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c) Divide the class into groups and discuss the following:
Meanwhile, Gerrit Maritz’s, Piet Uys’s and Piet Retief’s parties also arrived at Thaba Nchu. Retief was elected as chief leader of the more than 5 000 Trekkers. A Volksraad was elected to maintain law and order. A constitution was adopted to regulate affairs and give the community a republican character. They also decided to exchange land and establish farms.
Difference of opinion on the future route to be followed led to divisions among the Voortrekkers:
Potgieter wanted to establish a strong Boerestaat in the northern interior. There they would be far away from British domination. He did not wish to settle on the land exchanged from Makwana. He did not want to trek to Natal, because he believed that the English would be interested in the coastal area.
The Volksvergadering then decided to trek to Natal, over the Drakensberg, while Potgieter’s group would trek northwards.
d) Look at the sketch of the trek over the Drakensberg to Natal and answer the questions:
Why are the trees chopped down?
Assessment standards(ASe) |
LEARNING OUTCOME 1: HISTORICAL ENQUIRY- The learner will be able to use enquiry skills to investigate the past and present |
1.1 Access the sources |
1.2 Use the sources |
1.3 Communicate information from sources (reporting)) |
LEARNING OUTCOME 2: HISTORICAL KNOWLEDGE AND UNDERSTANDING – The learner will be able to demonstrate historical knowledge and understanding |
2.1 Understand chronology and time |
2.2 Supply reasons why an historical event took place (causes, effects) |
2.3 Differentiate between different periods (similarities, differences) |
LEARNING OUTCOME 3: INTERPRETING HISTORY – The learner will be able to interpret aspects of history |
3.1 Be aware of more than one view of the past |
3.2 Distinguish between fact and opinion |
3.3 Reconstruct the past |
Activity 1
(a) See reasons for the Trek
They respected each another
Place to stay before they continued their trek northwards.
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