REMOTE LEARNING ACTIVITY EXERCISE

HISTORY GRADE 10
THE WORLD AROUND 1600
WEEK 2 To WEEK 3

1. THE WORLD AROUND 1600.

AN OVERVIEW OF SIGNIFICANT EMPIRES AROUND 1600:

MING DYNASTY:

Prior Knowledge:

 The focus is on the start of the Ming Empire (1368-1644).

 During this period the Ming China was the most powerful and wealthiest
empire in the world.
 It had the most advanced technology, rich ancient culture, huge population
and a highly productive agriculture.
 The Ming Dynasty was a period of indigenous Chinese rule sandwiched
between two periods of foreign rule
 The Ming Dynasty ruled China for 300 years.
 The first Ming Emperor, Zhu Yuanzhang, was an orphan, a peasant and a
eunuch who led a revolt which drove the Mongols out of China.
 He and all the subsequent emperors were autocratic rulers who had absolute
power over all aspects of life in the empire, and ruled through loyal officials
and eunuchs who offered a highly efficient civil service.
 Through a strong central government unity and control of a vast empire
were achieved. Yung-Lo (1403-1424) was the most outstanding of the Ming
emperors.
 Society was divided into three classes which were peasants, craftspeople
and soldiers.
 Women had a much lower status than men.

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Activity:

Please read the sources carefully and answer the questions below.

Source 1 A

The Ming Dynasty had the most effective central bureaucracy in the world. Emperors
were autocratic rulers who had absolute power over all aspects of life in their Empire.
During the Ming Dynasty, the civil service system was perfected. Officials entered
top levels of the bureaucracy by passing a government examination.

The Ming Dynasty ruled China for 300 years, from the middle of the fourteen
century. The first emperor had been the leader of a peasants’ revolt which had
driven the Mongols out of China. Under the Ming’s, China became politically
economically and culturally strong. These Ming emperors were absolute rulers,
who ruled through decrees which were carried out by officials. The officials,
called mandarins, were selected by a very competitive system of examinations.
They formed a highly efficient civil service.

https://www.history.com/topics/ancient-china/ming-dynasty accessed on 18
January 2018

Source1 B

Forbidden City, Chinese (Pinyin) Zijincheng or (Wade-Giles romanization) Tzu-chin-

ch'eng, imperial palace complex at the heart of Beijing (Peking), China.
commissioned in 1406 by the Yongle emperor of the Ming dynasty, it was first
officially occupied by the court in 1420.

Beijing was, in fact three cities built in a series of rings around the forbidden City.
This inner city was one of beautiful palaces, gardens and temples, where the
emperor and his family lived in great luxury. The emperor was worshipped by
many as the “son of Heaven. He was never seen by ordinary people. Outside this
was the walled Imperial City where the officials and guards lived. Both of these
were surrounded by the Commercial City where merchants, craftsmen and
ordinary working people lived.

https://www.sahistory.org.za/article/history-grade-10-topic-1-ming-dynasty
accessed on 18 September 2020

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Source1 C

Foot binding was a ritual practiced in China that lasted almost 1000 years. Foot
binding symbolized a girl's family was wealthy for not allowing their daughter to work.
Foot binding is looked upon as an act of cruelty, but it was seen as a sign of wealth.

In China, small feet were considered a sign of status and femininity. The feet of
baby girls from wealthier families were so tightly bound that their bones would
break. The foot would then bend permanently under itself. Crippled in this way,
girls and women were forced to take tiny, dainty steps.
https://www.ancient.eu/Foot-Binding/ accessed on 27 September 2017

Source1 D

Foot binding is an excruciating mutilation that physically and psychologically

suppressed Chinese women. The practice of binding endured for several centuries in
a patriarchal society that abided by the Confucian principle of ‘The Five
Relationships’. A single association contained a female relation – husband to wife. It
is the cultural emphasis on the role of the man as a dominant figure and the woman
as a weakling that tolerated the subjugation of women. The act of foot binding
emphasized the primary function of women in ancient China: “product and the
property of [the] family.”

Yao Niang speaks:

“Hello, I am Yao Niang, wife of Li, a district governor. He chose me because he
admired my small feet, which my mother had started binding when I was a child.
All the girls of the upper class have this done.
It is very painful. I remember that she ordered me to walk but when I did the pain
proved unbearable.
The first night my feet felt on fire and I couldn’t sleep; mother struck me for
crying. I was forced to walk.
Mother would remove the bindings and wipe away the blood and pus which
dripped from my feet.
Every two weeks I changed to new shoes. Each new pair was one or two tenths
of an inch smaller than the previous one.
I took two years for my feet to become only three inches long. Now as a grown
woman I cannot handle walk at all. We are told that our feet are bound so that we
cannot leave the house to be seen by and perhaps have affairs with other men. I
also cannot run away from Li when he beats me. Sometimes I envy women of the
lower classes who do not have to bind their feet .I must accept all these things,
however as the great Confucius has taught that men are superior to women in all
things.

https://www.ukessays.com/essays/english-literature/the-chauvinism-of-
footbinding-in-china-english-literature-essay.php accessed on 01 January 2015

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QUESTIONS:

Please answer the following questions:

1. Explain the system of political control that was used during the Ming Dynasty
using Source A (paragraph on the Ming Dynasty). ( 2X2(4)
2. Suggest why the emperor and his family lived in isolation in the Forbidden
City using Source B (Forbidden City). ( 1X2(2)
3. Compare the women’s role and treatment between today’s China and China
of the Ming Dynasty using sources C, D and your own knowledge. (2X2(4)

Terminology:

 Explain the following terms /concepts in your class work books:

 Dynasty

 Empire

 Emperor

 Absolute

 Mongols,
 Forbidden City,
 Great Wall of China,

ACTIVITY 1.

Key question: How did the Chinese expand sea trade in the Indian Ocean and
Africa between 1403 and 1423?

Please read the sources carefully and answer the questions below.

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SOURCE 1 A: An extract describing the voyages of Zheng he’s treasure ship
adapted from China by J Keay.

In 1405 emperor Yongle ordered Zheng to lead a Voyage into the “western” (or
Indian) Ocean. Zheng He made seven voyages in total, each one including
between 100 to 300 ships, carrying in total up to 27 000 men. Of these ships,
around fifty were treasure ships, huge constructions which were about five times
the size of any other wooden ship built elsewhere in the world at that time.
On board the treasure ships were large quantities of cargo including silk goods,
porcelain, gold and silverware, copper utensils, iron implements and cotton goods.
The Chinese traded these goods for spices, ivory, rare woods and pearls that were
desired by the Chinese emperor.
Overland travellers like the Italian Marco Polo and the Moroccan adventurer, Ibn
Battuta, could scarcely believe their eyes when they first encountered the Chinese
ships. Aboard these ships even traders had their own cabins. You could sail for
weeks in comfort and privacy.
Each of Zheng he’s voyages lasted just over two years and followed the directions
of the monsoon winds. The ships travelled to Vietnam, the islands of Indonesia,
past India and onwards to the Persian Gulf. From there, the ships sailed across
the Indian Ocean to the East African coast.

https://www.jstor.org/stable/41493537?seq=1accessed in 2005

Activity 1:

Questions:

1.1 Using the information from the source.

a) Name three trade items the Chinese wanted to buy.
(3x1) (3)
b) Name three foreign places the Chinese fleet visited.
(3x1) (3)

1.2 Give two reasons as to why travellers like Marco Polo were amazed by the
Chinese ships. (2x1) (2)

1.3 What factors determined the direction in which the ships sailed?

(1x2) (2)

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Source 1B

A comparison of Zheng’s ship with a European ship the same time period to
show the great difference in size between the two. This picture is taken from
www.alrahalah.com/2010/09/zheng -he’s treasure ship and is a modern
drawing.

Activity 2:

Questions:

2.1 Explain how this picture would be useful to a historian studying Ming China?
(2x2) (4)

2.2 How does this picture of the ship in the source support the information given in
source A.? (2x2) (4)

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1. THE WORLD AROUND 1600.

AN OVERVIEW OF SIGNIFICANT EMPIRES AROUND 1600:

SONGHAI:

An Overview of the Songhai Empire

 Songhai was a West African empire which rose to prominence after the
decline of the Mali empire, and became known for its wealth and learning.
 It became very powerful because of its strong army, mineral wealth, rich
agriculture and fishing.
 Its most important rulers were Sunni Ali the Great (1464-1492) and
Muhammad Ture (1493-1528).
 Sunni Ali was the founder of the Songhai Empire and he excelled in creating a
strong army and forging unity in government and empire.
 Muhammad Ture excelled in promoting trade, culture and learning.
 The rulers of Songhai were hereditary and tyrant.

Learners will know the reasons for the decline of the Songhai Empire.

 By 1591 Songhai was in decline and the Moroccans, using firearms, were
able to defeat them.
 The reasons for this decline were civil wars, drought and diseases, Songhai
losing control of trade network, and its army had not been modernised.
 The Portuguese competition on the coast of West Africa was too much for
Songhai as the Portuguese traders took control of the gold and slave trade.
 When the Moroccans defeated the Songhai army at the Battle of Tondibi, the
empire of Songhai came to an end.

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Please answer the following questions:

SOURCE A

Songhai empire, also spelled Songhay, great trading state of West Africa (flourished
15th–16th century), centred on the middle reaches of the Niger River in what is now
central Mali and eventually extending west to the Atlantic coast and east into Niger and
Nigeria.

https://www.sahistory.org.za/article/songhai-african-empire-15-16th-century
accessed on 15 July 2020.

1. How did the Songhai Empire originate? 3X1(3)

2. Explain the meaning of :

Empire, (1X2)(2)

Dynasty, (1X2)(2)

Cosmopolitan. (1X2) (2)

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 3. Who were the two most outstanding emperors of the Songhai Empire?
(1X2 (2)

Terminology:

Explain the following terms /concepts in your class work books:

 tyrant,
 impious,
 hereditary,
 reign
 export,
 import,
 textile,
 luxury,

Activity:

ESSAY QUESTION

“Timbuktu was a model city that showed development in Songhai”

Do you agree?

In the context of the above statement critically discuss how Timbuktu was a model
city that showed development in Songhai. (50)

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 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
EUROPEAN EXPANSION
WEEK 5 TO WEEK 8
SOURCE-BASED QUESTION

European expansion and conquest in the 15th - 18th centuries: why European
expansion was possible: Spanish conquest

Prior knowledge:

 In the 15th and 16th centuries, Europeans began to journey from Europe to many
distant parts of the world.

 Many of their travels were overland, but most were made by sea.

 The Renaissance had resulted in new wealth and new technologies like sailing ships,
the compass, printing and gunpowder.

 These things plus the inspiration by the Christian religion made the Portuguese,
Spanish, Dutch, French and British send ships to explore the world and to trade.

 This process eventually led to conquering and colonising every continent.

 The Portuguese were the first Europeans to develop the concept of latitude, to
determine where they were; and to acquire knowledge of the ocean currents and
winds.

 They were also the first to conquer the belief and fear that the sea at the equator was
boiling hot, that human skin turned black from the sun, and that the sea monsters
would engulf ships.

 Europeans' developed weapons were far superior to the simple weapons of local
inhabitants in the colonies.

 People in the colonies allowed themselves to be divided and fight among

themselves with the help of Europeans.

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QUESTION 1

Key question: What were the reasons for and impact of the Spanish expansion in the
15th and 16th centuries?

SOURCE 1A

Historians explain why Europe decided to colonise other areas of the world following the
Renaissance.

Historians have debated why Europe was able to undertake this modern world colonisation.
Many European writers of the period, who thought that their culture and religion was superior
to any other, believed that Europeans had been given special powers by God to spread
Christianity throughout the world. More secular (non-religious) writers, including some
modern historians, argue that European expansion was because of a general sense of
curiosity about the world, part of the spirit of enquiry that produced the Renaissance. Many
historians no longer accept this. In their view, Europeans were no more curious about
knowledge than people in other parts of the world at this time.Other historians stressed
(emphasised) economic reasons. It was European merchants from Spain and Portugal, on
the Atlantic coast of western Europe, who started exploring the Atlantic and then the Indian
Oceans. Some were searching for gold that they believed existed in Africa. They were also
looking for ways of obtaining valuable spices and other trading goods, such as silk and
porcelain from Asia. Previously these goods had been brought to the Mediterranean
overland from Asia but in the 15th century these routes were blocked by the expansion of the
Muslim Ottoman Empire (Turkey). The western Europeans tried to find another way to Asia
by entering the Indian Ocean round southern Africa or, as they thought, by sailing westwards
across the Atlantic Ocean to find a route to the East.

https://www.caltech.edu/about/news/why-did-western-europe-dominate-globe-47696 accessed on 1
September 2015

SOURCE 1 B

An extract from an account by a Spanish conquistador, Bernal Diaz del Castillo, called The
Conquest of New Spain (1568) describes what the Spanish found in the Aztec capital of
Tenochtitlan:

In one place there would be gold, silver and jewels for sale, along with imported stones and
feather; in the next row, lines of slaves, in the next area varieties of cloth. Other goods on
sale included maize, turkeys, dogs, honey and salt in the food shops; vases, plates and
statues in the pottery shop; firewood, bamboo pipes, matting, stoves.

https://guides.uflib.ufl.edu/c.php?g=893021&p=6428301 accessed 16 August 2019

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SOURCE 1C

A description of Tenochtitlan after the Spanish invasion from the point of view of an Aztec
warrior (1522):

Great became the suffering of the common folk. There was hunger. Many died of famine.
There was no more good, pure water to drink. Many died of bad water – contracted
dysentery (diarrhoea) which killed them. The people ate anything – lizards, barn swallows,
corn leaves, salt grass; they gnawed wood or leather or buckskin; never had such suffering
been seen; it was terrifying how many of us died when we were shut in as we were. And
quite imperturbably (unemotionally) the enemy pressed about us like a wall.

https://www.nationalgeographic.com/history/world-history-magazine/article/cortes-tenochtitlan
accessed on 18 December 2019

SOURCE 1D

This painting shows the defeat of the Incas at the hands of Pizarro and his conquistadors.

https://www.ancient.eu/article/915/pizarro--the-fall-of-the-inca-empire/ accessed on 1 July 2016

Refer to Source 1A.

1.1.1. List THREE reasons, mentioned in Source 1A, why Europe wanted to explore and

conquer other areas. (3x1) (3)

1.1.2. Using your own knowledge and opinion, explain which one of the three reasons is the

most accurate regarding the reason for European expansion. (1x2) (2)

1.1.3. Explain term Renaissance mentioned in Source 1A. (1x2) (2)

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1.1.4 Identify two countries which were at the forefront of European expansion in the 16th

century? (2x1) (2)

1.1.5. Using your own knowledge, discuss THREE reasons why these two European
countries were able to conquer such large areas. (3x1) (3)

1.1.6. Using the information in the source, explain why these European countries decided on
sea voyages instead of overland routes to seek riches. (1x2) (2)

1.1.7. Name one famous European explorer from this period of expansion and conquest
(1x1) (1)

Refer to Source 1B and Source 1C.

1.2.1. Explain the concept conquistador in your own words (1x2) (2)

1.2.2. Using the information in Source 1B, describe what made Tenochtitlan so attractive to
the Spanish (3x1) (3)

1.2.3. Comment on the reliability of Source 1B in the context of Spanish conquest in the 16th
Century (2x2) (4)

1.2.4. List THREE reasons, mentioned in Source 1C, for the death of the Aztecs in 1522
(3x1) (3)

1.2.5. Explain why Source 1C is useful to a historian researching the impact of Spanish
conquest on the Aztec empire in the 16th century? (2x2) (4)

1.2.6. QUOTE evidence from Source 1C that suggests the Spanish invaders didn’t care

Refer to Source 1D

1.3.1. What event is being portrayed in Source 1D? (1x1) (1)

1.3.2. What message does the painting convey? (1x2) (2)

1.3.3. What visual clue suggests that the Spanish used religion as a justification for taking
over different parts of the world? (1x2) (2)

1.3.4. How does Source 1D support the account in Source 1C regarding the nature of
European conquest? (2x2) (4)

1.4. Using evidence from the relevant sources and your own knowledge, write a paragraph
of eight lines (about 80 words) in which you assess the reasons for and impact of Spanish
expansion in the 15th and 16th centuries

. (8)

TOTAL: 50

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 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
WEEK 10 TO WEEK 14
EUROPEAN EXPANSION AND CONQUEST
ESSAY QUESTION

STEPS TO FOLLOW WHEN WRITING AN INTRODUCTION:

STANCE; REASON & ORIENTATION

Step one: stance and refer to question [Indeed, I agree, I disagree, I partially agree]

Step two: reason [because]

Step three: orientation [this essay]

HOW TO WRITE THE BODY OF AN ESSAY/ EACH PARAGRAPH FOLLOWING THE

‘PEEL’ STRATEGY

1. Main point: P

2. Explain:

3. Evidence/Prove:

4. Link/Evaluate:

Template: PEEL

STEPS TO FOLLOW WHEN WRITING A CONLUSION

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THEREFORE/ WRAP UP / CLOSE DOWN
• Reaffirm the stance/standpoint taken in the introduction

• Do not introduce in new points/ideas

• Link up/tie up argument (LOA)

ESSAY QUESTION:

HOW DID THE SPANISH INVASION LEAD TO THE COLLAPSE OF THE AZTEC
EMPIRE?

The Spanish invasion of…led to the collapse of the Aztec empire. Do you agree with the
statement?
Use relevant historical evidence to support your line of argument.

Explain how the Spanish invasion led to the collapse of the Aztec empire.

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 TERM 2 TOPICS

REMOTE LEARNING ACTIVITY EXERCISE

HISTORY GRADE 10
WEEK 15 TO WEEK19
THE FRENCH REVOLUTION
ESSAY QUESTION

TOPIC: FRENCH REVOLUTION

SOURCE 2A

This is an extract on the political system in France in the 1780s which made a revolution possible.

The French Revolution was a political revolution. It started because there were many things about
the political system that people in France did not like.

In 1789 France was an absolute monarchy. This meant that a king had the right to appoint all
government ministers, and make all decisions and laws. In theory, there was a form of parliament,
the Estates General, which consisted of elected representatives. However, it could only meet if the
king allowed it to, and no meetings had been held for 175 years. Therefore, the king had total
power. Whatever he said would be the law. He could even put people in jail without a trial. The king
in 1789 was Louis XVI, who had inherited his position from his grandfather. He was not a good
leader. Many educated people in France began to question the system of absolute monarchy.

Adapted from In Search of History, Grade 10 Learners Book, page 66

SOURCE 2B

The following is the information on the economic situation in

France in the 1780s.

France economy was in a bad state. The country was in debt, because France had been
involved in a number of wars during the 18th Century; and the government had borrowed large
sums of money to pay for food, weapons and wages for the army. By the 1780s, it had to borrow

16
 more money simply to pay the interest on these debts.

The lifestyle of the king, his family and the royal officials also cost a great deal. The government
did not collect enough money in taxes to pay for all of this. Those with wealth – the nobles and
the church – did not have to pay taxes. All the taxes were paid by the middle class and the
peasants, many of whom were desperately poor.

Adapted from In Search of History, Grade 10 Learners Book, page 66

Pie Chart

This pie chart show government spending in 1786, four years before the French Revolution

SOURCE 2C

This is an account by A Young, a British traveller in France, on how peasants were treated in
France, from the book entitled Travels in France during the years 1787 to 1789.

Walking up a hill to help my horse, I was joined by a poor women, who complained of the times
and that it was a sad country. Demanding her reasons, she said her husband had but a morsel of
land, one cow and a poor little horse, yet they had a franchar (42 pounds) of wheat and three
chickens to pay to one Lord, and four francher of oats, one chicken and a franc to pay to another,
besides very heavy tailles (income tax) and other taxes.

This woman, at no great distance, might have been taken for sixty or seventy (years), her figure
was so bent and her face so furrowed (wrinkled) and hardened by labour, but she was only twenty-
eight (years).Adapted from Internet source: http://www.flwhhistory.com/units/eme/16/FC104

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SOURCE 2D

This cartoon from 1789 shows a peasant being crushed by the weight of the clergy and nobles.
The words on the stone are: taille land or income tax), impost (taxes in general) and corvees
(forced labour)

QUESTION 2: WHAT WERE THE CONDITIONS IN FRANCE THAT MADE REVOLUTION

POSSIBLE BY 1789?

Study Sources 2A, 2B, 2C and 2D and answer the following questions.

2.1 Study Source 2A

2.1.1 Use the source and your own knowledge to explain the following historical
concepts:

(a) Revolution (1 x 2) (2)

(b) Absolute monarchy (1 x 2) (2)

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2.1.2 Which evidence from the source suggests that the king had more powers?
(3 x 3) (9)

2.1.3 Would you regard the educated people in France questioning of the system of
absolute monarchy as justified? Support your answer with TWO reasons. (2 x 2) (4)

2.2 Study Source 2B

2.2.1 Why, according to the source, was France in so much debt in the 1780s?
(4 x 1) (4)

2.2.2 Use the source to identify people who were:

(a) paying taxes (1 x 1) (1)

(b) not paying taxes (1 x 1) (1)

2.2.3 Using evidence from the chart, identify TWO areas were the French government spend
more money in 1789. (2 x 2) (4)

2.2.4 Refer to the written evidence and the chart. Comment on the ways in which the

chart support the written evidence regarding the French government spending before the revolution
(2 x 2) (4)

2.3 Refer to Source 2C

2.3.1 List the THREE taxes that the woman in the source says they have to pay.
(3 x 1) (3)

2.3.2 In your view, why was the woman in the source looking sixty or seventy years, with her figure
bent and face furrowed (wrinkled), while she was actually twenty-eight years? (1 x 2) (2)

2.4 Refer to Source 2D

2.4.1 What evidence in the cartoon suggests that peasants were not well treated in France in
1789? (2 x 2) (4)

2.4.2 With reference to the clues in the cartoon, what message do you think is conveyed
about the privileges of the following?

(a) Clergy/nobles (1 x 2) (2)

(b) Peasants (1 x 2) (2)

2.5 Refer to Sources 2C and 2D. How does Source 2D (cartoon) supports Source 2C regarding
the treatment of peasants in France in 1789? (2 x 2) (4)

2.6 Using the information from the relevant sources and your own knowledge, write a
paragraph of about EIGHT lines explaining the conditions in France that made revolution possible
in 1789. (8)

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 (50)

ESSAY QUESTION

The corrupt political system and economic system in France before 1789 was the main
cause of French Revolution

Do you agree with the above statement? Support your line of argument with relevant
evidence. [50]

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 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
WEEK 20 TO WEEK 23
TRANSFORMATION IN SOUTHERN AFRICA AFTER 1750
SOURCE-BASED QUESTION

QUESTION 3:

What transformations took place in southern Africa after 1750 which led to the
expansion of southern Tswana chiefdoms?

SOURCE 3A

The source below explains the origins and lifestyles of the Tswana speaking
people during the 1750 to 1820 period.

The southern Tswana were ancestors of Setswana- speaking people who lived in
large settlements in the Bushveld region of southern Africa, on the western border
of the Highveld. They had farmed successfully with sorghum, millet and cattle,
since the end of the 18th century.

As the population within Tswana settlements increased, pressure on the

environment increased. Tswana farmers did not want to over- use their wood
resources as they depended on them.

SOURCE 3B

The source below focuses on the trade relations of the Tswana people and the factors
contributing to the Tswana’s expansion during the 1800s.

. . . Another theory is that there was an increase in trade with other regions. We know this
from written records and archaeological evidence. At Tswana sites, archaeologists have
found cowrie shells and beads, which came from Muslim and Portuguese traders on the
Indian Ocean coast. The Tswana also got firearms and horses from the Cape Colony to
the south, which they bought from Khoi traders.

They also had trade links with the Portuguese on the west coast in Angola. In return for
the goods they bought, the Tswana areas provided ivory, copper and animal skins. Some
chiefs became very wealthy as a result of their control of the trading routes. This means
that their chiefdoms began to grow larger as more people joined them.

Adapted from In Search of History Textbook, Grade 10, p107]

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SOURCE 3C

The picture below depicts Dithakong(A Tswana settlement) in 1812. The traveller WJ
Burchell, described coming across a ‘’multitude of houses stretching as far as the eye could
see, all built in a neatest manner imaginable. ’The settlement was also a center of activities
such as a market place.

SOURCE 3D

The source below explains some of the factors which contributed to the expansion of
the Tswana people from the 1750s to the 1820s.

Tswana settlements were located on important trade routes between Angola in the west,
Mozambique in the east and southwards to the Cape. The trade was mostly in beads,
animal hides (karosses), copper, iron and cattle. There was an increase demand for trade
goods towards the end of the 18th century. Traders from Delagoa bay (Mozambique)
wanted ivory and Tswana chiefs wanted imported luxury goods such as glass and
porcelain beads. Chiefs competed to hunt elephants and to control the trade routes.

A drought that began in 1800 reduced the amount of farming land and grazing for cattle.
This resulted in competition for scarce resources. Competition for trade and conflict over
resources led to chiefdoms building alliances with each other for protection. Huge
settlements such as Dithakong and Molokwane were established and housed 10 000
people or more.

[Adapted from New Generation Textbook, Grade 10, p12

Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.

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3.1 Refer to Source 3A.

3.1.1 Who, according to the source, was the ancestor of Setswana speaking people who
lived in the Bushveld region? (1 x 1) (1)

3.1.2 List THREE products that the Tswana speaking people successfully farmed with
since the 18th century. (3 x 1) (3)

3.1.3 Define the concept settlement in your own words. (1 x 2) (2)

3.1.4 What, according to the source, was wood used for by the Tswana speaking people?
(3 x 1) (3)

3.2 Refer to Source 3B.

3.2.1 How, according to the source, do we know that Tswana speaking people traded with
other regions? (2 x 1) (2)

3.2.2 Name THREE tribes that the Tswana speaking people had trading links with during
the 18th century. (3 x 1) (3)

3.2.3 Comment on the usefulness of the information in this

source for a historian researching about the expansion of Southern Tswana

people during the 18th century. (2 x 2) (4)

3.2.4 Using the information in the source and your own

knowledge, explain how the Tswana Chiefdoms grew

larger and more powerful during the 18th century. (2 x 2) (4)

3.3 Refer to Source 3C.

3.3.1 What do you think were the everyday activities of the following people in
Dithakong (Tswana) village:

a) The Tswana women (1 x 2) (2)

b) The Tswana men (1 x 2) (2)

3.3.2 Comment on what you think was implied by the statement ‘’a multitude of
houses stretching as far as the eyes could see . . .’’ in the context of the expansion of
the Tswana villages. (2 x 2) (4)

1.3.3 According to the visual source, which materials were used to build the houses
in Dithakong village? (2 x 1) (2)

3.4 Refer to Source 3D.

23
 3.4.1 Name the THREE neighbouring states of the Tswana settlements referred to
in the source. (3 x 1) (3)

3.4.2 What, according to the source, led to various Tswana

chiefdoms to build alliances with each other for protection. (2 x 1) (2)

3.4.3 Which settlement, according to the source, expanded due to competition for
resources during this period? (1 x 1) (1)

3.5 Compare Sources 3C and 3D. Explain how the information in Source 3D supports
the visuals in Source 3C regarding the expansion of the Tswana villages during the
1800s. (2 x 2) (4)

3.6 Using the information in the relevant sources and your own

knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the factors
that led to expansion of the Southern Tswana chiefdoms during the period 1750 to 1920.(8)
[50]

ESSAY QUESTION

“Moshoeshoe’s wisdom and diplomacy helped to create a powerful Basotho kingdom.”

Critically discuss the factors that contributed to the growth and consolidation of the Basotho
nation under Moshoeshoe until 1840. (50)

24
 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
WEEK 24 WEEK 27
COLONIAL EXPANSION TO THE INTERIOR
SOURCE-BASED QUESTION

SOURCE 4A

The source outlines why the Dutch East India Company established a colony at the Cape
And the resistance they faced.

The Dutch, under Commander Jan van Riebeeck, were overwhelmed by the difficulties
they faced in Table Bay. Survival and establishment of a successful refreshment station
proved much more difficult than they had imagined. Everything pointed to the same
disastrous failures befalling the Dutch as had been the case of settlements by others in
East Africa and Madagascar.

The key factor was the lack of mass labour force to clear the bush, plough the land and to
gather the stone and timber for building. The indigenous population was in resistance
mode to offer assistance. The only way forward for the settlers was to import slaves to do
this back-breaking work and later to provide the craftsmanship, finishes and comforts.

The first slave that came to the Cape was Abraham van Batavia in 1653. A trickle of
slaves followed in 1658 when a few hundred slaves from Angola and the coast of Guinea
arrived in the Cape.

Taken from Stepheson, (et al 2011) New Generation History 1st edition Grade 10, p 72

SOURCE 4B

The source highlight the treatment of the San at the Cape.

Almost from the start, slaves began to run away, because of ill treatment, overwork and
the natural desire to live as a free person… “These ignorant people”, wrote a disgruntled
owner, “still believe that they will be able to reach some country where they will be
relieved of their bondage”, and he ended with a prediction that “they may expect nothing
else than to be destroyed in a most miserable manner by hunger, the beasts of prey, or
brutal natives”.

Soldiers and burghers were sent in pursuit, and Khoikhoi were offered tobacco or brandy
to track down the runaways, though without much success. It was only when Khoikhoi
hostages were taken and kept at the fort against their will that they showed any interest in

25
 co-operating Adapted from, the illustrated South African history. Taken from New Generation
Grade 10, p 77

SOURCE 4C

How the settlers viewed the San

European colonists thought the San were untamable 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 Bushmen
languages with their tonal clicks were regarded as animal sound, rather than human
speech, “ like the clucking of hens”, or grabbling of turkey.

Adapted from Focus History p 64

SOURCE 4D

A Dutch Painting showing the arrival of Jan Van Riebeeck in the Cape.

26
 SOURCE 4E

This is a conversation written down by a traveler to the Cape. It is an argument that took place
between a Khoikhoi leader called Koerikei,and a Dutch settler called Van der Merwe. This is a
conversation written down by a traveler to the Cape. It is an argument that took place between a
Khoikhoi leader called Koerikei,and a Dutch settler called Van der Merwe.

Koerikei was standing just out of range of Van der Merwe’s gun. He called out:

Koerikei: Why do you occupy all the places where the land and the animals are- why do
you not remain where the sun sets, where you first were?

Van der Merwe: Why, do you not remain in peace as before, do you not have enough
land?

Koerikei, shouted back defiantly: I do not wish to leave the area where I was born. I will
kill your shepherds and drive them away, people will see who will win.

4.1. Refer to Source 4A

4.1.1. What was the main aim of the Dutch who first settled in the Cape at Table Bay?
(1x1) (1

4.1.2. Mention THREE major problems the Dutch faced in trying to achieve the aims
mentioned above? (3x1) (3)

4.1.3. How did the Dutch deal with the problem of indigenous people who refused to offer
assistance at the Cape? (2x1) (2)

4.1.4. Who was the first slave to be brought to the Cape? (1x1)

4.1.5. Where did some of the first slaves in the Cape come from?
(1x1) (1

4.2 Refer to Source 4B

4.2.1. Explain the following concepts

a) Colonists (1x2) (2)

b) Settlers (1X2) (2)
4.2.2. Who were used to track down slaves that escaped? (2x1) (2)

4.2.3. What reasons did the slaves had for running away from their masters?
(2x2) (4)

4.2.3. How does source 4A differ from source 4B regarding the use of labour force at the
Cape? (2x2) (4)

Consult Source 4C

27
4.3.1. Why do you think the Europeans regarded the San as “untamable”?
(1x2) (2)

4.3.2. What evidence is provided in the source that indicates that the Europeans committed
genocide on the San? (1x2) (3)
4.3.3. What do you think was the attitude of Europeans towards San at the Cape?
(2x2) (4)

4.4. Refer to Source 4D

4.4.1. Who do you think are the TWO different groups of people in the painting? (2x1) (2)

4.4.2. Compare Source 4D with Source 4E regarding the attitude of the San towards the
arrival of the Dutch (2x2) (4)

4.5. Study Source 4E

4.5.1. According to the source, why did some Europeans countries colonise parts of the
world (1x2) (2)

4.5.2. Explain the usefulness of the source studying the arrival of the Dutch at the Cape.
(2x2) (4)

4.6. Using the Sources and your own knowledge write a paragraph of about EIGHT lines,
explaining how Europeans colonization affected indigenous people at the Cape.
(8)

Essay Question

Critically discuss the Impact that the Dutch occupation of the Cape had on the on the
indigenous population in the 15th century to the 18th century.
(50)

28
 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
WEEK 28 AND WEEK 31
SOUTH AFRICAN WAR
SOURCE-BASED QUESTION

QUESTION 7:

WHAT ROLE DID THE BLACK PEOPLE PLAY IN THE SOUTHERN AFRICAN WAR 1899
TO 1902?

SOURCE 7A

The following extract is from Military History Journal. It explains the involvement of black
South Africans in the Anglo-Boer War of 1899 to 1902.

Agterryers were either conscripted by the Boers or joined the commandos voluntarily. The
Boers utilized agterryers for guarding spare ammunition, looking after the horses, cooking,
collecting firewood and loading firearms. Not only were auxiliaries used in labour capacity
but they were also used in fighting. Some photographs of Boer commandos and their
agterryers attest to the fact that auxiliaries were armed during the war. Some of the Boers
had a very strong attachment to their servants who had served them before the
commencement of the war.

Fransjohan Pretorius worked out the numeric ratio and concluded that a ratio of 1:4 or
even 1:5 (agterryers pro rata to Boers) may be taken as realistic. Pretorius has suggested
that roughly 15 000 agterryers served in the war. In his diary, C.A. Cronje wrote about his
agterryer, Kleinbooi Sabalana and confirmed that he was given a rifle and fought in many
battles. Kleinbooi was only 15 years old when he joined the commandos but proved
himself to be brave in these battles.

[From: The South African Military History Journal by N. Nkuna]

SOURCE 7B

The following extract is from Military History Journal. It explains the involvement of black
South Africans in the Anglo-Boer War of 1899 to 1902.

The number of scouts employed by both the British and Boer sides rose during the war as
the value of their intelligence work became more widely recognised. The Boers employed

29
 a large number of black scouts. Information conveyed to the commandos by the black
scouts was remarkably accurate and it was also transmitted with extraordinary rapidity.
The British used black scouts to counter the guerrilla tactics of the Boer commandos, the
British soldiers depended for its success upon reliable information about the enemy’s
movement.

The Zulu people were incensed when the Boers had come through their villages,
plundering and taking their food and livestock by force. Naturally there was resentment
and the blacks became hostile. The Boers were also known to coerce the black people
into working for them in order to sustain their war effort. On 16 May 1902, Chief Sibobo
waBaqulusi and a Zulu impi of 1 000 men marched on Vryheid and a Boer commando
was destroyed in an unexpected attack that took place at dawn. The commandos was
taken by surprise by what was a shrewd manoeuvre by the Zulu impi.

[From: The South African Military History Journal by N. Nkuna]

SOURCE 7C

This extract is from South Africa History Online. It describes the poor living conditions of
Black people in the concentration camps.

any Black people were held in concentration camp around the country. The British
created camps for Blacks from start of the war. Entire township and even mission
stations were transferred into concentration camps. The men were forced into labour
ervice and by the end of the war there were some 115 000 Blacks IN 66 camps around
the country.

30
 Maintenance spent on White camps was a lot higher than that spent on the Black camps
due to the fact that Blacks had to build their own hurts and even encouraged to grow
their own food. Less than a third of Black interns were provided with rations. Black
people were practically being starved to death in these camps.

Blacks in the concentration camps were not given adequate food and did not have
proper medical care, which resulted in many deaths. Those in employment were forced
to pay for their own food. Water supplies were often contaminated and the conditions
under which they were housed were appalling, resulting in thousands of deaths from
dysentery and diarrhea.

[From: Role of Black people in the South African War by South Africa History Online

Accessed on 20 September 2015 ]

SOURCE 7D

This extract is from South Africa History Online. It explains the role of Black people in the
South African War.

The South Africa War of 1899-1902 was essentially a “White man’s war” fought to
determine which white authority had real power in South Africa but other population
groups like the Zulu, Xhosa, Swazi and Basotho were also involved in the war.

Although there was an unwritten agreement between the Boers and British that Blacks
would not be armed in the war, neither side adhered to this agreement.

Most politically conscious Black, Coloured and Indian groups in South Africa believed that
the defeat of the Boers would mean more political, educational and commercial
opportunities would be afforded to them. They hoped that the Cape franchise would be
extended throughout South Africa. The Indian community was encouraged by MK Gandhi
to show loyalty to Britain if they wished to achieve their freedom. Thus, the Ambulance
Corps was formed in Natal and became active on the British side during the war.

[From: Role of Black people in the South African War by South Africa History Online

Accessed on 20 September 2015 ]

Study sources 7A, 7B, 7C and 7D and answer the questions that follow:

7.1 Study source 7A

7.1.1 Name any FOUR activities which were done by Agterryers.

(4x1) (4)

31
7.1.2 Identify the black soldier who fought for the Boers in South African war.
(1x2) (2)

7.1.3 According to the source, what made the Swazi people to join the South African war?
(1x2) (2)

7.1.4 Explain the meaning of the following historical terms in the context of the South African
war:

(a) Boer commandos

(b) Anglo- Boer war (2x2) (4)

7.1.5 Using the information in the source and your own knowledge, why do you think the
black people were used as scouts in the Zululand Native Scouts. (1x2) (2)

7.2 Study source 7B

6.2.1 Quote evidence from the source that suggest that the black scouts were successful
during the South African war. (1x2) (2)

7.2.2 Name FOUR things that were done by the Boers to provoke the Zulu. (4x1) (4)

7.2.3 Define the historical term guerrilla tactics in the context of the south African war.
(1x2) (2)

7.2.4 According to the source, how did the Zulu impis defeat the Boer commandos. (1x2)
(2)

7.3. Study source 7C

7.3.1 Give TWO types of the camps mentioned in the source. (2x1) (2)

7.3.2 How, according to the source, was the situation at these camps. (4x1) (4)

32
 REMOTE LEARNING ACTIVITY EXERCISE
HISTORY GRADE 10
WEEK 26 TO WEEK 29
SOUTH AFRICAN WAR AND UNION
SOURCE-BASED QUESTION

QUESTION 5:

HOW DID THE SOUTH AFRICANS REACT TO THE FORMATION OF THE UNION OF
SOUTH AFRICA IN 1910?

SOURCE 5A

This extract is from The Struggle for Liberation in South Africa. It explains the attack on the
African Franchise in the Cape.

Rhodes followed with dogged determination the policy of disenfranchising Africans by

passing the Glen Grey Act of 1894, in a three-pronged attack to render the African
completely defenceless against naked oppression and exploitation. The Act aimed, firstly,
to establish a system of local administration under which the Africa would be forced to
concentrate on local matters rather on national politics and parliament. With the
establishment of the local council system under the Act the burden of providing funds for
the development of the infrastructure and certain important services like education and
veterinary services in the Native reserves was shifted to inhabitants of the reserves.

Secondly, the Glen Grey Act provided for a system of individual land-ownership. In seven
surveyed districts in the southern Transkei, a form of title-deed was issued for arable land.
In the event of the death of the original title-holder, the land would pass to his male heir,
while the rest of his sons would have to find other ways of making a living. Before long a
mass of landless people was thrown up in the reserves.

[From: The Struggle for Liberatioon in South Africa by Govan Mbeki]

SOURCE 5B

This extract is from The Struggle for Liberation in South Africa. It explains the reasons for
formation of the African National Congress in1912.

As we have noted, by the begging of the nineteenth century a number of African political
organisations had sprung up in all the four colonies. These organisations addressed

33
 themselves to the question of African political rights, which were denied in the northern
colonies and which in the Cape were continually under attack.

It was the threat of white Union which prompted the formation of a national African political
organisation. The South Africa native Convention met at Waaihoek location in
Bloemfontein on 24-26 March 1909 to consider the draft constitution which had been
adopted at the whites-only National Convention. Those Africans meeting decided that the
convention would continue as a permanent body and Dr Walter Rubusana was elected as
its President. From this organisation would emerge in January 1912 the South African
Native National Congress, later renamed the African National Congress.

To answer to the combined onslaught of the Afrikaner and English lay in the unity of the
oppressed. The need for such unity was aptly expressed by Dr Abdurahman in 1910. If
the Europeans persist in year policy of repression, there will one day arise a solid mass of
Black and Coloured humanity whose demands will be irresistible.

[From: The Struggle for Liberatioon in South Africa by Govan Mbeki]

SOURCE 5C

This extract is from South African History Online. It explains the South Africa Act of 1909 and
the denial of franchise to Black South African.

The South Africa Act of 1909 could be considered as an empowering of the decisions
reached at the National Convention of 1908 by the British Parliament. This is to say that
draft laws, such as language policy and the denial of theranchise to Black South Africans,
as well as the eventual form the Union of South Africa were now finalised.

The passing of this act, however, was not made without opposition as the South African
delegation – known as the Schreiner mission – travelled to Britain in order to convince the
English parliament of the need to make amendments to the South Africa Act, specially to
confer the right to vote upon all South Africans included in this delegation were Dr
Abdurahman, as the leader of the ‘Coloured’ delegation and JT Jabavu, as leader of the
‘Africa’ deputation. The main concern of the Schreiner mission was that the unification of
the colonies would empower the Union parliament to remove the franchise from persons
of colour at the Cape.

Steyn, president of the Orange Free State, and Merriman, prime minister of the Cape
colony, declined the offer to be prime minister of Union of South Africa. Thus, it was
decided that Louis Botha would be prime minister.

[ From: South African History Online. Accessed on the 20 September 20

SOURCE 5D

34
This extract is from South African History Online. It explains the Black response to the
formation of the Union of South Africa.

The response of the African press to the formation of Union was one of undisguised hostility.
Much effort was directed at stalling or changing the draft Act of the South African Union. But
despite all efforts, the act was passed through the colonial parliament.

In response, John Tengu Jabavu convened the Cape Native Convention. Jabavu was an
important black political leader, educationist and journalist and he played an important role in
the establishment of what was to become the African National Congress. The principle
objection of this convention was that Britain would no longer be able to intervene on behalf
of the native people and that the relationship between them and the Crown would be broken.

The attempt was doomed to fail, despite the fact that every politically conscious black person
was against the terms and not the principle of the Union. The representatives of the National
Convention and various colonial governments gave their support to the formation of the
Union under terms that virtually ignored the black population. Despite vocal objections to the
term, the establishment of the Union of South Africa went ahead.

[From: The South African Military History Journal by N. Nkuna]

QUESTIONS

HOW DID THE SOUTH AFRICANS REACT TO THE FORMATION OF THE UNION OF
SOUTH AFRICA?

Study sources 5A, 5B, 5C and 5D answer the question that follow.

5.1 Study source 5A

5.1.1 Give the name of the act that deprived the Africans a right to vote at the Cape.
(1x2) (2)

5.1.2 What, according to the source, was the main aim of the act. (1x2) (2)

5.1.3 Using the evidence in the source and your own knowledge, explain the impact the act
would have on the education of Africans in the Native reserves. (1x2) (2)

5.1.4 Explain the term reserves in the context of the Union of South Africa.
(1x2) (2)

5.1.5 What, according to the source, was the result of individual land ownership. (1x2)
(2)

5.2 Study source 5B

5.2.1 What according to the source, were Africa political organisations fighting for?
(1x2)
(2)

5.2.2 Define the following terms in the context of Union of South Africa

35
(a) Union

(b) Constitution (2x2) (4)

5.2.3 Explain the meaning of the statement ‘ the unity of the oppressed’
(1x2) (2)

5.2.4 Identify TWO racial groups that denied the Africans their citizenship rights.
(2X1) (2)

5.3. Study source 5C

5.3.1 How, according to the source, did the black people react to the passing of the South
Africa Act? (1x2) (2)

5.3.2 Using the information in the source and your own knowledge, explain the impact of the
removal of Cape franchise would have on coloureds. (1x2) (2)

5.3.3 Name THREE policies that were included in the South Africa Act.
(3x1) (3)

5.3.4 Who was the first Prime Minister of the Union of South Africa? (1x1) (1)

5.3.5 Using the information in the source and your own knowledge, explain the demand of
the South African delegation. (1x2) (2)

5.3.6 Name the TWO leaders of the delegation to Britain. (2x1) (2)

5.4 Study source 5D

5.4.1 Name the act that led to the establishment of the Union of South Africa. (1x2) (2)

5.4.2 Give the name of the political organisation that was formed to oppose the formation of
the Union of South Africa. (1x2) (2)

5.4.3 Give TWO terms of the act mentioned in the source, which were rejected by the
opposition party. (2x2) (4)

5.4.4 Why did the white government exclude black population from the Union of South
Africa. (1x2) (2)

5.5 Using the information in the source and your own knowledge, write a paragraph of about
EIGHT lines (about 80 words) explaining how the South Africans reacted to the formation of
the Union of South Africa. (8)

ESSAY QUESTION:

THE SOUTH AFRICAN WAR AND UNION

Native Land Act of 1913 is seen as a turning point in the history of South Africa.

36
Do you agree with this statement? Critically discuss this statement with reference to the
impact of the 1913 Land Act on the lives of many black South Africa.
[50]

37