vegetables.
156
Term 3
This San rock painting shows the fat-tailed sheep of the Khoikhoi.
The Khoikhoi settled in the winter rainfall areas of the Cape where there was
good grazing for their sheep. By the 17th century, they also kept cattle and
goats, and sometimes dogs.
Key word
• livestock –
domestic animals,
such as cattle and
sheep
About our world
We know where
herders lived because
archaeologists have
found the remains
of herder camps in
these areas.
This is a picture of a Khoikhoi herder with his livestock.
The Khoikhoi groups were larger
than the San groups and they moved
around to find the best grazing for
their livestock. Khoikhoi lived in
reed houses that they could take
with them when they moved to
another place.
Source A: This is a modern
map of southern Africa which
shows the areas where the
Khoikhoi lived long ago.
ACTIVITY 1 Interpret information from a map
Look at the map in Source A above and answer the following questions.
Write down your answers in full sentences.
1.
2.
In which provinces have the remains of Khoikhoi camps been found?
In which provinces did the San live?
Topic 3: Colonisation of the Cape 17th–18th centuries
157
Key words
• sorghum – a type of
grass used as grain
• millet – a type of
grass used for cereal
Unit 2: Where African farmers were settled
About 2 000 years ago, Xhosa-speaking African farmers started settling
in the eastern parts of southern Africa. These farmers grew crops, such as
sorghum and millet that needed summer rainfall. They settled to the east
of the Cape in areas that received around 500 mm of rain over the summer
growing seasons. These farmers also kept sheep, goats and cattle.
By 400 AD African farmers had spread through most of the eastern parts
of southern Africa and as far south as the Fish River. By the 17th century,
Xhosa-speaking African farmers were using grazing areas as far south as the
Sundays River.
About our world
The early African
farmers did not grow
maize. Maize was
first introduced to
African farmers by
Portuguese traders
during the 1600s and
became a popular
crop.
Millet
Sorghum
Sorghum and millet were grown in the eastern parts of southern Africa.
Once farmers arrived in the eastern part of southern Africa they stayed in
one place for a few years. They chose a place near a river for water. They
cleared the land where the soil was good. They prepared the soil and
planted crops.
At first, farmers did not settle on the Highveld because it was too cold for
their crops. Neither did they settle too far west near the Kalahari Desert, as it
was too dry. Nor did they settle in the Drakensberg because it was too cold
and too hilly for growing crops.
Farmers built stronger, more permanent houses than either the huntergatherers or the herders. In forest and savannah grassland areas east of the
Drakensberg they used mainly wood, reeds and grass to make houses.
158
Term 3
Source B: Map of southern Africa showing the areas that receive more than 500 mm of rain per year
(mainly in summer)
ACTIVITY 2 Recall, interpret and deduct from information about
African farmers
(Assessment aims and skills: 1, 2, 6)
1.
2.
3.
4.
5.
6.
7.
How many years ago did African farmers begin settling in southern
Africa?
By which year had they reached the Fish River?
Which crops did African farmers grow?
Study the rainfall map in Source B above. Which parts of the country
receive summer rainfall?
Write down why the first African farmers settled in the eastern parts
of southern Africa.
Why did the farmers not settle in the south-western parts of
southern Africa?
From what you read on page 156, when did the Dutch settlers arrive
in the Western Cape?
Topic 3: Colonisation of the Cape 17th–18th centuries
159
Dutch settlement
Sub-topic
2
Key words
• Netherlands –
name of the
European country
also called Holland
• refreshment
station – a place
where ships could
stop to get food and
water
• scurvy – a disease
which sailors got
from not having any
fresh vegetables
and fruit on long sea
journeys
Unit 1: Reasons for the VOC (DEIC)
permanent settlement at the
Cape: 1652
In Grade 6 you learnt about European traders who made long journeys
around Africa in order to trade with the East (India and South-East Asia). In
1498, Vasco da Gama travelled from Portugal across the Indian Ocean to India.
During the 1500s, other European countries (the Netherlands, Britain,
Spain and France) began to trade in the East in India and South-East Asia.
European traders wanted things like pepper and spices to sell in Europe.
Vereenigde Oost Indische Compagnie – the VOC
In 1602, the government of the Netherlands started the Vereenigde Oost
Indische Compagnie (VOC), which translates to the Dutch East India
Company (DEIC) in English. The Dutch government said that the VOC was
the only Dutch trading company allowed
to trade in the East. The VOC capital or
head office was in Batavia on the Island
of Java in the East Indies. It was a long
journey of many months between the
Netherlands and Batavia.
In 1652 the VOC started a refreshment
station at the Cape, as a stopping place
for ships. The purpose of the settlement
was to provide the VOC ships with
water and fresh food supplies. The Cape
settlement was also a place where sailors
who had scurvy could rest and recover.
Source A: This world map shows the trading route between the Netherlands
and the East Indies.
ACTIVITY 1 Analyse, evaluate and explain events and the results of
these events
(Assessment aims and skills: 1, 2, 6, 7)
1.
160
Term 3
Look at Source A and read the text above.
a. On a map of the world, point to the route between the Netherlands
and the East Indies.
b. Why did the VOC ships’ crews need to stop at the Cape on their way
to and from the East?
2.
c. Write a paragraph to explain why the VOC decided to start a
settlement at the Cape.
Look at Source B.
a. What does VOC stand for?
b. What kind of historical source of information is a plate?
c. Why do you think the VOC wanted their symbol written on a plate?
Why the VOC chose Table Bay when they settled at
the Cape
During the first half of the 1600s, both English and Dutch ships stopped at
Table Bay on their journeys to and from the East.
Source B: This picture shows the
symbol of the VOC painted on
plates made in the East.
In 1647, a Dutch ship was on its way back to the
Netherlands. It was wrecked just north of Table Bay in a
storm. A group of sailors survived for a year by getting
fresh water from rivers, growing some vegetables, and
getting other food with the help of Khoikhoi people.
In 1648 a Dutch ship took the sailors back to the
Netherlands. The leaders of the group, Mr Janszen and Mr
Proot, were asked to report to the VOC on the suitability of
Table Bay as a place for a settlement.
Janszen and Proot’s Report of July 1649
recommended a settlement that could
grow fruit and vegetables and care for
sailors who were ill. The settlement should
have soldiers for protection, and who could
also help prevent ship wrecks by guiding
ships into Table Bay and around the Cape.
Adapted from: Five Hundred Years. A History of South Africa, Ed. Muller CFJ,
Academica, Pretoria and Cape Town, 1971. p.14
Source D: 17th century
engraving showing trade
between the Khoikhoi and
the Dutch. This picture shows
Khoikhoi and Dutch trading
sheep and cattle for copper
and tobacco.
Source C: Janszen and Proot’s report
ACTIVITY 2 Understand and interpret information about reasons
for a settlement at Table Bay
(Assessement aims and skills: 1, 2, 6)
1.
2.
Use Source C to answer these questions. Make a list of the things the
report said a settlement could do.
Use Source D to answer these questions.
a. What did the Dutch need that the Khoikhoi had?
b. What did the Khoikhoi want that the Dutch had?
c. What kind of relationship does the source show the Khoikhoi and
the Dutch had in the earlier years?
Topic 3: Colonisation of the Cape 17th–18th centuries
161
Key words
Unit 2: Results of the arrival of the Dutch
• fort – a strong
building built for
protection
The arrival of the Dutch at Table Bay in 1652
In April 1652, Commander Jan van Riebeeck arrived at the Cape with about
90 people from the Netherlands. These people were soldiers, sailors and
other skilled people. The VOC gave Van Riebeeck instructions to organise
the planting of vegetable seeds and small fruit trees, and to set up peaceful,
friendly trade with the Khoikhoi. He was also instructed to build a fort for
protection for the Dutch and a hospital for sick VOC sailors.
A Khoikhoi settlement at Table Bay, 1706
Van Riebeeck was instructed to keep a diary or journal of what happened
each day, and to send regular reports to the VOC in the Netherlands. Van
Riebeeck’s journal was an important written source of information about
the new settlement, from the VOC’s point of view.
From Van Riebeeck’s journal we learn that not everything in the early years
of the settlement went well. The winter winds and rain washed away the
mud and stone walls of the fort, and flooded the vegetables and other
plants. The strong south-easterly winds destroyed the wheat crop.
Jan van Riebeeck
162
Term 3
Van Riebeeck’s trade with the Khoikhoi did not go well either. Van Riebeeck
wanted to get livestock for meat for the settlement from the Khoikhoi.
For many months after Van Riebeeck arrived, he hardly saw any Khoikhoi
people. Then, suddenly, they arrived with their livestock.
6 December 1652: ‘…we saw on the slope
beside Table Mountain…covered with
sheep and cattle like grass on the veld.
The Khoikhoi gave us to understand that
they were theirs.’[But, by mid-January, the
Khoikhoi with their livestock had moved
away again.]
From: Journal of Jan van Riebeeck (Volume I) introductions and footnotes
by HB Thom, Van Riebeeck Society
Source E: An entry in Van Riebeeck’s journal
In spite of the KhoiKhoi having huge herds, they never wanted to trade
more than a few animals at a time.
The Khoikhoi had large herds of cattle.
ACTIVITY 3 Recall and interpret information about the Khoikhoi
and the Dutch
(Assessment aims and skills: 1, 2, 6)
Study Source E, and look back at what you read about the Khoikhoi in
Sub-topic 1, Unit 1.
1.
2.
3.
Why did the Khoikhoi move from place to place with their livestock?
Were the Dutch pleased when the Khoikhoi moved away with their
livestock? Give a reason for your answer.
Discuss why you think the KhoiKhoi did not want to trade more than a
few animals at a time.
Topic 3: Colonisation of the Cape 17th–18th centuries
163
About our world
Seals are furry
animals that live in
the sea. Seals were
hunted for their skins.
Penguins are sea
birds that swim and
cannot fly.
Unit 3: Slaves at the Cape
Why slaves were brought to the Cape
Van Riebeeck soon realised that he needed more people to work at the
settlement. He did not have nearly enough workers to do all the work
needed to start a settlement, grow enough food for the settlement and
supply passing ships. The local Khoikhoi were successful herders but had no
interest in growing crops or doing building work for the Dutch.
Before he came to the Cape, Van Riebeeck worked in the East Indies where
the VOC had slaves. Van Riebeeck thought that slaves could be brought to
the Cape to do the hard work.
A statue of the first European to settle at the Cape, Jan van Riebeeck, stands on Heerengracht Street
in Cape Town.
21 April 1652: [Near Table Mountain]We found the finest, fertile soil everywhere. With
the small number of men we have, we could not plough or cultivate the soil. It would
therefore be suitable if some slaves came here for the purpose ...
Adapted from: Journal of Jan van Riebeeck (Volume I) introductions and footnotes
by HB Thom, Van Riebeeck Society
Source F: A journal entry written by Van Riebeeck about slaves
2 April 1654: It would be very much cheaper to have the agricultural work, seal-catching
and all the other necessary work done by slaves in return for plain food of rice and fish or
seal and penguin meat alone and without pay. The slaves could be obtained very cheaply
from Madagascar, together with rice in one voyage.
Adapted from: Journal of Jan van Riebeeck (Volume I) introductions and footnotes
by HB Thom, Van Riebeeck Society
Source G: Another journal entry written by Van Riebeeck about slaves
164
Term 3
ACTIVITY 4 Recall information and make deductions about why
slaves were brought to the Cape
(Assessment aims and skills: 1, 2, 6)
Read Sources F and G on page 164 and answer the questions.
1.
2.
3.
Why did Van Riebeeck want to get slaves at the Cape?
What work did Van Riebeeck want slaves to do?
Why did Van Riebeeck think slaves would be a cheap form of labour?
Where the slaves came from
In 1658, the first large groups of slaves were brought to the Cape, from
Angola and Guinea (Gambia). Through the 17th and 18th centuries, slaves
were brought from four main areas: the continent of Africa, the island of
Madagascar, India and Ceylon/Sri-Lanka, and the East Indies. About 63 000
slaves were brought to the Cape between 1652 and 1808.
Source H: Map showing where the slaves at the Cape came from
Topic 3: Colonisation of the Cape 17th–18th centuries
165
How slaves were brought to
the Cape
Source I: This is a painting showing a Cape slave ship, arriving at
Madagascar to buy slaves in 1715. This ship returned to the Cape from
Madagascar with 179 slaves (136 men and 43 women).
Slaves came to the Cape by ship:
• The VOC, and its officials, sold slaves from
the East at the Cape. Many of these slaves
were skilled crafts people and domestic
workers. Many were Muslims.
• Slave ships from Britain, France and
Portugal got slaves from places like
Mozambique, other places in Africa as well
as Madagascar, and sold them at
the Cape.
• Between 1654 and 1786 the VOC
organised 33 journeys to Madagascar to
get slaves for the Cape.
ACTIVITY 5 Recall and interpret information on where slave
came from
(Assessment aims and skills: 2, 6)
1.
2.
3.
4.
5.
Use Source H on page 165 and the text to make a list of all the places
that the slaves at the Cape came from.
Look at the map in Source H. Why do you think the Dutch from the
Cape went to Madagascar to buy slaves?
Look at Source I above. How many males and how many females were
brought to the Cape in this ship?
Male slaves were preferred over female slaves. Why do you think this
was so?
How do you think a slave might have felt when he or she arrived at the
Cape? Talk about this question with your class and come up with a list
of words.
What it was like to be a slave at the Cape
Imagine being a slave at the Cape. You are with people you don’t know and
you can’t speak their language. You are given a new name. You have nothing
of your own, except the clothes you are wearing. You are not allowed to
wear shoes. You feel quite alone, and you know you will never see your own
family, or your home, ever again. You have a new life – working as a slave.
And to make it worse, your owner is very cruel.
166
Term 3
Most slaves at the Cape worked on the farms outside Cape Town. Slaves
worked long hours, and farm work was very hard.
Some slaves belonged to the VOC, and they lived at the Slave Lodge in Cape
Town. VOC slaves did building work. They built the Castle that was started in
1666 to replace the mud fort. Slaves also worked in the VOC gardens where
they grew vegetables.
Other slaves belonged to rich people, and worked as domestic workers
in their houses. A few of these slaves were very skilled crafts people,
and earned money for their owners as tailors, furniture makers and
house plasterers.
What is a slave? A slave is:
• a person who has been captured and taken away from his or her family
• a person who was owned by someone else
• a piece of property that could be bought and sold, just like a piece
of furniture
• a person who had to do everything the slave owner told him or her
to do
• a person who was made to work very hard and was not paid for this
work
• a person who was born into slavery if his or her mother was a slave.
Source J: This painting shows slave owners and slaves on a farm near Cape Town.
Topic 3: Colonisation of the Cape 17th–18th centuries
167
Key word
• resist – oppose (go
against) something
that you disapprove
of or disagree with
ACTIVITY 6 Make deductions from and interpret a visual source
(Assessment aims and skills: 1, 2, 3, 4, 5)
Look at Source J above and answer these questions.
1.
2.
3.
4.
How can you tell which people are the slaves and which people are the
slave owners?
Describe the kind of work the slaves are doing.
Try to work out why you think the slave owners might have sometimes
felt afraid for their safety.
Give examples of and discuss the kind of work women slaves seem to
be doing.
Causes and effects of slave resistance at the Cape
Slaves hated being slaves. They had no control over their own lives. They
had bad living and working conditions and suffered many cruelties. Slaves
found many ways to resist. There were two slave rebellions at the Cape.
Although the rebellions failed, they made the slave owners very nervous.
Slaves found other ways to resist slavery by doing things that made life
difficult for their owners. They were harshly punished when they resisted.
How did the slaves resist?
• They worked slowly.
• They didn’t do what they were told to do.
• They got drunk.
• They committed suicide.
• They murdered their owners.
• They broke tools.
• They set fire to crops and houses.
• They pretended to be sick.
• They stole food from the masters’ kitchens.
• They were cheeky (disrespectful) and answered back.
• They hurt themselves on purpose.
• They ran away.
The most common form of resistance was to run away. The VOC was afraid
that if a runaway slave was not caught quickly and punished other slaves
would be encouraged to run away as well. Slave owners had to report
runaway slaves immediately. To inform settlers of an escape, bells were rung
that could be heard from far away and blue flags were flown at the Castle
and on surrounding hilltops.
Groups of runaway slaves lived in the mountains around Cape Town. To
survive, they sold wood, fished, stole food from farms, and robbed travellers
and wagons on the road to Cape Town.
168
Term 3
What are you doing lying on the
ground smoking your pipe? You
should be planting vegetables!
I am always working. I must
rest sometimes, so if the
baas want to sell me, then
go ahead and sell me.
Source K: An example of slave resistance
ACTIVITY 7 Understand, explain and make deductions about slave
resistance at the Cape
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
Complete the sentences below.
a. Slaves resisted slavery because …
b. The most common form of resistance was to …
c. The result of slave resistance for the owners was … and …
d. What happened to slaves who were caught resisting?
Look at Source K above.
a. What kinds of resistance is the slave in the picture showing?.
b. What effect do you think this had on the master?
Topic 3: Colonisation of the Cape 17th–18th centuries
169
Key word
• mosque – Muslim
place of worship
Slave legacy at the Cape, including religion of
Islam and the development of the Afrikaans
language
A legacy is something that is left behind. The slaves at the Cape left behind
a legacy that can still be seen today in the people, food, dress, religion and
language of the Cape.
About our world
Muslims wrote in
Arabic script.
The religion of Islam
Many of the slaves that the VOC brought from the East Indies were Muslim.
In 1693, Sheik Yusuf of Makassar in the East Indies was sent to the Cape,
because he was involved in a war against the Dutch. At the Cape, Sheik
Yusuf taught many slaves about Islam.
By 1840, 6 435 people had converted to Islam at the Cape, which was
one-third of the total population of the colony. In the late 18th century, a
Mosque and a Madressa were established in Cape Town.
Development of the
Afrikaans language
Source L: The slave legacy of ‘Malay
culture’ at the Cape includes architecture.
The first book to be written in the
Afrikaans language was written by
a Muslim, in the Arabic script.
ACTIVITY 8
Slaves came from many different
places and therefore spoke
different languages. At the Cape,
all slaves had to learn Dutch
because it was the language
they had to speak with their
masters and owners. The Afrikaans
language developed from a
combination of the Dutch spoken
by people from the Netherlands
and the languages spoken by the
slaves.
Analyse and synthesise information about the legacy
of the slaves at the Cape
(Assessment aims and skills: 8)
1.
2.
170
Term 3
With a partner, make a list of all the things that the slaves contributed
to the Cape. Look at Source L above and add to your list.
Write a paragraph on the legacy of the slaves at the Cape. Your
paragraph will be marked with the rubric on page 227.
Unit 4: Free burghers; Dutch and French
Huguenot immigration to the Cape
The settlement at the Cape was unable to grow enough food to feed
the people living at the settlement as well as the ships stopping for
refreshments. To help solve this problem, Van Riebeeck allowed some of
VOC employees to become ‘free burgher’ farmers. Free burghers were free
citizens of the Cape who did not work for the VOC.
Key word
• burgher – Afrikaans
word for citizen
The first nine free burghers were given farms along the Liesbeeck River in
1857. Although they had to sell their farm produce to the VOC, they owned
the land they farmed. At this point, the Cape began to change from a
‘refreshment settlement’ into a colony.
When the Khoikhoi saw Dutch farmers beginning to settle on the land, they
became worried about losing their grazing lands.
The effect of Dutch settlement on the Khoikhoi
The number of free burgher farmers increased. The Khoikhoi lost their herds
as more and more Khoikhoi grazing land was taken over for farms. The
Khoikhoi did not give up the land without resistance though. They poisoned
the water holes and fought a number of battles and two wars against the
Dutch. The Khoikhoi lost against the Dutch who had guns and horses.
The Khoikhoi were forced to give up much of their grazing land to the
Dutch. Without grazing land, they lost their livestock and the Khoikhoi were
forced to work for the free burgher farmers, alongside slaves.
By the end of the 18th century, almost all the Khoikhoi who lived within the
borders of the Cape Colony worked as servants of the Dutch.
A slave or Khoikhoi servant transporting wine to Cape Town.
Topic 3: Colonisation of the Cape 17th–18th centuries
171
As the settlers took over more and more of the Khoikhoi land and livestock,
those Khoikhoi who did not become servants of the Dutch moved away
from the Cape and joined the San.
The worker in the foreground (front) of the picture is Khoikhoi, and the
other workers are slaves.
20 February 1857: ‘The Khoikhoi asked
where they were to go should we build
houses there, and cultivate the land…
We answered that they might live under
our protection and that there was enough
room for grazing their animals. We would
use the land in order to make bread and
tobacco, of which we would as good friends
give them a share. It was clear that it was
not entirely to their liking.’
Adapted from: Journal of Jan van Riebeeck (Volume II) introductions and footnotes
by HB Thom, Van Riebeeck Society
Source M: Van Riebeeck journal entry on free burghers
ACTIVITY 9
Recall information about free burghers
(Assessment aims and skills: 1, 2, 3, 6)
Use Source M and what you have read to answer the questions below.
1.
2.
3.
4.
5.
172
Term 3
Why did Van Riebeeck allow some people to become free burghers?
Why can the establishment of free burgher farmers be seen as the
beginning of a colony?
How did the Khoikhoi feel about the new free burgher farms?
When the Dutch said to the Khoikhoi ‘there [is] enough room for
grazing their animals’, did this turn out to be true?
How did the free burgher farms affect the Khoikhoi way of life?
Dutch and French Huguenot immigration to
the Cape
Key words
Dutch immigration to the Cape
• Huguenot – a
person of the
Protestant (not
Catholic) religion,
from France, who
immigrated to the
Cape
French immigration to the Cape
• oath of allegiance
– a solemn promise
to be loyal to the
Dutch ruler
When people in the Netherlands heard that people were being given farms
at the Cape, they decided to immigrate to the Cape so that they too could
own their own land.
In 1688 about 200 French-speaking immigrants arrived at the Cape. These
immigrants were protestants, called Huguenots. They were forced to leave
their homeland because the Catholic King Louis XIV prohibited them from
practising their Protestant faith in France. Huguenots fled
to the Protestant countries of Europe. Some of the Huguenots
Dutch Huguenots Total
who went to the Netherlands were sent to the Cape.
1687
800
At the Cape, the Huguenots were given farms near the Berg
River in the Franschhoek valley. In France they had worked
at skilled jobs, like being wagon-makers and farmers. Some
Huguenots were grape farmers and wine-makers. This
enabled them to become successful farmers at the Cape.
Simon van der Stel was the VOC governor
at the Cape at that time. Van der Stel was
afraid that the Huguenots might remain
‘French’, and not settle properly in a Dutch
colony. He therefore:
• made the Huguenots take an oath
of allegiance to the ruler of the
1688
200
1 000
Source N: Table showing settler population at the Cape
Netherlands, Prince William of Orange,
and the VOC
• encouraged the Huguenots to join the
Dutch Reformed Church
• encouraged the Huguenots to learn the
Dutch language.
Source O: The VOC Governor’s rules for the Huguenots
ACTIVITY 10 Make deductions from and interpret information
about the Huguenots
(Assessment aims and skills: 1, 2, 4)
1.
2.
Look at Source N. After the Huguenots arrived, what proportion of the
free population did they form?
Why do you think Van der Stel made the rules listed in Source O above
for the Huguenots to obey?
The Huguenot monument is
situated in Franschhoek and is
a reminder of the first French
Huguenots who came and
settled at the Cape.
Topic 3: Colonisation of the Cape 17th–18th centuries
173
Key word
• frontier – an area
where two groups
who live differently
meet
About our world
Robert Gordon had
an English name,
because he was of
Scottish descent, but
he grew up in the
Netherlands.
Unit 5: Expanding European frontiers
Changes and exploration in the 18th century
During the 1700s, the colony at the Cape consisted of two groups, slaves
and free citizens (which included VOC officials). There were more slaves
than free people in the colony throughout the 18th century. There were a
few freed slaves, and they were called ‘free blacks’. The Khoikhoi were not
considered citizens of the colony.
The colony slowly grew to the east and to the north.
In 1777, Colonel Robert Gordon, commander of the VOC soldiers at the
Cape, travelled as far east as the Fish River, where he met Xhosa chiefs. (You
will learn more about the Cape Colony and the Xhosa in Topic 4.)
In 1778, Gordon travelled to the north-east frontier area of the colony.
He travelled together with the Governor of the Cape at that time, Van
Plettenberg. During this journey they reached the Gariep River, and named
it the ‘Orange River’ in honour of ruler of the Netherlands, Prince William of
Orange.
Gordon kept journals and drew pictures of what he saw on his travels. The
painting in Source P below was done by Robert Gordon.
Source P: Robert Gordon’s painting of people in the Northern Cape, 1779
174
Term 3
ACTIVITY 11 Analyse and interpret a visual source
• trekboers – farmers
who trekked or
moved around
(Assessment aims and skills: 1, 2)
Look at Source P on page 174.
1.
2.
3.
4.
5.
6.
7.
Key word
What are the people in this large group doing?
What are some of the men on the right-hand side of the picture doing?
What do you think their clothes are made from?
Describe the houses you can see in the background.
What do you think are the two animals in the front of the picture?
What animals can you see behind the people to the right?
This group does not grow crops. Who are they?
The movement of trekboers with their slaves and
servants inland
In the 1700s the VOC got the wheat and wine they needed from the free
burgher farmers in and around the Cape. The VOC needed livestock farmers
to supply meat. Stock farmers were encouraged to move inland, moving
north and east from the Western Cape. These livestock farmers were allowed
to establish huge farms. The farmers moved around to find the best grazing
for their sheep and cattle, often leaving their farms for months at a time.
They became trekboers, which means farmers who trekked or moved.
Trekboers also became hunters, and traded with the Khoikhoi.
Trekboers moved around to find the best grazing for their livestock.
Topic 3: Colonisation of the Cape 17th–18th centuries
175
Lifestyle and stories of trekboers
Trekboers had a particular lifestyle.
• They travelled with their slaves and servants in ox-wagons.
• They had horses and guns.
• They lived in their wagons or in tents.
• They hunted wild animals for meat.
• They got milk and meat from their sheep.
• They visited towns from time to time to get the supplies that they could
not provide themselves, like coffee and gunpowder for their guns.
• They boiled fat from their fat-tailed sheep with wood ash to make soap.
Source Q: This painting shows a trekboer. It was painted by Charles Bell in the 19th century.
Source R: This painting shows a trekboer family inside their tent. It was painted by Charles Bell in the 19th century.
176
Term 3
Source S: A hartbeeshuisie was where trekboers lived.
Source T: Trekboers used sheep fat and wood ash to make
soap.
Key word
‘Many of them were illiterate. They had
reached the happy state of living in balance
with nature; the veld was their world.
“These farmers,” wrote Edward Blount
after visiting them, “live without concern;
for they have everything themselves; their
slaves and their sons are their masons and
their blacksmiths....” Life for them had
taken on a special rhythm of its own. It
took determination and great courage
to overcome all the hazards which the
trekboers met in the wilds, and there is
something to be greatly admired in the
way these descendants of a sea-faring
people adapted themselves to their new
land environment.’
• hartebeeshuisie – a
simple house made
of reed and clay
From Trekboers by O. Ransford; On website: A Theory Of Civilization by Philip Atkinson
(February, 2011) Copyright© 2000 Philip Atkinson
Source U: A story about trekboer life
Koerikei [A Khoi leader] called out to a trekboer: ‘Why do you occupy all the places
where the eland and the animals are – why do you not remain where the sun sets, where
you first were?’
Quoted in J. Bam, My New World, Juta Gariep, 2002
Source V: A Khoikhoi point of view about the trekboers
ACTIVITY 12 Compare and interpret information from sources
(Assessment aims and skills: 1, 2, 4, 6, 7)
1.
2.
3.
Look at the bulleted statements about trekboer lifestyle on page 176.
Read them carefully.
a. Make a table with two columns.
b. Write the list of statements about trekboer lifestyle in one column.
c. Match Source Q–T (there may be more than one) to the correct
statement that provides evidence for the statement.
From whose point of view is Source U written?
What does Source V tell us about how the Khoikhoi felt about
the trekboers?
Topic 3: Colonisation of the Cape 17th–18th centuries
177
Key words
• missionary – a
person sent to teach
religion to others
• Moravian Church –
one of the
first Protestant
churches, it placed
a high value on
missionary work and
religious devotion
(commitment)
• Dutch Reformed
church – a reformed
Christian church
in the Netherlands
that became the
main religious
denomination in
the Netherlands
until the mid 20th
century
Unit 6: Land dispossession and
consequences for the indigenous
population
The Khoikhoi
As the trekboers moved further north and east, they took over more and
more of the Khoikhoi grazing lands.
In 1713 the smallpox disease spread throughout the colony. The disease was
known in Europe and Asia. People from Europe and Asia who lived at the
Cape had built up resistance to smallpox. The Khoikhoi had no immunity
against smallpox and hundreds of Khoikhoi died.
Genadendal: the first mission station in southern
Africa, 1738
In 1737 a German missionary, Georg Schmidt, of the Moravian church
came to the Cape to teach the Khoikhoi about Christianity. He started a
mission station called Genadendal, which means ‘valley of grace and mercy’.
Some of the Khoikhoi came to stay at
Genadendal and farmed vegetables and
livestock. Georg Schmidt taught them about
Christianity and how to read. In 1743 the VOC
forced Schmidt to leave Genadendal.
Source W: A painting of
Genadendal in the 19th
century where many Khoikhoi
people and freed slaves who
had no land, lived and farmed
The Moravians returned to restart the mission
at Genadendal in 1792. There they found an
old woman, Vehettge Tikkuie, whose Christian
name was Magdalena. During the years after
Schmidt left, she read from the Bible to the
other Khoikhoi. Magdalena’s Bible has been
kept in Genadendal. It is housed in a box made
from the wood of a pear tree that was planted
by Schmidt.
One of his earliest converts, Vehettge
Tikkuie, recalled fifty years later that, in
Schmidt’s day, ‘the people had not been
as poor as they were now.’ They had been
numerous, and had had ‘plenty of cattle’
and ‘more than enough meat and milk.’
The VOC authorities forced Schmidt
to abandon his work in 1743, as a result
of pressure from the Dutch Reformed
Church.
From: Combating Spiritual and Social Bondage: Early Missions in the
Cape Colony Elizabeth Elbourne & Robert Ross, p. 33
Source X: A Khoikhoi resident at Genadendal remembers Georg Schmidt
178
Term 3
ACTIVITY 13 Use sources to recall information about Genadendal
(Assessment aims and skills: 1, 2, 3, 4)
1.
2.
3.
4.
Why do you think the mission was called Genadendal?
Look at Source W on page 178. Why do you think Khoikhoi and freed
slaves chose to live at the Genadendal Mission?
Why do you think the VOC forced Schmidt to leave Genadendal?
What effect did Schmidt’s leaving Genadendal have, according to
Source X?
Key word
• vermin – a pest or
nuisance
The San
The San were hunter-gatherers who lived off the land and had no cattle. The
San mainly lived and hunted in the mountains, leaving the grasslands to
herders and farmers. When the Dutch arrived they did not see many San.
‘European colonists thought [the San] were
“untameable” and a threat to livestock,
settlers treated [the San] as vermin, killing
them in great numbers.
They saw them as “living fossils,” not
entirely human. And the extraordinary
Bushman languages, with their tonal clicks,
were regarded as animal sounds rather than
human speech, “like the clucking of hens,
or gabbling of turkeys.” ‘
Adapted from 2005 National Geographic Society
Source Y: This is a San rock painting of
a sailing ship in a cave near the Cape.
The Dutch might not have seen the
San, but the San saw the Dutch.
Source Z: How the settlers viewed the San
As trekboers moved further away
from the Cape, they threatened
the San hunting lands. San men
sometimes hunted the trekboers’
cattle and sheep for meat.
Trekboers then attacked San men
and took the women and children
as ‘servants’.
There were wars between trekboers
and San along the northern frontiers
of the colony during the 18th
century. By the end of the century,
the remaining San were either living
in dry desert areas not wanted by
farmers, or were working on the
farms of settlers.
A San painting of wagons, horses and people in colonial dress.
Topic 3: Colonisation of the Cape 17th–18th centuries
179
The work of William (Wilhelm) Bleek and
Lucy Lloyd
In 1869 some San men, who were living in the Northern Cape, were arrested
for stock theft. The men were sent to the Breakwater prison in Cape Town.
In Cape Town, Dr Wilhelm Bleek from Germany, a man who studied
languages, and his sister-in-law, Ms Lucy Lloyd, interviewed the men. Three
of the men could speak /Xam, and also remembered how their parents and
grandparents had lived as hunter-gatherers.
Dia!kwain
/Han#kass’o
It was arranged that the three men, //Kabbo, /Han#kass’o and Dia!kwain,
would live at the Bleek family home in Cape Town. Bleek and Lloyd slowly
learned the /Xam language and wrote it down, making up symbols for the
‘clicks’ in the language. Bleek and Lloyd filled more than 130 notebooks with
what the men told them, written in /Xam. Later the English translations
were added alongside the /Xam.
From these notebooks we have
information and knowledge of /Xam
beliefs and stories, as well as the meaning
of rock paintings. If this information had
not been written down by Bleek and Lloyd,
it would have been lost forever.
//Kabbo
A page from Lloyd and Bleek’s notebook
with translations
About our world
The different
punctuation marks
in the San names
above (/, //, ! and #)
describe the types of
clicks that must be
made when saying
the name or word.
ACTIVITY 14 Interpret and summarise sources
(Assessment aims and skills: 1, 2, 3, 4, 5, 6, 7, 8)
1.
2.
3.
4.
5.
180
Term 3
Look at Source Y on page 179. How do we know that the Dutch might
not have seen the San, but the San saw the Dutch?
Look at Source Z on page 179 and summarise what the Dutch settlers
thought of the San.
What do you think the San thought of the Dutch?
Write a paragraph about the legacy of Bleek and Lloyd. Your paragraph
will be marked with the rubric on page 227.
In what way did Bleek and Lloyd think differently to what is said in
Source Z on page 179?
Revision and assessment
Please note that your teacher will hand out the Programme of Assessment Task for you to complete.
Task 1: Use a written account to answer questions
In 1797, the explorer John Barrow visited the eastern part
of the Cape colony. He wrote:
‘Twenty years ago, if we may believe the travellers of the
day, the country beyond the Gamtoos River, which was
then the eastern limit of the colony, had many Khoikhoi.
The inhabitants came to meet the earlier travellers by the
hundreds. Today there is not in fact in this whole extensive
district a single independent group of Khoikhoi. Perhaps
about twenty are not actually in the service of the Dutch.’
Adapted from: J Barrow, An Account of Travels into the Interior of Southern Africa, Vol I, London, 1801
Source A: Written account by the explorer John Barrow
Use Source A and what you have learnt in this topic to answer the questions.
a.
b.
c.
d.
e.
f.
What year did the earlier travellers visit the area east of the Gamtoos River?
What did these travellers notice about the Khoikhoi?
How had things changed for the Khoikhoi when Barrow visited the same area?
Who had moved into the area that caused this change?
What do you think happened to the Khoikhoi in the 20 years before Barrow visited?
What other group of people were living in the area of the Fish River?
(2)
(2)
(2)
(2)
(2)
(2)
[12]
Task 2: Describe the groups
Describe the following groups of people who inhabited the Dutch colony at the Cape.
a.
b.
c.
d.
e.
f.
g.
h.
Trekboers
Missionaries
Slaves
VOC officials
Khoikhoi
San
Free Burghers
Huguenots
(4)
(4)
(4)
(4)
(4)
(4)
(4)
(4)
[32]
Task 3: Analyse information
From what you have learnt in this topic, how do you think the Dutch were able to colonise
the Cape?
(6)
Total: 50
Revision and assessment
181
TOPIC
4
Co-operation and conflict on the frontiers of
the Cape Colony in the early 19th century
Source A: This engraving shows trade between the Dutch and the Khoikhoi.
182
Term 4
Focus: Colonisation, the expanding frontiers of
British settlement and immediate consequences
at the Cape in the early 19th century
Introduction
As you learnt in Topic 1, the Cape was inhabited
by the Khoi and the San long before the Dutch
arrived. The Dutch began to colonise the Cape
in the mid-17th century. The painting on page
180 shows the early Dutch settlers trading with
the indigenous population of the Cape, the
Khoikhoi.
Chief Maqoma fought in the 7th Frontier War.
During the late 18th century, the British became
more and more powerful. They challenged the
position of the Dutch at the Cape.The British
took over the Cape in 1795. The British brought
many changes to the Cape. In the early 19th
century the British pushed the eastern frontier
of the Cape further and further east. When
slavery was abolished and the Khoisan were
granted rights, thousands of Dutch-speaking
farmers called trekboers left the Cape colony
and crossed the northern frontier ofthe colony,
into what is today the Free State.
Find information from a painting
1.
The battle between the British and Chief Maqoma’s army
2.
3.
Look at Source A on page 182.
a. What form of transport did the Dutch
settlers use to arrive at the Cape?
b. Why did the Dutch need to trade with
the Khoikhoi?
c. What impression do you get of the
interaction between the Khoikhoi and
the Dutch in this painting?
d. From what you learnt in Topic 3, do you
think this impression is trustworthy?
During which century did the events in this
painting take place?
Which country took over the Cape in the
late 18th century?
183
Arrival of the British and the expanding
frontiers of European settlement
Sub-topic
1
Key words
Unit 1: The British at the Cape 1795
• proclaimed – to
publically announce
something
Before the arrival of the British
• frontier – an area
of land where two
different groups
meet, and fight for
control of the land
1779
First Frontier War
between Dutch and
Xhosa
1781
End of First
Frontier War
1792
Second Frontier War
between Dutch and
Xhosa
1793
End of Second
Frontier War
1795
Britain took over
the Cape for the
first time
1799
Third Frontier War
between British and
Xhosa
1803
End of Third Frontier
War and Britain left
the Cape for a short
time
1803
1806
Dutch took over
the Cape again,
and make peace with
the Xhosa
Britain took over the
Cape for the second
time, and ruled the
Cape until 1910
Time line of frontier wars fought
between 1779 and 1806
184
Term 4
Before the British arrived in 1795, the Dutch proclaimed the Fish River the
frontier between the Cape Colony and the Xhosa. They did this without
consulting the Xhosa.
A frontier is not just a border or boundary, it is an area of land where two
different groups meet, and fight for control of the land. An expanding
frontier is when one group begins to control more of the land. The frontier
between European settlers and Xhosa inhabitants expanded as European
settlers took control of more and more land. For the settlers, this was their
eastern frontier, and for the Xhosa, the same frontier was their western
frontier. The time line in the margin lists all the frontier wars that were
fought between 1779 and 1806.
Source A: This is a map of the expanding frontier in the 18th century. The Xhosa used the land
between the Sundays and the Fish Rivers. When trekboers began moving into the Zuurveld in the
18th century, they found the Xhosa already there.
Dutch trekboers moved into the area between the Sundays and Fish Rivers.
This area is called the Zuurveld. The trekboers found Xhosa communities
and mixed Xhosa-Khoikhoi communities living there.
Zuurveld means ‘sour grass’. The sour grass of the Zuurveld provided good
grazing for cattle and sheep in summer. The sweet grass of the river valleys
of the Zuurveld provided good grazing in winter. This meant that cattle
could stay in the Zuurveld all year round.
There were two frontier wars between the Xhosa and trekboers before the
British took over the Cape. These wars were about the land of the Zuurveld.
The trekboers and the Xhosa both kept cattle, and raided cattle from one
another. Xhosa groups and trekboers remained living in the Zuurveld.
The arrival of the British at the Cape, 1795
In 1795 there were wars among many countries in Europe. The details of
these wars are not important here but you should know that France, Britain
and the Netherlands were fighting. Britain took over the Cape at the battle
of Muizenberg to stop the French from taking it. Britain wanted to control
the profitable sea route to the East, and the Cape was the perfect place for
sailors to rest and to get fresh food and water. (Remember what you learnt
in Topic 3.)
Expanding frontiers of European settlement
The third Frontier War (1799 – 1803) was fought under the British. The
Xhosa, and Khoikhoi who had been working for the Dutch settlers, together
chased most of the settlers out of the Zuurveld. The western Xhosa, under
Chief Ndlambe, were then in control of most of the Zuurveld.
In 1803 the Cape was given back to the Dutch as part of a peace treaty
agreed on in Europe between the Netherlands and Britain. The Dutch were
able to make peace with the Xhosa who were settled in the Zuurveld.
But the peace in Europe did not last for long. In 1806 the Cape became
a British colony again. The Cape remained a British colony for another
hundred years.
ACTIVITY 1 Recall and interpret information about the Zuurveld
(Assessement aims and skills: 1, 2, 4, 6)
1.
2.
3.
4.
5.
6.
Where is the Zuurveld?
Who was living in the Zuurveld when settlers began moving into
the area?
Why did Xhosa and European settlers both want to settle in
the Zuurveld?
Why is the Zuurveld called a frontier?
Look at the map in Source A on page 184. Explain why the Sundays
River is the eastern frontier for the settlers, and the western frontier for
the Xhosa kingdom.
Look at Source B. Why do you think the Frontier Wars were also known
as ‘Africa’s 100 Years War’?
Key words
• colonialism – the
practice of gaining
political control over
another country
• raid – surprise
attack on people;
also to steal cattle
About our world
The series of wars on
the eastern frontier
of the Cape were the
longest in the history
of colonialism in
Africa.
1st Frontier War
1779 – 1781
2nd Frontier War
1789 – 1793
3rd Frontier War
1799 – 1803
4th Frontier War
1811 – 1812
5th Frontier War
1818 – 1819
6th Frontier War
1834 – 1836
7th Frontier War
1846 – 1847
8th Frontier War
1850 – 1853
9th Frontier War
1877 –1879
Source B: Frontier Wars
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
185
Sub-topic
The Eastern frontier of European settlement
2
Key word
• dispossessed – lose
control of land
Unit 1: Frontier wars on the eastern
frontier of European settlement
There were more than 8 000 Xhosa-speaking farmers living in the Zuurveld,
and just a few families of white settlers. The British wanted to force the
Xhosa to leave the fertile land of the Zuurveld. The British realised the Xhosa
were too powerful, and that they would need to use a large army if they
wanted to force the Xhosa out.
In the 100 years from 1779 to 1879, there were nine frontier wars between
the Cape Colony and the Xhosa. The Xhosa, under a series of chiefs, fought
fiercely to defend their land, but in the end they were dispossessed of their
land by the superior weapons of the British.
Source A: This map shows the four stages of the expanding frontiers of the Cape Colony between1779 and 1879.
186
Term 4
Key word
• savages – people
who are cruel, brutal
and fierce
Ndlambe
‘In one famous encounter between
Ndlambe and Colonel John Graham, the
commander of the British forces, Ndlambe
shouted at him, shook his spear and shield,
stamped his foot on the ground and said,
“This land is mine!”
The British tried to clear the Zuurveld
area of any remaining African inhabitants.
They scoured the dense bush along all the
river beds, under instructions to shoot
anything that moved. To prevent people
from returning to their homes, all villages
were burnt and grain stores destroyed.’
www.ndlambe.gov.za
Source B: Colonel John Graham
said in 1811: ‘My intention is now to
attack the savages in a way which I
confidently hope will leave a lasting
impression on their memories and
show them our vast superiority in all
situations. I have ordered 500 men
to enter the wood on foot … with
orders to stay there so long as one of
the savages remains alive.’
Source C: British try to clear the Zuurveld
ACTIVITY 1 Understand and explain points of view
(Assessment aims and skills: 1, 2, 4, 6, 7)
1.
2.
3.
4.
5.
Use Source A on page 186 to explain how the Xhosa were dispossessed
of their land.
Use Source B above to explain why Colonel John Graham thought he
had the right to this dispossession.
From whose point of view – the British or the Xhosa – is Source C
written?
Use Source C to say how Ndlambe explained why the Xhosa had the
right to claim the land in the Zuurveld.
From Source C, would you say the British were savages? Explain
your answer.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
187
Key words
• military
commander – an
army leader in war
• paroled – set
free under strict
conditions
Case study: Chief Maqoma (1798–1873) and
Xhosa resistance to British rule
Some say that Maqoma was the
greatest military commander in
Xhosa history. He fought the growing
Cape Colony in three frontier wars.
All sources agree that he was a brave
warrior, very skilled at planning
military tactics, a masterful politician
and a brilliant public speaker.
Chief Maqoma and
the frontier wars
Chief Maqoma was a soldier and leader.
Like all great leaders in history, he
is viewed differently by different
historians. The Sources F to K provide
different opinions of Maqoma.
‘He was a drunkard who ill-treated his wives and was responsible for the death of one of
his children.’
Adapted from: Potgieter, D.J. et al. (Eds) (1970). Standard Encyclopaedia of Southern Africa,
Cape Town: v. 7, p. 194
Source D: A point of view about Maqoma
‘He drank mainly at meetings with colonial officials, who deliberately gave him too much
alcohol to try to confuse his judgment.’
From: Maqoma biography quoted in http://www.sahistory.org.za
Source E: A point of view about Maqoma
‘Imprisoned on Robben Island for 12 years, Maqoma was paroled in 1869. When he
attempted to resettle on his stolen land, however, he was resent to the island prison, where
he died under mysterious circumstances in 1873.’
Adapted from: Stapleton, T.J. Maqoma - Xhosa Resistance to Colonial Advance,
Cape Town: Jonathan Ball, 1994
Source F: A point of view about Maqoma
‘During the 6th Frontier War (1834–35) Maqoma led the Xhosa against the Cape
Colony. In a well-planned attack 12 000 Xhosa under Maqoma moved across the entire
length of the frontier in small raiding parties. Hundreds of refugee settlers poured into
Grahamstown and other districts. Many districts were not able to function.’
Adapted from: T Cameron and SB Spies, eds. An Illustrated History of South Africa,
Jonathan Ball Publishers, Johannesburg, 1986, p. 88
Source G: A source about Chief Maqoma as military leader
188
Term 4
The 6th Frontier War (1834 –1836) was a great shock to all the
frontier colonists. Twenty whites and eighty Khoikhoi were
killed, 455 homesteads were burned down and thousands of
horses, cattle and sheep were carried off.
Chief Maqoma is shown wearing the Blue Crane feathers of a
soldier who has killed his enemy in battle. Chief Maqoma and his
soldiers defeated the British in this battle.
Source H: A picture of Chief Maqoma at battle
during the 7th Frontier War
Source I: A painting of the British attacking Chief Maqoma’s stronghold
of Waterkloof, in the mountains west of the Kat River, 1851. In the 8th
Frontier War, Chief Maqoma, with a small army of about 200 Xhosa and
Khoikhoi fighting men, resisted and held off a British army of 4 000 for
more than a year.
ACTIVITY 2 Analyse sources to understand and explain point of view
(Assessment aims and skills: 1, 2, 3, 4, 5, 6, 7)
1.
Refer to Sources D to I. Copy the table below in your exercise book.
Place a tick in the column that describes the attitude in the source
towards Maqoma. Explain your answer.
Source
D
E
F
G
H
I
2.
Positive
Negative
Neutral
Explain your answer
The fact that the British sent Maqoma to Robben Island says something
about how the British regarded him. Use your own knowledge and
Sources F to I to explain why you think the British sent Maqoma to
Robben Island.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
189
Unit 2: Soldiers and officials
When the British took over the Cape, they brought with them soldiers and
officials to govern the colony. The most important official was the Governor,
who had to report to the government in Britain.
The Chief Military Officer was in charge of the army and the soldiers. At
different times, the army in the Cape Colony was made up of different
groups of soldiers, called regiments. There were regiments of soldiers from
Britain, of British colonists, Khoikhoi soldiers and farmer-settlers who were
part-time soldiers.
Tension between the British and trekboers on
the frontier
There was tension between the British government and some of the
trekboer farmers on the eastern frontier of the Cape Colony. Circuit Courts
were introduced by the British government. Khoikhoi servants could make
complaints against ill treatment by their white employers at a Circuit Court.
Some of the trekboers referred to this as the ‘Black Circuit’ as they thought
the British court was biased against them.
Cornelis Bezuidenhout was a trekboer farmer in the Eastern Cape
Colony. In 1815, his Khoi servant complained to the Circuit Court that
Bezuidenhout had not paid him. Bezuidenhout refused to appear before
the Circuit Court. Two British officers and twelve Khoi soldiers were sent
to arrest him. Bezuidenhout fired on the soldiers. The soldiers fired back,
and Bezuidenhout was killed. After Bezuidenhout’s funeral, his brother
organised a rebellion against British authority at Slagtersnek. There were
only 60 rebels, who surrendered without a shot being fired. After being
sentenced, four of the leaders were hanged.
Source J: A photograph of a monument at Slagtersnek. The sign next to the monument reads:
‘Below this stone cairn the rocks in which Cornelis Frederick Bezuidenhout was shot in October
1815 while resisting arrest for alleged ill-treatment of a Khoi servant. This incident gave rise to
the Slagtersnek Rebellion.’
190
Term 4
Khoikhoi soldiers
Key words
The British had to control the vast eastern frontier, which had been weakly
administered for a long period. The British colonial government introduced
laws to control the freedom of movement of the Khoikhoi still living in the
Cape Colony.
• recruit – seek to
enlist in the army
• enlist – join the
army
They recruited young Khoikhoi men into military service. The British believed
that by enlisting the Khoikhoi in a regiment they would be able to control the
Khoikhoi people and would also strengthen their army over the trekboers.
Some Khoikhoi did join the army, but others were reluctant to enlist.
David Stuurman was a Khoikhoi leader on the Eastern frontier. He led a group
of Khoikhoi on the frontier that was in Cape colonial territory. Stuurman
gave shelter to runaway slaves and Khoikhoi who refused to register and
who refused do military service. In 1823, the British exiled David Stuurman to
Australia in the hope that it would stop Khoikhoi resistance.
Source K: A Khoikhoi soldier in the Cape regiment
drawn by a person from Britain
Source L: A painting of a poor Khoikhoi family on
the road, without cattle or land
ACTIVITY 3 Interpret visual sources to find information
(Assessment aims and skills: 1, 2, 4)
1.
2.
3.
Refer to Source J on page 190. Do you think the monument supports
the Slagtersnek Rebellion? Use examples from the caption to give
reasons for your answer.
Look at the drawing in Source K. What impression do you get of the
Khoikhoi soldier?
Look at Source L and use the other information on this page. What
three options did the Khoikhoi have?
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
191
Case study: Andries Stockenström (1792–1864) and his
involvement on the Eastern frontier of European settlement
Andries Stockenström was a colonist and soldier
during the 4th and 5th Frontier Wars. He was
also an official of the Cape colonial government.
In 1836 Stockenström was made LieutenantGovernor of the Eastern Districts of the Cape.
He was known to be extremely hard working,
fair and courageous.
Once, as a young man, he was riding a horse
in the dense bush around the Bushman’s River.
His horse ran away, he was separated from the
people he was riding with and was completely
lost. Two young Xhosa soldiers came past,
saw him and helped him to find his people.
Stockenström wrote in his autobiography that
this experience had a lasting positive influence
on him.
and fairly in his dealings with these chiefs. He
wanted the chiefs and government officials to
cooperate to keep the peace.
He was also sympathetic to the Boer farmers on
the frontier. He was against slavery and felt great
injustice had been done to the Khoikhoi people.
He felt that bloodshed and violence should be
avoided wherever possible. He helped to put
down the Slagtersnek Rebellion in 1815.
Andries Stockenström
encouraged the
introduction of the law
called ‘Ordinance 50’,
of 1828. Under this law,
Khoikhoi became the
equals of the colonists.
Before 1828, Khoikhoi
people could be forced
to work for the settlers
and all Khoikhoi people
had to carry passes.
Stockenström believed that justice had to be
for everyone. Like most of the white people
on the Eastern frontier, he felt anxious about
the presence of the Xhosa kingdom and their
powerful chiefs. But he always acted honestly
‘His policies were based on the principle
of justice for all men of whatever race.
His love of truth was his guiding star. His
public life was a continual protest against
oppression. He always defended the weak
against the strong.’
Adapted from S.G.A. Shippard’s preface to Autobiography of Sir Andries Stockenström: J.C.,
Juta and Co 1887, page vi
Source M: A description of Stockenström’s character
ACTIVITY 4 Evaluate and explain points of view
(Assessment aims and skills: 1, 2, 4)
1.
2.
192
Term 4
What opinion does Source M have of Stockenström? Explain your answer.
Andries Stockenström made many enemies on the frontier. Why do you
think this was the case?
Unit 3: British immigration
When the British took over the Cape in 1806,
there were about 25 000 (mainly Dutch) European
settlers at the Cape. There had already been
five frontier wars between the Xhosa and white
settlers before 1820 and the Cape Government
wanted to increase the number of white people in
the area, and enlist more British people to defend
the Eastern frontier against the Xhosa.
In 1820, the government in Britain paid for a large
group of about 4 000 unemployed British people
and their families to go to the Cape as settlers. The
ships carrying these settlers landed at Algoa Bay.
Each family was given a small piece of farm land
to grow crops.
The 1820 settlers and farming
•
Source N: A painting of 1820 settlers arriving at Algoa Bay. Dutch
farmers were paid by the Cape government to transport the new
settlers to their farms, some of which were very far away. The settlers
stayed in tents on the beach until there were ox-wagons available to
take them to their farms in the Zuurveld.
More than half the settlers who came to the Cape were from towns and
cities, and knew nothing about farming, or southern Africa.
The settlers were given land in the Zuurveld.
By 1822, most of the new settlers had left their farms, and worked in
different jobs in the new small settler towns on the Eastern frontier.
Some of the settlers had been traders in Britain and set up shops and
businesses. They also traded shop-bought goods for ivory and animal
skins with the Xhosa across the border.
The remaining farmers planted maize, rye and barley and also began
farming with merino sheep, introduced from Britain. The climate and
the grazing were perfect for sheep farming. There was a great demand
in Britain for wool for the textile factories. Sheep farming became very
profitable. By 1846 wool had become the Cape’s most successful export.
•
•
•
ACTIVITY 5 Share knowledge, recall and evaluate information
(Assessment aims and skills: 1, 2, 4, 6, 7)
1.
2.
3.
Use the painting in Source N to answer the following questions:
a. How did the 1820 settlers travel to the Cape from Britain?
b. How do you think the settlers were transported to their new farms?
c. Why do you think the settlers stayed on the beach for a time?
Write down what you already know about the Zuurveld in the eastern
part of the Cape Colony.
In small groups, discuss why many of the settlers did not want to
remain on their farms.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
193
Unit 4: Abolition of slavery 1836
During the late 18th century the British started to question the practice
of slavery and their own involvement in the trading of slaves. In 1807 the
British stopped the slave trade in all its colonies. However, this did not
mean that slavery had ended. The ending of the trade in slaves did not
help people who were already slaves. No new slaves could be brought
into a British colony, but slaves could still be bought and sold within the
colony itself.
Why were slaves freed?
Humanitarian reasons
A lot of people in Britain thought that slavery was wrong and that all human
beings should be free. They believed that slavery was cruel, and against the
will of God. They put pressure on the British government to end slavery.
‘When men purchase their fellow creatures
like cattle, they come to view them as cattle.
The slave is always associated in the mind
of the owner with his value in money’.
Adapted from: Pamphlet in the South African Library, Cape Town. Remarks on the demoralising
influence of slavery. By a resident at the Cape of Good Hope, 1828
Source O: The harmful effect of slavery
Economic reasons
Workers who were paid wages
were more motivated to work.
People began to say that Britain would become richer if workers in the
colonies were paid wages. Here are some of the reasons why they thought so:
• Workers would be motivated to work harder if they were free and if they
were paid for their work.
• Workers would use their wages to buy products, and this would help the
economy to grow.
Slave rebellions
Slaves themselves also played a role in gaining their freedom. Two slave
revolts took place in the Cape Colony in 1808 and 1825. Other slave revolts
took place in other parts of the British Empire. News of slave revolts spread
to all slave-owning colonies. It made the slave owners very frightened.
Some slave owners began to think it would be safer for them if slaves were
freed and paid wages.
A picture of a slave revolt
194
Term 4
Case study:
Cape wine farmers support an end to slavery
The grape and wine farmers in the
Stellenbosch and Drakenstein areas of the
Cape had used slave labour on their farms
since the 1700s. The wine farmers sold
their wines in Britain and became very
wealthy. The wine industry was important
for the economy of the Cape Colony.
In 1826 Britain started buying wine more
cheaply from France. The Cape farmers
could no longer sell their wine, and they
owned slaves they no longer needed.
They wanted slaves to be freed and to
become cheap wage labourers. Unlike
slaves, workers could be fired if they did
not work well.
In 1833 the British government
abolished slavery in all British colonies.
This meant that no one was allowed to
own slaves in Britain and its colonies.
Key word
• abolish – to do
away with
But, in the Cape, the law stated that all
slave owners could keep their slaves for a
further four years.
The first day of real freedom for slaves at
the Cape was 1 December 1838. From this
time on, former slaves were allowed to
move around freely, and could demand
wages for their work. Slave owners were
paid out by the British government for
the loss of their slave ‘property’.
Slaves were not paid out for their years
of working without pay. Most of the
freed slaves had no choice but to carry
on doing the hard work they had always
done. The only change was that they
were paid a low wage. So although
the laws had changed, conditions did
not change much for most of the freed
slaves.
Slaves working on a wine farm
ACTIVITY 6 Explore the reasons for the abolition of slavery
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
3.
4.
Make a spider diagram with three legs in your exercise book. In the
middle, write ‘why slaves were freed’. On each leg, write down one
reason why slaves were freed.
Use Source O on page 194 to explain why slavery was inhuman
and cruel.
Why did wine famers start changing their minds about slavery
after 1826?
Use the case study and Source P to explain why Katie Jacobs and
her husband continued to work for their former owners once they
were forced.
Source P: This is a photograph
of Katie Jacobs and two of her
grandchildren. She was freed
in 1838. Katie Jacobs and her
husband continued to work for
their former owners for four years.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
195
Unit 5: Boers migrate and move into the
interior: Great Trek
About our world
South Africa’s longest
river had two names.
The Khoikhoi called
it Gariep and the
trekboers called it
the Orange River or
‘Oranjerivier’.
In Topic 3 you learnt about trekboers. By the 19th century these livestock
farmers, also just called ‘boers’, had moved further and further away from
Cape Town. They used the land as they wished, and led self-sufficient
lives. The Dutch colonial authorities were unable to control the trekboers.
However, when the British arrived in the early 1800s, with their English
language and culture, this changed.
Why the boers left the Cape Colony
The British began to control the boers’ use of land. Farms had to be bought.
It was the end of ‘free land’ for the boer colonists of the Cape.
The boers had had freedom to treat their Khoikhoi
servants and their slaves as they wished. In 1828,
the British had passed the law known as ‘Ordinance
50’ which allowed Khoi to move freely in the Cape
Colony. And in 1838, all colonists’ slaves had to
be freed.
Trekboers leaving the Eastern frontier to move northwards.
After the 6th Frontier War (1834–36) and Chief
Maqoma’s attack on the colony, colonists began
to leave the Eastern Frontier. In 1836 the British
Governor returned the land between the Keiskamma
and the Kei Rivers to the Xhosa, and made peace
with the Xhosa chiefs. Boer colonists had hoped to
get land across the Keiskamma. Many boers decided
to leave the Eastern frontier. They took their families,
servants and slaves, and trekked northwards, away
from the Cape Colony and from British control.
The boers move into the interior
Between 1835 and 1841, about 7 000
boer men, women and children crossed
the Gariep/Orange River and left the
Cape Colony. This was about half the boer
population of the Eastern Cape. Years
later, this migration was called the ‘Great
Trek’. The boers who were part of the
Great Trek were called ‘Voortrekkers’.
This map shows the movement of the Voortrekkers
in southern Africa between 1835 and 1842. The
arrows show the routes taken by different groups of
Voortrekkers. Different groupings of African farmers
were living in these areas at the time.
196
Term 4
Case study: The lives of inboekselings
In the Cape Colony, magistrates
could register orphan Khoikhoi and
San children to work for boer farmers
until they grew up. These orphan
children were called inboekselings.
However, many inboekselings never
left their masters and remained
servants for the rest of their lives.
Boers who left the Cape Colony
continued to use this kind of labour.
Voortrekker groups trekked into land
that was already settled by African
farmers in their Great Trek. They
wanted to be free of British rule, and
so they set up their own republics,
and called them the Orange Free
State and the Transvaal.
The Voortrekkers needed people
to work on their farms. The African
farmers did not want to work for
the boers while they still had their
own land. Boers got their labour
through a system of forced labour.
The boers in the interior also used
the inboekseling system. They
exchanged or kidnapped young
African children and kept them as
unpaid servants.
‘A group of Boers came and demanded
children. The Boers began to seize them
and put them into wagons. The men of the
village tried to stop them, but the Boers
fired and most of the men were killed
defending their families. The wagons were
loaded with children and driven off to be
sold to farmers as inboekselings.’
Adapted from: H Giliomee and B Mbenga, eds.
New History of South Africa,
Tafelberg, Cape Town, 2007, pp. 151-2
Source Q: A missionary’s description of how
inboekselings were obtained from a village
A photograph of an inboekseling child worker
with his Boer employer in 1877.
Key words
• inboekseling – a
Dutch word for
a child or young
person who is
‘registered’
• republic – a country
that is independent
and not ruled by a
king or queen
About our world
The Voortrekkers
struggled to control
the land they had
taken. The African
kingdoms in the
interior were very
powerful. However,
the African kingdoms
finally lost control
over the land
after the British
became involved
in the interior. This
happened after
the discovery of
diamonds and gold,
which you will learn
about in Grade 8.
ACTIVITY 7 Write about inboekselings
(Assessment aims and skills: 1, 2, 7)
1.
2.
Give a definition of an inboekseling in your own words.
How did the children, described in Source Q, become orphans?
‘The inboekseling system was nothing less
than slavery, as a number of missionaries
reported. In 1868 the Transvaal newspaper,
De Republikein, spoke out against the fact
that “whole wagon loads of children” were
continually being “hawked around the
country”. There were men, both black and
white, who had become traders in children,
kidnapping them in raids and selling them
to Boers for domestic labour.’
Adapted from Luli Callinicos, Working Life, 1987
Source R: A description of the inboekseling system
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
197
‘Botlhale Tema researched and wrote a
book about her inboekseling relatives. The
story starts in the 1850s. It is about two
young boys, Polomane and Maja, whose
parents’ were killed when some boers stole
the children from their village. When they
were “ingeboek” by a magistrate, they were
given the names “September” and “April”.
They were sold to different famers, but met
up again as grown-ups, having run away
from their masters.
With nowhere to go, Maja joined the
Rev. Henri Gonin a Swiss missionary,
on his farm Welgeval in the Pilanesberg
area. Most of Rev. Gonin’s first converts
to Christianity were Dutch-speaking
Africans, who had grown up on boer farms.
The Moloto family bought the farm
from Gonin, when he and his family
returned to Switzerland. The farm was
taken from them by the apartheid South
African government in 1979, when the
area became part of the Bantustan of
Bophuthatswana. After 1994, the Moloto
family put in a land claim for the farm, and
it was given back to them in 2004.’
Adapted from: B Tema The People of Welgeval, Zebra Press, Cape Town, 2005
Source S: An extract from a book by a descendent of inboekselings
Source T: The photograph on the cover of
the book, The People of Welgeval (Zebra
Press: Cape Town, 2005) shows the family of
Botlhale Tema, who is the great-granddaughter
of inboekselings Maja and Polomane. The
old man in the picture is her grandfather,
Stephanus Moloto.
ACTIVITY 8 Analyse and interpret sources to find out more about
the system of inboekselings
(Assessment aims and skills: 1, 2, 6, 7)
1.
2.
198
Term 4
Read Source R on page 197. Say why you think some black people also
participated in kidnapping and selling black children.
Use Sources R to T to write a newspaper headline which draws readers’
attention to the unfair labour system of inboekselings.
Sub-topic
3
The northern frontier of European
settlement
Unit 1: Expanding trade relationships on
the northern frontier of European
settlement
Trade opportunities expanded as more people moved north.
• Groups of Khoisan moved into the frontier areas north of the colony. They
lived by hunting and trading with African kingdoms and the trekboers.
• Some trekboers had moved north, becoming hunters and traders at the
Olifants River and beyond.
• Boers of the Graaff Reinet district used the grazing lands north of the
Gariep River for their cattle.
• They hunted, and also raided cattle, as far as the Caledon River valley.
About our world
• San people, who
had been driven
from their hunting
and gathering
areas, often joined
Khoikhoi people
who had lost their
cattle and grazing
lands. Together they
formed Khoisan
groups.
• The Cape Governor,
Harry Smith, claimed
the land between
the Gariep and Vaal
Rivers, for Britain
in 1848, calling it
the ‘Orange River
Sovereignty’. (Today
this area is the Free
State.)
Source A: Map showing the northern boundary of the Cape Colony in 1806,
in 1824, and the northern boundary along the Gariep River claimed in 1848.
ACTIVITY 1 Interpret and make deductions from the text and the
source
(Assessment aims and skills)
1.
2.
Look at the map showing the boundaries of the Cape Colony in 1806,
1824, and 1848 in Source A above. Describe in one sentence what is
happening to the Northern frontier of the Cape Colony.
In what way would trade relationships have expanded with the
expansion of the Northern frontier?
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
199
Key words
• mixed descent –
children of boers,
slaves and Khoisan
• pack oxen – oxen
trained to carry
loads and pull
wagons with goods
Unit 2: Kora and Griqua: traded
manufactured goods, tobacco and
pack oxen from the Cape
The Kora and Griqua were groups of people of mixed descent and runaway
slaves who had left the Cape Colony. They traded manufactured goods,
tobacco and pack oxen from the Cape.
The Kora
The Kora originated from small groups of Khoikhoi who had lost their land
to the Dutch in the south-western Cape. The groups included runaway
slaves and people of mixed European and Khoikhoi descent. Most of the first
Kora people had worked on Dutch farms and spoke Dutch. They knew how
to use guns and ride horses. They lived in groups along the Gariep River in
the central parts of southern Africa.
Source B: Kora man holding a gun and riding a horse
The Kora kept close contact with the Cape Colony. They got goods from the
Cape like material for making clothes, flour for making bread, and tobacco
that the Dutch farmers grew. The Kora traded these goods with the different
groups living along the Gariep River and beyond. They also traded pack
oxen, which they got from the Cape.
The Griqua
The Griqua were a group of people of Khoikhoi, slave and European descent
who had left the Cape in the late 1700s. They owned cattle, had guns and
horses and used ox-wagons. They usually wore European style clothes,
spoke Dutch and were Christians.
At the beginning of the 19th century the Griqua settled north of the Gariep
River, in an area that later became known as Griqualand West. They were the
first group from the Cape to settle north of the Gariep River.
200
Term 4
The Griqua took their name from the Khoikhoi group the Guriqua.
The Griqua saw themselves more as Khoikhoi than Dutch. They traded
material, flour, tobacco and oxen. The Griqua traded mainly with southern
Tswana groups.
Adam Kok, founder of the Griqua
was a freed slave. He married the
daughter of the Guriqua chief.
Source C: A group north of the Gariep River
There were other people living north of the Gariep in the 1800s. These
people were European adventurers who came from Europe and lived as
hunters and traders in the interior of southern Africa. These European
adventurers sometimes joined the Kora and Griqua groups.
ACTIVITY 2 Interpret information from visual sources
(Assessment aims and skills: 1, 5)
1.
2.
3.
4.
Look at the picture in Source B on page 200. What advantage did the
Kora have in travelling and in defence?
Describe the people and what they are doing in the picture in
Source C above.
From what you have learnt in this sub-topic, who do you think these
people could have been?
Why do you think they are posing for this photograph?
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
201
About our world
The Tswana stonewalled town of
Marothodi was an
important place for
producing iron and
copper goods for
trade.
Unit 3: The southern borders of the
Tswana world: traded ivory, hides,
skins and furs, iron and copper
with Kora and Griqua
In the late 18th and early 19th centuries, there were a number of Tswana
states spread across parts of what are today the provinces of Northern Cape
and the North West Province.
From early times, the Tswana states traded ivory,
hides, skins and furs, iron and copper for beads and
cloth from the east coast of southern Africa. By the
19th century Kora and Griqua were making trade
links for the Tswana with the Cape.
Around 1820 the Hurutshe was the most powerful
Tswana state. Its capital was the stone-walled town
of Kaditshwene, which was about 25 km north
of present-day Zeerust, in North West. In 1820,
Kaditshwene was a well organised town with a
population of about 20 000 people (larger than the
population of Cape Town at the time).
Tswana towns of the early 19th century were among the largest
settlements in southern Africa at the time.
This drawing shows the public meeting place of Dithakong. Take note of the houses in the
background that show the size and orderliness of this town.
The Tlhaping was one of the
strongest of the southern
Tswana states. Its capital,
Dithakong, was a town of
about 15 000 people in the
early 1800s. European traders
from the Cape Colony visited
Dithakong and traded guns for
ivory and cattle.
ACTIVITY 3 Recall information about the Tswana
(Assessment aims and skills: 1, 2)
1.
2.
3.
202
Term 4
Name three Tswana towns mentioned in this unit.
What things did the Tswana have that the colonists at the Cape wanted?
Why do you think the Tswana wanted guns?
Unit 4: Missionaries and traders
Missionaries
The first Christian missionaries who came to the Cape Colony in the 19th
century were strongly against slavery. They believed that the Christian
principles of equality and love of others helped people to improve their
own lives.
Missionaries worked to convert the indigenous people and ex-slaves of
the colonies to Christianity. The missionaries believed they could help the
indigenous people improve their position in colonial society.
Many Khoisan and ex-slaves went to live on mission farms. They learned to
read, grow food crops and various skills that would help them earn a good
living. The boers accused the missionaries of stealing their cheap labour.
Dr John Philip was a member of
the London Missionary Society
(LMS). He was a missionary who
believed that it was his duty to be
involved in politics.
The missionaries had an important influence on both the governments of
the Cape and of Britain. Dr John Philip of the London Missionary
Society came to the Cape in 1819. He campaigned to influence the
Cape government to pass ‘Ordinance 50’, which gave important rights to
Khoikhoi people.
Traders
The southern Tswana were in contact with traders from the Cape from the
early 19th century. By 1850 a regular trade route known as the ‘missionary
road’ was used by European traders. This route ran north between Tswana
states to the west, and the boers who had settled north of the Vaal River to
the east.
Many European traders came to
the Cape. Some were hunters who
went into the interior in search of
big game.
This painting shows ivory tusks, furs and skins on sale at the market-place in Grahamstown.
European traders brought goods from the Tswana kingdoms to sell.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
203
Case study:
Robert Moffat (1795–1883) at Kuruman
Robert Moffat was born in Scotland.
He worked as a gardener and a farmer.
In 1816 he came to the Cape for the
London Missionary Society (LMS). In
1821, he and his wife, Mary, moved to
Kuruman. He remained there as a hardworking missionary until 1870 when
he and his wife returned to Britain.
Kuruman and Dithakong
In about 1817, Chief Mothibi of the
southern Tswana kingdom of the
Tlhaping allowed the LMS to establish
a mission at Kuruman to help trade
with the Cape, especially for guns and
ammunition. Mothibi required gifts
of trade goods from the missionaries
for permission to preach. Over the
years the LMS established missions
throughout the southern Tswana
kingdom. Kuruman became a centre
for missionary activity and Christian
conversion in southern Africa, and an
important trading centre.
The Thlaping had their capital at
Dithakong. In June 1823, Dithakong
was attacked by smaller African
chiefdoms who were settled nearby.
The Tlhaping asked Robert Moffat for
help. Moffat persuaded a group of
Griqua to help the Tlhaping.
Robert Moffat
Map showing the area between the Molopo and Gariep
Rivers, where Griqua, Kora and European traders from the
Cape traded with the Tlhaping
Robert Moffat’s greatest contribution
to South African history was in the area
of language. Moffat learned Setswana,
and in 1826 published a Setswana
spelling and reading book. Over the
next 30 years he translated the Bible
into Setswana. Translation work started
with Moffat, but was taken up by the
LMS and many books were published
in Setswana.
204
Term 4
The Griqua, riding horses and using
guns, helped the Thlaping to fight off
the attackers.
After the Battle of Dithakong,
Moffat changed his mind about the
role of missionaries. After witnessing
the bloodshed of the battle, he came
to believe strongly that missionaries
should not be involved in political and
military activities. Other missionaries of
the time, however, disagreed with him.
Dr Philip, for example, was a missionary
who believed that missionaries should
be involved in political and military
activities.
The church at Kuruman that Robert Moffat built
Rev Moffat: The one important task
for a missionary is the conversion of the
unbeliever to Christianity.
Rev Philip: A missionary should concern
himself with the plight of the indigenous
peoples and fight against oppression and
exploitation by white settlers.
Rev Moffat: I disapprove of Rev. Philip’s
efforts to gain political and legal rights for
Cape Coloureds in the Cape Colony.
Adapted from: R Elphick and R Davenport eds. Christianity in South Africa: A Political,
Social and Cultural History, David Philip, Cape Town, 1887, p. 109
Source D: An argument between missionaries
‘Moffat worked among the Thlaping who
had not yet suffered under colonial rule or
lost their land. Philip had seen the colonial
oppression of the Khoisan at the Cape.’
Adapted from: R Elphick and R Davenport eds. Christianity in South Africa: A Political,
Social and Cultural History, David Philip, Cape Town, 1887, p. 109
Source E: An explanation of Moffat and Philip’s disagreement
ACTIVITY 4 Work out answers using sources
(Assessment aims and skills: 1, 2, 6, 7)
Read the case study on page 204 and Sources D and E above.
1.
2.
3.
4.
5.
6.
Why did Chief Mothibi allow missionaries to settle on his land?
What was Moffat’s role in the battle of Dithakong?
Why do you think Moffat changed his mind about being involved
in fighting?
Read Source D.
a. What is Moffat’s opinion about missionaries and politics?
b. What is Rev. Philip’s opinion about missionaries and politics?
Read Source E. How does it explain why they had such different ideas?
Do you think Moffat was wrong or right about what a missionary
should do? Explain your answer.
Topic 4: Co-operation and conflict on the frontiers of the Cape Colony in the early 19th century
205
Revision and assessment
The Programme of Assessment for Term 4 is an exam. There is an exemplar exam on page 219.
Question 1: Draw a time line (time and chronology)
a.
b.
c.
Draw a time line in your exercise book from 1790 to 1860. Use a scale of 1 cm for every ten years.
Write in the following dates on your time line: 1795; 1806; 1811; 1818; 1836; 1847; 1853.
After each date, write a short sentence about what happened that year. Use the information in
this topic.
[14]
Question 2: Different opinions
a.
b.
c.
Sources A to D below are pictures of four different people living in the early 19th century.
For each sourcer A–D, write in your exercise book if the person would want slavery to
continue or to be stopped.
Then write four speech bubbles in your exercise book. Write down one sentence in each
speech bubble that shows what the person’s argument would be for or against slavery.
From your own knowledge, explain what happened to slaves who were freed.
206
Source A: A Christian preacher
Source B: A slave
Source C: A farm owner
Source D: A shirt manufacturer
Revision and assessment
(8)
(8)
(2)
[18]
Question 3: Copy the table and fill in
Copy the table below into your exercise book. Fill in the column using Source E–G to help you.
Source Who is the source about?
Does the author have a
Explain your answer
positive or a negative view using words from the
of the person or people?
source
E
F
G
‘South African history has forgotten
or degraded many Africans who had a
significant impact on the region. Maqoma,
a 19th-century Xhosa chief who fought
the expansionist (growing) Cape Colony
in three frontier wars, has been a victim of
such distortion. He has been characterised
as a drunken troublemaker and cattle thief
who masterminded an unprovoked attack
into the colony in 1834.’
The Memory of Maqoma: Stapleton, Timothy J. History in Africa 1993, p. 321
Source E
‘The Stuurman clan were amazing
resistance fighters. They were the last of
the great Eastern Cape Khoi warriors. The
Stuurmans were amongst the many that
are part of the noble resistance line who
opposed colonialism.’
Cape-Slavery-Heritage: Chief David Stuurman the first of the Khoi to be exiled to Australia
Source F
‘Lord Charles Somerset, who became
governor in 1814, was a brash and wilful
man with no grasp (understanding) of the
complexities of the frontier problem.’
Adapted from Giliomee, H. and Mbenga B.K. (eds) New History of South Africa, Tafelberg,
Cape Town, 2007
Source G
[18]
Total: 50
Revision and assessment
207
Term 2 Exemplar Test
Geography
Time: 1 hour
Topic 1 Map skills
Question 1: Interpret a street map to demonstrate map skills
Figure 1
208
Term 2 Exemplar Test: Geography
Look at the map in Figure 1 on the previous page and answer the questions below.
a. Draw the symbol for a school.
b. Name the grid square where you will find the Marist Brother’s School.
c. Name each of the grid squares you will pass through if you travel along Rhodes Drive
from north to south.
d. Locate Rondebosch Railway Station. Give the compass direction of the following places from
Rondebosch Railway Station.
i. Marist Brothers School
ii. Bishops High School
iii. Rustenburg Girls’ Primary School
e. Fill in the missing words in the list a-e below. These directions describe the route from
Rustenburg Girls’ Primary School to Rustenburg Girls’ High School.
i. Go _________ west along main road past Nursery Road.
ii. Turn next left into _________ Road.
iii. Go underneath the _________ bridge.
iv. You will pass _________ school on your left.
v. Turn left into _________ Road. Rustenburg Girls’ High School is on your left.
f. Use the scale line to help you calculate the straight line distance between Rustenburg Girls’
Primary School and Rustenburg Girls’ High School.
g. Draw a sketch map of the journey between Rustenburg Girls’ High School and Rustenburg
Girls’ Primary school. Show important landmarks and symbols on your sketch map.
(1)
(1)
(2)
(3)
(5)
(2)
(6)
[20]
Question 2: Locate places using
coordinates.
Refer to Figure 2.
a.
b.
c.
d.
Name the country which has the
following coordinates 20°S, 30°E.
Give the coordinates that meet
in Niger.
Name a country in Africa that has
been in the news recently.
Explain why this country was in
the news.
(1)
(1)
(1)
(2)
[5]
Figure 2
Term 2 Exemplar Test: Geography
209
Topic 2 Volcanoes, earthquakes and floods
Question 1: Work with a map and diagram
a.
Name the missing plates at A, B and C on the map in Figure 3 below.
(3)
B
C
A
Figure 3
b.
c.
d.
Name two plates that are moving apart from one another.
Describe what happens when plates move apart.
Match the following labels with the letters A–C on the diagram in Figure 4 below:
• Volcanoes form on land
• Ocean crust melts into the mantle
• Volcanoes form under the ocean.
(2)
(2)
(3)
C
B
B
A
A
Mantle
Figure 4
e.
Explain why volcanoes and earthquakes occur close to plate margins.
210
Term 2 Exemplar Test: Geography
(2)
[12]
Question 2: Answer questions on earthquakes and floods
a.
b.
Which of the following is not one of the results of earthquakes?
(1)
i. tsunami
ii. fires
iii. flooding
iv. plate movements
Examine the photograph below showing earthquake damage. Describe three factors that may
have contributed to the high levels of damage and loss of lives caused by this earthquake.
(3)
c.
d.
Write a short report about what a rescue team should do immediately after an earthquake.
Name one way people help to cause floods.
e.
Describe three effects of a flood such as the one in the photograph above on people and
on the land.
Explain why some people are more at risk from flooding than others.
f.
(3)
(1)
(3)
(2)
[13]
Total: 50
Term 2 Exemplar Test: Geography
211
Term 2 Exemplar Test
History
Time: 1 hour
Topic 1 The kingdom of Mali and the city of Timbuktu in the 14th century
Question 1: Use a map to answer questions
Source A: This map shows some of the trade routes across the Sahara Desert.
Look at the map in Source A above and answer the following questions.
a.
b.
c.
d.
e.
f.
Name the continent which this map forms part of.
(1)
Use the key on the map to state the religion which was most widely spread on this map.
(1)
Name the capital city of Mali.
(1)
What animal did people use to travel across the desert?
(1)
Use the map to explain why Timbuktu was a centre of trade.
(4)
Use the map and your own knowledge to match the following words to the correct description (4)
i.
ii.
iii.
iv.
g.
Mecca
Taghaza
Mali’s king
Fez
•
•
•
•
Salt mines
Leo Africanus
Mansa Musa
Birthplace of Islam
Combine the information from your answers to a to f and your own knowledge to write a
paragraph about trade across the Sahara Desert.
212
Term 2 Exemplar Test: History
(6)
[18]
Question 2: Use a source to answer questions
‘The brittle condition of the manuscripts
means that pages disintegrate easily like
ashes. The termites, insects, weather, and
the selling of these treasures to tourists for
food money pose a serious threat to the
future of the manuscripts of Timbuktu.’
From: The Timbuktu Foundation
Source B
a.
b.
c.
d.
Read Source B and state what kind of source it is.
Name the famous documents that Source B is referring to.
Summarise the main idea in the source by completing this sentence: Source B tells us that
these famous documents are in danger because…
Using your own knowledge gained in this topic, decide why the author of Source B calls
these documents ‘treasures’.
(1)
(2)
(2)
(2)
[7]
Topic 2 The Trans-Atlantic slave trade
Question 1: Answer questions based on a visual source
1
1
2
Source A: Slaves and their masters
a.
Look at the picture in Source A above and state what kind of source it is.
Term 2 Exemplar Test: History
(1)
213
b.
c.
d.
e.
f.
g.
On the picture, which number is pointing to the masters?
(1)
On the picture, which number is pointing to the slaves?
(1)
Give three examples from the picture which show that slaves had no rights.
(3)
Select the object in the picture which shows how the slaves reached the place where they
are standing.
(1)
Describe two emotions that you think these slaves in this picture may have felt.
(2)
Separate the two incorrect statements from this list. Rewrite them correctly.
(2 × 2 = 4)
i. Slaves were treated as a piece of property.
ii. Slaves were forced to work for their owners.
iii. Slaves were treated as if they were not human beings.
iv. Slaves were well treated.
v. Slaves received good wages.
[13]
Question 2: Interrogate a written source
The slaves know as little of their ages as
horses know of theirs. The white children
knew their ages. My mother was named
Harriet Bailey. My father was a white
man.
It was whispered that my master was
my father. I do not recollect ever seeing my
mother by the light of day. She was with
me in the night. She would lie down with
me, and get me to sleep, but long before I
woke up she was gone. She died when I was
about seven years old. I was not allowed to
be present during her illness, at her death,
or burial.
Part of a story by a former slave
Adapted from: The Narrative of the Life of Frederick Douglass, an American
Slave, Written by Himself, 1985 published by the Boston Anti-Slavery Office
pages 14–16
Source B
a.
b.
c.
d.
e.
To which animals does the author of Source B compare slaves?
(1)
What does the author of the source mention was one of the differences between slaves
and white children?
(1)
Explain why you think the author mentions this?
(2)
Use the story that the author tells of his mother to illustrate the sadness he felt as a
young boy.
(2 × 2 = 4)
Generate an argument based on this source which states why slavery was cruel.
(2 × 2 = 4)
[12]
Total: 50
214
Term 2 Exemplar Test: History
Term 4 Exemplar Exam
Geography
Topic 3 Population growth and change
Question 1: Match terms to show understanding
a.
Match the terms below with the correct explanations that follow.
life expectancy
b.
South Africa
Brazil
France
Niger
f.
infant mortality
death rate
i. the number of babies that die before they are one year old per thousand people in a country
ii. the number of babies born in a year compared to every thousand people in a country
iii. the average number of years people can expect to live
iv. the number of deaths in a country compared to every thousand people
Calculate the population growth rate for the three countries in the table below, i, ii and iii.
(3)
Country
c.
d.
e.
birth rate
(2)
Birth rate Death rate Population growth rate
19
18
12
51
17
6
9
13
2
i.
ii.
iii.
Describe two ways people’s attitudes and beliefs can affect birth rates in a country.
Explain how economic status can affect the birth rates and death rates in a country.
Examine the graph In Figure 1.
i. What happened to the average number of births per woman in China between
1970 and 2010?
ii. What factor can explain this change?
Discuss ways the South African government affects the birth and death rates in the country.
Figure 1
(2)
(3)
(1)
(1)
(3)
[15]
Term 4: Exemplar Exam: Georgraphy
215
Question 2: Answer questions on population growth
a.
b.
c.
d.
Which of the following developments has not had a big influence on population growth?
Choose one.
i. Increased food production
ii. Scientific developments
iii. Changes in the world’s climate
iv. Improvements in health care
Draw a line graph to show the growth in the world’s population between 1 AD and 2011
when the world’s population reached 7 billion.
Describe ways improvements in sanitation have helped to reduce death rates.
Write a paragraph to explain the importance of canning and refrigeration on
population growth.
(1)
(2)
(3)
(4)
[10]
Topic 4 Natural resources and conservation in South Africa
Question 1: Find information from pictures
a.
Examine the photograph Figure 2 below.
i. What resource is being abused?
ii. Suggest a cause of this abuse?
iii. Name one way this kind of abuse affects people.
Figure 2
216
Term 4 Exemplar Exam: Geography
(3)
b.
Choose one word from the list below to go in each of the spaces in the sentences i–iii.
managing
c.
d.
future
protect
harm
overfish
(3)
use
i. Conservation happens when people decide to ……….. natural resources.
ii. Conservation involves …… resources so that they do not become damaged.
iii. Conservation reduces the ….. people do to the environment.
Write out the correct words for each of the sentences below.
(3)
i. The largest conservation areas in South Africa are the world heritage sites/the national parks/
the private game reserves.
ii. The purpose of marine reserves is to develop coastal tourism/develop new fishing area/
conserve marine life.
iii. One example of ecotourism is a casino near a national park/whale-watching/bungee jumping.
Describe ways the establishing of national parks and conservation areas may:
i. benefit local communities
(2)
ii. harm local communities
(2)
[13]
Question 2: Find information on a graph and diagram
a.
b.
Name the missing water users in the key at b and d of the pie graph in Figure 3 below.
Match the word irrigation with one of the water users a-d.
(2)
(1)
Figure 3
c.
Describe two ways South Africa can increase its water supply without building more dams.
Term 4 Exemplar Exam: Geography
(2)
217
d.
Examine the diagram in Figure 4 below. Summarise the ways in which people’s actions have
damaged the river catchment on the right-hand side of the diagram.
(4)
Figure 4
e.
Examine the symbols that show ways people can use water more responsibly at home.
Explain the meaning or message of each symbol.
i
218
ii
Term 4 Exemplar Exam: Geography
iii
iv
v
(3)
vi
[12]
Total: 50
Term 4 Exemplar Exam
History
Topic 3 Colonisation of the Cape 17th –18th centuries
Question 1: Use written sources to answer questions
6 December 1652: ‘…we saw on the slope beside Table Mountain…covered with
sheep and cattle like grass on the veld. The Khoikhoi gave us to understand that
they were theirs.’
From: Journal of Jan van Riebeeck (Volume I) introductions and footnotes by HB Thom,
Van Riebeeck Society
Source A: An extract from Van Riebeeck’s diary
We are fighting to restore the country which the Dutch have taken from our fathers,
and we have nothing more to ask …Has not the Great Spirit … given plenty of
grassroots and berries and grasshoppers for our use; and until the Dutch destroyed
them, an abundance of wild animals to hunt? And will they not return and multiply
when these destroyers are gone?
Khoi leader, 1799. Quoted in Bam J., My New World, Gariep, 2002
Source B: A Khoi view of Dutch settlement
Read Sources A and B very carefully.
a.
b.
c.
d.
e.
f.
g.
In which century did Van Riebeeck write his diary?
(1)
From which country in Europe did Van Riebeeck come?
(1)
Which group of people did Van Riebeeck say owned the cattle and sheep at the Cape?
(1)
Point out the attitude that the Khoi show towards the Dutch in Source B.
(1)
Give two words that are used in Source B to demonstrate this attitude?
(2)
Use your own knowledge and Sources A and B to generate a list of three dietary requirements
that both the Dutch and the Khoikhoi needed to stay alive.
(3)
From your own knowledge of what you learnt in this topic, compile a paragraph which explains
what happened to the Khoikhoi as a result of Dutch settlement.
(6)
[15]
Term 4 Exemplar Exam: History
219
Question 2: Use a source to explore slave rebellion
Read Source C and answer the questions below.
Galant lived on Mr van der Merwe’s farm and
did all the hard work with a few other slaves and
some Khoi workers. Van der Merwe was a cruel
master. His slaves never got enough food and
warm clothes and were often punished unfairly.
Slaves hated being slaves. And the master hated
Galant. He often whipped Galant with a sjambok
for no reason.
There was a rumour at that time going around
that slaves would soon be freed. Galant overheard
his master saying to his friends that he would
rather shoot his slaves than let them go free.
Galant decided to organise a few other slaves on
the farms nearby to rebel.
The slaves agreed to murder their masters and
then move onto other farms where they thought
other slaves would join them. They managed to
secretly steal some guns.
One morning Galant and his rebels killed Van
der Merwe and his wife.
Galant and his rebels were soon arrested and
put on trial. They were sentenced to be hanged
in public. The rebellion failed, but the slaves had
made the slave owners very frightened.
Adapted from the Court Records of the trial of Galant and others at the Court of Justice, Cape Town, 14
March, 1825, in G. M. Theal, Records of the Cape Colony Vol. 20
Source C
a.
b.
c.
d.
e.
f.
g.
h.
In which century was this source written?
Define the word ‘slave’.
What does the word ‘rebellion’ mean?
Select information from the source to giver one reason why Galant organised a rebellion.
What were the consequences of the rebellion?
Why do you think Galant was hanged in public?
Write a newspaper headline that regards Galant as a hero.
Write a newspaper headline that regards Galant as a villain.
(1)
(1)
(1)
(1)
(1)
(1)
(2)
(2)
[10]
Topic 4 Co-operation and conflict on the frontiers of the Cape Colony
in the early 19th century
Question 1: Recall information about co-operation and conflict on the frontiers of the
Cape colony
From your own knowledge based on what you have learnt so far, answer these questions.
a. How many years make up a century?
b. In which century did European settlers first come to the Cape?
c. What other two groups of people were living in the region at the time?
d. In which century did the British finally take over at the Cape?
e. By which century had the Xhosa-speaking African farmers settled along the Fish River?
f. Explain the meaning of the word ‘dispossessed’.
g. Write a sentence which uses the word ‘dispossessed’ to summarise the information in the
questions a to f.
220
Term 4 Exemplar Exam: History
(1)
(1)
(1)
(1)
(1)
(1)
(2)
[8]
Question 2: Use visual sources to answer questions
Source D: Map of southern Africa showing the areas that receive more than 500 mm of rain
per year (mainly in summer)
Source E: Photographs of sorghum and
millet
Look at Source D and Source E and answer the questions below.
a. From your own knowledge say why few people were settled along the west coast of
southern Africa?
b. Use source D to say in which part of southern Africa African farmers were settled.
c. Look at the photographs of crops in Source E that were grown by African farmers.
The growing of crops like this meant that African farmers were:
[Choose the two correct answers from this list, and explain your answers.]
i. Nomadic
ii. Settled
iii. Carefree
iv. Dependent on fertile soil and water
d. Use your own knowledge, and the answers to the questions above to conclude why
European settlers met with more resistance when they reached the Fish River than
when they were first at the Cape?
(1)
(1)
(2 × 2 = 4)
Term 4 Exemplar Exam: History
(4)
[10]
221
Question 3: Match historical figures to their role played in history
Match the person to the correct description.
Person
Description
Robert Moffat
Maqoma
Sir Harry Smith
British governor of Cape Colony
Translated the Bible into Setswana
Xhosa chief in Sixth Frontier War (1834–35)
[3]
Question 4: Answer questions on the Frontier Wars
Read the following sources and answer the questions below.
‘I have ordered 500 men to enter the wood on foot … with orders to stay
there so long as one of the savages remains alive.’
Colonel John Graham,
1811Adapted from Reader’s Digest Illustrated History of South Africa,
Cape Town, 1992 p. 103
Source F
‘The British tried to clear the Zuurveld area of any remaining African
inhabitants.
They scoured the dense bush along all the river beds, under instructions
to shoot anything that moved.’
Colonel John Graham,
1811Adapted from Reader’s Digest Illustrated History of South Africa,
Cape Town, 1992 p. 103
Source G
a.
b.
c.
What negative word does Colonel John Graham use to describe the Xhosa farmers on the
frontier?
How would you paraphrase the actions of the British soldiers?
Combine the information in both sources to explain British military tactics to try and defeat
the Xhosa on the frontier in 1811.
(1)
(1)
(2)
[4]
Total: 50
222
Term 4 Exemplar Exam: History
Skills, Exam preparation and Assessment
Skills and concepts
Geography table of skills
Geography is the study of the human and physical environment which includes: spatial patterns and
trends; similarities and differences between environments and lifestyles; movement; Planet Earth;
human settlement and activities; interdependence and change. The Geography content in this Learner’s
Book is integrated with the aims and skills listed below. Under each activity heading in this Learner’s
Book you will find the reference numbers of the specific aims and skills covered in each activity. You can
look at the table below to help you understand which aims and skills you will apply in each activity in
this Learner’s Book.
The Geography curriculum aims to
help you to:
Examples of the skills that will help you to achieve the
aims:
1. be curious about the world you
live in
1. ask questions and identify issues
2. discuss and listen with interest
3. find and refer to information (including newspapers, books,
websites)
2. have a sound general knowledge of
places and the natural forces at work
on Earth
1. read and use sources in order to understand information
2. use information to describe, explain and answer questions about
people, places, and the relationship between the two
3. understand the interaction between
society and the natural environment
1. consider, combine and organise information
2. make links between cause and effect; change and continuity
2. acknowledge and appreciate diverse lifestyles and world views
4. think independently and support
your ideas with sound knowledge
1.
2.
3.
4.
5.
5. care about your planet and the
well- being of all who live on it
1. engage with issues relating to the planet, its people and
resources with knowledge and sensitivity
2. respond responsibly towards people and the environment
use geographical knowledge to solve problems
discuss and debate issues
recognise bias and different points of view
develop own ideas based on new knowledge
suggest solutions to problems
6. understand and work with a range of 1. use and draw maps
sources – including maps, data and
2. identify and extract information from texts, atlases and other
photographs
sources including visual sources such as photographs
3. work with data and statistics like graphs, tables and diagrams
4. cross-reference information using different sources
7. observe and engage with
phenomena in your own
environment
1. develop observation, interviewing and recording skills through
fieldwork
2. interview people and apply social skills
3. process, interpret and evaluate data
Skills, Exam preparation and Assessment
223
8. find out about places, people, events, 1. develop and frame questions
and issues using different sources,
2. develop and apply research skills
e.g. books, people, photographs, the 3. analyse, process and present information
Internet
speak in a clear and informed way
write in a structured and logical way
draw maps, sketches, simple illustrations, graphs, and flow charts
provide reasoned explanations
9. communicate ideas and information
1.
2.
3.
4.
10. make informed decisions and take
appropriate action
1. work co-operatively and independently
2. plan and evaluate actions systematically and critically
History table of skills
History is the study of change and development in society over time. It helps us understand how the
past impacts the present, and how it influences the future. The History content in this Learner’s Book
is integrated with the aims and skills listed below. Under each activity heading in this Learner’s Book
you will find the reference numbers of the specific aims and skills covered in each activity. You can
look at the table below to help you understand the aims and skills you will apply in each activity in this
Learner’s Book.
Specific aims
Examples of skills that will help you to achieve the aims
1. Finding a variety of kinds of
information about the past
•
•
bringing together information from textual and visual material
including pictures, cartoons, television, movies, songs, poems
and interviews with people.
using more than one kind of written information such as books,
magazines, newspapers and websites.
2. Selecting relevant information
Being able to decide what information is important, for example:
• choosing information for a particular History topic
• answering a question that is asked in an activity
• identifying information that is relevant to the question, and
information that will not be as important or as useful as the other
information.
3. Deciding whether information can
be trusted
•
•
4. Seeing something that happened in •
the past from more than one point of
view
•
5. Explaining why events in the past are •
often interpreted differently
•
224
Skills, Exam preparation and Assessment
investigating where information came from, who wrote or
created it, and why they created it
checking to see if information is accurate – comparing where the
information came from with other information.
contrasting what information would be like if it was seen or used
from another point of view.
comparing two or more different points of view on the same
person or event.
see how historians, textbook writers, journalists, or producers and
others come to differing conclusions from each other.
giving reasons for why this is so in a particular topic of History.
6. Debating what happened in the past •
on the basis of the available evidence •
taking part in discussions or debates
developing points of view about aspects of history, based on the
evidence that comes from the information available.
7. Writing history in an organised way,
with a logical line of argument
Being able to write a piece of history which:
• has an introduction
• is logical and in time order
• has a rational conclusion and answers the question fully.
8. Understanding the importance of
heritage and conservation
•
•
explaining how and why people and events are publicly
remembered in a community, town or city, province and the
country.
investigating how people and events in the past are remembered
in ceremonies, celebrations, museums and monuments.
Exam preparation and Assessment
In each chapter you will find a variety of activities with different types of questions. These will help
you reflect on, recall and apply knowledge you’ve gained in different ways and on different levels. We
call these levels cognitive levels. In each chapter you will get a mix of Lower Order, Middle Order and
Higher Order questions. Term assessments, tests and exams split these cognitive levels according to the
percentages in the table below. This split allows you to practice all the skills outlined in the Geography
and History tables of skills above.
Cognitive level
Percentage
Lower Order:
Knowledge and recall
30
middle Order:
Comprehension and application
50
Higher Order:
Analysis, evaluation and synthesis
20
The table on pages 223–225 shows the cognitive levels with more detail. It describes each level
according to what type of thinking is needed. It also gives you examples of the types of verbs that you
may find in tests and exams. You will recognise these verbs from the daily assessment activities, term
assessment exemplars, and the additional Term 2 Exemplar Test and Term 4 Exemplar Exam papers for
History and Geography in this Learner’s Book. Think of the verbs as clues. They will help you understand
how to approach the question and how much detail to give in your answer. Sometimes a question uses
more than one verb. Make sure you do what each verb asks you to do when answering questions in
activities.
Skills, Exam preparation and Assessment
225
Critical thinking skill
Verb
What you need to do to answer the
question well
Example from this Learner’s
Book
Remembering/recall
(knowledge) – showing that
you know the content
Identify
Read the information provided and then
provide a list or summary of what you are
asked to identify from the text.
Identify the points in Figure 5
above that will help to reduce
the impact of floods in an urban
area such as London. List the
points under the heading ‘Ways to
reduce floods in urban areas’.
Name
Provide a term, word or list.
Name two areas in the world
where you should not live if
you want to avoid the risk of
earthquakes.
List
Provide a list.
List some of the things people will
need to do to repair the damage
caused by this event.
Define
Give the meaning of a word or term. This will Define the word ‘slave’.
be similar to what you find in a dictionary or
the key words.
Compare
There are two terms or aspects involved.
Compare means that you need to find
the similarities (things that are the same)
between the two aspects. Discuss why
these two aspects are similar and give
examples in your own words.
Compare the table of infant
mortality rates above with the
table on page 54.
Contrast
There are two terms or aspects involved.
Contrast means that you need to find
the differences (things that are different)
between the
two aspects. Discuss why these two aspects
are different and give examples in your own
words.
How did West African slavery
contrast with the Trans-Saharan
slave trade?
Demonstrate
Show
Working with a map to
demonstrate understanding
Interpret
To give or provide the meaning of a set of
facts or a scenario.
Interpret a world map showing life
expectancy
Discuss
Consider and apply relevant knowledge
and understanding. Depending on what
you are being asked to discuss, you may
provide an explanation, examples and lists
of characteristics. You may need to compare
various factors.
Discuss why you think the
KhoiKhoi did not want to trade
more than a few animals at a time.
Explain
You may be asked to explain a term (give a
definition) or explain the reasons for why
something has happened (providing a list of
reasons by applying your knowledge of the
factors that influence the situation).
Write a paragraph in which you
explain why Timbuktu flourished
as the capital of Mali under Mansa
Musa.
Examine
Consider a set of facts or a situation
and then provide your interpretation
of it by applying your knowledge and
understanding of the facts or situation and
the factors that apply to it.
Examine photograph 3. How can
religion influence birth rates?
Advise
Solve a problem with reference to
knowledge and understanding of the
circumstances and the factors that apply
to it.
Interpret a bar graph and
advise how water supply can be
increased
Understanding
(comprehension) – showing
you know the meaning
of the content you have
studied
Applying/application –
using your knowledge in
new situations
226
Skills, Exam preparation and Assessment
Analysing – examining
Classify
something carefully to
understand it. This means
you will need to break
something down into its
parts, look at the parts and
Determine/
the whole critically, and
deduct
apply your understanding to
come up with an answer
Evaluating making judgements based
on criteria, characteristics or
standards
Creating/synthesising:
creating or putting things
together; you need to do
this in a way that shows
you understand underlying
principles or theory
To arrange or organise by ‘classes’ (i.e.
categories). This means you need to
know the categories, understand their
characteristics, and apply them to the
situation.
Classify the sources by filling in
which point of view each source
presents – the slaves or the slave
owners.
Conclude or assess after considering
and applying your knowledge and
understanding of the situation and the
factors that apply.
Determine why the slave owners
might have sometimes felt afraid
for their safety.
Analyse
Break things down into parts and look for
flaws or successes in logic or behaviours/
circumstances described.
Analyse sources to calculate
deaths during wars.
Interpret
Consider the facts and apply your
Use a map to answer questions
knowledge of the criteria that apply to it and and interpret a diagram.
make an assessment of why something has
happened.
Verify
Prove the truth of something by considering Verify which of these statements
the facts, and applying your knowledge of
are true.
the criteria that make it true.
Evaluate
Make a judgement based on criteria,
characteristics or standards. Explain how
you came to that judgement with reference
to the criteria, characteristics or standards
that apply to it.
Use all the information on
these pages to help you write
a paragraph that evaluates the
importance of economic status on
death rates and birth rates.
Arrange
Consider a set of criteria, characteristics,
facts or factors and order them by applying
your knowledge of the underlying theory
that applies to them.
Arrange events in the correct time
order.
Devise
Invent, create or plan something by
Devise your own diagram to show
applying knowledge of principles that apply. at least four stages in the journey
of water from rivers to taps. Add
labels to explain each stage.
Rewrite
Write something again to correct it
by applying your knowledge and
understanding of principles that apply.
Rewrite each statement to make
it true.
Assessment rubrics
When you answer extended writing questions, such as essays or reports, or write short paragraphs, it
may be useful to look at the following rubrics that your teacher will use to mark your answer.
Paragraph rubric
Level 1 Cannot extract evidence or extracts evidence from text and sources in a very basic way.
0–30 %
Level 2 Extracts evidence from text and sources that is mostly relevant and relates to some
40–70 %
Level 3 Extracts evidence from text and sources that relates well or very well to the question.
80–100 %
Uses evidence only partially to answer question or cannot answer question.
extent to the question.
Uses evidence from text and sources in a satisfactory way.
Uses evidence from text and sources very effectively in an organised paragraph that
shows a clear understanding of the topic.
Skills, Exam preparation and Assessment
227
228
Skills, Exam preparation and Assessment
Level 1
Question poorly answered. Hardly
any content included.
Level 2
Question is answered basically.
Some serious omissions and
irrelevant content.
Level 3
Question has been moderately
answered.
Content covered with some, more
serious, omissions.
66–68%
70%
72–74%
76–78%
Level 5
Question has been well answered.
Content covered with very few
omissions.
Level 4
Question has been adequately
answered.
Content covered with some
omissions.
76–78%
80–84%
86–92%
Level 6
Question has been very well
answered.
Content covered.
Well developed
argument.
Well structured
and planned.
Level 5
86–92%
Very well
developed
argument.
Clearly
structured and
planned.
Level 6
94–00 %
Excellently
developed
argument.
Good synthesis
of information.
Clearly
structured and
planned.
Level 7
Level 7
Question has been outstandingly
answered.
Content fully covered.
Presentation and Content
Extended writing rubric
60%
62–64%
66–68%
Mostly well
developed
argument with
few structural
weaknesses.
Level 4
50%
52–54%
56–58%
Adequate
argument.
Has tried to
provide some
structure.
Level 3
40%
42–44%
46–48%
Attempts to
provide an
argument
with some
structure, but
essay is basic.
Level 2
0–38%
40%
No argument.
No clear
structure.
Level 1
Glossary
A
abolish to do away with
abolitionist movement a group of people who
wanted to end slavery
abolitionist someone who fought to end slavery
abuse to use something in a bad or harmful way
active volcanoes volcanoes that are erupting or that
are expected to erupt in the near future
AIDS acquired immune deficiency syndrome; the
final stage of HIV disease, which causes severe
damage to the immune system
alien plants plants that do not naturally occur in an
area
alien vegetation plants that do not naturally
belong in an area which may harm the
environment
Allah the name of the Muslim god
alternative providing another choice
architect a person who creates designs and plans
that are used to build buildings
armed rebellion fighting against something with
guns
astronomy the branch of physics that studies the
planets, the stars and the universe
attitudes people’s views or feelings
auction a public sale in which goods are bought
and sold
authority power
average life expectancy the average number of
years people in an area or country can expect to
live
B
barracoons a slave warehouse, an enclosure where
slaves were kept temporarily
barrier an object that is made to block or get in the
way of something
bases headquarters or centres from which slave
traders worked
bidders people who place bids in an auction
biodiversity the number of different plant and
animal species in a specific place
birth rate number of babies born in one year
compared to every 1 000 people in a country
blister a small, fluid-filled bubble on the skin
brand to burn with a hot iron to show ownership
brutal violent or cruel
burgher Afrikaans word for citizen
C
camel caravan a procession of camels travelling
together in single file
canned food food that is preserved and stored in
sealed cans
captives people who have been captured
cash crops crops like tobacco, rice, sugar cane and
cotton sold for money
catalogue complete list of things arranged
systematically
cholera a serious disease carried in water that
causes diarrhoea and vomiting and may result in
death
civilians people in a country who are not soldiers
coastal flooding floods that affect areas next to the
coast
collaboration working jointly
colonialism the practice of gaining political control
over another country
colony a country or piece of land that is taken over
and controlled by another country
commerce business
community conservation project a joint effort
by a community to manage and care for the
environment
compost a natural fertiliser made from animal
Glossary
229
manure, leaves, grass and vegetable and fruit
peels
conquest something taken over by using force
conservation areas specific parts of a country that
are kept from harm or damage
convection currents circular movements of
material in the mantle
coordinates points where lines of latitude and
longitude cross
curative health care things that can be done to
treat or cure illnesses
current events news about people and places that
take place in the present
D
death rate number of deaths in a country for every
1 000 people in one year
decaying rotting
developing countries countries where many
people are poor and uneducated
development betterment, growth and progress
diarrhoea a symptom of an illness that causes a
running tummy
diets the kind of food people eat
dispossessed lose control of land
disrupt to disturb or interrupt something
Dutch Reformed Church a reformed Christian
church in the Netherlands that became the main
religious denomination in the Netherlands until
the mid 20th century
E
economic status how rich or poor people are
eco-tourism tourism that is based on the natural
resources of an area such as its natural beauty
empire a group of countries under a single
government
230
Glossary
engravings pictures scratched on to rocks by the
San
enlist join the army
epidemic a disease that spreads quickly across a
large area or country
estimate to make a calculated guess
evaporation the process where water changes to
vapour (gas) because of the heat from the sun
evidence information from a source
exported goods sold to another country
extinct when a living thing no longer exists
extinction a plant or animal species that has been
wiped out and that is no longer on Earth
eyewitness someone who is present at an event
and who sees something with his own eyes
F
factors things that influence what happens
false-bottom wagon a wagon with a hidden
compartment where slaves hid
family planning methods people use to stop
getting pregnant, such as the contraceptive
injection or pill
fault a crack or weak point in Earth’s crust
fauna animals
fertiliser used in the soil to help plants grow more
quickly
fever a raised body temperature
flora plants
flourish grow and make steady progress
food chain feeding levels
food shortages not having enough food to feed
people
fort a strong building built for protection
fragile delicate, easily broken
frontier an area of land where two different groups
meet, and fight for control of the land
fugitive someone who has escaped and is on the
run
gastroenteritis an infection of the bowel
geographer a person who studies geography
geological time measures time in millions of years
not months or years
Golden Age a period in history of outstanding
wealth and achievement
government policy plans and laws made by
governments
gradual slow, steady, ongoing
griot a storyteller from West Africa
indigenous plants plants that naturally occur in
an area
indirect not straight, curved or winding
infant baby younger than one year old
informal open rebellion onboard a ship
inhuman without feeling
initiative to do something without being asked to
do it
insect repellents chemicals that keep insects away
invasive species a plant or animal species that
does not naturally occur in that area
irrigation watering crops
H
K
hartebeeshuisie a simple house made of reed
and clay
harvesting to collect or gather a resource
homeland the place where you were born
Huguenot a person of the Protestant (not Catholic)
religion, from France, who immigrated to the Cape
humble no longer great; low or inferior
hunter-gatherer a person who hunts for meat or
collects plant food, like roots
Kaaba a black stone building in Mecca that is
shaped like a cube and that is the most sacred
Muslim pilgrim shrine
G
I
ideal perfect
illegal an activity that is not allowed
imam Islamic leader
immunity having the ability to fight off an
infectious disease
impact force or strong effect
imported goods brought and bought from another
country
inboekseling a Dutch word for a child or young
person who is ‘registered’
indifferent not caring
indigenous people the local inhabitants or the
people who originally lived in the country
L
lava molten rock that cools on Earth’s surface
literate being able to read and write
livestock domestic animals, such as cattle and
sheep
M
madrassah a Muslim school or university
madressa Muslim school
manage to control and plan how something is
done or used
mansa king or emperor in Mali
manuscripts handwritten books or documents
marine anything to do with the sea
master slave owner
medical consultations visits to a doctor
medicinal drugs chemicals that work inside the
body to treat or prevent illnesses
migrate to move from one area to another
Glossary
231
military commander an army leader in war
millet a type of grass used for cereal
minaret the tall, slender tower of a mosque from
which a muezzin calls Muslims to prayer
missionary a person sent to teach religion to others
mixed descent children of boers, slaves and
Khoisan
molten heated to a very high temperature so that it
becomes liquid
Moravian church one of the first Protestant
churches, it placed a high value on missionary
work and religious devotion (commitment)
mortality death
mosque Muslim place of worship
mulch a layer of grass or leaves that farmers spread
on top of the land to stop the soil from drying out
mutiny open rebellion on board a ship
oath of allegiance a solemn promise to be loyal to
the Dutch ruler
optics the study of light and the eye
pack oxen oxen trained to carry loads and pull
wagons with goods
pandemic a disease that spreads across many
countries
parasite a plant or animal that lives on or in another
living thing and usually harms it
paroled set free under strict conditions
pensions the money you receive from the
government when you are no longer able to work
per capita income per person
pesticides poisonous chemicals used on plants to
get rid of pests
physiotherapy the use of physical methods such as
massage to help heal damaged muscles and joints
pilgrimage a journey to a sacred or holy place
plantation a big farm where crops are grown on a
large scale
plate margins the edges of tectonic plates
poaching hunting animals illegally
positive population growth rate when there are
more births than deaths in a given population; the
population is growing
potable water water which is safe for humans to
drink
preserved prevented from decaying or spoiling
preserving to keep something; to prevent
something from being damaged
preventative health care things you can do to
prevent or reduce illnesses
priceless invaluable, precious
proclaimed to publically announce something
prophet someone who is believed to explain the
will of God
protecting to keep something safe
published printed for distribution and sale to the
public
P
R
pace a single step taken when walking
raid surprise attack on people; also to steal cattle
raid to attack or invade
N
national border the dividing line between two
countries
navigate to find the way, carefully and safely
negative population growth rate when there are
more deaths than births in a given population; the
population is getting smaller
Netherlands name of the European country also
called Holland
nugget piece, lump
O
232
Glossary
records written documents
recruit seek to enlist in the army
refreshment station a place where ships could
stop to get food and water
refrigeration the process of cooling or freezing
food to keep it fresh
rehabilitate to fix or restore something to its
natural state
reliable trustworthy
relief aid emergency help given to people who are
in need
republic a country that is independent and not
ruled by a king or queen
resist oppose (go against) something that you
disapprove of or disagree with
eevelation communication of knowledge by a god
revolt organised armed resistance to authority; a
conflict in which one group tries to gain control
from another
river catchment the area drained by one main river
and all the rivers that flow into it
rock paintings pictures painted on to rocks by the
San
royal the king or queen or member of their family
rubble waste building material
run down worn and broken down by use
shrine a place of worship
sketch map a simple, rough drawing of a map
slave a person who is owned by someone else
sophistication having or showing the
characteristics of someone who is refined,
knowledgeable, educated
sorghum a type of grass used as grain
S
tectonic plates giant sections of Earth’s crust
trans across
trekboers farmers who trekked or moved around
tribute payment by one nation for protection by
another
tsunami a large wave of water caused by an
earthquake in the ocean’s crust
sanitation management of water supplies and
sewage
savages people who are cruel, brutal and fierce
scholar someone who has studied for a long time
and has a lot of knowledge
scurvy a disease which sailors got from not having
any fresh vegetables and fruit on long sea journeys
shadow of its former self a smaller, weaker, or less
important form of someone or something
shock wave a force of energy that shakes the
ground
source something that gives us information about
the past
spirituals slave songs
stereotype standardised and simplified
conceptions of people based on incorrect
assumptions
structure the way in which different parts are put
together to make something
sturdy strong or well-built
suburb an area that forms part of a town or city
sustainable capable of being maintained
sustainable the management of natural resources
in such a way that we will be able to use these
resources for many years into the future
swales banks of grass planted between beds of
crops to keep water in the soil for longer
T
V
vegetation the plants that grow in an area
including trees and grasses
verbally in words
Glossary
233
vermin a pest or nuisance
volcano opening in Earth’s crust through which
lava and ash erupt
voluntarily of your own free will
voyage journey or travel
W
World Heritage Site a place of global importance,
normally of natural, cultural or historical value
234
Glossary
Index
A
1820 Settlers 193
abolition of slavery 149, 194
Cape wine farmers,
role in 195
abolish 195
abolitionist 149
abolitionist movement 142
abuse 83
active volcanoes 33
Afrikaans 170
AIDS 57
alien plants 100
alien vegetation 101
Allah 110
alternative 125
American Civil War 149
Amistad Mutiny 145
architect 115
armed rebellion 149
astronomy 123
attitudes 63
auctions 138
authority 140
average life expectancy 56
B
barracoons 137
barrier 46
bases 137
Battle of Muizenburg 185
Bezuidenhout, Cornelius 190
bidders 138
biodiversity 93
birth rate. See also population
growth 54, 61
and development 69-75
and economic status
61-62
and family attitudes 63
and government policy
66-67
negative 54
positive 54
Black Death, in Europe 59
Bleek, Wilhelm 180
and San language 180
blister 60
Boer farmers 192
Boer migration see Great Trek
brand 137
British in American colonies
132-133
British in the Cape 184
and abolition 194-195
arrival 185
and the Dutch 184
on Eastern border 186
and expansion 185
and Great Trek 196-197
immigration 193
and Khoikhoi 191
Maqoma 188-189
and Slagtersnek 190
soldiers 190
and trekboers 190
Brown, John 149
brutal 136
burgher 171
C
camel caravan 108
camels 108
ships of the desert 108
canned food 73
Cape Colony 186
and exploration 174
Eastern Frontier 186
Northern Frontier 199
Cape, the
and British 184-185
Cape Vidal Wetland Park. See
Isimangaliso Wetland Park
captives 137
cash crop 134
catalogue 124
catchment areas 98
care of 99
China 66
cholera 42, 57, 59, 71
Cinque, Joseph 145
civilians 65
coastal flooding 45
collaboration 124
colonialism 185
colonise 132
commerce 110
community conservation
project(s) 91
Mahushe Shongwe Game
Reserve 92
Rainman Landcare
Foundation 91
compass 9
compost 91
conquest 132
conservation 87
conservation areas 87-90
purpose of 87
conservation projects 91-93
convection currents 30
coordinates 22
curative health care 74
current events 21
Index
235
D
dams, 44, 47, 70, 96-97
alternatives to 97
death rate 54, 57
and conflict and wars 64, 65
and diarrhoea 59
and economic status 61-62
and malaria 58
and tuberculosis 58
decaying 81
developing countries 39
development 150
diarrhoea 57, 59
diets 73
disease 57-60
disease and infection control
foods 73-75
and indigenous people 132
medicinal drugs 71
sanitation 71
dispossessed 186
disrupt 151
distances
calculating 19-20
estimating 11-12
string, use of 18
Douglass, Frederick 142
Dutch Reformed church 178
Dutch, the 162, 173
Dutch settlement 171, 173
and Khoikhoi 171-172
E
Earth 28-29
crust 30
structure of 28-29
tectonic plates 30-31
earthquakes 36-43
causes of 37
and developing countries 39
236
Index
effects of 38
faults 37
in Haiti 41-43
location of 36
reducing impact of 40
risk areas for 39
and shock waves 37
and tectonic plates 37
Eastern Frontier 186
economic status 61-62
eco-tourism 93-94
empire 113
engravings 156
enlist 191
epidemic 57
estimate 11
evaporation 97
exported 109
extinct 85
eyewitness 118
F
factors 57
false-bottom wagon 146
family planning 63
farming in Africa 158
fault 37
fauna 87
fertiliser chemicals 102
fever 60
fishing 85
Fish River 158, 174, 184
floods 44
in Bangladesh 46
causes of 44
coastal 45
effects of 45
reducing impact of 47
and risk communities
in South Africa 44, 48-49
flora 87
flourish 116
food chain 81
food
canned 73
production 69
refrigeration 73
food shortages 45
fort 162
fragile 122
French in the Cape 171, 173
frontier 174, 184
Frontier Wars, The 184, 185
and Chief Maqoma 188
on Eastern border 186,
192, 193
Frontier
Eastern 186, 192
Northern 199
fugitive 146
G
Gariep River 200
gastroenteritis 59
Genadendal 178
geographer 9
geological time 30
gold 103, 109, 112, 113, 119, 120
Golden Age 121
of Mali 121, 125
of Timbuktu 121, 122
Gold Reef City
acid mine water 103
gold trade, 109, 113, 116, 119
Gordon, Colonel Robert 174
government policy 66
gradual 110
Graham, Colonel John 187
Grahamstown 188, 203
Great Mosque 110, 115
Great Trek, the 196-197
griot 111, 112
Griqua, the 200-201
H
Haiti 2010 41-43
hartebeeshuisie 177
harvesting 88
health 73-74
HIV and Aids 57
and tuberculosis 58
homeland 140
Huguenot 173
Huguenots 171, 173
humble 125
hunter-gatherer 156
I
ideal 116
imam 110
immunity 132
impact 40
imported 109
inboekseling 197
inboekselings 197, 198
indifferent 143
Indigenous Americans 132
indigenous people 132
in Cape Colony 156-157,
203, 205
and disease 132
indigenous plants 100
indirect 18
infant 55
infant mortality 55
infection control 72
informal 146
inhuman 142
initiative 143
insect repellents 58
invasive species 100
irrigation 95
Isimangaliso Wetland Park 88,
89, 90
Islam 106, 110
in Cape 170
and learning 121, 122
in Mali 113, 116
spread of 110
J
John Brown’s Body 149
Joseph Cinque and the Amistad
Mutiny 145
K
Kaaba 114
Khoikhhoi 156-157, 161, 163, 164,
171-172, 174, 175, 177, 178, 184,
185, 189, 192, 196, 199, 200-201
as inboekselings 197
and Moravian church 178
resistance 191
and smallpox 178
soldiers 191
Khoisan 199, 200, 201, 202, 203,
205
Kok, Adam 201
Kora, the 200
Kuruman 204
L
latitude and longitude 22
lava 31
Leo Africanus 117-118
and Timbuktu 117, 118
life expectancy 56
literate 110
livestock 157
Lloyd, Lucy 180
and San language 180
M
madrassah 122
Mahushe Shongwe Game
Reserve 92
maize (mealies), introduction of
158
malaria 58
Mali
Golden Age of 121, 125
and griots 111
and Islam 110
civil war 125
and trade 109
manage 86
mansa 113
Mansa Musa 114
and Great Mosque 115
power, maintenance of 113
and Mecca 114
and slave trade 131
and Timbuktu 116, 121
manuscripts 122
maps
Africa, Europe, Asia 2, 106
British American
colonies 132
calculating distance on 19
Cape Colony 199
of Cape Town streets 7
and compasses 9-10
finding places on 6
Haiti, 41
Islamic countries 106
local 4
news, places in 21
Northern Frontier,
Cape 199
route description 11
SANparks, South Africa 87
sketch 8
slave route to Cape 165
street 4
Index
237
USA 134
world 17, 160
Maqoma, Chief 188, 196
marine 82
marine reserves, South Africa
88-90
master 130
measurements 20
medical consultations 43
medicinal drugs 71
migrate 89
military commander 188
millet 158
minaret 110
missionaries 203-205
and Khoisan 203
and traders 203
missionary 178
mixed descent 200
Moffat, Robert, 204-205
molten 28
Moravian church 178
and Khoikhoi 178
mortality 55
mortality rate 55
mosque 170
Mount St Helens 32
Muizenburg, Battle of 185
mulch 91
Muslims see Islam
mutinies and rebellions see
rebellions
mutiny 145
N
Nat Turner’s Revolt 144
national border 88
National Parks 87
natural resources
abuse of 83, 84
air 81
238
Index
animals 82
and conservation 86
forests 82
management of 86
marine life 82, 85
soil 81
use of 83
water 80, 95-97
navigate 108
Ndlambe 187
negative population
growth 54
Netherlands 160
news
and latitude and
longitude 22
and maps 21
Northern Frontier 199
nugget 109
oath of allegiance 173
optics 122
plantation 134
plantations 134, 136
crops grown 134, 139
and slavery 134, 136, 137
plate margins 30
population growth 68
and development 69-75
and disease and
infection 71
factors affecting 69-75
and health and food 73-74
pattern 68
and sanitation 72
positive population growth 54
potable water 96
preserved 122
preserving 86
preventative health care 74
priceless 122
proclaimed 184
prophet 110
protecting 86
protein 82
published 142
P
R
pace 13
pack oxen 200
pandemic 57
pandemics 59-60
Black Death 59
smallpox 60
parasite 58
paroled 188
passive 143
pensions 63
per capita 150
pesticides 102
Philips, John 203
physiotherapy 74
pilgrimage 114
raid 131, 185
rainfall in South Africa 159
Rainman Landcare Foundation
91
rebellions
in Cape Colony 168, 169, 190,
192, 194
in Mali 124
in USA 145, 146, 149
in West Africa 151
records 113
recruit 191
refreshment station 160
refrigeration 73
O
rehabilitate 100
reliable 118
relief aid 48
Renaissance, The 121
republic 197
resist 143, 168
revelation 110
revolt 144
Ring of Fire 33
river catchment 98
rivers 98
catchment areas see also
catchment areas 98
health of 98
River Health Programme (RHP)
98
rock paintings 156
routes 7, 11
slave 165
trade 106, 119, 131
royal 113
rubble 42
run down 125
S
Sahara Desert 108
San 156, 179, 199
as inboekselings 197
sanitation 71
and disease control 71
and population growth 73
Sankore University 122
savages 187
scales 15-18
and distance measuring 18
string, use of 18
scholar 122
scurvy 160
Seekoeivlei Nature Reserve and
Wetland 101
shadow of its former self 125
Sheik Yusuf of Makassar 170
ships of the desert 108
shock wave 37
shrine 114
sketch map 8, 10, 12
draw 13
Slagtersnek 190, 192
slave 130
culture 141, 142
markets 138
names 140
resistance 143, 168-169
route to Cape 165
songs 141
slave culture 141
slave rebellion
in USA 144, 145, 149
in Cape Colony 168-169, 190,
192, 194
slave trade 109, 131
America, impact on 150
Trans-Atlantic 129, 130
Trans-Sahara 131
United Kingdom (UK), impact
on 150
West Africa, impact on 151
slavery
abolition of 149, 194
in American South 132,
134, 136
in Cape 164-170
and Mansa Musa 131
on plantations 136
responses to 143
in USA 133, 134
in West Africa 130, 151
and West African
farmers 130
slaves 128, 130, 131, 134, 136, 141,
164
and escape routes 146
slaves from West Africa
capture and
transportation 137
culture 141, 142
life on plantations 140
numbers transported 139
smallpox 132
in the Cape 60, 178
Smith, Harry 199
sorghum 158
source 111
South Africa
rainfall 159
Southern Tswana 202
spirituals 141
Stockenström, Andries 192
street maps
Cape Town 7, 11
Umlazi 19
structure 28
Stuurman, David 191
suburb 6
Sundays River 158, 184
sustainable 85, 150
swales 91
T
tax 109
tectonic plates 30-31,
34-35, 37
Timbuktu 109, 110, 111, 112, 115,
116, 121, 125
as centre of learning 121
decline of 125
Golden Age of 121, 122, 125
Great Mosque 115
and Islam 116
and Leo Africanus 117, 118
as trade centre 119
university (Sankore)
as World Heritage Site 125
Timbuktu Manuscripts 122-123
and South African
collaboration 123
Index
239
trade
gold 109, 113, 119
ivory 203
salt 109, 119
slave 109, 130, 131
and Timbuktu 119
trade routes 106, 119, 131
trade, expansion of 199
trans 109
Trans-Sahara trade route 106,
119, 131
Trans-Atlantic slave trade 129,
130
trekboers 175-177
and British 184, 190
and Khoikhoi 178
life style 176, 177
and San 179
and VOC 175
tribute 113
tsunami 38
Tswana 202
tuberculosis 58
and HIV/Aids 58
Tubman, Harriet 147-148
U
Underground Railroad 146-148
and Harriet Tubman 147-148,
United States of America (USA)
formation of 132-134
and slavery 133
V
van der Stel, Simon 173
van Riebeeck 162-164
and Dutch and Huguenot
immigration 171
and Khoikhoi, 162-163
240
Index
and slaves 164
vegetation 15
verbally 11
Vereenigde Oost Indische
Compagnie (VOC) see VOC
vermin 179, 160-163
VOC
in the Cape 160-163, 166, 173,
175, 178
trade in the East 160
volcano 31
volcanoes 31
active 34
causes of 34-35
lava 31
location of 32
Ring of Fire 33
and tectonic plates 34-35
voluntarily 130
Voortrekkers, the 197
voyage 132
W
water 80, 95-97
potable 96
water, responsible use of
in agriculture 102
in domestic situation 103
in industry 103
in Gold Reef City 103
water in South Africa 95-97
availability of 96
catchment areas of see also
catchment areas 98
health of 98
responsible use of 102-103
storage of 96-97
water users, graph of 95
wetlands 89, 100, 101
and alien plants 100, 101
conservation of 100
disappearance of 100
damage to 100
projects 100
rehabilitation of 100, 101
Working for Wetlands 100
World Heritage Sites 87, 89, 125
X
Xhosa 158
resistance 188-189
Z
Zuurveld 184, 185, 186, 187, 193
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Topic 4: Co-operation and conflict on the
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An Illustrated History of South Africa, T. Cameron and S.B. Spies (Eds),
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Term 3
Topic 3: Colonisation of the Cape
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241
Text acknowledgments:
Every effort has been made to trace the copyright holders of material produced in this title.
We would like to apologise for any infringement of copyright so caused, and copyright
holders are requested to contact the publishers in order to rectify the matter.
Alfred A. Knopf, New York (page 111); American Declaration of Independence (page 133);
B Tema/Zebra Press (page 198); BA le Cordeur (page 187); Cape-Slavery-Heritage (page 207);
Curtis Abraham/Tribune Media Services (page 121, 123, 124, 126); De Villiers, M. and Hirtle,
S/Walker and Company, New York (page 118); Dr. BO Tema (page 197); Ed K. Appiah and, H.
L Gates/ Basic Civitas Books (page 141); Elizabeth Elbourne & Robert Ross (page 178); Eric
Williams/Carlton Publishing Group (page 150); Family Education/Pearson Education Inc.
(page 140); Frederick Douglass/Boston Anti-Slavery Office (page 142, 214); H Giliomee and
B Mbenga/New History of South Africa, Tafelberg (page 197, 207); HB Thom/Van Riebeeck
Society (page 163, 164, 172, 219); Henry Louis Gates/Pars International (page 151); Hugh
Trevor-Roper/London: Thames and Hudson (page 121); iSimangaliso Wetland Park (page 79,
88); J Barrow/An Account of Travels into the Interior of Southern Africa, Vol I, London (page
181); J. Bam/Juta Gariep (page 177, 219); J. Humez/Madison: University of Wisconsin Press
(page 147); J. Jibree. New York: Dover (page 121); John Pory/London: Hakluyt Society (page
109, 118); Jose Luciano Franco/The Slave Trade in the Caribbean and Latin America (page 139);
Juta and Co. (page 192); Luli Callinicos (page 197); Mahmud Kati (page 114); Marissa Moss/
National Geographic Society (page 112); National Geographic Society (page 179); Ndlambe
municipality/Reader’s Digest (page 187, 222); Patric Mellet (page 205); Philip Atkinson/
Copyright© 2000 Philip Atkinson (page 177); Potgieter, D.J. et al/Standard Encyclopaedia of
Southern Africa, Cape Town: v.7 (page 188); R. Elphick and R. Davenport/David Philip (page
205); Random House USA (page 109); Reader’s Digest (page 222); Records of the Cape Colony
Vol. 20 (page 220); SA History (page 188); SASSI (page 85); Solomon Northup/Constitutional
Rights Foundation (page 138, 140); South African Library, Cape Town (page 192); Stapleton,
T.J./Jonathan Ball Publishers (page 188); T Cameron and SB Spies/Jonathan Ball Publishers
(page 188); The Constitutional Rights Foundation (page 140); The Economist (page 66);
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242
Acknowledgements