Gr 8-Social Sciences-Facilitator's Guide History 1

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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 8

A member of the FUTURELEARN group

Social Sciences Facilitator’s guide: History

1808-E-SOS-FG01

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Grade 8

CAPS aligned

M Lübcker

Facilitator’s Guide G08 ~ Social Sciences: History

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 MARKS GRID (for record keeping) ................................................................................... 6 YEAR PLAN ........................................................................................................................ 7 UNIT 1: The Industrial Revolution in Britain and South Africa from 1860 .................... 9 Lesson 1: Changes in Britain during the Industrial Revolution ..................... 10 ACTIVITY 1: Memorandum.......................................................... 10 ACTIVITY 2: Memorandum.......................................................... 11 Lesson 2: Southern Africa by 1860 .............................................................. 12 ACTIVITY 3: Memorandum.......................................................... 12 Lesson 3: Diamond mining in Kimberley since 1867 .................................... 13 ACTIVITY 4: Memorandum.......................................................... 13 EXERCISE 1: Memorandum ........................................................ 14 UNIT 2: The Mineral Revolution in South Africa ........................................................... 16 Lesson 4: Britain, diamond mining and increasing labour control and land expansion .................................................................................... 16 Lesson 5: Gold mining on the Witwatersrand since 1886............................. 17 ACTIVITY 5: Memorandum.......................................................... 17 ACTIVITY 6: Memorandum.......................................................... 18 ACTIVITY 7: Memorandum ......................................................... 19 EXERCISE 2: Memorandum ........................................................ 19 UNIT 3: The Scramble for Africa ..................................................................................... 20 Lesson 6: European colonisation of Africa in the late 19th century ............... 20 ACTIVITY 8: Memorandum.......................................................... 21 ACTIVITY 9: Memorandum.......................................................... 21 Lesson 7: The Ashanti Empire ..................................................................... 21 ACTIVITY 10: Memorandum........................................................ 21 EXERCISE 3: Memorandum ........................................................ 22 UNIT 4: World War I (1914 – 1918) .................................................................................. 23 Lesson 8: The causes of World War I .......................................................... 23 ACTIVITY 11: Memorandum ........................................................ 24 Lesson 9 Aspects of experiences during World War I ................................. 24 ACTIVITY 12: Memorandum ........................................................ 24 Lesson 10 Women in Britain during World War I ........................................... 25 Lesson 11 The defeat of Germany and the Treaty of Versailles ................... 25 ACTIVITY 13: Memorandum ........................................................ 25 EXERCISE 4: Memorandum ........................................................ 26

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Facilitator’s Guide G08 ~ Social Sciences: History

YEAR PLAN UNIT/ TERM

DATE STARTED

LESSON LESSON 1: Changes in Britain during the Industrial Revolution

1

LESSON 2: Southern Africa by 1860 LESSON 3: Diamond mining in South Africa since 1867

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LESSON 4: Britain, diamond mining and increasing labour control and land expansion LESSON 5: Gold mining on the Witwatersrand since 1886 LESSON 6: European colonisation of Africa in the late 19th century

3 LESSON 7: The Ashanti Empire

LESSON 8: The causes of World War I LESSON 9: Aspects of experiences during World War I 4 LESSON 10: Women in Britain during World War I LESSON 11: The defeat of Germany and the Treaty of Versailles

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DATE FINISHED

Facilitator’s Guide G08 ~ Social Sciences: History

Unit

1

UNIT 1: The Industrial Revolution in Britain and South Africa from 1860 LEARNING AIMS: After you have completed this unit, you must:  Understand and explain why the Industrial Revolution happened.  Investigate and explain the changes that happened as a result of the Industrial Revolution.  Compare the economic and social structures of Britain before and after the Industrial Revolution.  Explain the changes to labour and the introduction to trade unions.  Describe the political settlement and labour structure of South Africa by 1860.  Investigate and describe indentured labour in Natal and the labourers’ working and living conditions.  Investigate and describe diamond mining in Kimberly.  Explain why diamonds are so valuable.  Explain and describe how Griqualand West was annexed by the British.  Explain the development of the diamond market monopoly and the effects thereof.  Describe the formation of De Beers Consolidated Mines Limited and how they regulate the cost and value of diamonds.

INTRODUCTION The focus of this unit is to investigate the changes that took place in the 19th and 20th century as a result of the Industrial Revolution. A revolution is a complete change and the changes that took place in Britain made Britain the centre of trade. South Africa, during that time a colony of Britain, quickly followed suite and began industrialising as well. South Africa’s development and change are also a result of the diamond mining industry and © Impaq

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

1

Britain’s interest in South Africa. About 15 hours should be spent on completing this unit, including the time it takes to complete the activities and at least three hours of revision and application of the learners’ knowledge.

LESSON 1:

CHANGES

IN

BRITAIN

DURING

THE

INDUSTRIAL

REVOLUTION This lesson focuses on the Industrial Revolution in Britain with particular emphasis on the causes of the revolution and the impact that the changes had on society and the rest of the world. The time allocation for this lesson should be approximately six hours. However, these six hours should not be solely focused on the content, but on the skills and activities which are necessary as well.

ACTIVITY 1: Memorandum Title,  x-axis with labels,  y-axis with labels,  data correctly shown. 

1.1.1

Number of Years

60

Life Expectancy in 1750 and 1900 Men

50

Women

40 30 20 10 0 1750

1900

Dates (5)

Number of People in Millions

1.1.2

40

Title,  x-axis with label,  y-axis with labels,  data correctly shown. 

Britain's Population in Millions

1750

1900

30 20

10 0 1750

Dates

1900

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

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1.2 There were a number of technological changes in the food and medical industries such as penicillin and the refrigerator,  which allowed for people to live longer.  (2) 1.3 They both increased at the same time.  (1) 1.4 There was a population increase as more people were able to survive longer. Therefore there was a shortage of jobs in rural areas and people were forced to move to towns to look for work.  (2 x 2) = (4) 1.5 It would result in an increase in the demand for manufactured goods and an increase in the number of factory workers available, thus increasing the amount of product that would be sold and stimulating the industrialisation process.  (3) 1.6.1 They could transport greater amounts of coal further.

(2) 1.6.2 People and manufactured goods, but also transport any raw materials to and from factories.  (2) 1.6.3 It would make transport faster, cheaper and more reliable. This would mean that more goods would be available, at a cheaper cost and there would seldom be a shortage of goods. (6) TOTAL: 30 ACTIVITY 2: Memorandum 1.1. Enclosure was a law introduced which redistributed the land  and did away with strip farming.  (2) 1.2. A minimum of 75% of the area would have to appeal to parliament for enclosure and once it was approved the various farms would have to be fenced.  (2) 1.3. Common land was used for grazing cattle and it provided a place to live for squatters.  (2) 1.4. Before: there are scattered pieces of land belonging to different farmers and the common land was open to anyone including squatters. After: there are large farms of consolidated land and no more squatters.  (2) 1.5. Choose two each (2 x 2) = (4) ADVANTAGES  More produce because of bigger farms Less labourers needed

DISADVANTAGES  Squatters lost their homes and were forced to look elsewhere for work Only the wealthy could afford to enclose/fence their land

New crop rotation which didn’t exhaust the soil 2.1. It was 40% and the largest source of income in 1688. However in 1900 it had dropped to 6%, the smallest source of income.  (2 x 2) = (4) 2.2. 12% (2)

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

2.3. It was 24% in 1900, therefore it had doubled. 2.4. The transport revolution made transport faster, cheaper and more reliable. 2.5. Mining and industry.

1

(2) (2) (2)

3.1 The Great Exhibition was held in the Crystal Palace in Hyde Park and it displayed various artworks, inventions and other things which showcased Britain’s wealth, power and technological advancement.  (3) 3.2 Their clothes are worn and ragged, they seem unhappy but also dirty, gaunt (skinny and underfed) and tired. (4) 3.3 They obviously belong to the lower, working class. (2) 3.4 It did not represent everyone as the people in the cartoon are part of the working class who have obviously not shared in the wealth.  (3) 3.5 The cartoonist did not approve of the Great Exhibition. He uses irony by drawing the working class, who faced appalling living and working conditions, in a place which is meant to display wealth and advancement to showcase how hypocritical it was to display all of this while so many were starving and living in those conditions.  (4) TOTAL: 40 LESSON 2:

SOUTHERN AFRICA BY 1860

This lesson is a comparison of the settlements in South Africa. It highlights the arrival of and living conditions of indentured workers from India and the reasons why they settled in Natal. This lesson should take learners approximately three hours.

ACTIVITY 3: Memorandum

Historical facts Sufficient historical facts are incorporated in the journal entry.

Writer’s craft Learners used descriptive language and detailed, accurate descriptions.

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2

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4

No historical facts are present.

Historical facts are minimal, do not add to the story and do not present a plausible event.

Descriptive language is used but clumsily.

Descriptions are present, but lack detail.

Historical facts are present, they are sufficient and add to the story presenting a plausible event.

Descriptive language is used to describe the author’s environment and the descriptions are detailed and accurate.

Historical facts are numerous, they add quality to the story and present a plausible event.

Descriptive language is used to describe the author’s environment and the descriptions are detailed and accurate.

Historical phrasing is used creatively.

Descriptive language is missing.

Description lacks detail.

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Facilitator’s Guide G08 ~ Social Sciences: History

Organisation Each entry contains facts, background information, setting, detailed descriptions and reflection.

Knowledge The journal entry demonstrates the learners’ understanding of the significance of the people and places in Natal and indentured labourers.

Presentation The journal is presented in an appropriate way and includes drawings, maps and dates if appropriate.

Unit

1

Most elements are missing.

Some elements are missing.

All elements are consistently used throughout the journal. Facts, background, setting and reflection.

All elements are consistently used throughout the journal. Facts, background, setting and reflection.

The journal demonstrates a fundamental lack of understanding of the time period.

The journal demonstrates a minimal knowledge of the time period.

The journal demonstrates a satisfactory knowledge of the time period.

The journal demonstrates an outstanding knowledge of the time period.

The journal is of poor quality.

The journal is presented neatly with minimal effort.

The journal is presented neatly with appropriate graphics, headlines, etc.

The journal is presented neatly with appropriate graphics and headlines that enhance the overall quality of the work.

TOTAL: 20 LESSON 3:

DIAMOND MINING IN KIMBERLEY SINCE 1867

This lesson focuses on the discovery of diamonds in Southern Africa and the ways in which this discovery impacted on settlement and development in the area. This lesson should take approximately three hours.

ACTIVITY 4: Memorandum 4.1 The diamonds which had been discovered there, made everyone interested in that area. (2) 4.2 One tests their colour, clarity, carat and cut.

(4) 4.3 The Keate Award was given to the Griqua by the governor of Natal which gave them ownership of the area where the diamonds were discovered. (2) 4.4 I agree with the statement as the Griqua appealed to the British to help control the area as they did not have the ability to do it themselves.  This allowed for the British to gain control of the area and it eventually became a colony, Griqualand West, which was added to the Cape colony.  (4) 4.5 Each man was given a certain area of land where he was allowed to mine.  No man could own more than one claim which meant that there could be no large corporations buying more claims than anyone else.  (3)

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

1

4.6 They are Cecil John Rhodes and Barny Bernato, who were the very first owners of major diamond companies. (2) 4.7 Once large companies were permitted to buy up more claims they were the only ones who could afford the big machinery and skilled labourers.

Smaller companies could no longer remain in business.  (3) TOTAL: [20] EXERCISE 1: Memorandum 1.1.1 1.1.2

1.1.3

It shows a skeleton serving water to a group of people who are drinking it. (3) The message is that water is free for the poor by order of the Parish or Church. However, because a skeleton is serving it, it implies that it is deadly and all those who drink it will die.  (3) I do not agree with the statement, as it is useful to a historian studying the living conditions of many families during the industrial revolution.  While the cartoon is not realistic, it is deliberately drawn that way as it is emphasising the awful living conditions in the slumsand how rampant disease was there as well. (6)

1.2

Where did people live?

How was food harvested?

How were goods made?

How many goods were produced?

Where/To whom were goods sold?

How was the transport situation?

On what was the economy based?

Before the Industrial Revolution In rural areas. 

After the Industrial Revolution In urban areas. 

By manual labour.  Using the cottage system.  Enough only for your family to live on.

Using machines.  In factories with machines.  Mass production. 

Via traders in markets.  Slow and dangerous.  Agriculture. 

In shops in the cities.  Cheaper, faster and more reliable.  Industry.  (7 x 2) = (14)

1.3.1

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Deep level mining was dangerous and difficult and many miners died. The large machinery used to pump water out of the mines and air into the mines was very expensive and skilled labourers often needed to be imported from Europe, Australia and America.  As such, smaller mine companies could not afford this and soon went out of business, selling their claims to larger companies.  (4) 14

Facilitator’s Guide G08 ~ Social Sciences: History

1.3.2

Unit

Use the rubric below:

LEVEL

DESCRIPTION

1

Battles to extract evidence from text or other sources in a basic way. Only uses the evidence partially and is not able to answer the question completely.

Extracts mostly relevant evidence from sources and relates it to a question and uses it in a satisfactory manner.

Good use of sources and extracts it well from various sources. Learners are able to answer the question well and is able to relate the information to the question.

Excellently relates evidence which has been expertly extracted from the sources. Learners write an organised paragraph which shows a clear understanding of the topic.

2

3

4

1

POSSIBLE MARKS 0-3

4-5

6-7

8-10

(10) TOTAL: 40

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

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UNIT 2: The Mineral Revolution in South Africa LEARNING AIMS: After you have completed this unit, you must be able to do the following:         

The changing balance of power in South Africa as the result of gold mining.

The foundations of racial segregation.

Why there was increasing control over black workers.

Various defeats of African empires.

Why gold is valuable.

The discovery and mining of gold on the Witwatersrand.

Who the Randlords were and the formation of the Chamber of Mines.

The migrant workers and compound systems.

Explain the Mineral Revolution as a turning point in South African history.

INTRODUCTION This unit is an in-depth look at gold mining in South Africa and the implications the discovery of this precious mineral had on South Africa. In the end it resulted not only in South Africa industrialising, but the unification of the various settlements to create a single colony, The Union of South Africa. This unit should take an estimated 15 hours to complete with all activities, revision and study.

LESSON 4:

BRITAIN, DIAMOND MINING AND INCREASING LABOUR CONTROL AND LAND EXPANSION

Diamond mining had a huge impact on South Africa, because of their immense value.

However, the racial prejudice which white miners had formed against black migrant workers had a far greater impact as it paved the way for apartheid later on. This lesson should take about two hours.

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Facilitator’s Guide G08 ~ Social Sciences: History

LESSON 5:

Unit

2

GOLD MINING ON THE WITWATERSRAND SINCE 1886

This lesson is an in depth study of gold mining in the Witwatersrand. As with the discovery of diamonds, the discovery of a rich vein of gold in Johannesburg created a large amount of conflict and interest in the region. This lesson should take a total of eight hours, one of which should be used to emphasise the value of gold.

ACTIVITY 5: Memorandum

Creativity of the product

Knowledge and concept of the topic

Organisation and presentation

5.1 Miners wearing hardhats who are filing into the mine. There is a pump and pulley system used to transport ore. Factories or refineries were used to process the ore and compounds for the migrant labourers to live in.  (4) 5.2 The mine opening is drawn like a monster that is eating the miners. The cartoonist drew it like this because the mines were dangerous  and many miners died as a result. (4) 5.3 The cartoonist drew this cartoon to emphasise the dangerous working conditions of the miners. (2) 5.4 Use the rubric provided. Ensure that you read through this with the learners and make sure they understand each element. It is important to note that this is not an art project, their drawing skills are not what is being assessed, but rather their understanding of the content and how creatively they portray it in their cartoon.

(20)

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5 The cartoon is of excellent quality and it is apparent that learners spent time in preparing it.

The cartoon demonstrates higher level understanding of an issue.

The cartoon’s style, colour and impact align perfectly with learners’ ideas.

Rubric – Political cartoon 4 3 The cartoon is of The cartoon is of good quality and it fair quality and is apparent that seems rushed. learners spent some time.

The cartoon demonstrates an understanding of an issue.

The cartoon’s style, colour and impact align well with learners’ ideas.

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The cartoon demonstrates recognition of an issue but not a clear understanding.

The cartoon’s style, colour and impact do not align well with learners’ ideas.

1-2 The cartoon appears to have been hastily created and appears messy or disorganised.

The cartoon demonstrates that learners are still struggling to understand the issue.

The cartoon’s style, colour and impact seem disjointed and rushed.

Visual expression of ideas

Facilitator’s Guide G08 ~ Social Sciences: History

The cartoon is rich with symbolism. The message goes beyond a statement and reflects an indepth opinion answering more than one of the “questions to answer.”

Unit

The cartoon is rich with symbolism. The message goes beyond a statement and reflects an indepth opinion answering one of the “questions to answer.”

The cartoon demonstrates little symbolism and the message does not really go beyond a statement. The cartoon answers one of the “questions to answer.”

2

The cartoon demonstrates little to no symbolism and the message does not really go beyond a statement. The cartoon answers none of the “questions to answer.”

TOTAL: 30

ACTIVITY 6: Memorandum 6.1 A commune (compound) for migrant workers. (2) 6.2 Communes (compounds) were for men only and their families had to remain at home.  (2) 6.3 They had the government introduce taxes which forced the workers to search for cash paying jobs so they could pay these taxes. They created contracts which forced workers to remain until their contracts expired, sometimes up to six months later. Lastly, they introduced passes which the miners had to carry on their person. The passes showed which mines they worked for so they couldn’t look for higher wages somewhere else. (6) 6.4 Miners were forced to look for work in the cities to pay their taxes and as a result they lost their independence and self-reliance. Men and older boys were forced to be away from home for months at a time, so women on the reserves had to take up their responsibilities. This also meant they were away from their families which led to the breakdown of their family ties. Lastly, as the British colonies and Boer Republics expanded, they moved into the Africans’ landand blacks continued to lose more and more land. (4 x 2) = (8) 6.5 I agree with this statement, as white miners were permitted to bring their families with them and were not required to carry a pass, while black workers were forced to carry one and leave their families at home and the Indians were not even permitted to work anywhere on the mines. (4) 6.6 They resisted their circumstances by vandalising property deliberately working slowly and acting ignorantly or striking. (3) TOTAL: 25

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Facilitator’s Guide G08 ~ Social Sciences: History

Unit

2

ACTIVITY 7: Memorandum               

British occupation of the Cape.  Establishment of the Boer Republics; the Transvaal and the Orange Free State.  Indentured labourers come over from India.  Discovery of diamonds in Kimberley.  The colonisation of Griqualand West.  Discovery of gold on the Witwatersrand.  Formation of the Chamber of Mines.  Defeat of the independent African kingdoms.  South African War.  Formation of the African Political Organisation (APO).  The Bambatha Rebellion.  South Africa becomes a Union.  Formation of the SANNC.  The Satyagraha Campaign.  The Land Act is passed.  TOTAL: 15

EXERCISE 2: Memorandum 2.1 It was the South African War as people from all races participated. Blacks died in concentration camps and fought on both sides, while the Boers and British both fought and died. (3) 2.2 As unarmed helpers (2) 2.3 Stretcher bearers, scouts (2) 2.4 Britain was interested in the gold in the region and unifying South Africa. (2) 2.5 It was not what Britain expected as they believed that it would be short and easy but it turned into a long, drawn out war in which they lost many men.

(3) 2.6 South Africa was unified as a single colony ruled by the British and the Boer governments, which put the power in the hands of white South Africans.

(2) 2.7 The formation of the APO and SANNC the Bambatha Rebellion and the Satyagraha Campaign. (6) 2.8 A secondary source. (2) 2.9 They did not,  as they had hoped that the power would be shared equally,  but in the end it was only given to the whites. (3) TOTAL: 25 © Impaq

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