2.1 Changes in the life and work on sa mines  (Page 2/2)

1.1 Why does the creation of jobs decrease when a proprietor owes money to the bank?

1.2 Does the question in 1.1 apply to all areas or just to the agricultural scene?

2. Do you think that all the people in the clothing trade like manufacturers of material, dressmakers, salespeople and buyers of clothing?

2.1 follow the latest fashion trends

2.2 are influenced by poverty?

3.1 Why did the British (see the Sand River Convention in Reading 1) hand back their control of the Boer Republics?

3.2 Why did Cecil John Rhodes decide to annex the Transvaal in this reading?

4. Why did job creation decrease on farms and in towns, but grow on mines?

[LO 1.4, 1.5, 2.1, 2.2, 3.3, 3.4]

READING 2

War between the Zulus and the British Government

In 1877 what was called the Ninth Border War broke out between the Zulus and the British soldiers in the Cape Colony. The war lasted a year and at the end the British Government annexed the remaining independent regions of the Transkei. The last to be annexed was Pondoland in 1894.

In 1879 another war broke out between the Zulus and the British soldiers, this time in Natal. Despite a great initial victory for the Zulus under Cetshwayo, at the battle of Isandhlwana, the Zulus lost the war. Cetshwayo was captured and held in the Castle. This war was named the Anglo-Zulu War. Britain now controlled Zululand.

READING 3

The Land Act of 1913

Chinese and Indian workers were imported to work in the mines and on the sugar plantations of Natal. Unlike the black workers, they could not return to their countries after three months. When it became difficult to police their kampongs, the authorities tried to have the Indians and Chinese deported. Most of the Chinese wanted to return to China, but the Indians would rather stay in SA. Deportation was unsuccessful.

The next step in an effort to control the influx of workers, was the Land Act of 1913. By this law, all people were grouped by way of race or culture and forced to live in specific areas. Black people were to live in their homelands. They could still contract to work in the mines, on the farms and sugar plantations, but had to return to their designated areas afterwards. These areas were called Homelands, Reserves or Bantustans. This policy of dividing people into groups according to race, culture and areas was called segregation.

• WRITE DOWN YOUR OWN OPINION CONCERNING SEGREGATION
• [LO 1.5, 2.1, 2.3]

READING 4

SUGAR PLANTATIONS AND WORKERS IN NATAL

TIME-LINE: GHANDI

1869 : On 2 October Mohandas Karamchand Ghandi was born.

1888 : Ghandi travels to London by sea.

1890 : He passes the British matric exam.

1891 : Travels to India, where he starts his own law practise.

1893 : Back in SA he starts working for a Muslim firm. He encounters his people’s problems on the sugar plantations.

1894 : Ghandi establishes the Natal Indian Congress.

: He fetches his wife and child in India and agitates for the rights of Indians in SA.

: He discourses at length with Chamberlain, the British Secretary of State, on Indian issues, e.g. resettlement of Indians.

1899 : He starts the Indian Ambulance Corps during the SA War and receives a medal for his work.

1902 : He acts as leader of representatives to see Chamberlain.

: In Durban he organizes hospital facilities during a plague.

1905 : He supports a boycott of British goods.

1906 : He starts the Indian Stretcher Corps during the Zulu Rebellion.

: He organizes the first mass protest meeting for Indians in Johannesburg.

: This is the first open passive resistance against the government.

1907 : Ghandi again leaves for England to argue the Indian’s case.

: He meets Smuts in Pretoria and represents his Indian clients, accused in court of passive resistance.

: Smuts takes Ghandi to court. Ghandi changes the name passive resistance to the Indian word: Satyagraha.

Assessment

Learning outcomes (LOs)

LO 1

Historical Enquiry

The learner will be able to use enquiry skills to investigate the past and present.

Assessment standards(ASs)

We know this when the learner:

1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources];

1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable?”, “How useful is the information”) [works with sources];

1.3 interprets graphical and statistical sources [works with sources];

1.4 presents an original idea as part of an answer to questions posed [answers the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer].

LO 2

Historical knowledge and understanding

The learner will be able to demonstrate historical knowledge and understanding.

We know this when the learner:

2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];

2.2 recognises the cause and effects of events vary in importance [cause and effect];

2.3 explains changes in a wider historical and environmental context [change and continuity].

LO 3

Historical Interpretation

The learner will be able to interpret aspects of history.

We know this when the learner:

3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the events in the past are interpreted [influence on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage sites) [representation of the past].