GRADE 7: Emerging colonial frontiers

GRADE LEVEL	THEME	TOPIC	DURATION
7	SOUTH AFRICAN HISTORY	EMERGING COLONIAL FRONTIERS	x LESSONS

Emerging colonial frontiers
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LESSON OBJECTIVES: This sub-section is intended to show learners how contact with European settlers led to conflict and eventual dispossession of the Khoikhoi, the conflict on the Cape Northern Frontier and with the Basotho. It will also look at the Belgian Congo and frontiers in the United State Of America.

LESSON ASSESSMENT: Each unit has various activities to help learners fulfill the assessment standards set out by the Revised National Curriculum Statement (History) for Grade 7.

	Learning Outcome: Compiles and organises information from a number of sources (maps) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and Makes links between reasons for and results of events and changes: Cause and effect. Communicates knowledge and understanding by formulating arguments based on evidence from sources: Communicates the answer. Map A: The Portuguese spice route (Source: wblrd.sk.ca/~k9adapt/ss4/ u2/push_pull/orient.htm) Map B: South Africa and Cape Town (Source: http://www.nationalgeographic.com/xpeditions/atlas/index.html? Parent=africa&Rootmap=safric&Mode=d&SubMode=w) Picture A: Jan van Riebeeck (Source: oldwynberg.co.za/ images/jan.jpg Activity 1 Indicate Portugal on Map A. Indicate the Netherlands on Map A. Indicate the Far East or East Asia on Map A. Indicate the Cape of Good Hope on Map B. Who is the man in Picture A? For which company did he work? Why did this company want to have a station at the Cape of Good Hope? Why did this company want to sail to East Asia? Name 3 things they brought from East Asia.

	Learning Outcome: Compiles and organises information from a number of sources (maps) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and Makes links between reasons for and results of events and changes: Cause and effect. Communicates knowledge and understanding by formulating arguments based on evidence from sources: Communicates the answer. Picture A: The Khoikhoi painted by Samuell Daniell (Africana-Museum) (Source: www.mieliestronk.com/ khoisan.html) Picture B: The San (Source: http://news.bbc.co.uk/olmedia/1320000/images/_1323485_bushmen300.jpg) Activity 2 Who are the people in Picture A? Where did they originally live? Why did Jan van Riebeeck ask the VOC for slaves? Why could Jan van Riebeeck not enslave the local people at the Cape? Who were the free burghers? Why did the Khoikhoi stop trading with the Dutch settlers at the Cape? Write a paragraph about the different ways the Khoikhoi and the Dutch felt about the ownership of the land. Who are the people in Picture B? When did the Khoikhoi and the San join forces? Why did they attack the farmers and other Khoikhoi? Write a paragraph about what happened to the Khoikhoi that stayed at the Cape. What is Smallpox? Why was Smallpox so dangerous to the Khoikhoi?

	Learning Outcome: Compiles and organises information from a number of sources (maps) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and Makes links between reasons for and results of events and changes: Cause and effect. Communicates knowledge and understanding by formulating arguments based on evidence from sources: Communicates the answer. Map A: The movement of the Khoikhoi, Dutch and Oorlams towards the Cape Northern Frontier (Source: SAHO, Grade 7: Unit 7) Map B: The Cape Colony (Source: http://www.diggerhistory.info/images/maps/cape-colony.jpg) Activity 3 What is an open frontier? Where was an open frontier in South Africa? Who were the people who lived on the open frontier? Indicate the Orange River on Map A. Indicate the Cape Colony on Map B. Why was it difficult to farm in the interior of the Cape Colony? Why did farmers want to produce more crops ad livestock? When did Britain gain control of the Cape Colony? When did more British settlers arrive in the Cape and why? What do you think was the biggest reason for the expansion of the Cape Colony north of the Orange River?

	Learning Outcome: Compiles and organises information from a number of sources (images) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and Makes links between reasons for and results of events and changes: Cause and effect. Picture A: Basotho riders on Basotho ponies (Source: www.ansi.okstate.edu/breeds/ horses/basotho/boso2.JPG) Picture B: Thaba Bosiu (Source: www.geoffstravelscrapbook.co.uk/ .../lesotholowframe.htm) Map A: Lesotho (Source: http://www.link2southafrica.com/gifs/rsamap.jpg) Activity 4 What caused the serious migration in Southern Africa in the early 1800’s or 19th century? Around what year did the Sotho people arrive in Southern Africa? Where did they come from? Who are the people in Picture A? Who was the king or chief who united all the Sotho people to become the Basotho and who created Lesotho? From where to where did the Basotho people move? What is the mountain in Picture B called? Why was it such a safe place to live? Indicate Lesotho on Map A.

	Learning Outcome: Compiles and organises information from a number of sources (images) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Communicates knowledge and understanding by formulating arguments based on evidence from sources: Communicates the answer. Describes and Makes links between reasons for and results of events and changes: Cause and effect. Picture B: King Moshoeshoe (Source: www.thabatours.de/images/ moshoeshoe.jpg) Activity 5 Who is the man in Picture A? Write a paragraph about how he created Lesotho. On which mountain did he find a safer place for his people to live? Why did Lesotho become a British protectorate?

	Learning Outcome: Compiles and organises information from a number of sources (images) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and makes links between reasons for and results of events and changes: Cause and effect. Activity 6 What did Europeans call America? What types of people moved to America, and why did they move? When did the American Revolution begin and end? Why did the American Revolution break out? What did the new United States of America have to do after they won their independence from Britain? When and where was the American flag adopted? Who is the man in Picture C?

	Learning Outcome: Compiles and organises information from a number of sources (images) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Describes and makes links between reasons for and results of events and changes: Cause and effect. Picture A: John Jay (Source: theamericanrevolution.org/ images/ipeople/jjay.jpg) Picture B: President Thomas Jefferson (Source: http://www.newgenevacenter.org/portrait/jefferson.jpg) Picture C: Lewis and Clark (Source: http://web4.si.edu/lewisandclark/images/lewis-portrait.gif http://web4.si.edu/lewisandclark/images/clark-portrait.gif) Picture D: President Andrew Jackson (Source: www.senate.gov/.../resources/ graphic/xlarge/32_00018.jpg) Activity 7 When and why did the war between Britain and France break out and why did relations between Britain and America become worse? Who is the man in Picture A? Why did he travel to Britain in 1874? Who is the man in Picture B? What was his biggest contribution to America? Who are the two men in Picture C? What were they hired to do? What was the result of their expedition? Why did more people from Europe move to America? Who lived in the American West before the settlers arrived there? Who is the man in Picture D? What law did he make that was related to American Indians? What happened to the Indians? Name 5 tribes of Indians that were destroyed or nearly destroyed.

	Learning Outcome: Compiles and organises information from a number of sources (images) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Communicates knowledge and understanding by formulating arguments based on evidence from sources: Communicates the answer. Picture A: Napoleon Bonaparte (Source: http://www.hamilton-scourge.city.hamilton.on.ca/images/403188.jpg) Picture B: President James Madison (Source: www.constitution.org/ img/madison1.jpg) Picture C: Tecumseh (Source: www.wargamer.com/aos/ images/tecumseh.jpg) Activity 8 When did the Anglo-America War start? When did the Anglo-American War end? Name 3 causes for the war. Who is the man in Picture A? What did America buy from him? Who is the man in Picture B? Who were the War Hawks? What other parts of the North American continent did they want to conquer? Who is the man in Picture C? Why did he want British help to stop the Americans from moving further north? When did America declare war on Britain? Did anyone win the war? When and where did the two countries make peace? Write a paragraph about the outcome and results of the war.

	Learning Outcome: Compiles and organises information from a number of sources (maps) to obtain evidence about aspects of the past: Works with sources. Uses information from sources to present answers to questions: Answers the question. Activity 9 Indicate the Democratic Republic of the Congo on Map A. What three different names has the Congo been called? Who is the man in Picture A? What organisation did he start in 1876? How long did he rule over the Congo? How were the workers on plantations treated? Who bought the Congo from him, and why? What resources were discovered in the Congo? Why was colonisation so popular in Europe in the 1800’s?
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