Lesson-Plan-Grade-8-SS-History-T4-W2-1_hlayiso.com_.pdf

Downloaded from hlayiso.com Directorate: Curriculum GET: LESSON PLAN TERM 3 – 2020 SUBJECT and GRADE SOCIAL SCIENCE – GRADE 8 HISTORY TERM 4 Week 2. European colonisation of Africa in the late 19th century LINK TO TEACHING AND FOCUS: COLONISATION OF AFRICA ASSESSMENT PLAN SECTION 1: The causes for and of colonization including a map showing which counties were colonised AIMS OF LESSON • We look at the reasons why European powers called together ‘The Berlin Conference’ and drafted ‘The Berlin Act’ which divided Africa in the late 1800’s. This was to ensure that all members benefitted from African resources and the mineral wealth. In the previous lessons you learnt about how the Industrial Revolution took off in Europe and changed that landscape forever. It was now Africa’s time to get deeply involved with European ideologies and systems. RESOURCES Paper based resources Digital resources • Learner need to A brief history of Europe’s colonisation of Africa refer to the: • The PowerPoint https://i.ytimg.com/vi/Pis5f085P3M/hqdefault.jpg?sqp=- slides 1-5 oaymwEZCOADEI4CSFXyq4qpAwsIARUAAIhCGAFwAQ==&rs=AOn4CLCA_c- • Textbooks: xJuAiBjQ5w9EyCvVUYqHjSA Chapter:6 https://www.thelearningtrust.org/asp-treasure-box • The Source – based https://www.dw.com/en/130-years-ago-carving-up-africa-in-berlin/a-18278894 activity INTRODUCTION Causes of colonisation The reasons for African colonisation were mainly economic, political and religious. During this time of colonisation, an economic depression was occurring in Europe, and powerful countries such as Germany, France, and Great Britain, were losing money. Africa seemed to be out of harm’s way and had an abundance of raw materials from which Europe could make money from. Due to cheap labour of Africans, Europeans easily acquired products like oil, ivory, rubber, palm oil, wood, cotton and gum. These products became of greater significance due to the emergence of the Industrial

Downloaded from hlayiso.com Revolution. Africa’s colonisation was also as a result of European rivalries, where Britain and France had been in a dispute since the Hundred Year’s War. These countries became involved in a race to acquire more territory on the African continent, but this race was open to all European countries. During the nineteenth century, barely a year went by without a European expedition into Africa. The boom in exploration was triggered to a great extent by the creation of the African Association by wealthy Englishmen in 1788, and as they travelled, they started to record details of markets, goods, and resources for the wealthy philanthropists who financed their trips. With the beginning of colonisation in Africa, morality became an increasing issue. The Europeans could not comprehend the existence of the Muslim Swahili trade which made them want to implement the Three C’s: Christianity, Commerce, and Civilisation. First, Europe experienced a Christian revival in the 19th century. A map of Africa depicting the natural resoures that the continent has. Image source Missionaries began to focus on the large working class with the goal of bringing spiritual salvation to the workers and their families. The bible was made available to workers. Due to their large successes, missionaries began to look beyond Europe. Missions were established all over Africa.

Downloaded from hlayiso.com Missionaries did not serve as direct agents of European imperialism, yet they drew European governments deeper into Africa. In their efforts to preach Christianity, to bring western-style education to Africa and to ingrain monogamy in African societies, missionaries often felt threatened by warfare within Africa. Hence, missionaries called on European governments for protection and intervention. Second, for centuries, European explorers have travelled throughout the African continent in their attempts to discover new things and to chart the African continent. Trade would be well instantiated; the work of the Suez Canal Company at the north-eastern tip of Africa had been completed in 1869. Lastly, Livingstone believed that civilisation could be achieved through good government and education. The combination of these three elements, Livingstone believed, would end human suffering in Africa, and the ultimate level of civilisation would be achieved within the continent. Christianity would therefore provide the moral principles that would guide Africans, while education and commerce would encourage Africans to produce their own goods to trade with Europeans. For this to work a functioning and legitimate governing system was needed to ensure the civil rights of the people. KEY CONCEPTS AND CONCEPTS SKILLS DEFINITIONS • Colluded – To come The following skills will be addressed in this lesson: to a secret • To extract information; interpretation and analysis of information, Explain and define core understanding for a compare sources are important to understand and to apply. concepts. harmful purpose • Collided – To come into conflict or opposition • Ratified – Sign or give formal consent (treaty, agreement)

Downloaded from hlayiso.com ACTIVITIES/ASSESSMENT SECTION 1: Transforming Africa at the Berlin Conference Tutor List: write KEY QUESTION: What were there reason for calling the conference into session? down brief ACTIVITY 1: Read the source below and answer the following questions. answers with no explanation https://www.dw.com/en/130-years-ago-carving-up-africa-in-berlin/a-18278894 Identify: write down Source 1 brief answers with no explanation “Take your piece of ‘this’ cake now or shall Provide evidence/ a we decide which one you shall have? It’s free and wonderful and delicious too. We shall all quote: you MUST use eat together in peace and harmony”. the information from the source to answer KHS Parenzee the question According to the source: you MUST use the information from the source to answer the question Why, do you think: your Source 2 opinion, which offers a Bismarck von Otto: reason, must be based “This tyranny regime in the Congo has got to on facts stop immediately. There must be another way around this” How does the visual source depict what is described in the KHS Parenzee written source? You must look at what is the same (similar) in both sources. Be guided by the marks

Downloaded from hlayiso.com which asks for two https://www.aljazeera.com/opinions/2019/11/15/berlin-1884-remembering-the-conference-that-divided-africa/ similarities. Read Africa before European colonization, Social and political organization, Trade, Education, Technology, Agriculture. Also refer to slides 1- 7 of the Power Point Presentation. 1. Give a definition for the following terms, Colluded, Collided & Ratified. (3x2) (6) 2. Name the country in Africa which made the Timbuktu Manuscripts world famous. Why are the manuscripts considered to be of great importance to the world? (4x1)=4 3. Name 5 mineral resources Africa could offer Europe for its Industrial Revolution. (5x1)=5 4. Who took the leading role to call into session the Berlin Conference of 1884 and how long did it last? (2x1)=2 5. Which country’s leader had control of the Congo before the 1884 Berlin – Conference, and what was his reason for his tyrant regime of this region? (3x1)=3 6. How many countries attended the Berlin Conference of 1884 and why in your opinion were no African leaders welcome to be part of these meetings? (3x1)=3

Downloaded from hlayiso.com ACTIVITIES/ASSESSMENT 7..1 The chairperson of this conference is depicting a serious state of affairs. What does Tutor he mean when he says ‘take your piece if this cake now’? Refer to Source 1. (2x1)=2 List: write down brief answers 7.2 Refer to Source 1. If delicious implies treasures, what were so good about it? with no explanation (2x1)=2 7.3 Refer to Source 2. Read the source with understanding. Chancellor Bismarck von Otto facing King Leopold of Belgium addresses him sternly According to the at the Berlin Conference. What would you say are the responses from the other source: use the information from the gentleman at the conference? Your answer should be diplomatic and reasonable. source. (4x1)=4 What do you think: you CAN use information Activity 3: besides the source (own knowledge) Study the PPT and notes on the Causes of Colonisation and answer the questions that follow: Answer concepts within 3.1 List 4 of the main causes for colonization to occur. (4x1)= 4 the context of the topic 3.2 In a paragraph of 8 lines, explain how each of the following contributed to Colonisation: you are focusing on. a) Nationalism b) Imperialism Paragraph writing: You c) Capitalism need to write one d) Racism (4x2)=8 complete paragraph 3.3 In an essay of no more than 25 lines, discus the positive and negative effects of Colonisation. which answers the key (20marks) question. In this case: ”How did Colonisation affect Africa?” In each written source, highlight the word(s) which answer

Downloaded from hlayiso.com the question. In the visual source, look for visual clues which answer the question. Now write it in your own words. You may also use your own knowledge. CONSOLIDATION The Berlin Conference ended after year- long talks on the division of Africa and ended with European powers colluding to make the continent theirs for the taking. (Mineral wealth, African as their labourer’s, land dispossession). It was a matter of Concur and divide and also the rich getting richer and the poor getting poorer. NOTES: To summarise: There was increasing conflict among European powers during the 19th century as they each tried to gain control of Africa. The European super powers desire to colonise Africa was driven by capitalism, imperialism, racism and nationalism. To avoid wars between European powers over Africa, he Berlin Conference of 1884 was called into session and the Scramble for Africa took off. European powers colluded largely to ensure that each benefitted thus avoiding conflict. The Berlin Act clearly reenforced rules and regulations by which African and European had to abide by. In the end we calculated the cost of colonisation on African soil from gains to losses. (good results and bad results of colonisation). SUBJECT SOCIAL SCIENCE HISTORY TERM 4 4 GRADE 8 DATE 09 - 13 November – 2020 Skills (WHAT I am going to teach/guide/support…) Teaching Methodologies/ Approach Resources / LTSM (WHAT I am going to use to Source – based and comparative (HOW I am going to teach/guide/support…) teach/guide/support…) writing Read through the Notes, and answer the • Identify the concepts that will be covered in the • Worksheet and Notes activities. lesson • The PowerPoint The Tutor has been used to provide tips • Refer to the sources and questions that will be on how to approach the following addressed TEACHER’S questions: • Ensure that the learners understood what ACTIVITIES To extract, give definitions of concepts, must be done. analyze sources and comparing sources. • Do the activities Also to answer a paragraph question.

Downloaded from hlayiso.com Parents to help with the understanding of Use of the textbook very the topic in the textbook; reading with important and where possible understanding should also be a focus access the digital resources Check list: indicated in the lesson • My child knows the content Y/N Please refer to teacher’s activities • My child understands the concepts PARENT’S Y/ N ACTIVITIES • My child could answer the questions Y/N • Can my child answer the questions? Learner activities: step by step, practical, keep it simple. Reflection: Activity 1 Read through the notes. At the end of the section I can: Read and understand the information in the source Answer the questions. • Work with sources Yes / No Note the mark allocation is an indication of how long or short your responses • Explain the concepts Yes / No should be. • Discuss the content Yes / No LEARNER’S ACTIVITIES I need help with:

Downloaded from hlayiso.com Government? Strongattachment to their country & each other Policy to extend authority political & economic gain I “Colonist sate SS a a aa) toworkhad their hand and feet cut off, Leopold made his fortune from rubber. (rubber used for bicycle and.cartires) Capitalinen Miutary development Exploitation of Africa Minoral wealth Religioun Cars Africans Who ean gain States i Effective farmin Transforming methods with 6 Good results Bad results the African mochinery L continent 1890 o >Western way of life ————— > African culture lost. religion N >Roads & Railways built >Borders mixed tribes wn | Western ! >Mining & Industrial - >Africans forced into labour | 4 Education- system s technology system UL APS | Globalised Africa 4 >Hospitals, schools § ————- >Africans enriched Europeans . ° r houses built while trapping themselves in ~ 1 poverty : O sy Africans learned about > Colonial powers ruled over Steamengine- N new economies African -Chiefs railways and roads built 13 a 14 * | WCED Functional nsform Schools perform Developing 2 value-driven team