JUST- IN- TME LEARNER SUPPORT DOCUMENT

HISTORY

GRADE 10

2022
Table of Contents
ASSESSING SOURCE-BASED QUESTIONS IN GRADE .............................................................................................3
HOW TO PREPARE FOR SOURCE-BASED...............................................................................................................4
QUESTIONS ...........................................................................................................................................................4
HOW TO ANSWER SOURCE-BASED QUESTIONS ..................................................................................................5
Mark Allocation ............................................................................................................................................5
Skills in Answering Source-Based Questions ........................................................................................................6
WHAT ARE THE LIMITATIONS OF A SOURCE? ......................................................................................................7
CARTOON ANALYSIS .............................................................................................................................................8
Messages ..............................................................................................................................................................9
COMPARING SOURCES .........................................................................................................................................9
History Essay Writing Frame ............................................................................................................................. 11
GRADE 10 CONTENT: BACKGROUND AND FOCUS (SYNOPSIS) ............................................................... 13
TOPIC/ THEME 3: THE FRENCH REVOLUTION ............................................................................................... 13
TOPIC 3: ............................................................................................................................................................. 13
THE FRENCH REVOLUTION ................................................................................................................................ 13
THE FRENCH REVOLUTION ................................................................................................................................ 16
KEY QUESTION: .............................................................................................................................................. 16
HOW DID THE FRENCH REVOLUTION LAY THE FOUNDATION FOR MODERN DEMOCRACIES? .................... 16
Background and focus: .................................................................................................................................. 16
THE FACTORS THAT LED TO THE FRENCH REVOLUTION IN 1789.................................................................. 16
Social conditions prior to the revolution:...................................................................................................... 16
Structure of French Society: .......................................................................................................................... 16
Economic conditions prior to the revolution ................................................................................................ 17
Financial crisis................................................................................................................................................ 17
Finance Ministers .......................................................................................................................................... 17
THE SIGNIFICANT EVENTS OF THE FRENCH REVOLUTION?............................................................................... 18
NAPOLEON’S REACTION AGAINST THE REVOLUTION ....................................................................................... 19
ESSAY QUESTION: THE FRENCH REVOLUTION .................................................................................................. 25
How and why did transformation occur in southern Africa between 1750 and 1835? .................................... 28
ACTIVITY 2 : HOW DID ZWIDE BUILD THE NDWANDWE CHIEFDOM AT THE .................................................... 31
BEGINNING OF THE 19TH CENTURY?.................................................................................................................. 31
CASE STUDY: ...................................................................................................................................................... 37
The Rise of the Zulu Kingdom under Shaka:.................................................................................................. 37

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ACTIVITY: HOW WAS SHAKA PORTRAYED IN THE BUILDING OF THE ............................................................. 41
ZULU NATION? .................................................................................................................................................. 41

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ASSESSING SOURCE-BASED QUESTIONS IN GRADE
In the assessment of learners’ ability to work with historical sources, the cognitive levels,
the associated historical skills and the weighting of questions across grades must be taken
into account. An elaboration is contained in the following table.
COGNITIVE
HISTORICAL SKILLS QUESTION VERBS
LEVELS
• Extract evidence from • According to the • What information in the source
LEVEL 1 sources. source tells you about….?
30% • Selection and • List • Quote two reasons from the
[15] organization of relevant • Identify source ….
information from • Quote • What do you understand by the
sources. • State term …...?
• Define historical • Name • Definition of concept or historical
(1x1); (2x1), concepts • Give terms in your own words
(1x2), (3x1)

These questions require learners to interpret information in the source and not to extract
information directly from the source.
• Explanation of historical • Explain the historical term …. In
LEVEL 2
concepts/terms (in the the context of ….
50%
context of…) • Explain • Use the source and your own
[25]
• Interpretation of • Comment on. knowledge
evidence from sources. • Explain … in the • What do you think?
(1x2)
(2x2) • Explain information context… • What messages are conveyed
gathered from sources. • What messages …? regarding …
• Analyze evidence from
sources.
• Interpret and evaluate • Compare, • Explain to what extent the
evidence from sources. • Contrast, evidence in source 1A…...?
• Engage with sources to • Comment on…, • Compare the evidence in Source
determine its • Explain the 1A and 1B…. regarding …
usefulness, reliability, usefulness, • Comment on the
bias and limitations. limitations, usefulness/reliability/limitations
LEVEL3
• Compare and contrast • Write a paragraph of the information in Source 1B
20%
interpretations and regarding ….
[10]
perspectives presented
in sources and draw
(1x2)
independent
(2x2)
conclusions.
(8)
• Interpretation,
evaluation and
synthesis of evidence
from the relevant
sources (paragraph
writing)

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 HOW TO PREPARE FOR SOURCE-BASED

QUESTIONS

When preparing for source-based questions remember the

following

1.
Know the
content and
background
2.
8. Read key
Read through question and
your responses identify the
focus area

7. To prepare 3.
Provide
responses
for source- Know the
according to
mark allocation
based concepts and
timelines
questions

4.
6. Use a pencil to
Analyse the highlight the
questions key ideas in the
source
5.
Understand the
phrasing of
questions

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 HOW TO ANSWER SOURCE-BASED QUESTIONS

Remember!!
✓ The key question provides the focus of the content in the sources.
✓ It will also be asked as the paragraph question.
✓ Make brief notes about each source you could include in the paragraph.

1. The source will be labelled e.g. Source 1C

2. The source will be contextualised- it will indicate what the source

is about, why it was written, who wrote (owner of) the source,
when it was written and where the event took place.
3. Read the source with understanding.

4. Highlight concepts / terms. In this source e.g. communism/amnesty

Mark Allocation

o The mark allocation will indicate how much information you are required to provide in your
response.
o Your responses should be clear, concise and be guided by the mark allocation.
Response 1…✓
(2 x 1) (2) Write 2 short responses from the
Response 2…✓✓
source (extraction of information)

(1 x 2) (2) Write 1 complex response e.g., Response 1…✓✓

definitions or explanations

Write 2 complex responses Response 1…✓✓

(2 x 2) (4) Interpretation / explanation Response 2…✓✓

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 Skills in Answering Source-Based Questions

RELIABLE
The following questions will
help you to answer a question USEFUL
on reliability … The following questions will help you
to answer a question on usefulness …
o What type of source is it?
(Is it a primary or ✓ What does the source tell
secondary source?) you?
o Who created the source? ✓ (Validity) o Who created
(Author) the source? o When was it
o When was it created? created? (Date) o Look at
(Date) the purpose – is it
o Why was it produced? informative (fact) or
(Purpose) opinionated is the source
o Where was it produced? positive or negative?
✓ (Bias)
WHAT MAKES A SOURCE ✓ Do you agree with what the
UNRELIABLE? source is showing?
o A biased source only ✓ Would it be ‘typical’ at the
gives one’ time? (Relevance)
person’s perspective ✓ What does the source not
on the show us that we need to
event in question. know? (Limitations)
o If a source contains a ✓ Can you relate this source
lot of emotional to another? (Corroboration)
language
o If there is a hint that it
might be exaggerated.

GUIDELINES ON ASCERTAINING THE RELIABILITY OF A

SOURCE Remember: No source is 100% reliable

o A source is likely to be more reliable if it was created at the time of an

event in question (primary source that gives first-hand information).
o Sources created by people who were directly involved in an event can
be more reliable
o These sources will usually be biased but they show us how a key role-
player experienced the event in question.
o Sources written by historians are also considered more reliable,
however, be aware of the context in which they were written (e.g., is the
historian biased?)

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 ELINES ON ASCERTAINING THE RELIABILITY OF A SOURCE Remember:
No se is likely to be more reliable if it was created at the time of an
evenirst-hand information). created by people who were directly involved
in an event can be more reliable sources will usually be biased but
they show us how a key role-player experienced the event in question.
o Sources written by historians are also considered more reliable, however, be
aware of the context in which they were written (s the historian biased?)

WHAT ARE THE LIMITATIONS OF A SOURCE?

o One sided view
o Bias
o Facts are deliberately omitted/exaggerated
o Propaganda

BIAS
Bias is when the creator’s perspective is so strongly for or against something that
the information in the source is clearly unbalanced or prejudiced. All sources
contain some degree of bias, but it is not always possible to detect it.
How do I detect bias in a source?
• Look for times in a source where any of the following happen:
• When describing people or events, the language is too positive and does
not admit anything negative
• When describing people or events, the language is too negative and does
• not admit anything positive
• The source fails to mention very important information of which you are
aware
• The source provides clearly incorrect information

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 CARTOON ANALYSIS
Political Cartoons
• All political cartoons rely on simple
visual code rather than words.
• Once we learn the code we can
understand the specific messages in
the cartoon
Symbolism
• Cartoonists use simple objects or
symbols, that the general public
would be familiar with.
• These symbols are used to
represent important concepts or
ideas.
• While you are interpreting a
cartoon identify any symbol and try
to work out what concept the
image is meant to represent.
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Caricature (Exaggeration)
• Cartoonists draw people or
characters with physical
features that are larger than
they naturally are.
• They do this to make the
point.
• Usually, the point highlights
something about the
character of the person.
Labelling
• To help their audience
understand what each
person represents in their
drawings, cartoonists often
write a name on the major
figures.
• So, when you are
interpreting a cartoon, look
for the labels.
 Messages

PO What messages …
LITICAL o To answer these questions, you are required to explain and /or clarify
information in a source, i.e. interpret the message that the creator is trying
to expose.
o In some instances, you could be asked to expose the creator’s message
by using evidence to substantiate your response.
o In the case of visual source (cartoon, poster or photograph), you will have
to explain what you see in the picture- literal meaning, as well as the
symbolic meaning of what you see- the figurative meaning.
CARTOON S

All political cartoons rely heavily u a very simple visual ‘code’ rather than relying solely on words to convey
use it two ‘decode’ the specific message of a cartoon.
COMPARING SOURCES
Comparing information from different sources: When you are asked to
compare information from sources, whether it be similar or differences, you
are expected to gather information from both sources which correspond or
differ to each other.
o For example, you will say “Source A says…” and Source B confirms this
by saying…
The mark allocation will be as follows:
Source A say…
Source B confirms this by saying…✓✓
Remember, it is important that you find a link in both sources to compare. If
the mark allocation is (2x2) (4) then you compare by providing TWO
comparing responses.

• Remember to write only ONE paragraph

• A paragraph question will always instruct you to use the information in the
relevant sources, as well as your own knowledge to write a paragraph.
• This means that you read and analyse the sources and see what
information/ evidence they give you regarding the key question.
• Use the information in the sources to guide you into answering the
question.
• The ‘own knowledge’ should only be used to help you elaborate on the
information that the source gives.

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 RELIABLE
The following questions will help you to WHAT MAKES A SOURCE
answer a question on reliability … UNRELIABLE?
o A biased source only gives
that
o What type of source is it? (Is it a person’s perspective on the
primary or secondary source?) event in question. If a source
o Who created the source? (Author) contains a lot of emotional
o When was it created? (Date) language If there is a hint
o Why was it produced? (Purpose) that it might What does the
o Where was it produced? source tell you?
(Validity) o Who created the
source? o When was it
created? (Date) o Look at the
ive (fact) or opinionated is
the

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 were written (e.g., is t

History Essay Writing Frame

This writing frame will assist you to structure your responses to the Essay Questions

Question: (Write the Essay Question in the space below) o

Underline the Key ‘instruction’ words? o Any
terms/names/dates need explaining.

Introduction: (Write your introduction below) Your introduction should respond directly to the
question posed.

PARAGRAPH 1:

(A) First sentence of first paragraph (Point) Check: Have you made your key point?)

(B) Development/explanation of point? (Explanation)

(C) Evidence to support your argument? (Evidence/Elaboration)

1.
2.
3.

(D) Check: Have you referred back to the question/linked the point explicitly to the question? YES?
NO

(E) Link to the Line of argument (Link)

CONCLUSION:

This essay writing frame can be used for structuring any History essay.
Use it with the paragraph structuring frame (Point > Explain >Example >Link) and guidelines for
writing introductions and conclusions.
Learners can adapt this frame to include as many paragraphs as they need.

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N.B USE THE NAMES OR TITLES OF PEOPLE IN FULL WHEN YOU REFER TO
THEM FOR THE FIRST TIME IN ESSAY

DONT’S

• Do not use slang.

• Do not use chatty or colloquial terms. In History, you must use plain formal language.
• Do not write your essays in point form. Write full sentences in paragraphs.
• Do not use the personal pronoun ‘I’. Instead of saying ‘I think that …’ say ‘It can be argued
that …’
• Do not call historical figures by their first names. For example, don’t refer to Martin Luther
King as Martin as Nelson Mandela as Nelson!
• Do not write personal notes for the person marking your paper, you will just irritate him or
her.
• Do not colour in, highlight or draw little “smileys” in your work.
• Do not make comments or value judgments that are not directly asked for in the question.
• Do not use ‘etc’. ‘Etc’ usually indicates that you can’t think of anymore examples. If you said
‘Peas, carrots and potatoes, etc …’ the reader knows that you know many other examples
of vegetables. But, in a history essay, if you say “The peasants in France rose against the
monarchy because of taille, capitation etc, it usually means that you do not know anymore
names!
• Do not make up your own abbreviations. Only use recognized abbreviations. You can use
USA for United States of America or BC for Black Consciousness.
• Do not use words that you do not understand, even if they sound ‘cool’.

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GRADE 10 CONTENT: BACKGROUND AND FOCUS
(SYNOPSIS)
TOPIC/ THEME 3: THE FRENCH REVOLUTION
(HOW DID THE FRENCH REVOLUTION LAY THE FOUNDATIONS FOR MODERN
DEMOCRACIES?)

While colonialism and slavery flourished in the 18th century, the foundations of modern
democracy were also being established. It is important to consider the ideas of liberty,
equality, fraternity and individual freedom in the late 18th century, and to understand what
these meant in societies of the time. The conditions in France that caused the revolution in
1789 should be put into context regarding why revolutions did not occur in a reforming
monarchy such as the United Kingdom, or in Russia.

TOPIC 3:
THE FRENCH REVOLUTION

CONCEPTS/ TERMS EXPLANATION

Revolution A violent overthrow of a

government structure or massive
sudden change in societal values.
Absolute monarchy A political system where the king
exercises all the powers.
Ancien regime A system of government that
existed in France before the
Revolution and replaced it with a
government based on democratic
principles of liberty, equality and
fraternity.
Assassination The killing of a leader or a
prominent person.

lettre de cachet Letters signed by the King of

France containing orders to enforce
arbitrary actions.

Bourgeoisie A group of people that formed part

of the Third estate: merchants,
manufacturers, professional men
and farmers.

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Decree An order given by a government or
authority and having the force of
law.
Feudal dues A method of holding land (during
the Middle Ages in Europe) by
giving one’s services to the owner.
First Estate First Estate: the Clergy
Second Estate Second Estate: The Nobles
Third Estate Third Estate: the Commoners /
populace (masses of poor people)
Fraternity Fraternity: People sharing similar
interests that are joined by similar
backgrounds.

Estates General A representative assembly of the

three estates ( classes) in France
before the revolution.
Coup de’ tat The overthrow of the government/
removal of a government and its
powers by the military/ rebel group/
faction/ dictator.
Tennis Court Oath An oath/ pledge by the Third Estate
in France during the revolution
vowing not to disperse until they
had adopted a new constitution.
Equality Equality: Everyone should be
equal in the eyes of the law.

Liberty Liberty: Refers to all types of

freedoms: Freedom of speech;
freedom of choice; freedom of
religion.

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 MIND MAP

WHAT IS A
REVOLUTION?

4
THE FRENCH 2
THE
CONSEQUENCES OF REVOLUTION OF CONDITIONS IN
THE FRENCH 1789 FRANCE BEFORE
REVOLUTION THE REVOLUTION

CAUSES AND
COURSE OF THE
REVOLUTION

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 THE FRENCH REVOLUTION

KEY QUESTION:
HOW DID THE FRENCH REVOLUTION LAY THE FOUNDATION FOR MODERN DEMOCRACIES?
Background and focus:
• The French Revolution marks an important chapter in the birth of the modern world.
• The revolution brought about the collapse of the old order i.e. the Ancien Regime and
replaced it with a government based on democratic principles.

THE FACTORS THAT LED TO THE FRENCH REVOLUTION IN 1789

Political conditions prior to 1789:

• Absolutism- Divine Rights of Kings: believed that God had given them all powers
to rule. His subjects had to obey him without question.
• The Estates General had not convened since the year 1614 misuse of power
inability to rule efficiently.
• Parliament: France was divided into 13 districts under the jurisdiction of a court of
law. Power to register laws made by the king. Tried criminal cases. Public censors.
Fixed prices of bread.

Social conditions prior to the revolution:

Structure of French Society:
Divided into 3 Estates:

• First Estate - Clergy: Upper clergy (Nobles by birth) and the Lower clergy
(commoners). The Clergy make up 1% of population; owned 10-15% of land; exempt
taxes, collected tithes.
• Second Estate - Nobles: Nobles of the sword {by birth}; Nobles of the Robe (bought
positions). They make up 2-5% of population; owned 20% of land; occupied highest
positions in church, army & govt. They are exempted from taxes, collected rent &
feudal dues; no compulsory military duty.

• Third Estate - Commoners: The bourgeoisie, the peasants, the workers.

Bourgeoisie -8% of population; -well-educated & rich; owned 20% of land. Peasants
- 90% of population - Paid tax to the state {gabelle &taille}; paid feudal dues to

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 nobles. Performed unpaid labour for the state. Lived in intense poverty. Workers -
sans culottes; low pay; lived in urban areas.

Economic conditions prior to the revolution

Financial crisis
• Not enough income to carry on as before. Richest not pay taxes. Poor heavily taxed.
• King's attempt to raise taxes led to the calling of the Estates General.
• Financially depleting wars {American War of Independence; Seven Years War}. Cost
of upkeep lifestyle - Versailles & royal household - 5% state revenue.
• Inefficient tax collection.
• Servicing foreign debt - about 50% of annual revenue.

Finance Ministers
Turgot introduced strict reforms:

• Abolished forced labour

• Removed internal trade restrictions
• Planned to tax all landowners
• This caused an outcry among the nobility; king dismissed him. Necker - borrowed
large amounts of money, which brought France further into debt. Advised king to
summon the Estates General.

A summary of the role of the Philosophers

In the era of enlightenment philosophers were convinced that:

• It was possible for man to uncover laws which governed society, politics & the
economy through reason. Condemned absolutism, feudalism & clericalism because
they could not be justified by reason.
• Voltaire favored a system of benevolent despots. Condemned religious fanaticism.
• Montesquieu separation of powers of govt. {executive; legislative; judiciary}. King
head of country, without absolute powers. Church confine themselves to morality
• Diderot edited the works of the philosophers in 'The Encyclopaedia'. Criticized the
church
• Rousseau: The central idea in 'The Social Contract' is "man is born free but
everywhere is in chains". The government has a contract to protect its subjects.
Once a government stops protecting its subjects the contract is broken.
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THE SIGNIFICANT EVENTS OF THE FRENCH REVOLUTION?
• End of Ancien Regime: Summoning Estates General. Cahiers - National survey of
people's opinions compiled
• What the people wanted
-abolition lettre de cachet
-due process of law for detention & imprisonment
-tax reforms
-election of Estates General every 4 years
-3rd Estate - representation in Estates General

• Meeting of Estates General

1st Estate - 300 representatives
2nd Estate - 300 representatives
3rd Estate - 600 representatives - dominated by bourgeoisie

Each house had previously met & voted separately. Since the first two were
dominated by the nobles they would have an advantage. Third Estate wanted all
three to meet in a single body. King refused. Third Estate invited other two to join
it. Clergy joined Third Estate. Called them the National Assembly. Day of meeting
20 June 1789 they found themselves locked out of the hall. They met at nearby
tennis court & swore the Tennis Court Oath.

• Other significant events of the Revolution

➢ Storming of the Bastille
➢ Revolt in the countryside
➢ Abolition of feudal rights
➢ Declaration of the Rights of Man
➢ Removal of the Royal family from Versailles
➢ Flight to Varennes
➢ Execution of the king and queen

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What were the Reign of Terror? (overview)
National Assembly, now known as the National Convention, became the governing
authority.
• Jacobins (extremists) - with help of sans-culottes gained control
• Girondins (moderates) - (29 arrested)
• A committee of Public Safety established to save the revolution from enemies within
& outside France. Robespierre became influential in the Community of Public Safety.
(CPS)
The Killing Machine
• To preserve the Revolutionary Republic, the CPS instituted a Reign of Terror.
Thousands died. The reign of terror ended with the execution of Robespierre,
dismantling of the Jacobin Republic & the moderates gaining control of the National
Convention.

NAPOLEON’S REACTION AGAINST THE REVOLUTION AND HIS INFLUENCE

REGARDING THE MODERNISATION OF FRANCE

Government:

• The new govt. The Directory, inefficient. Leadership moved to the generals.
Napoleon seized control of government (Coup d’état of Brumaire).
• Replaced Directory with a Consulate of two additional members & later ruled as a
dictator. Strong centralized govt. An army of civil servants & bureaucrats. Napoleon
an enlightened absolute ruler.

CODE NAPOLEON:

LAW:
• Equality before the law. Careers open to talent.
• Freedom of religion.
• Protection of private property. Abolition of serfdom.

RELIGION:

• Catholicism the favoured religion/not state religion.

• Jews, Protestants & Catholics could worship freely. Church under state control.

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EDUCATION:
• State system of public education. It would provide him with capable officials & trained
officers.

ECONOMY:
• Established Bank of France. Aided industry through tariffs & loans. Kept careers open
to men of talent. Provided bread at low prices.

King with absolute power

Upper clergy 1st Estate

Lower clergy

2nd Estate
Nobility

Middle class / bourgeoisie: 3rd Estate

Rich professionals:
Teachers; Merchants;
Philosophers; Artists

90 % of the
population

Hungry and

oppressed

The King Nobility Upper Clergy A peasant

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The French society before 1789

WHAT WERE THE CAUSES OF THE FRENCH REVOLUTION?

SOURCE-BASED ACTIVITY:
QUESTION 1:

SOURCE 1A

This is an account of life in France during the reign of Louis XVI.

“I am state”
King Louis XIV (1843 – 1715)

“We hold our crown from God alone”

Louis XV (1715 – 1774)

“The power to make laws belongs only to me”

Louis XVI (1774 – 1793)

These are statements made by French kings. France was an absolute monarchy. This meant that
the king had the right to make all appointments, all decisions and all laws. He also had the right to
call meetings of the Estates General, the representative body of all the people in France. However,
this had not happened for 175 years. It was only when France was facing a major financial crisis in
1789 that the king, Louis XVI called of the Estates General.

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SOURCE 1B

This extract, from The Execution of Louis XVI 1793 – Eyewitness to History, (1999)
outlines events that led to the end of absolute monarchy in France.

Louis XVI, king of France, arrived in the wrong historical place at the wrong time and soon found
himself overwhelmed by the events beyond his control. Ascending the throne in 1774, Louis inherited
a realm driven nearly bankrupt through the opulence (wealth) of his predecessors Louis XIV and XV.
After donning (to wear) the crown, things only got worse. The economy spiraled downward
(unemployment in Paris in 1788 is estimated at 50%), crops failed, the price of bread and other food
soared. The people were not happy. To top it off, Louis had the misfortune to marry a foreigner, the
Austrian Marie Antoinette. The anger of the French people, fueled by xenophobia (dislike of
foreigners), targeted Marie as a prime source of their problems.
In 1788, Louis was forced to reinstate France’s National Assembly (the Estates General), which
quickly curtailed (limited) the king’s powers. In July of the following year, the mobs of Paris stormed
the hated prison at the Bastille. Feeling that power was shifting to their side, the mob forced the
imprisonment of Louis and family. Louis attempted escape in 1791 but was captured and returned
to Paris. In 1792, the newly elected National Convention declared France a republic and brought
Louis to trial for crimes against the people.
www.eyewitnesshistory. com

1.1 Refer to Sources 1A and 1B.

1.1.1 Define the term absolute monarchy in your own words

(1 x 2) (2)
_________________________________________________________________

1.1.2 What evidence in Source 3A indicates that the king ruled alone?
(1 x 2) (2)
__________________________________________________________________

1.1.3 Name any TWO absolute powers that the king of France exercised?
(2x1) (2)
_________________________________________________________________

1.1.4 Refer to Source 1B. Identify TWO reasons that led to dissatisfaction
among the ordinary people in France. (2 x 1) (2)
_________________________________________________________________

1.1.5 Using the source and your own knowledge, explain why the ordinary people
in France hated Batille (2 x 2) (4)
._________________________________________________________________
_______________________________________________________________________

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SOURCE 1C

This is an extract by the philosopher, Rousseau, published in 1775 which was later
banned by the government.

Man is born free. No man has any natural authority over his peers; force alone gives no
such right; the power to make laws belongs to the people and only to the people.

Refer to Source 1C

1.2.1 Who, according to Rousseau must have the power to make laws? (1x2) (2)
_____________________________________________________
1.2.2 Look at Sources 1A and 1C. How does Source 1A differ from
Source 1C regarding ………? (1x2) (2)

____________________________________________________

Source 1D
The cartoon below illustrates power relations among the social classes in France
before the revolution.

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Taken from https://www.history.com accessed on 12 January 2019.

Refer to Source 1D.

1.3.1 Using the source and your own knowledge, identify the two estates on the back of
the peasants. (2 x 1) (2)

______________________________________________________________
1.3.2 What messages does the cartoonist convey regarding the social causes of the French
Revolution? (2 x 2) (4)
______________________________________________________________
______________________________________________________________
1.4 Using the information in the relevant sources and your own knowledge, write a paragraph
of about SIX lines (60 words) explaining the causes of the French Revolution.
(6)

__________________________________________________________
________________________________________________________________

___________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

The French Revolution Causes of the French Revolution

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ESSAY QUESTION: THE FRENCH REVOLUTION

Discuss the course/ events of the French Revolution.

(50)

TOPIC 4: TRANSFORMATIONS IN SOUTHERN AFRICA AFTER 1750

What transformations took place in southern Africa after 1750?
Debates about the emergence of the new states

POLITICAL CHANGES IN S.A BETWEEN 1750 AND 1820:

• Southern Africa experienced transformation in the 18th and 19th centuries. This was
the period that became known as the ‘mfecane’.
• This unit reflects research that helps us to understand how and why transformation
occurred at this time.
• Shaka was regarded as being the major cause of conflict during this period.
• However, historians are moving away from the idea of mfecane/difaqane, which is
linked to outdated, colonial-era ideas of the centrality of the ‘wars of Shaka’.
• Wars and disruptions took place, but most of them were not caused by Shaka and
the Zulu. This unit investigates the recent research and explores the ways in which
historical myths are constructed.

Page 25 of 45
CONCEPTS/ TERMS EXPLANATION
Period of transformation in southern
Mfecane Africa in the 18th and 19th centuries

A complete change in a political setting

Transformation

A common belief but false idea in History

Historical myth

A territory/state ruled by a chief

Chiefdom

A country/ state/ territory/ political entity ruled/

Kingdom governed by a king/ queen

Age group regiment instituted by the pre-

Amabutho colonial chiefs or kings

Assegai A spear used by amabutho during the wars

particularly in southern Africa

Horn of the Buffalo Fighting strategy introduced by Shaka

Legacy Something transmitted by or received from an
ancestor or predecessor/ from the past

Impi Warfare/ armed conflict between two different

chiefdoms/ kingdoms

A person appointed to administer a

Regent kingdom/state because the king /monarch is
absent or incapacitated

Page 26 of 45
Overview:

• The period 1750 to 1820 remains a challenging period for the historian to research
and to understand.
• The then South African society experienced colonial expansion into the interior
caused by the so – called Mfecane and British control over the Khoisan, the
Trekboers, Voortrekkers and the African chiefdoms.
• Historians are of the opinion that land for the people to live on and to provide for their
needs, land for their cattle and other animals, became a burning issue.
• Trade and trade routes also played an important role in transforming society. It led to
numerous conflict situations between the various communities.
• People were uprooted and many lost their lives in the battles that were fought over
land and trade routes. The events between 1750 and 1820 transformed the South
African society.
• The years 1750 to 1820 were years of rapid change in southern Africa. In 1750, the
only colonial settlement was the Cape Colony under Dutch rule. In the interior of
southern Africa, there were many independent African chiefdoms.
• They were connected with each other, with the Cape Colony and with the east coast
by long-distance trade routes. We tend to think that the divisions between South
Africans all happened during the apartheid years.
• However, as you work through this chapter, you will see that the foundation of the
racial divisions that characterized South African society during the twentieth century
was laid in the eighteenth and nineteenth centuries.

Page 27 of 45
How and why did transformation occur in southern Africa between 1750 and 1835?

• Like France, South Africa had its own political revolution after 1750. The Tswana
and the Ndwandwe were powerful tribes in the interior of South Africa.
• They relied on the amabutho to fight for them.
• A dynamic military leader, called Shaka, suddenly rose to power. He brought in
new military tactics and beat or absorbed all the tribes around him.
• This period, which is known as the Mfecane (in Nguni) or the Difaqane (in Sotho)
resulted in other new, strong tribes being formed from the people who had run
away from Shaka.
• Mzilikazi formed the powerful Ndebele nation. Moshoeshoe was a great leader of
his Sotho nation. In just a few years, the political face of South Africa had been
transformed.

THE RISE OF THE NDWANDWE KINGDOM

• The power base of the Ndwandwe kingdom lay between the Pongola and Black
Mfolozi Rivers.
• The Ndwandwe were in the strategic area for controlling trade from the coast,
which likely helped the kingdom to grow.
• In the late 18th century the Ndwandwe under the King Yaka, and then his sin King
Zwide, were able to subordinate neighbouring chiefdoms. Zwide was able to
establish overall political dominance of the surrounding area.
• Yet there was nevertheless conflict with other tribes as a great drought called the
Mhlathuze had caused food shortages, and therefore a rise in cattle raids.
• The Ndwandwe and the Mthethwa attacked the Ngwane in the north region of the
present day Natal.
• This attack almost obliterated the Ngwane state and their King Sobuza, fled in the
mountains present day Swaziland with some of people.
• Zwide then turned his attention to the Mthethwa under Dingiswayo. Dingiswayo
was a strong leader who had incorporated many wandering tribes into the

Page 28 of 45
 Mthethwa.He had also revolutionised the structure of the Mthethwa military by
creating eight based regiments called Amabutho.
• Zwide ordered the assassination of Dingiswayo’s brother in law. Dingiswayo then
challenged Zwide, but was lured into an ambush and killed.
• The leaderless Mthethwa were driven away through the Mflolozi right down to the
Tugela River region.
• King Zwide then turned his attention to the Zulu chiefdom that was built up by
Shaka, but in 1819 was defeated by the Zulus at the Mhlathuze River.
• Zwide fled to Komati Valley in present day called Mpumalanga.
• This was typical of the Mfecane period, which was characterised by attacks and
counter attacks, devastations and dispersals,

THE FALL / DECLINE OF THE NDWANDWE KINGDOM

• After the defeat of Zwide in 819, the remaining people of Ndwandwe split into groups
under Nxaba, Soshangane and Zwangendaba.
• By 1821 these groups had spread into the southern part of present day Mozambique
along different routes
• These groups clashed with Portuguese settlers, indigenous Tsonga and a British
expedition led by captain Owen.
• Eventually the Soshangane group became dominant in the low land region between
the present day Maputo and the Zimbezi River.
• The other two defeated groups moved on to the present day Malawi and settled in
the Lake Victoria and Lake Malawi regions.
• A fourth Ndwandwe group, the Maseko, fled across the Vaal and Limpopo Rivers into
the present Zimbabwe.
• The rest of the remaining Ndwandwe people were finally defeated by the Zulus
in1826 near present-day Utrecht.

Page 29 of 45
 MIND MAP

POLITICAL CHANGES

THE RISE OF THE

NDWANDWE
CHIEFDOM

TRANSFORMATIONS

IN SOUTHERN AFRICA

WHAT WAS SOUTH

AFRICA LIKE IN 1750? 2
4
THE ZULU
THE LEGACY OF
KINGDOM
KING SHAKA:
REPRESENTATIONS
OF SHAKA

POLITICAL
REVOILUTION:

BREAK UP OF THE
NDWANDWE
CHIEFDOM UNDER

ZWIDE

Page 30 of 45
ACTIVITY 2 : HOW DID ZWIDE BUILD THE NDWANDWE CHIEFDOM AT THE
BEGINNING OF THE 19TH CENTURY?

SOURCE 2A
The source outlines the reasons for the rise of the Ndwandwe chiefdom.

Zwide amassed hordes (groups) of young men whom he later transformed to warriors as he
set out on his nation building exercise. The Ndwandwe people were pastoralists and
cultivators and their basic food crops were sorghum, beans, yam and pumpkins. When the
Dutch came they introduced crops such as potatoes and peas. The growth of population
together with scarcity of grazing land made Zwide kaYaka decide to move from his area of
inhabitant in 1816. Zwide then moved his armies into the agricultural valley of the Pongola,
expelling the Ngwane and driving them northwards. Few years later Zwide turned his armies
against the Mthethwa in an effort to seize control of Dingiswayo’s hunting grounds and trade.
In 1818, Zwide destroyed the power of the Mthethwa Kingdom and overran the
neighbouring Khumalo chiefdom.

[From http://www.observer.org.sz/features/65567-the-science-behind-the-ndwandwe%E2%80%99s.html.
Accessed on 12 February 2017.]

2.1 Study Source 2A.

2.1.1 Define the concept chiefdom in your own words.

(1 x 2) (2)
_____________________________________________________

2.1.2 How, according to the source, did Zwide build his chiefdom?
(1 x 2) (2)
_________________________________________________________

2.1.3 Mention TWO basic food crops of the Ndwandwe people, according
to the source? (2 x 1) (2)
________________________________________________________

2.1.4 Why, do you think, the scarcity of grazing land forced Zwide to migrate
from his original area? (1 x 2) (2)
_________________________________________________________________________

2.1.5 State the TWO chiefdoms in the source that the Ndwandwe clashed with.
(2 x 1) (2)
___________________________________________________________

Page 31 of 45
SOURCE 1B
The source is a map showing the Nguni Chiefdoms located in the region later known as
Zululand from the first half of the 19th century.

From Savage Delight, White Myths of Shaka by D. Wyle, University of Natal Press, Pietermaritzburg,
2000.

Page 32 of 45
2.2 Use Source 2B.

2.2.1 Where, according to the source, was the Ndwandwe Chiefdom located?
(1 x 2) (2)
___________________________________________________________________

2.2.2 Mention any other three chiefdoms along the coast of the Indian Ocean
as indicated in the source. (3 x 1) (3)

____________________________________________________________
____________________________________________________________
____________________________________________________________

2.2.3 Why do you think Source 1B would be useful to an historian studying

the rise of the Ndwandwe chiefdom? (1 x 2) (2)

____________________________________________________________
_____________________________________________________________
_____________________________________________________________
SOURCE 2C
The source outlines how the Ndwandwe attempted to strengthen its political power

Zwide then planned to destroy the Zulu Kingdom in order to secure Ndwandwe
domination of Zululand. He led his army into battle against the Zulu at the Battle of the
Mhlathuze River. Unfortunately for Zwide his forces were crossing halfway across the
Mhlathuze River when the Zulu forces attacked, the Ndwandwe army was scattered but
Zwide wasn’t killed in that battle. Shaka and his impi [army] then set out to go and kill
Zwide before news had broken out that his (Zwide’s) army had been defeated. When
they approached the gate they were chanting Zwide, Zwide, Zwide making them think it
was their army approaching the gate and thus gained access. When they entered
Zwide’s homestead they outnumbered his royal guards and killed Zwide. After King
Zwide’s death, the Zulus marched to the Ndwandwe capital attacking it and taking the
Ndwandwe by surprise.
[From https://roarafricaroar.wordpress.com/2012/01/22/the-forgotten-tribes-of-langa-kaxaba-the-
ndwandwe/ Accessed on 15 February 2017]

2.3 Refer to Source 2C.

2.3.1 How, according to the source, did Shaka finally defeat Zwide? (1 x 2) (2)

___________________________________________________________________________

2.3.2 Using the information in the source and your own knowledge,
Page 33 of 45
 Explain why Zwide waged wars against Shaka. (2 x 2) (4)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2.3.3 Why do you think the Ndwandwe were surprised by the attack of the
Zulu army? (1 x 2) (2)

______________________________________________________________

______________________________________________________________

2.3.4 Using your own knowledge, explain how the defeat of the Ndwandwe
changed the political power relations in the region? (2 x 2) (4)

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Page 34 of 45
SOURCE 2D
The source describes the fall of the Ndwandwe chiefdom under Zwide after the defeat by
the Zulu chiefdom led by Shaka.

After the lineages (decents) of Zwide; Soshangane, Zwangendaba and Nxaba, had been
defeated by Shaka, they fled to Mozambique. There, they destroyed the Portuguese
settlement at Delagoa Bay. Soshangane's capital was near the modern day Maputo and
Shaka attacked him here in the campaign that cost Shaka’s life. Soshangane then moved
on to Middle Sabie and settled near Zwangendaba and his people. The tribes of
Soshangane and Zwangendaba co-existed (to live together) in harmony until 1831, when
they went to war. Zwangendaba had to flee before Soshangane, after which Soshangane,
went on to attack Nxaba, who responded by fleeing with his followers to the present-day
Tanzania. With Soshangane’s biggest enemies out of the way, he began building his Gaza
Kingdom. From his capital, Chaimite, soldiers were sent in all directions to attack other
tribes. Even the Portuguese were forced to accept him as paramount (supreme)chief. His
kingdom stretched from the Zambezi to the Limpopo Rivers and his army resembled (look
like that of the Zulus in its military strategies.
[From http://www.south-africa-tours-and-travel.com/zulu.html. Accessed on 24 April 2017]

2.4 Consult Source 2D.

2.4.1 According Source 2D, what were the three Ndwandwe lineages? (3 X 1) (3)

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2.4.2 Explain how the defeat of the Ndwandwe affected the Portuguese?
(1 X 2) (2)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.4.3 Using information from the source and your knowledge, explain the long term
consequences of the conflict between Shaka and Zwide. (2 x 2) (4)

___________________________________________________________
2.4.4 How does Source 2C support Source 2D regarding the conflicts
between Shaka and Zwide? (1 x 2) (2)

__________________________________________________________

Page 35 of 45
2.5 Using information from the relevant sources and your own knowledge write a
paragraph of about SIX lines (60 words) explaining how Zwide built his chiefdom
at the beginning of the 19 th century.
(6)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Page 36 of 45
CASE STUDY:
The Rise of the Zulu Kingdom under Shaka:

Wikipedia.org/shaka/legacy

• The Mfecane both united and divided the northern Nguni population in Natal. Clan
after clan joined the growing Zulu nation. But thousands fled and scattered to other
regions of South Africa.
• Towards the end of his rule, Shaka had to use force and terror to ensure loyalty, to
frighten his enemies and impress the British traders. In 1828, Shaka was stabbed by
his half-brother Dingane and died.
• Dingane consolidated the Zulu state by continuing with many wars over the next few
years, e.g. against the Ndebele, the Mpondo and the Voortrekkers.

The story about Shaka is based on oral tradition and on accounts of white
traders. There is a debate on whether it is a myth or a legend. This is how
the story goes:

Shaka was the illegitimate son of Senzangakhona, heir to the small Zulu
chiefdom.

His mother, Nandi, was made the chief’s wife. Later Nandi and her two
children were kicked out of the tribe and eventually found a place to live
with the Mthethwa.

Chief Dingiswayo was very impressed with the young Shaka and allowed
him to play a leading role in reorganizing the fighting methods of the
Mthethwa.

In 1815, Shaka became the leader of the Zulu when his father died. Three
years later, when Zwide murdered Dingiswayo, Shaka joined the two tribes
together.

With thousands of soldiers under him, Shaka began to organise his army
into a highly efficient and deadly military machine.

Page 37 of 45
Shaka’s portrayal in the past and in the present:

There are many points of view about who Shaka was:

• They are all biased and subjective. But it could be true to say that both admirer and
enemy would agree that Shaka was the creator of a military revolution with his new
warfare tactics.
• Some writers have called him the ‘Black Napoleon’ and said that he is the greatest
military commander to come out of Africa. Eyewitness accounts were left by the white
traders:
Farewell, Fynn and Isaacs.

• Farewell’s diary was lost and rewritten from memory 20 years later. Therefore, the
accuracy of his accounts is debatable.
• The traders may have been accurate in their description of Shaka when they first had
dealings with him. However, after they had acquired land, they wanted to make out
that Shaka was very ‘bloodthirsty’ so that Natal could be annexed by the British and
then their land would become very valuable.
• Some of the ‘bloody atrocities’ that the traders described were the clubbing to death
of people for crimes such as murder, rape, robbery, adultery, treason, cowardice and
spying. (One must remember that in England at this time, there were 200 offences
which resulted in hanging, e.g. cutting down a tree, a sailor begging, and stealing five
shillings from a shop).
• However, these eyewitness and oral tradition seem to agree that in the last four
years of his life, Shaka was unstable and had some psychological problems which
led to obsessive and abnormal behavior.

Page 38 of 45
 • For example, after Nandi’s death there was a period of terrible destruction. Shaka
commanded the nation to mourn by prohibiting all sexual relations; no crops could
be planted; no milk could be drunk; all pregnant women and their husbands were
killed.

• Oral sources record that a man named Gala told Shaka to stop the destruction.
Shaka listened and he rewarded Gala. Isaacs was witness to Shaka’s abnormal
behaviour on one occasion when he massacred 170 young men and women on
suspicion of adultery.
• Oral tradition has revealed that the army became very disgruntled with Shaka for
not giving them a season of rest, and there were mass desertions.
• There is no doubt that Shaka was a very forceful, authoritarian and controlling
character who instilled fear into his enemies and followers alike.
• It is said that over two million starving and homeless people wandered about during
the Mfecane. However, it was not only Shaka’s enemies who suffered during his
reign – his own people were under terrible strain from 10 years of war.
• Legends and myths, eyewitness reports and oral tradition, authoritarian and
abnormal behaviour, suffering and being killed – all these add up into the making of
movies and the writing of books about Shaka, which have portrayed him in either a
romantic and heroic role, or as a bloodthirsty tyrant.
• But nothing can take away Shaka’s role of forming a united Zulu people, who are
proud of their heritage and the legacy that Shaka has left them.

Shaka Zulu, The Napoleon of Africa (10 min)

Page 39 of 45
SHAKA remembered:

The figure of Shaka still sparks interest among not only the contemporary Zulu but many
worldwide who have encountered the tribe and its history. The current tendency appears to
be to lionise him; popular film and other media have certainly contributed to his appeal.
Against this must be balanced the devastation and destruction that he wrought. Certain
aspects of traditional Zulu culture still revere the dead monarch, as the typical praise song
below attests. It should be noted that the praise song is one of the most widely used poetic
forms in Africa, applying not only to gods but to men, animals, plants and even towns:

He is Shaka the unshakeable,

Thunderer-while-sitting, son of Menzi
He is the bird that preys on other birds,
The battle-axe that excels over other battle-axes in sharpness, He is the
long-strided pursuer, son of Ndaba, who pursued the sun and the moon.
He is the great hubbub like the rocks of Nkandla Where
elephants take shelter When the heavens frown...
(Traditional Zulu praise song, English translation by Ezekiel Mphahlele)

Other Zulu sources are sometimes critical of Shaka, and numerous negative images abound in
Zulu oral history.

The figure of Shaka thus remains an ambiguous one in African oral tradition, defying simplistic
depictions of the Zulu king as a heroic, protean nation builder on one hand, or a depraved
monster on the other. This ambiguity continues to lend the image of Shaka its continued
power and influence, almost two centuries after his death.

Page 40 of 45
ACTIVITY: HOW WAS SHAKA PORTRAYED IN THE BUILDING OF THE

ZULU NATION?
SOURCE 1A
This source describes Shaka as a brutal and cruel man during his reign in building the
Zulu Nation.

His reputation for brutality was concocted (to invent a story) by biased (one-sided)
colonial-era white (historians) and unreliable Zulu storytellers who turned the man into
a myth.
Dr Wylie describe his book, Myth of Iron: Shaka in History, as anti-biography because
the material for a trustworthy biography did not exist. ‘There is a great deal that we do
not know, and never will know’, he said.
Worse, the academic found that colonial-era white writers distorted (inaccurate) and
exaggerated the meagre historical record to turn Shaka into a despotic (autocratic)
monster.
Nathaniel Isaacs, who wrote about Shaka in Travels and Adventures in Eastern Africa,
published in 1836, wrote to a fellow author, Henry Francis Fynn, advising him to smear
Shaka and his successor, Dingane: ‘Make them out be as bloodthirsty as you can and
endeavor (attempt) to give an estimation of the number of people they have murdered
during their reign(s).’ This would help sell Fynn’s book and encourage British
annexation of Zulu lands, which would mean a ‘fortune’ for both authors. Dr Wylie said
this had set the tone for future distortions, such as the 1980s television series Shaka
Zulu, starring Henry Cele.
Not all accept the debunking (to show a false belief) Sibani, a historian and tour guide
of Zulu battlefields, said there was no doubt Shaka ‘was a cruel and ruthless man but
they were cruel and ruthless times’.

[From http://www.guardian.co.uk/world/2006/may/22/rorycarroll.mainsection. Accessed on 30 June

2017]

1.1 Refer to Source 1A.

1.1.1 Who, according to the source, were the TWO authors that portrayed Shaka in
negative ways? (2 x 1) (2

_____________________________________________________________
_____________________________________________________________
1.1.2 Use the information in the source and your own knowledge, explain why
they wrote negatively about Shaka in their books. (2 x 2) (4)

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
1.1.3 Quote TWO negative words that were used in their books to describe
Shaka. (2 x 1) (2)
________________________________________________________________
Page 41 of 45
 ________________________________________________________________
SOURCE 1B
This source focuses on both the positive and negative leadership qualities of Shaka.

His outlook was that of his day, and when that is taken into account, and when all that
can be said to his discredit(disgrace)has been said, this king of legendary physique
(famous figure) emerges as a brilliant general, and a ruler of great courage,
intelligence, and ability.
Nevertheless, Shaka did go against some of the customs of his people, and this was
his downfall. In particular, he over-used the army, allowing his little time for the normal
pursuits (activities) of peace. As the years passed, his ambitions got the better of him.
That he was despotic [acted like a dictator] probably didn’t matter, but his people
expected their king to balance this with kindness. Shaka’s rule grew harsher…In the
end, Shaka went the way of most tyrants…Even the army appears to have helped to
plot the assassination by his half-brother, Dingane. Shaka died unmourned by the
nation which he had raised up.

[From Let my People Go by Chief A. Luthuli]

1.2. Consult Source 1B.

1.2.1 Name THREE positive words in the source that are used to describe Shaka as
a leader. (3 x 1) (3)

_____________________________________________________________

1.2.2 Explain the term assassination in your own words

(1 x 2) (2)
___________________________________________________________

1.2.3 Explain how useful this source will be to a historian investigating Shaka’s
reign. (1x 2) (2)

______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________

1.2.4 What, according to the source, were the THREE reasons for the fall of Shaka?

(3 x 1) (3)

__________________________________________________________________
__________________________________________________________________

Page 42 of 45
SOURCE 1C
This source deals with an attempt to change the view of Shaka as a savage
barbarian.

In 1986 the South African Broadcasting Corporation (SABC) released a multi-million-

rand television series, Shaka Zulu. The series reached an enormous audience and
received wide coverage. It advocated(promoted) inter-racial co-operation through an
extended exploration (a voyage of discovery) of the relationship between Shaka the
first white visitors to visit his capital.
The aim of the series was explained by the director Bill Faure: ‘Shaka’s life was
originally recorded by white settlers who imposed upon their account bigoted
(prejudiced) and sensational values – often labelling the Zulu as savage barbarians. It
is our intention in this series to change that view’.
Shaka emerged as an astute (smart) leader, if somewhat lacking in human warmth.
Nonetheless, the series was widely criticised for the depiction of the control exerted
(wielded) by the traders over the Zulu king, as well as for the use of a white narrator.

[From: New Generation History by C.A. Stephenson et al]

1.2 Use Source 1C.

1.3.1 Quote evidence from the source that indicates that ‘Shaka Zulu a popular
series. (1 x 2)(2)
__________________________________________________________________
__________________________________________________________________
1.3.2 What, according to the source, was the purpose of the series? (1 x 2)(2)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
1.3.3 Why, according to the source, was the series criticised? (1 x 2)(2)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Page 43 of 45
SOURCE 1D
This painting depicts Shaka as a young warrior by a European artist who has never
seen him.

1.4 Study Source 1D.

1.4.1 Identify TWO traditional weapons in the painting. (2 x 1) (2)

_________________________________________________

1.4.2 Use your own knowledge to explain the military tactics Shaka used to defeat
his enemies. (2 x 2) (4)
______________________________________________________
______________________________________________________
1.4.3 What messages is the painting portraying about Shaka? (2 x 2) (4)

________________________________________________________________________
________________________________________________________________________

Page 44 of 45
1.4.4 Explain whether an historian would find this painting reliable regarding military
tactics used by Shaka (2 x 2) (4)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

1.4.5 Use your own knowledge to explain why warriors used the long shield during
war. (2 x 2) (4)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

1.5 Using the information in the relevant sources and your own knowledge, write a
paragraph of about six lines (60 words) explaining how Shaka was portrayed in
building of the Zulu kingdom. (6)

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Page 45 of 45