Gr 7-Social Sciences-Facilitator's Guide History 1

Í2’È-E-SOS-FG01’Î

1

8

0

7

-

E

-

S

O

S

-

F

G

0

1

SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 7

A member of the FUTURELEARN group

Social Sciences Facilitator’s guide: History

1807-E-SOS-FG01

Í2’È-E-SOS-FG01’Î

Grade 7

CAPS aligned

T van Vollenhoven

Facilitator’s Guide G07 ~ Social Sciences: History

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 7 STUDY TIPS........................................................................................................................ 8 UNIT 1: The Mali Empire and the city of Timbuktu ....................................................... 10 1.1. Lesson 1: Trade across the Sahara desert (2 hours) ........................................... 11 ACTIVITY 1..................................................................................................... 11 1.2. Lesson 2: The Mali Empire (3 hours).................................................................... 12 ACTIVITY 2..................................................................................................... 12 1.3. Lesson 3: The city of Timbuktu ............................................................................. 13 ACTIVITY 3..................................................................................................... 13 UNIT 2: The Transatlantic slave trade ............................................................................ 17 2.1. Lesson 6: West Africa before the European slave trade (30 minutes) .................. 18 ACTIVITY 4..................................................................................................... 28 2.2. Lesson 7: The nature of slavery in West Africa before the arrival of the Europeans ......................................................................................... 21 ACTIVITY 5..................................................................................................... 28 2.3. Lesson 8: Slavery in the American South ............................................................. 24 ACTIVITY 6..................................................................................................... 28 2.4. Lesson 9: The impact of the transatlantic slave trade on slaves .......................... 29 ACTIVITY 7..................................................................................................... 32 2.5. Lesson 10: The impact of the transatlantic slave trade on the economies of West Africa, America and Britain (2 hours) ................................................. 33 ACTIVITY 8..................................................................................................... 35 UNIT 3: Colonisation of the Cape in the 17th and 18th centuries .................................. 38 3.1. Lesson 11: Introduction ........................................................................................ 39 3.2. Lesson 12: Revision of Grade 6 (2 hours) ............................................................ 39 ACTIVITY 9..................................................................................................... 40 3.3. Lesson 13: Dutch settlement (10 hours) ............................................................... 41 ACTIVITY 10................................................................................................... 43 3.4. Lesson 14: Free burghers; Dutch and French Huguenot immigration to the Cape ............................................................................................ 44 ACTIVITY 11................................................................................................... 46 UNIT 4: Cooperation and conflict on the frontiers of the Cape Colony in the early 19th century ........................................................................................................ 49 4.1. Lesson 15: Arrival of the British and the expanding frontiers of the European settlements (2 hours) ......................................................................... 50 ACTIVITY 12................................................................................................... 52 4.2. Lesson 16: The eastern frontier of the European settlements (5 hours) ............................................................................................. 53 ACTIVITY 13................................................................................................... 55 4.3. Lesson 17: The northern frontier of the European settlements (5 hours) ............. 56 ACTIVITY 14................................................................................................... 57

© Impaq

1

Facilitator’s Guide G07 ~ Social Sciences: History

YEAR PLAN UNIT/TERM

LESSON

DATE

DATE

STARTED COMPLETED 1

1. Trade across the Sahara desert 2. The Mali Empire 3. The city of Timbuktu 4. Timbuktu as trade centre on the Trans-Saharan caravan routes 5. Timbuktu as a centre of education

2

3

6. West Africa before the European slave trade 7. The nature of slavery in West Africa before the arrival of the Europeans 8. Slavery in the American south 9. The impact of the transatlantic slave trade on slaves 10. The impact of the transatlantic slave trade on the economies of West Africa, America and Britain 11. Colonisation of the Cape in the 17th and 18th centuries: Introduction 12. Revision of Grade 6 13. Dutch settlement

4

Š Impaq

14. Free burghers; Dutch and French Huguenot immigration to the Cape 15. Arrival of the British and the expanding frontiers of the European settlement 16. The eastern frontier of the European settlement 17. The northern frontier of the European settlement

7

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

UNIT 1: The Mali Empire and

1

1

the city of Timbuktu LEARNING AIMS Upon completion of this unit, learners should be able to do the following:   

Understanding the importance of heritage and conservation.

Being able to explain 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 commemorated in ceremonies, celebrations, museums and monuments.

INTRODUCTION Baseline assessment: Answer the following questions in detail (in full sentences): 1.

Name one commodity that was traded along both the east coast of Africa and in West Africa.

Salt was traded along both the east coast of Africa as well as in West Africa.

2.

What religion was spread by the Arabs? What is this evident from?

Islam. It is evident from the architecture of the area and the style of government.

3.

Compile a timeline on which the dates and the origin of the discussed empires in Southern and West-Africa are shown.

4.

Why, do you think, was gold such an important metal for trade? (Do research if necessary.)

The learning material that is offered in the first unit in History is mainly about the African empires that maintained a high standard of civilisation before, during and after the Middle Ages.

The content of this unit is quite comprehensive and therefore it is impossible to cover everything in the study material. Thus, it is of the utmost importance that both the facilitator and learners read wider than only the information that is provided here.

You should read in particular about the empires of Ghana, Songhai, Morocco and the French rule over the Mali Empire, which is discussed here in more detail. This prior knowledge is especially important in order to gain a better understanding of the relationships that the government forged with, in particular, Nigeria. © Impaq

10

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

1

1 Also take note of the impoverishment of the African states as a result of colonisation and the deterioration of literacy as a direct result of this.

1.1. Lesson 1: Trade across the Sahara Desert (2 hours) Trading is described in its entirety. Learners should know which methods were used, how goods were transported and what the influence of Islam was. Maps and figures are inserted in the text as additional media so that learners may visualise the context and show a better understanding of the information. This should therefore be studied in detail.

It is also of the utmost importance that learners know and understand the definitions so that they can make sense of the concepts and facts that they learn in History.

ACTIVITY 1

1.

2.

3.

4.

5.

What kind of animal is exceptionally well-suited to the trade routes in the Sahara desert?

(1) The camel.

Explain why the journeys through the desert were so dangerous.

(6) Travellers could get lost, die of hunger or thirst or be attacked by robbers.

Name the commodity that was scarce in Mali.

(1) Salt.

Name any three trade articles that were brought to West Africa from North Africa.

(3) textiles consumables silk ceramics beads ornamental weapons (any 3) Compare the spread of Islam and Christianity in Africa.

Name three differences and similarities.

Make use of a Venn diagram to illustrate your answer.

(6)

Š Impaq

11

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

1

1

6.

Regarded Christianity as superior/better than other religions Breaks down Islamic intellectual institutions and mosques

Both are religions

Is spread in colonial countries Goes hand-inhand with education

The spread is peaceful

Establishes mosques and universities

Islam

Christianity

Religion is violently enforced

Accommodating towards local beliefs

What advantages did Islam have for the West Africans?

(3) It provided them with international relations, literacy and also influenced their architecture and government systems.

[20]

1.2. Lesson 2: The Mali Empire (3 hours) Mali, at the height of its power as an influential empire under the Mansa Musa is discussed. Upon completion of this lesson, learners should have an in-depth knowledge of Mansa Musa, his style of government and how this affected Mali. Learners should also know about his pilgrimage to Mecca as well as visits to and by other states and countries.

Learners also learn how trade relations were developed and how Mali's wealth was displayed, how North Africa and Europe took note of Mali and how Mali was introduced to other cultures.

ACTIVITY 2

1.

2.

3.

Was Mali a big empire right from the start? How do you know this?

No, Mali was only a province of Ghana.

What does Mansa mean?

Mansa means king or emperor.

Who was the well-known ruler of Mali?

Musa I/Mansa Musa.

Š Impaq

12

(2) (1) (1)

Facilitator’s Guide G07 ~ Social Sciences: History

4.

5.

6.

7.

8.

1

1(1) From when until when was he the ruler?

1307 to 1332.

Why, do you think, was he such a good and successful ruler?

(2) He expanded Mali through his government style, increased Mali's wealth and facilitated a peaceful empire.

What is the difference between a mosque and a madrasa?

(2) A mosque is a place of worship.

A madrasa is a university/school.

Name two well-known buildings that Mansa Musa commissioned?

(2) The Djinguereber Mosque and the Sankoré Madrasa.

Compile a timeline that shows Mansa Musa's birth, death, rule, pilgrimage (departure and return) and building projects (two most important buildings).

(7)

0

9.

Unit

1307

1324

1326

1327

Birth

Start of Pilgrimage

End of Pilgrimage

University of Timbuktu

1332 0 Death

1440

Completion of Sidi Yabya University

What materials were mainly used to build the buildings?

Mud, straw, grass and wood.

(2)

1.3. Lesson 3: The city of Timbuktu The establishment and deterioration of the city of Timbuktu and the direct effect of the trade routes on the city are discussed in depth. Upon completion of this lesson, learners should understand how trade routes determined the continued existence of a city as well as the goods that were traded (commodities). They should also know which goods dominated trade and show an understanding of how trade can control the economy. The preferential means of transport are discussed as well as the method of silent trading.

The focus is on Timbuktu as an educational centre, and the decline of literacy up to the eventual collapse of this and similar empires.

ACTIVITY 3

1.

2.

Where did Leo Africanus come from?

Morocco.

What was his occupation?

He was a diplomat.

© Impaq

13

(1) (1)

Facilitator’s Guide G07 ~ Social Sciences: History

3.

4.

5.

6.

7.

Unit

1

1 Name two things that Leo Africanus noticed in Timbuktu.

(2) Wheat/cattle and milk/butter/no significant gardens or orchards/the many gold plates and sceptre of the king/the 3 000 horsemen of the king/the many doctors, judges, priests and other scholars that sustain the king/the residents' wealth/the shortage of salt/the price of salt/the king's treasures/houses built from mud/big temple in the city centre built from stone and tar/king's palace in the city centre/lots of shops/women veiled/many wells/fresh water distributed to the city along channels.

What items were traded between North and West Africa?

(2) Gold and salt were primarily traded between North and West Africa.

How were the goods transported to and from Timbuktu?

(2) The goods were transported to and from Timbuktu by boat on the river or by camel.

Describe the term "silent trading" and explain how it was applied in Mali.

(3) Merchants placed gold near the river and then left and waited; the salt merchants then exchanged the salt for gold if the gold was enough. If it was not enough, the gold was left there and the gold merchants had to add more gold.

Indicate whether the following statements are true/false.

Rewrite the false statements so that they are true.

(4) a.

Islam promoted literacy.

True. b. Arts and culture were the only subjects that were taught.

False: Students also received tuition in astronomy, music, botany and mathematics. c.

The manuscripts were always housed in a library.

False: manuscripts were mostly in the possession of families in Timbuktu and passed from the one generation to the next. d. The book trade was a major business.

True.

[15]

EXERCISE 1: OPEN BOOK TEST (3 hours) In conclusion of this unit. Formative assessment.

Answer the following questions in detail: Answer in full sentences wherever possible.

Marks will be deducted for answers where full sentences were not used.

1.

2.

Name the African empire and its main city that were discussed in this unit.

(2) Mali and Timbuktu.

What was traded in both Southern and West Africa? (one commodity) (1) Gold and salt.

Š Impaq

14

Facilitator’s Guide G07 ~ Social Sciences: History

3.

4.

5.

6.

Unit

1 Why were camels used as the primary means of transport in the Sahara desert? Give three reasons.

(3) Camels have adapted to the desert conditions: their skins can handle the heat, they do not sweat and can store moisture, their eyes are protected against the sand and their feet are adapted to walk in the sand.

Describe briefly what nomads are.

(2) Nomads are groups of people who travel around in search of food and water and thus cannot stay in one place.

Who was Leo Africanus and why is he so important?

(2) Leo Africanus was a Moorish diplomat. He is important because he gives detailed descriptions about Timbuktu and the trade in those days in his books.

Study the following map and answer the questions in detail:

a.

7.

1

What continent does this map represent?

(1) Africa. b. Do you think there were links between West Africa and Europe and Asia? How do you know this?

(2) Yes, there were links between West Africa and Europe and Asia.

There were trade links between these continents, especially with regard to slaves. c.

Would you regard Timbuktu as a trade centre? Motivate your answer.

(2) Yes, at one stage Timbuktu was indeed a trade centre. Trade went through Timbuktu from all directions as a result of the trade on the rivers in the area.

Indicate the link between trade and literacy in Timbuktu.

(4) Timbuktu was the centre of a busy trade route. The city produced several universities, and students flocked there for an education. About 25 000 students were studying at the Djinguereber, Sidi Yahya and Sankore universities.

The various fields of study created a big demand for books and set the book industry into motion. The demand stimulated the book trade and the writing of manuscripts. A large number of scholars moved from Walata (modern-day Mauritania) to Timbuktu. Thus, trade directly contributed to the stimulation of learning in Timbuktu.

Š Impaq

15

Facilitator’s Guide G07 ~ Social Sciences: History

8.

9.

Unit

1

1 Explain why salt was so important to the residents of Timbuktu.

(1) Salt was Timbuktu’s main export product.

Rearrange the following events and dates in the correct chronological order.

Then indicate the events and dates on the timeline.

(5) 1270 Great Zimbabwe 1324 Mansa Musa departs for Mecca 1327 Building of the Great Mosque 1513 Leo Africanus visits Timbuktu 1893 France colonises Mali

BC

0 AD

1270 Great Zimbabwe

1300

1400

1500

1327 Building of the Great Mosque

1324 Mansa Musa departs for Mecca

1600

1700

1800

1513 Leo Africanus visits Timbuktu

1893 France colonises Mali

[25]

© Impaq

16

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

2

UNIT 2: The transatlantic slave 1

trade LESSON AIMS Upon completion of this unit, learners should be able to do the following: 

 

Contrast what information would be like if it was seen or used from another point of view.

Be able to compare two or more different points of view about the same person or event.

See how historians, textbook writers, journalists or producers and others come to different conclusions from each other and be able to give a reason(s) for why this is so in a particular topic of history.

INTRODUCTION Refer back to the progressive Mali Empire and how it was affected by trade. Learners should also understand that people trade/slave trade formed part of this.

Provide learners with a brief history of and background to slaves by referring to the antique slave trade with reference to empires such as the Roman or Ancient Greek empires.

However, place more emphasis on the more modern slave trade between the 15th century up to and including the early 19th century and the modern slave trade from Africa. Learners should also be aware that there were different kinds of slaves and that this depended primarily on how and from where the slaves were obtained. Slaves were an asset based on which wealth could be measured, although there were also certain states and empires that did not make use of slaves.

IMPORTANT TERMINOLOGY Chattel slavery: slaves who belonged to the owner as property/assets and could be bought or sold by the owner.

House slave: works mainly in the house and is also regarded as property that may be sold, although this did not happen often.

Bonded slave: a person who is a slave until his/her debt was worked off.

Military slaves: slaves who are trained to serve as soldiers.

© Impaq

17

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

2

The learning content of this unit is closely linked to that of the first unit, but focuses1 in particular on the slave trade from once developed and literate communities. It is important to focus on the abuse of communities' human rights at the expense of others.

2.1. Lesson 6: West Africa before the European slave trade (30 minutes) Provide a brief overview of the slave trade of ancient Africa – the types of slave trade and the areas where it occurred.

Expand on the empires of West Africa and in particular Mali, Ghana and Songhai – their wealth and sophistication as well as their rise and fall.

2.1.1 The Ghana Empire DEFINE Soninke and Mande: inhabitants/tribes who established the Ghana Empire.

City-state: cities that have their own governments.

Commodities: manufactured products.

Discuss how the Ghana Empire was formed, its trade and expansion as well as how it subsequently came to a fall and was invaded.

2.1.2 The Mali Empire CORE CONTENT The great empires of West Africa.

The different types of slavery that were found in Africa before the transatlantic slave trade.

The trade, technology and culture of West Africa.

Brief overview of the history of Mali – how it was established, reached the height of its power and became a centre for students as a result of the University of Timbuktu that was built.

© Impaq

18

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

2.1.3 Songhai

2

1

FOR THE CURIOUS Choose any two types of slavery that we discussed. Compare the two types in the form of a Venn diagram. (50 – 60 words) 1

2

3

4

Provide sufficient headings Definitions of the types of slave trade Brief explanation of how it functioned State differences and similarities Neatness and correctness of Venn diagram (20) or 1

2

3

4

Correct format of diary entry Description of owner's behaviour Relevance of the content Use and relevance of dates Relevance and neatness of drawings (20) or 1

2

3

4

5

Use the same design for replica that was used for the original slave quarters Adequate captions and labels Material is the same or symbolises the original material that was used to build the slave quarters Neatness and general display of replica (20) Discuss the fall of Mali and how it affected trade and the domination of other empires in West Africa. Also consider the rise of Songhai and the factors that contributed to its fall and resulted in the end of the domination of West Africa in all areas.

© Impaq

19

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

ACTIVITY 4

1.

2.

3.

4.

5.

6.

1

Quote one sentence from the introduction that shows that slavery is an old practice.

(1) “However, slavery is as old as humanity itself.”

Identify two reasons why people were sold as slaves.

(2) Prisoners of war were sold as slaves, since they would have been executed anyway, and some criminals were sold rather than released into society.

(Or any other two reasons as mentioned in the learning content.)

Do you think that slavery was highly profitable in West Africa?

Motivate your answer.

(2) No, slavery was not very profitable in the former West African empires; initially it was used only so that people could work off their debts and not to enrich people or stimulate the economy.

Indicate the relationship between the empires of Ghana, Mali and Songhai.

(1) Ghana, Mali and Songhai were all empires in West Africa that were built up and reached peaks in trade and other areas. All three empires were trade centres at some stage, but all three empires also came to a fall over time.

Classify the types of slaves based on the following definitions.

5.1 chattel slaves/bonded slaves (½) People kept as slaves due to insolvency/bad debt.

5.2 military slaves (½) Were kept as forced soldiers/warriors.

5.3 house slaves (½) Prisoners of war who worked in the owner’s home.

5.4 criminal slaves (½) Thieves, robbers and murderers who were kept as slaves.

Study the map in the study guide and describe the process of expansion of the West African empires as discussed in Lesson 6.

Illustrate the expansion with reference to dates.

(5) th  8 Century: Ghana is established.  After 880 AD: expands and includes Sudan.  11th century: Comes to a fall.  1240: Mali is established and replaces Ghana; includes a large part of West Africa.  Mali disintegrates and is replaced by Songhai.  End of the 15th century, Songhai is the dominant empire.  1591: Songhai invaded by Morocco and West Africa is divided into a number of smaller states.

© Impaq

2

20

Facilitator’s Guide G07 ~ Social Sciences: History

Unit

2

1

7.

8.

9.

Explain why slavery was not a feasible commodity in West Africa.

(3) As soon as an empire became prosperous, the new leaders did not manage the country effectively. This made it easy for foreign powers to invade the country and caused the empire to disintegrate.

Summarise in one sentence when the great West African empires came to a fall.

(2) The great Western African empires came to a fall with the invasion of Morocco in 1591, also due to civil wars to determine the rightful successor.

Design a law that would prohibit trading in people.

(2) Any legislation that looks like it could ban slave trade.

[20]

2.2. Lesson 7: The nature of slavery in West Africa before the arrival of the Europeans Give a brief overview of the use of slaves and the local slave system of West Africa and state why the nature of this trade changed with the growth in the Arab and Atlantic slave trade.

Discuss the different types of slavery that were practised elsewhere in the world and how it differed from that in West Africa, as well as the impact and influence of the entry of the Arab and Atlantic trade into the market.

2.2.1 Slaves as property Discuss slaves as property and the fact that slaves could be traded.

2.2.2 House slaves CORE CONTENT The nature of slavery should be understood.

The different types of slavery should be distinguished.

The distinction in treatment should be understood.

The invasion of human rights should be considered.

Discuss the nature of house slaves, what their purpose was and how they had more freedom than other types of slaves.

Š Impaq

21