HISTORY

GRADE 8
TOPIC 1: THE INDUSTRIAL REVOLUTION IN
BRITAIN AND SOUTHERN AFRICA FROM 1860

, textile and metal manufacture, tr

 CHANGES DURING THE INDUSTRIAL
REVOLUTION IN BRITAIN
What was the Industrial MINDMAP
Revolution?
Wealth from slave trade
Economy before the industrial
Revolution: Farming economy;
cottage industries

CHANGES DURING Social changes during

DIAMOND MINING
THE INDISTRIAL the industrial
IN KIMBERLEY 1867
REVOLUTION IN Revolution
BRITAIN AND
SOUTHERN AFRICA
FROM
1960;DIAMOND
MINING IN
KIMBERLEY 1867

Labour ,resistance, the

SOUTHERN AFRICA BY 1860 trade union movement
Map and description of
and working class
political settlement organsations

a
CONCEPTS

1. INDUSTRIAL A period in which fundamental changes occurred in

REVOLUTION agriculture, textile and metal manufacture, transportation,
economic policies and the social structure in England
2. LUSSITES Group of English workers who destroyed machinery,
especially in cotton and wool mills, that they believe were a
threat to their jobs.
3. COTTAGE INDUSTRY An industry where the creation of production and services is
home based, rather than factory based.
4. COLONISATION When one country takes over another by force
5. CAPITALISM An economy that allows for private ownership
6. CHILD LABOUR When a child is forced to work

7. ENCLOSURE SYSTEM

8. MASS PRODUCTION

9. MASS PRODUCTION

10.SWING RIOTS

11 . MIGRANT LABOUR

12. TRADE UNION

13. TENANT FARMERS

14. TRADE UNION

15. TRIANGULAR TRADE ROUTE

CORE NOTES
The Industrial Revolution in Britain in 1860
 Revolution= drastic change.
 Many changes took place during the Industrial Revolution. Before the Industrial
Revolution, most people lived in rural areas.
 They farmed to feed their families but the Industrial Revolution enabled Britain to
make goods in factories called Industrialisation.
 Industrial Revolution saw the development of towns/ cities as people moved
there to find work.
 Men and women even children worked in these factories

Why did the Industrial Revolution start in Britain?

 Britain a huge empire=colonies provided Britain with the raw materials which could be
used to manufacture goods.
 Colonies provided Britain with a bigger market to sell the manufactured goods.
 Britain had a powerful navy, it could be used to protect merchant ships from pirates=
easier to transport raw materials and manufactured goods to and from Britain.
Wealth from the slave Trade
 The Industrial Revolution could never have happened without the wealth generated
through the slave trade.
 The Trade happened in 3 stages.1- Slaves were taken from Africa 2- they were taken to
America to work on Cotton fields 3- raw materials were taken to Britain to be
manufactured, final product sold.
 The merchants in Britain became wealthy through the products produced by slaves. This
wealth was used to finance: Big factories
Changes during the Industrial Revolution
 1. Machines: New inventions like the weaving and spinning machines increased
production and made it faster.
 2. Factories: new machines were to big to fit into peoples houses. Large
factories were built. People left their homes to work in factories.
 3. Power and energy: The steam engine was used to power machines in the
factories, machines on the farms, in the mines and the first railway. Created by
James Watt in 1770
 4. Mining: Britain possessed a large supply of iron and coal which could be
mined for industry, and could be used to make machines.
 Coal mines produced coal for the steam engines. Iron mines were needed to
make all the machines as they had to resist extreme heat.
 5. Transportation: goods made in factories had to be sent to seaports. Invented
new tar roads, steam trains and ships to carry raw materials and manufactured
goods to and from colonies.
What was the Britain’s economy like before the Industrial Revolution?
 Before the Industrial Revolution, half the population lived in small farming
villages.
 They used simple farming tools and produced only enough to feed themselves
(subsistence farming).
 Farmland was shared= common land.
 Beginning of 18th Century, Britain was growing richer due to slave trade and
population was growing= increase demand for food. cause
 New inventions were needed to enable more (cause)crops to be grown to feed
the growing population.
 The enclosure system: instead of farmers sharing fields there was a move to
enclose and fence off land that belonged to one person.
 Enclosed farms were more efficient and meant better produce for growing
population.
 Most farms enclosed by 1800, which meant no more common land.
 Small farmers were forced to move to industrial towns to find work as miners or
factory workers.
 The cottage industry: they are handcrafts that were made at home. Most
people involved were wives of farm workers.
 Making of woollen cloth for clothes was one of oldest cottage industry products.
 Merchant trader buy fleece from farmer, women prep the wool, spinsters would
spin the wool, weavers would weave wool into cloth, dump it into clay to soften.
Final product sold by merchant.
 Britain’s population was increasing which
provided a demand for more manufactures goods
– Cottage Industries couldn’t keep up

The Cottage Industry:

 INDUSTRIAL REVOLUTION

Social changes during the Industrial Revolution

Urbanisation and living conditions
• Urbanisation is movement from rural areas to cities. People forced to move to
mining towns to find work.
• They lived in back-to-back houses which were built poorly and cheaply. was
very small (most only had one or two rooms – this included the kitchen)
• Most houses only had one window (little ventilation). The houses did not have
toilets so people had to share communal toilets.
• These toilets did not flush so when someone used it they would sprinkle ashes
on top. Once a week the soil cart would come and empty the toilet (unhealthy
and caused many diseases).
• Because their wages were not much, many could not afford the rent of the
houses -there was more than one family who would share a house.
• The areas in which they lived were called slums (poor, overcrowded, dirty and
full of disease).
• Towns grew because of the enclosure system
• People needed work because they were forced off their land
• Their only option was to find work in a factory- All the factories were found in the
cities
• That is the major reason for the growth of cities in the United Kingdom
 The mines and factories.
 Mines: very dangerous place to work. Children hired to pull and carry coal.
Mines Act of 1842 prevented the hiring of children. Factories: work long hours,
14-18 hours a day, for little pay (sometimes only for food or a place to sleep).
• Factories were often damp, with poor ventilation (therefore disease). Women and
children were the preferred labourers as they had no rights, and could therefore
be exploited.
• Women and children did worst paid jobs during the Industrial Revolution.
Children were favoured because they were submissive.
• They were paid much less than men. Children started to work from as young as 4
or 5 years old. They did not go to school and many became crippled from
working with heavy machinery

LIVING CONDITIONS OF WORKERS

Labour resistance/ trade unions

 Swing riots: new machines left farm workers without work. Swing riots were
protests by workers in 1830.
 leader of riot used the name “Captain Swing”.
 Luddites: 1811 weavers and other workers destroyed factories. Named after
Ned Luddites original protestor.
  Trade Unions: 1833 Grand National Consolidated Trade Union was formed.
This movement was illegal so organization collapsed.

SWING RIOTS AND LUDDITES

Increased power and wealth in Britain

 Britain become most industrialized nation in the world. Germany began to
compete.
 1851 Britain held the Great Exhibition of the works of Industry of all Nations in
London. Was held in Crystal Palace.
SOUTHERN AFRICA BY 1860
Map and brief description of political settlement
Indentured Labour from India
 Colony of Natal: British take over Natal 1843, climate perfect for growing sugar.
Sugar popular in Britain, like a drug.
 British took control of India in 1784 and by 1858 the whole of India controlled by
Britain.
 Plenty of labour needed to farm sugar cane. Zulu were not interested, so use
indentured (contract to work for certain time) labour from India.
 After 5 years workers could re- indenture or get discharge certificates to get
freedom.
 Conditions for indentured labourers were poor.
  Live in huts/ corrugated iron huts.
 Workers were used to eating rice, but now given mealie meal.
 Passenger Indians 1869 paid their own wages to come to SA, open shops etc

INDENTURED LABOURES

Diamond mining in Kimberly: 1867

 Why are they valuable: hardest and purest mineral on earth, they are rare.
Many diamonds used for industrial work (drill points)
 South Africa face Industrial Revolution with finding of Diamonds. Move from
agricultural society to industrialised.
 1st diamond found in 1867 at Hopetown- diamond rush.
1870 many diamonds found in dry areas on Boer farms (Barkley West
 Even before diamonds were found many groups had rights to the land.
 Tswana groups: land on west of the Vaal River.
 Griqua Group: north of the Orange River.
 Boer Republics: the Orange Free State in 1854 and South African Republic in
1852.
 Cape Colony: south of Orange River.
 When diamonds were discovered in Northern Cap
 e a dispute broke up about who owned the land.
 Keate Award: 1871 Governor of Natal, RW Keate awarded the diamond field to
the Griqua.
 Griqua were persuaded to ask the British for protection from the Boers.
 The diamond fields became the British Colony of Griqualand West in 1872 and
part of the Cape Colony in 1880= British take all the diamonds.
 Diggers rush to Kimberly (big hole). For first 10 years individual diggers owned
small piece of land called a “claim”.
 Two thirds of people on mines were black. Rest came from British colonies.
 British made it illegal for black people to own claims and big business bought out
claim holders.
 Formation of companies: economic depression in 1881, business closed down,
diggers went broke as no one bought diamonds.
 Mining got deeper and bigger companies bought out small mines. 1880 Cecil
John Rhodes formed De Beers, bought all small claims in Kimberly.
 Barney Barnato controlled the other large diamond field. De Beers bought his
mine= De Beers Consolidated mines.
 De Beers now had a monopoly. Keep limited stock of diamonds in supply to keep
price high.
INFORMAL ACTIVITY
QUESTION 1 :THE INDUSTRIAL REVOLUTION

KEY QUESTION: WHAT WERE THE CONDITIONS LIKE FOR BRITISH CHILDREN
WORKING IN THE FACTORIES AND MINES IN THE 19TH CENTURIES?

ACTIVITY 1 : SOURCE A
Written Source

Before the Industrial Revolution, children worked with their families on farms or in
cottage industries. So at the start of the Industrial Revolution there were no
regulations about the employment of children in mills and mines, and no laws to
protect them. Children were employed to operate machines that did not always
require physical strength or skill. They could be paid far less than adults. But they
had to work long hours. A ten hour day was seen as normal and a 16 hour day was
not unusual.
Children often worked in dangerous conditions because of their size. For example,
little children as young as three or four were used to open and shut ventilation doors
in the mine shafts. They were also sent up chimneys to sweep them.
Visual Source

http://www.spartacus.schoolnet.co.uk/IRages.htm?menu=IRchild

ACTIVITY 1
1.1 Refer to Source A

1.1.1 Where did the children work? (2 x 1) (2)

1.1.2 Why were more children hired to work in factories and mines
than adults? (Written source) (1 x 2) (2)

1.1.3 Extract evidence from the source (table) to show child labour was used
in the Lancashire cotton mills in the 19 century. (2 x 1) (2)
 1.1.4 Why is this table useful for someone researching child labour in the
Industrial Revolution? (2 x 2) (4)

ACTIVITY 2

Written Source

The factory owners paid overseers to make sure the children worked as hard as they could. The
more work the children did the more the overseers were paid. The overseers were given whips.
S paid and received food and shelter. Other children came from the local area.

Children had many advantages as factory workers. They were paid less than adults, and
Apprentices were not paid at all but just worked for food and shelter. Children were also suppler,
so it was easier for them to crawl under the machines to repair broken threads. They did this
when the machines were working and some were badly injured. Some children were given an
education at work but many were not.

Children in the Mills by Ms Giles: www.schoolhistory.co.uk

Visual Source

Some children, called scavengers, had jobs such

A yo ome children in the mills were as cleaning the machines while they were still
working, which was very dangerous.
orphans employed as apprentices. These www. Schoolhistory.co.

apprentices were not ung "drawer" pulling

a coal tub along a mine gallery. Extract from
Wikipedia on The Industrial Revolution
Look at Source B

1.2.1 Where did the child labour come from? (written source) (2 x 1) (2)

1.2.2 What incentive (encouragement) was given to the overseers to

make sure that the children work hard? (1 x 2) (2)

1.2.3 Why do you think overseers were given whips? (1 x 2) (2)

1.2.4 What types of jobs were children hired to do? (2 x 1) (2)

 ACTIVITY 3
SOURCE C
VIEWPOINT ONE
Sarah Carpenter was interviewed by James Rayner Stephens, who was fighting for
factory reforms, in the summer 1849. Sarah’s account of her life as a child worker at
Cressbrook Mill appeared in a local newspaper, The Ashton Chronicle on 23 rd June
1849.

“In Cressbrook Mill our common food was oatcake. It was thick and coarse. This oatcake was put
into cans. Boiled milk and water was poured into it. This was our breakfast and supper. Our dinner
was potato pie with boiled bacon it, a bit here and a bit there, so thick with fat we could scarce eat
it, though we were hungry enough to eat anything. Tea we never saw, nor butter. We had cheese
and brown bread once a year. We were only allowed three meals a day though we got up at five
in the morning and worked till nine at night... The master carder's name was Thomas Birks; but he
never went by any other name than Tom the Devil. He was a very bad man - he was encouraged
by the master in ill-treating all the hands, but particularly the children... We were always locked up
out of mill hours, for fear any of us should run
away"http://www.spartacus.schoolnet.co.uk/IRcarpenter.htm
VIEWPOINT TWO

Some children, called scavengers, had jobs such as cleaning the machines while they
were still working, which was dangerous. There were terrible accidents. Sometimes the
children’s hands and arms were caught in machinery; in many instances the muscles,
and the skin is stripped down to the bone, and in some instances a finger or two be lost
(comment from a doctor in Manchester).

Child workers in factories by Mr Baker, www.schoolhistory.co.uk

 "On my recent tour through the manufacturing districts, I have seen tens of thousands
of old, young and middle-aged of both sexes earning abundant food, raiment, and
domestic accommodation, without perspiring at a single pore, screened meanwhile
from the summer's sun and the winter's frost, in apartments more airy and salubrious
(hygienic) than those of the metropolis in which our legislature and fashionable
aristocracies assemble."
http://www.spartacus.schoolnet.co.uk/IRure.htm

VIEWPOINT THREE
Andrew Ure was a professor of chemistry at a university in Scotland, Great Britain. He
travelled around the country visiting factories and mills advising the owners about their
machines and manufacturing. He wrote about the conditions he saw in factories. This
extract is adapted from his book called the Philosophy of Manufactures which was
published in 1835.
ACTIVITY 3

1.3 Refer to Source C

1.3.1 What accidents occurred in factories where children were involved?
 (2 x 1) (2)

1.3.2 What was the length of a workday for some of the children? (1 x 2) (2)

1.3.3 List 2 reasons why Andrew Ure thought the conditions in the factories
were good. (2 x 1) (2)

1.3.4 Compare the two opinions found in Source C. Why do Sarah carpenter
and Andrew Ure have very different opinions about the conditions in the
factories? (2 x 2) (4)
SECTION: EXTENDED WRITING QUESTION

ACTIVITY 4
QUESTION : WHY DID THE INDUSTRIAL REVOLUTION START IN BRITAIN?

Write an essay in which you discuss the reasons why Britain became the first country in
the world to industrialise.

/20/
SYNOPSIS:

Learners have to discuss all the reasons why Britain became the first country in the
world to industrialise.

INTRODUCTION:

Britain became the first country in the world to industrialise.

ELABORATION:

 There are many reasons why the Industrial Revolution started in Britain.
 Her empire stretched across many continents.
 These colonies provided raw materials which could be used to manufacture
goods.
 The Trans-Atlantic Slave Trade provides the labour needed to work on the
plantations.
 Raw harvests, like cotton and sugar cane would be transported to Britain where it
would be manufactured into products like material and sugar.
 These products would then be sold to the people living in the colonies.
 Merchants became very wealthy due to this triangle of trade, but when Britain
abolished the slave trade in 1807, these merchants were forced to find other
ways in which to make money.
 These merchants would fund Britain’s industrialisation.
  Britain’s powerful navy was used to protect merchant ships from pirates, making
it easier to transport raw materials and manufactured goods to and from Britain.
 This helped with Britain’s industrialisation because it led to the building of ships
(eventually steam powered ships) to carry raw materials and manufactured
goods to and from colonies.
 It also led to the creation of ports and canals for easier transport.

 Britain’s population was increasing which provided a demand for more

manufactures goods.
 Cottage Industries couldn’t supply the demand.
 This new demand for manufactured goods, as well as the increased
transportation of raw materials to Britain, merchants saw the potential to increase
their profits.
 They funded the creation of factories in which raw materials could be
transformed into manufactured products.
 They also funded new inventions that increased production.

 Britain was often at war with France and this stimulated the growth of certain
industries like iron.
 So by the time Britain was ready to industrialise, there were already companies
mining iron, which Britain possessed huge amounts of.
 Iron was very important for industrialisation as it could be used to create
machines which would be housed in factories.
 Iron would also be used to create new forms of transport, which would improve
the transport system.
 This would improve communication which allowed for new ideas to be spread.
 Britain also possessed a large supply of coal which could be used to power
machines.

CONCLUSION:

Learners must tie up their argument with a relevant conclusion.

QUESTION : HOW DID THE TEXTILE INDUSTRY CHANGE AFTER THE BRITAIN
INDUSTRIALISED?

Write an essay in which you discuss Britain’s textile industry before the Industrial
Revolution, and how it changed after Britain industrialised.

[20]
INTRODUCTION:

Before the Industrial Revolution, Cottage industries produced cloth. However, new
machines helped the textile industry to industrialise. This gave birth to the factory
system which soon took the business away from the cottage industries. These people
would be forced to seek work in the newly formed factories.

ELABORATION:

 Before the Industrial Revolution, manufacturing was done in the homes of

commoners.
 These individuals were skilled artisans who passed their skill on to their children.
 Therefore, the entire family would work together to create a product.
 These industries were often called Cottage Industries.

 Before the Industrial Revolution cloth was produced in Cottage Industries.

 To begin the process, a cloth merchant from the city would travel into the
countryside and purchase a load of wool from a sheep farm.
  He would then distribute the raw materials among several farming households to
be made into cloth.
 The entire family would work together, spinning and weaving in their homes to
produce cloth.
 Women and girls first washed the wool to remove the dirt and natural oils and
then dyed it as desired.
 They also carded the wool, which meant combing it between two pads of nails
until the fibres were all pointed in the same direction.

 Next, the wool was spun into thread using a spinning wheel and wound onto a
bobbin.
 This was often the job of an unmarried older daughter; hence, the word "spinster"
is still used today to describe an unmarried woman of age.
 The actual weaving of the thread into cloth was done using a loom operated by
hand and foot; it was physically demanding work, and was therefore the man's
job.
 The merchant would then pick up the finished cloth, take it back to the city and
sell it.

 During the 18th century there were a number of inventions that made it possible
to produce cotton cloth more quickly and in bulk.
 As a result of these inventions, textile factories/ cotton mills were created to
house these machines.
 Factories produced cloth more cheaply and quickly, which led to the decline of
the Cottage Industries.
 The families of the Cottage Industries were now left without work, so in order to
make a living they would become cheap labourers in the factories.

CONCLUSION:

Learners must tie up their arguments with a relevant conclusion.

EXTENDED WRITING (Your response should be about 1 - 1½ pages long.)
QUESTION.
Discuss the social and working conditions of children and workers during the Industrial
Revolution in Britain in the 18th and 19th centuries. (20)
Take into account the following:
 The social situations in the cities.
 The working conditions in the factories and mines.
 How children were treated.
SYNOPSIS:

Students must discuss the social and working conditions of children and workers in Britain
during the Industrial Revolution.
(Students do not need to mention all the points below.)
 Social and Working conditions
- Cities were over-populated and polluted
- Many workers lived in absolute poverty, with cold damp
rooms. Housing was cramped apartments.
- There was no proper sewerage system and waste went into
rivers from the city drains, polluting the water.
- Sewerage, piles of rubbish and smoke from factories resulted
in disease (cholera) spreading.
- Overworking resulted in people suffering from exhaustion and
physical deformities. Many people did not live past the age of
30.
 - People fell into debt and thus turned to crime. Children were
often used to beg or as pick-pockets.
- Workers did not have any rights or protection and were thus
treated badly by their employers
- The work was boring and repetitive.
- They usually had to work 14-16 hour days.
- They had to work at the machines’ pace.
- They were watched by an overseer and punished for
mistakes.
- Many children suffered from lung diseases which they
acquired from breathing in the factory dust.
- Any other relevant response

PRESENTATION LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7

Very well Well planned Writing Clear attempt Some attempt Largely Answer not
planned and and structured. structured. to construct to organise the descriptive/ at all well-
structured. Synthesis of Constructed an argument. information with little/ structured.
Good information. an argument. Evidence into an some attempt
synthesis of Constructed an Evidence used to a argument. to develop an
information. argument. used to large extent to Evidence not argument.
CONTENT Constructed Evidence used support support the well used in
an argument. to support the argument. argument. supporting the
Very good argument. argument.
use of
evidence to
support the
argument.

LEVEL 1
Question has been
fully answered.
Content selection fully
relevant to line of 18-20 16-17
argument.

LEVEL 2
Question has been
answered. Content
selection relevant to a 16-17 15 14
line of argument.

LEVEL 3
Question answered to
a great extent.
Content adequately 14 13 12
covered and relevant
LEVEL 4
Question recognisable
in answer. Some
omissions/ irrelevant
12 11 10
content selection

LEVEL 5
Content selection
does not always
relate. Omissions in 10 9 8
coverage.

LEVEL 6
Sparse content.
Question inadequately
addressed 8 7 6

LEVEL 7
Question not
answered. 6 0-4
Inadequate content.
Significant irrelevance

GRADE 8 - TOPIC 2 - THE MINERAL REVOLUTION IN SOUTH AFRICA

Term 2: The Mineral Revolution in S.A
Gr 8 Content
Essay: Discuss the Mineral Revolution in S.A with regard to:

(a) Impact of deep – level gold mining on the workers

(b) How the policies and practices of the Chamber of Mines had
a direct effect on the women in the reserves and erosion of
family life

(c) Labour resistance

Source – based: Britain, diamond/gold mining; increasing labour

control: migrant labour and the compound system; and land
expansionism
Assessment: June Exams
Both topics, i.e. The Industrial Revolution and The Mineral Revolution will be examined.
Learners need to answer ONE question (30 marks source – based and 20 marks essay)
Focus of Grade 8- Term 2: The Mineral Revolution in South Africa (History Online)
 The Mineral Revolution in South Africa started with the discovery of diamonds in
Kimberley in 1867, and intensified with the discovery of deep-level gold on the
Witwatersrand in 1886

 By the time that gold was discovered, African kingdoms had lost their independence

 During the gold-mining revolution, patterns of land and labour were established and
continued into the 20th century:
o the changing balance of power in South Africa brought about by gold mining, and
the foundations of racial segregation
o labour control and land

Key Terms

 Annexation: the act of taking control of a country, region, etc., especially by force
 Compound: an area surrounded by a fence or wall in which a factory or other group of
buildings stands;
 Migrant labourer in context: supply of cheap wage labour to the mining sector and
secondary industry; Mineral: a substance that is naturally present in the earth and is not
formed from animal or vegetable matter, for example gold and salt
 Mining Magnate: a person who is rich, powerful and successful, especially in mining
 Pastoral Farming: a farming practice relating to the farming of animals
 Peasant: a farmer who owns or rents a small piece of land
 Protectorate: a country that is controlled and protected by a more powerful country

BRITAIN, DIAMOND MINING AND INCREASING LABOUR CONTROL AND LAND

EXPANSION

INTRODUCTION:

 The discovery of diamonds in 1869 and of gold in 1886 changed the South African
economy

 Up to this point, farming has been the most important way of making money

 International banks and private lenders increased cash and credit available to local
farmers, miners, and prospectors, and they, in turn, placed growing demands for land
and labour on the local African populations
  The British Empire wanted to have control of the mines

 The whites resorted to violence to defend their economic interests, sometimes clashing
with those who refused to surrender their freedom or their land

 Rival Dutch and British populations fought for control over the land. South Africa was
drawn into the international economy through its exports, primarily diamonds and gold,
and through its own increasing demand for a variety of agricultural imports

 The cycle of economic growth was stimulated by the continual expansion of the mining
industry, and with newfound wealth, consumer demand fueled higher levels of trade

 Government also saw its role as helping to defend white farmers and businessmen from
African competition. In 1913 the Natives Land Act reserved most of the land for white
ownership, forcing many black farmers to work as wage labourers on land they had
previously owned.

CONTROL OVER BLACK WORKERS, CLOSED COMPOUNDS AND MIGRANT LABOUR

 With the discovery of diamonds in South Africa, established forms of labour control such
as the compound/ hostel system now emerged

 Exploitative relations now assumed the same racial form as that which already existed in
the rural areas

 Migrant labour ensured a supply of cheap wage labour to the mining sector and
secondary industry.

 Some Chiefs and heads governed access to land, controlled the allocation of labour and
ensured the payment of various forms of tribute.

De Beers Diamond Company & Black Labour (3min10)

 Different ethnic groups were deliberately kept apart from each other to make it difficult
for ‘natives’ to form groups with others to riot against their living conditions

 Black workers deemed ‘troublesome or turbulent’ were expelled

  When these measures fell short, the compound managers could always call on
government, as they did at Wesselton mine in March 1894 when three miners were shot
dead by the Kimberley Mounted Police and compound guards

 Migrant Workers and Mining

o "Migrant labour" in South Africa referred not only to workers coming into South
Africa from neighbouring countries, but also to a system of controlling African
workers within South Africa
o Migrant labour provided abundant cheap African labour for white-owned mines
and farms (and later factories) and, at the same time, enforced racial segregation
of land
o The mine – owners needed a large, regular and easily controlled flow of
mineworkers into and out of the mines, working in shifts
o Black workers could be dismissed and easily replaced by others from the poor
rural communities
o Male migrants employed by white-owned businesses were forbidden from living
permanently in cities and towns designated for whites only.
o The mining industry was locked into the migrant labour system which gave it a
control over the labour force so that there was no question of strikes, which were
illegal, and there was dominance of management over labour
o
 Compound system
o They were instructed to live in compounds, which in effect became the
compound/ hostel system
o Workers shopped at the company store and were treated at the company clinic.
Escorted by guards armed with clubs, the workers marched from the compound
straight to work along walkways covered to prevent any communication with
outsiders.
o This compound/ hostel system, however, had adverse effect on the health and
well-being of its occupants
o Too many people living together in a small space with inadequate ventilation
must inevitably increase the spread of disease

LAND DISPOSSESSION AND DEFEAT OF AFRICAN KINGDOMS

 The British fought both the Boer Republics and the various African groups in the battles
over land and political control

 Initially, the aim of British policy was to maintain a strict policy of segregation with the
Xhosas excluded from the territory of the Colony

 In 1811-1812 Governor Cradock was successful in savagely ejecting the Ndlambe and
other Xhosa beyond the Fish River
  In 1819 Somerset annexed the area between the Fish and Keiskamma

 The Zulu were able to consolidate themselves into a powerful highly centralized kingdom
between 1816 and 1824

 The British provoked a war with the Zulu Kingdom in 1879, defeated them, and annexed
Zululand to the Natal Colony.

ESSAY
RANDLORDS AND THE FORMATION OF THE CHAMBER OF MINES

 Within a few years of the discovery of gold in 1886 the gold mines of the Witwatersrand
brought riches undreamed of to the government and to the Randlords, a relatively small
group of financiers and magnates at the top of the mining industry

 They exercised control of several mining companies by way of the shares they held

 They formed the Chamber of Mines in 1887 to eliminate competition among them for
labour

 They also shared technological advances that brought down labour costs

 The Chamber of Mines became a powerful organisation serving the mining companies
and getting them to agree to common policies on wages, finding workers and how to
deal with the government

 Then the poor working conditions of many Black South Africans

 Another problem with mining in the country is the silica dust which can cause silicosis, a
lethal lung disease

 Machines cannot be used in the depths of the mining caves which mean human labour
was the only option

Mining Centre Johannesburg (1948) (16min)

IMPACT OF MINING ON WOMEN AND FAMILIES

 The Native Land Act – 1913 and the Glen Grey Act – 1894 pushed black people of their
traditional land and forced them into ‘reserves’

 Since there was little chance to make a living on the reserves, men were forced to find
work, especially on the mines

 They would spend months on the mines and then visit their family in the reserves

 Family life suffered; husbands and their families were separated

 Hundreds of thousands of African men lived in crowded compounds near their jobs and
were not allowed to bring their wives and children

 Women were left behind to care for children and perform domestic labour

 Women had to take on a large share of the work at home – farming on the small plots
and looking after the children and elderly

Women's right undermined in South Africa (4min59)

FORMS OF LABOUR RESISTANCE

 A form of resistance included to look for better jobs

 After the South African War (1899-1902), thousands of African workers boycotted the
gold mines because wages had dropped

 They tried to find jobs on the railways and in the towns instead

 As with indentured labourers, workers on the gold mines also deserted when they were
unable to do anything else to improve their jobs

 Where conditions in compounds were the worst, desertion was higher

  Many workers also tried to limit their work by deliberately working badly, breaking their
tools and not doing any more work than they had to

 There were very little employers could do to put a stop to many of these 'everyday' forms
of resistance

 In 1913, African miners went on strike over wages and conditions in the compounds

 White miners also went on strike over the number of hours they were expected to work
on a Saturday

 During 1920, Almost 70 000 African miners went on strike to demand a wage increase.
Of the 35 mines, 21 were brought to a standstill during the strike

 After the protest by white miners in 1913, the Chamber of Mines recognised white trade
unions in 1914. Production increased between 1911 and 1920

 This was a period of stability and profit for the mine owners. But by 1920 the price of
gold was dropping and the mine owners were facing greater resistance from African
workers.

QUESTION 1: THE MINERAL REVOLUTION IN SOUTH AFRICA

HOW DID THE MINERAL REVOLUTION AFFECT THE LIVES OF MIGRANT WORKERS IN
S.A?
Study Sources 1A, 1B, 1C and 1D and answer the questions:
1.1 Study Source 1A

1.1.1 Give two reasons why, according to the source, ‘migrant labor’
is regarded as important for the ‘white – owned mines and farms’. (2 x 1) (2)

1.1.2 Explain how did the migrant labour system break down black family
life? (2 x 2) (4)
1.1.3 How, according to the source, did black women become migrant
workers? (1 x 1) (1)

1.2 Refer to Source 1B

1.2.1 Which type of mines attracted the ‘mixture of tribes’? (1 x1) (1)

1.2.2 Why, according to the source, did ‘a mixture of tribes’ went to work
on the mines? (1 x 2) (2)
1.2.3 Why did the talk with each other in Dutch, Sisulu or Xhosa? (1 x 2) (2)
1.2.3 Explain why it was difficult for Reverend Tyamzashe to start his
congregation. (2 x 2) (4)

1.3 Study Source 1C

1.3.1 How would you describe a ‘closed compound’? (1 x 2) (2)
1.3.2 When, according to the source, could migrant workers leave
the compounds? (2 x 1) (2)
1.3.3 Explain how the ‘two main reasons’ for the building of compounds
discriminated against the migrant workers. (2 x 2) (4)
1.4 Paragraph (60 words)

Use your own knowledge and the visual sources in Source 1D and write
a paragraph of 60 words in which you explain how the Mineral
Revolution affected the lives of migrant workers in S.A. (6) [30]

1.5 Essay

Describe how the Chamber of Mines had a direct effect on the women in the reserves,
erosion of family life and labour resistance. [20]

[50]

SOURCE 1A
MIGRANT LABOR IN SOUTH AFRICA
Since the mineral revolution of the late 19th century, "migrant labor" in South Africa referred not
only to workers coming into South Africa from neighboring countries, but also to a system of
controlling African workers within South Africa. Migrant labor provided abundant cheap African
labor for white-owned mines and farms (and later factories) and, at the same time, enforced
racial segregation of land. Male migrants employed by white-owned businesses were prohibited
from living permanently in cities and towns designated for whites only. Hundreds of thousands
of African men lived in crowded single-sex hostels near their jobs and were not allowed to bring
their wives and children …
Migrant workers were initially almost all men, who needed to earn a wage to pay hut taxes.
Later, women, too, became migrant workers, chiefly doing domestic work for white families.

http://overcomingapartheid.msu.edu/multimedia.

SOURCE 1B
THE REVEREND TYAMZASHE, A CLERGYMAN WHO WAS SENT TO KIMBERLEY IN 1872
TO BE THE LEADER OF A CONGREGATION, WROTE THE FOLLOWING EXTRACT.

From the missionary point of view, it is not easy to deal with such a mixture of tribes as we have
at the Diamond fields. There are san, Khoikhoi, Griquas, Batlhaping, Damaras, Barolong,
Barutse”¦Bapedi, Baganana, Basutu, Maswazi, Matonga, Matabele, Mabaca, Mampondo,
Mamfengu, Batembu, Maxosa etc. many of these (people) can hardly understands each other,
and in many cases they have to converse through the medium of either Dutch, Sisutu, or Xhosa.
Those coming from far up in the interior such as the Bapedi come with the sole purpose of
securing guns. Some of them therefore resolve to stay no longer here than is necessary to get
some six or seven pounds for the gun. Hence you will see hundreds of them leaving the fields,
and as many arriving from the North almost every day”¦

From a newspaper article published in the Christian Express in Alice in 1874.

SOURCE 1C
LIVING CONDITIONS AT KIMBERLEY - CLOSED COMPOUNDS

In 1885 mine owners decided to house Africans in barracks or closed compounds. A closed
compound was exactly what the name suggests: a number of buildings or living quarters
enclosed by high walls, usually of corrugated iron, that shut out the outside world.
African workers passed through a guarded gate, along a fenced walkway to the mine they
worked at, and returned the same way. The only difference was that they were searched for
diamonds on their return. They could only leave these compounds to go down the mine or to
return home at the end of their contracts.
There were two main reasons for the introduction of closed compounds:
From the outset, whites in Kimberley feared that they would be swamped by African workers.
They demanded that Africans be 'localised' in their own area of the diggings.
Since diamonds were so easy to steal, mine owners were constantly trying to find ways of
preventing theft. They used different methods of searching workers and tried to introduce tighter
controls over workers' movements. Closed compounds were designed to control theft.

http://www.sahistory.org.za/archive/all-glitters-rock-which-future-will-be-built-emilia-
potenza
SOURCE 1D – 1
BEFORE AND AFTER WORKING ON THE MINES

http://www.sahistory.org.za/archive/all-glitters-rock-which-future-will-be-built-emilia-
potenza

QUESTION 1: SOURCES
SOURCE 1D – 2
DE BEERS COMPOUND AT KIMBERLEY IN THE 1890'S - THE MODEL ON WHICH
CLOSED COMPOUNDS WERE BASED

Enclosed
Compound
to control
movement
of the
migrant
workers
 Migrant
workers

http://www.sahistory.org.za/archive/all-glitters-rock-which-future-will-be-built-emilia-
potenza
SOURCE 1D – 3: MANY OF JOBURG'S FIRST MINERS LIVED IN TERRIBLE CONDITIONS.

Wooden/
concrete
bunks

Cooking
utensils

Topic 3: The Scramble for Africa

Migrant workers
Topic 3: The Scramble for Africa
Unit 1: European colonisation of Africa in the late 19th
century:
Focus on the causes and results of the colonization of
African countries by Europeans

Concepts:

Cause and Effect: the relationship between events or things where one
is the result of the other. Cause: why an event happened; Effect: an event
that happened because of the cause

Cash crop: a crop produced for its commercial value rather than for the use of the grower
Colonization: the act of establishing control over the indigenous people of an area
Colony: an area under the control of another country
Ethnic: to do with a group of people who identify with each other by culture, customs,
traditions, language or religion
Impact: serious effects
Indigenous people: ethnic groups who are the original inhabitants of a given region
Scramble: Frantic competition to get something which people want
Segregation: separating, setting apart or making to live apart
Power struggle: an attempt to have a controlling interest
Exile: being banned from your native country

Mind Map

Africa before
European
Colonisation
 Berlin
Results of Conference
Colonisation
1884

Unit 1: European
Colonisation of
Africa in the ate
Unit 1: European colonisation of Africa in the late 19th century: Focus on the causes and
19th century
results of the colonization of African countries by Europeans
Why were
European
In the 1900s, European Causes of
powerscountries
able to took over most of Africa and it was divided into colonies
It happened so quickly thatAfrica Colonisation
the process is sometimes called ‘The Scramble for Africa’
colonise
As a result, the lives of millions of African people changed
so quickly?
Africa before European colonisation
Otherlived
o Before colonization, most African people reasons
in small communities and ruled
themselves for colonisation
o Some large African kingdoms had developed where kings ruled over thousands of
people
o African people had their own economic systems and culture

A brief History of European Colonisation in Africa: https://www.youtube.com/watch?

time_continue=26&v=Pis5f085P3M

Berlin Conference 1884

Growing trade between Europe and Africa resulted in competition between Britain, France,
Germany and Belgium
Concern that competition over Africa may lead to war between European countries
Representatives from 15 European countries attended a conference in Berlin (1884)
No African leader was invited to attend
Aim: To discuss ways of dividing up Africa peacefully
To decided which European countries could control parts of Africa

Results of the Berlin Conference:

European countries competed to grab parts of Africa quickly
By 1913 almost the whole of Africa was divided up into colonies
The rights of African people were ignored
 The Scramble for Africa and the Berlin Conference: https://www.youtube.com/watch?
v=0dXpAVE3frk

Causes of colonisation
Reasons why European countries wanted colonies in Africa were linked to the Industrial
Revolution:
Africa was a place where Europe could sell their products
Africa was a place where Europe could get raw materials such as rubber, coffee, and
groundnuts
Africa was a place where Europe could get mineral wealth for example gold in southern Africa
Investors (business people) could make money in Africa
Colonies could provide food, jobs and space to accommodate Europe’s growing population
Other reasons for colonisation
European countries were proud of their growth and achievements
A colonial empire was a way of showing power so European powers competed for colonies
European countries wanted some areas because of their strategic importance (their position
made them valuable)
Some colonies were established because of the actions of explorers and empire builders e.g.
Cecil John Rhodes started a colony in Rhodesia (now Zimbabwe)
Missionaries wanted to convert people to Christianity and thought it would be easier to do this if
there was ‘European’ law and order in Africa

Patterns of colonisation: which countries colonised which parts of Africa

Late 19th and early 20th centuries, European countries took over most of Africa
France and Britain were the main colonial powers
Why were European powers able to colonise Africa so quickly?
o Better transport
o Better weapons
o Divisions in African society
o
Results of colonisation

Political results: how the colonies were ruled

European governments sent officials and soldiers to rule their colonies; Africans were no longer
free to rule themselves
Some fought wars of resistance to try to prevent this
Europeans made borders between the different colonies
Sometimes the indigenous people were treated very badly

Economic results: how the colonies made profits for Europe

European powers took over the land to grow crops and raw materials
African people lost their land and were forced to make way for colonial farms and plantations
growing cash crops
The raw materials (rubber & cotton) and minerals (diamonds & copper) made the Europeans
wealthy
Africans bought manufactured goods from Europe instead of making their own goods and lost
their self-sufficiency
In some colonies, people were forced to work for the government
They had to pay colonial taxes so people were forced to find work in the towns, mines or on
plantations
Forests and grasslands were cleared to make way for plantations, railways and mines

Cultural results: how ways of living and thinking changed

Europeans thought that African art, traditions and knowledge were not as developed as their
own
Ignored indigenous knowledge
Thought that European ‘scientific’ knowledge was better and
brought their own languages,
cultures and ideas into Africa
They built European-style buildings such as churches, schools
and hospitals

Europeans also brought some benefits to Africa

Introduced Western education, medicine and technology
Introduced sports such as soccer and cricket

When working with sources you need to do the following:

REMEMBER: The key question provides the focus of the content in the sources.
It will also be asked as the paragraph question.

1. The sources will be labelled e.g. Source 1A; 1B ;1 C

2. Immediately after the label the source is contextualised (it could tell you what
the source is about, why it was written, who wrote the source, when it was written
or where the event took place.
3. Read the source with understanding.

INFORMAL ASSESSMENT ACTIVITY 1

KEY QUESTION: What was the scramble for Africa?
Read Source 1A.
Historian Olyae Akinwum from Agadir State University in Morocco, explains Germany’s gains
at the Berlin Conference of 1884.
 [http://originalpeople.org/scramble-for-africa-par/ date accessed: 10 June 2019]

The bitterness of the struggle between the various colonial powers to get land in Africa led
Bismarck to propose the 1884 Berlin Conference. Germany became the third largest colonial
power in Africa, acquiring an overall empire of 2.6 million square kilometres and 14 million
colonial subjects, mostly in its African possessions (Southwest Africa, Togoland, the
Cameroons, and Tanganyika). The 1911 Agadir Crisis (in Morocco) proved the bitterness of the
scramble for Africa and would lead to World War I.

Source 1B
David Baindridge’s cartoon showing the Scramble for Africa between 1880 – 1914. The major
European powers are shown, [Portugal; Italy; Germany; Great Britain; Holland (The Dutch);
Belgium (King Leopold); France and Spain], tugging at Africa.
http://originalpeople.org/scramble-for-africa-par/ [date accessed: 10 June 2019]
 1.1.1 What do you understand the term “Scramble for Africa” to mean? (1x2)

1.1.2 When was the Berlin Conference held? (1x1)

1.1.3 List TWO territories that Germany colonized in Africa. (2x1)

1.1.4 Why, do you think, Bismarck called on European nations to attend the Berlin
Conference? (1x2)
1.1.5 Explain why Source 1A is useful to a historian studying Germany and the scramble for
Africa? (1x2)

Study Source 1B
1.2.1 What message did the cartoonist wish to convey regarding the scramble for Africa?(1x2)

1.2.2 Why are the European powers shown to be sweating? (1x2)

1.2.3 Explain the limitations of Source 1B to a historian studying the scramble for Africa. (2x2)

1.3 Compare Source 1A and 1B. Explain how the information in the written source supports
the evidence in the visual source regarding Germany’s territorial gains. (2x1)
INFORMAL ASSESSMENT ACTIVITY 2
Key Question: Why were European powers able to colonize Africa so quickly?
Refer to Source 1C.
Historian Nigel Worden from the University of Cape Town, explains the course of the scramble
for Africa.
[http://www.newworldencyclopedia.org/entry/Scramble_for_Africa date accessed: 10 June
2019]

On the eve of the scramble for Africa, only ten percent of the continent was under the control
of European nations. In 1875, the most important holdings were Algeria, held by France; the
Cape Colony, held by Britain, and Angola, held by Portugal.

Technological advancement helped overseas exploration and expansion. Industrialization

brought about rapid advancements in transportation, weaponry and communication. Medical
advances also were important and the Europeans brought medicines to treat tropical diseases
such as malaria. Feeling safe, the church missionaries soon followed the European armies and
tried to convert the indigenous people.

1.3.1 Provide a quote to prove that most of the African continent was independent before the
scramble for Africa. (1x2)

1.3.2 According to the source, identify THREE advancements that Europeans had to make
their conquest of Africa easier. (3x1)

1.3.3 Use the source to explain why missionaries supported the European armies’ expansion
into Africa. (1x2)
Paragraph Question:

REMEMBER: The key question provides the focus for the paragraph question.

The question will ask you to use prior knowledge as well as the relevant sources
but for the purpose of the informal assessment task we will make use of Source 1C
to practice.

Using the information in the relevant source (1C) and your own knowledge, write a paragraph
of about five lines (about 50 words), explaining why European powers were able to colonize
Africa so quickly. (5)

Essay Question:
“The Scramble for Africa bred political crisis and economic ruin in Africa”
Do you agree? Examine this statement by explaining the political and economic results of the
colonization of Africa in the 19th century. [20]

HOW TO WRITE ESSAYS

The essay must have a relevant introduction, a body of evidence that uses
relevant content to develop a line of argument and a compelling conclusion.

Introduction

Should make it clear to the reader, what is going to be discussed and the line of
argument that is going to be followed in the rest of the essay

Body

o Should contain all the relevant factual content

o Should be explicitly linked to the line of argument
o Should be well structured in a chronological and coherent manner,
displaying good synthesis of information
o Give examples to reinforce the stance taken

Conclusion

o Learners should round off the argument by reverting to the question

posed
o In many cases this will consist of restating the main line of argument

Unit 2 The Ashanti kingdom – a case study

What happened to the Akan people of the Ashanti kingdom in West Africa during
the ‘Scramble for Africa’?
Mind Map

The coast of West

Africa before the
arrival of
Europeans

Results of
Unit 2 The The Ashanti &
colonisation for Ashanti their early contact
the Ashanti with European
Kingdom and kingdom traders &
Britain explorers
– a case study

The British & the

colonisation of the
Gold Coast

The image below is an example of Kente cloth.

The coast of West Africa before the arrival of Europeans

Gold was mined by the Akan people who lived in the forest regions of West Africa
During the 1700s, the Ashanti kingdom became the most powerful of these states because it
controlled the gold trade
The Akan people were divided into a number of small states
First Ashanti king was Osei Tutu; He joined a number of Akan states together to form a strong
union
Ruled it from the Ashanti capital at Kumasi
States close to Kumasi were ruled directly by the Ashanti king; Those further away paid tribute
to him
Most important symbol of the king’s power was the ‘Golden Stool’
Ashanti believed that this stool represented the soul of the nation and brought good fortune to it

The Ashanti and their early contact with European traders and explorers
Ashanti kingdom was wealthy, especially after traders from Europe arrived to trade with West
Africa
The Ashanti did not trade directly with the Europeans
The Fante who lived on the coast acted go-betweens
First European traders to arrive were the Portuguese
The Portuguese built a fort (Elmina) on the coast and bought gold & ivory in exchange for
metals such as brass and copper, cloth and guns. Later, the Portuguese began to buy slaves as
well

There was competition between the European countries (Holland, Britain and Denmark) to
control this trade
Ashanti kingdom became the main source of gold and slaves for the European traders
Ashanti bought guns and ammunition from them (increased)
They used the guns to defeat other states and capture slaves
Also got slaves as tribute from the smaller states under their control

Ashanti kingdom became very wealthy

Well-known for their gold and brass carvings
Ashanti also had a large and well-trained army; Soldiers lived in special camps outside Kumasi

The British & the colonisation of the Gold Coast

During the 1800s, the British fought many wars against the Ashanti
Wanted control of the trade routes and also wanted to stop the trade in
slaves
When the British attacked Kumasi in 1824, the Ashanti were able to
defeat them
In 1874, they sent an army into the Ashanti kingdom
Attacked Kumasi and set fire to a part of it
The Ashanti kingdom was still independent but it slowly became weaker

British encouraged many of the smaller states that made up the kingdom to break away
A civil war for control in Ashanti made it even weaker.
In the 1890s, a new Ashanti king, Prempeh I, began to reunite the Ashanti kingdom and build up
the economy
British did not want this to happen
Arrested Prempeh and sent him into exile in the Seychelles
Demanded that the Ashanti pay them a huge amount of gold and hand over the Golden Stool
But the Ashanti refused and hid the Golden Stool

While the British were looking for the Golden Stool, the Ashanti made a final attempt to resist a
British takeover of their kingdom
Resistance was led by the queen mother, Yaa Ashantiwa
In 1902, they were defeated, and became a British colony
Queen Yaa Ashantiwa was also sent into exile in the Seychelles -she died in 1921

Results of colonisation for the Ashanti kingdom and Britain

Ashanti kingdom became part of the colony called the Gold Coast
British ruled their colonies through local leaders, and so they allowed the exiled king to return
Although he became king again, he did not have any real power
British sent soldiers and officials to rule the Gold Coast

Britain became very wealthy from its African colonies

In the Gold Coast, British companies took over the gold mines
Bought the main crop, cocoa beans, from farmers and sent them to factories in Britain
chocolate
The Gold Coast remained a colony until 1957, when it was renamed Ghana
Chose this name to honour an ancient West African kingdom
First African colony to become independent

Yaa Ashantiwa: The Warrior Queen https://www.youtube.com/watch?v=sLtvfeYGcxk

INFORMAL ACTIVITY 1
Key Question: How were the Ashanti ruled before colonisation?
Refer to Source 1A answer the following questions.
Source 1 A
Michael Auld's comic Anansi’s Story: The Golden Stool of Ashanti. It was originally published in
newspapers in black communities in South America in the 1980s. The source makes reference
to Osei Tutu and his cousin Anokye the priest.
http://anansistories.com/Anansesem.html [Date accessed: 10 June 2019]

1.1.1 Where did Anokye choose to have the gathering of people? (1x1)

1.1.2 According to the source, how did the crowd know that Osei Tutu was chosen as the
leader of the Ashanti people? (1x2)

1.1.3 Using prior knowledge, explain why Osei Tutu was considered one of the Ashanti
kingdom’s greatest leaders? (1x2)
1.1.4 What do you think was the cartoonist’s intention (aim) when he created this cartoon for
publication in black communities? (1x2)

Key Question: How did the Ashanti people try to resist being colonized by Europe?
Refer to Sources 1B – 1C and answer the following questions.
Source 1B
The source explains Britain’s attempts to take control of the Ashanti Kingdom.
https://aaregistry.org/story/britain-ask-the-ashanti-tribe-for-the-golden-stool/ [Date accessed:
10 June 2019]

In the 1890s, a new Ashanti king, Prempeh I, began to reunite the Ashanti kingdom and build up
the economy but the British did not want this to happen. The British began their move by
exiling the Ashanti’s King Prempeh in 1896. When this did not succeed in breaking the peoples’
spirit they demanded the supreme symbol of the Ashanti people: the Golden Stool. On March
28, 1900, the British Governor ordered the Ashanti to surrender the Golden Stool. Deeply
insulted, the Ashanti silently left the meeting and went home to prepare for war.

Source 1C
The Queen-Mother calling upon the Akan people to fight for their kingdom.
https://aaregistry.org/story/britain-ask-the-ashanti-tribe-for-the-golden-stool/ [Date accessed:
10 June 2019]

The Queen-Mother, Yaa Ashantiwa delivered an unforgettably stinging speech.

She said, "Is it true that the bravery of the Ashanti is no more? If you men of Ashanti will
not go forward, then we will. We the women will. I shall call upon my fellow women. We
 will fight the white men. We will fight till the last of us falls in the battlefields."

The speech so moved the chiefs that at once they swore to fight the British until the
Ashanti King Prempeh was set free from his exile. Yaa Ashantiwa began by having her
troops cut telegraph wires and blocking routes to and from Kumasi where the British
had a fort. For several months the Queen Mother led the Ashanti in combat, keeping
the British pinned down.

After sending 1,400 soldiers to put down the rebellion, the British captured Yaa
Ashantiwa and other Ashanti leaders. Her bravery is still remembered by those who
refer to one of the last great battles for Ashanti independence and the last war fought
in Black Africa led by a woman.

1.2 Read Source 1B.

1.2.1 Why were the British threatened by King Prempeh in the 1890s? (2x2)

1.2.2 Using prior knowledge, list two reasons to explain why the Golden Stool was the
supreme symbol of the Ashanti Kingdom. (2x1)

1.2.3 What do you think the Ashanti people did with the Golden Stool, after the British
demanded it? (1x1)

1.2.3 How, according to the source, did the Ashanti people feel when the British demanded
the Golden Stool? (1x1)
1.2.4 Provide evidence to prove that the Ashanti people would not surrender easily to the
British. (1x2)

1.3 Refer to Source 1C.

1.3.1 Why did Yaa Ashantiwa start her speech by asking “Is it true that the bravery of the
Ashanti is no more?”? (1x2)

1.3.2 How do we know that Yaa Ashantiwa was willing to fight for the kingdom’s
independence to the very end? (1x2)

1.3.3 Using prior knowledge explain whether it is fair to say that the chiefs achieved their aim
of helping King Prempeh. (1x2)

1.3.4 According to the source, why is Yaa Ashantiwa’s bravery still remembered today? (2x2)
1.3.5 Explain the usefulness of this source to a historian studying the story of Yaa Ashantiwa.

(1x2)

Paragraph:
Using the information in the relevant sources (1B-1C) and your own knowledge, write a
paragraph of about five lines (about 50 words), explaining how the Ashanti people tried to
resist being colonized by Europe. (5)

Essay:
The British fought many wars against the Ashanti because they wanted to control the trade
routes and stop the trade in slaves.
Do you agree? Using relevant evidence, describe how the British took over control of the Gold
Coast in the 1880s. (20)

Term 4
HISTORY: WORLD WAR I (1914 – 1918)
What you will learn:
 The reasons for World War I: both the long-term and immediate causes.
 Explore various aspects of different experiences of World War I, ranging from
conscription to conscientious objectors, to trench warfare, to the music and
poetry that emerged during this war.
  Consider South Africa's role in the war.
 How did the war affect women? You will explore this aspect of the war.
 The end of the war and the peace treaty which brought the war to a close.
World War I (1914 – 1918)
Key concepts and definitions
 Look at and analyse reasons why World War I broke out
 Become aware of different aspects of experiences
in World War I. e.g. for the public, soldiers, those left at home.
 Learn about the contribution South Africa made to World War I.
 Examine the changing view and role of women in Britain in World War I.
 Consider the defeat of Germany and the Treaty of Versailles.

New words
Nationalism:
_______________________________________________________________________
_______________________________________________________________________
Empire:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Colonisation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Assassination:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Kaiser:
_______________________________________________________________________
Franchise:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Suffragette movement:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Suffrage:
_______________________________________________________________________
Civil disobedience:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Militant:
_______________________________________________________________________
Treaty of Versailles:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Propaganda:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Economy:
_______________________________________________________________________
Industrial:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Democracy:
_______________________________________________________________________
Monarchy:
_______________________________________________________________________

Concepts:
Nationalism/ Kaiser/ Empire/ Democracy/ Suffrage/ Militant
Reasons for the start of WW1
Trench warfare/ Music and Poetry/ South Africa during WW1.

WW1:
Violent armed conflict between the Allied Powers and Central Powers.

The role of Women in WW1

Aspects and experiences of WW1

The Allied Powers vs The Central Powers

The Triple Entente vs Triple Alliance.
 World War One 1914 (12 min) Trench Warfare 1914

KEY WORDS/ REASONS WHY WORLD WAR I (WWI) BROKE

QUESTIONS
OUT:
1. What is a war? A war is a state of violent conflict between countries or between
competing forces within a country.
2. List the long World War I & II (20th century) were known as ‘world wars’ because
term causes of they involved a large number of countries spread around the world.
WWI. There were both long-term and immediate causes of the First
World War.
3. What was the Long term causes: nationalism, industrial economies, control of seas and
immediate decline of the empires. Immediate cause: assassination of Archduke of
cause of WWI? Austria at Sarajevo.
Important people:
George V was the Wilhelm II was
King of the the last German
United Kingdom Emperor (Kaiser)
and the British and King of
Dominions, and Prussia ruling
Empower of Indi, from 15 June
from 6 May 1910 1888 to 9
until his death in November 1918
1936

Name the
Central Powers. How the nations in Europe lined up in 1914 – the Allied Powers VS
Central Powers
 TRIPPLE ENTENTE Triple Alliance
Allied Powers Central Powers
Britain / United Kingdom (UK) Germany
(most powerful navy) Austria - Hungary
France (traditional rival of Italy (did not take membership
Germany) seriously and fought on side of
Name the Allied Russia (most powerful Slavic Triple Entente countries during
Powers. country) WWI)
Allies, would support each other Ottoman Empire (Turkey)
against any threats Agreed to support each other if
there was an attack from France
or Germany

Reasons for the War-

In August 1914, war broke out between the major powers in Europe. 
It was known as the Great War because it lasted four years and involved
so many countries and affected so many people’s lives in serious ways. 
It was only when World War II broke out that the Great War was called
World War I.
The long–term causes of World War I were conflicts and tensions that
had built up in Europe over the previous 40 years. 

Introduction
WHAT WAS WORLD WAR I

World War I was an extremely bloody war that engulfed Europe from 1914 to 1919, with huge
losses of life and little ground lost or won.
Fought mostly by soldiers in trenches, World War I saw an estimated 10 million military deaths
and another 30 million wounded. While many hope that World War I would be “the war to end
all wars” in actuality, the concluding peace treaty set the stage for World War II.

More than 65 million men from 30 countries fought in WWI. Nearly 10 million died. The Allies
(The Entente Powers) lost about 6 million soldiers. The Central Powers lost about 4 million.
There were over 35 million civilian and soldier casualties in WWI. Over 15 million died and 20
million were wounded.

Cue words/ questions Long–term causes Date:

Characteristics of 1. Nationalism
nationalism: Nationalism is the belief that your country is better than other
a) Strong sense of countries.  Citizens feel so much pride and devotion for their nation that
community
they are prepared to fight and die to help make their country a world
b) Having national pride power.  Nationalism had emerged in a number of countries causing
c) Placing the interest of uprisings and rebellions because people did not want to be ruled by
one’s country above empires and colonial powers.  Local wars, such as the Balkan Wars
that of other (the people of the Balkan states did not want to be ruled by Austria–
countries.
Hungary) of 1912–1913 had increased tensions in Europe. 

Germany and Italy were two new powers in Europe that had been formed
by nationalism and uniting of people who shared a common culture and
history.  These new countries, especially Germany, wanted to show the
older powers, such as France and Britain, how strong they were, and they
claimed territories belonging to other countries.  For example, Germany
claimed Alsace–Lorraine from France, who now wanted this territory
back. 

2. Industrial economies
Britain and France had become wealthy through their control of overseas
trade, markets, territories and people.  The Industrial Revolution that had
started in Britain made Britain wealthy and powerful.  The Industrial
Revolution spreads to other countries making them powerful in turn. 
Rivalry and industrial and economic competition between the powers
increased tensions. Stronger countries provided support to weaker
countries and aligned with them to protect them from invasion.

3. Control of the seas

By 1914 Britain had 49 battleships. Germany had 29 ad were in the
process of building more. Britain became fearful that Germany was
preparing for expansion and conflict.

4. Colonisation and empires

Colonisation was a way for countries to obtain more land and greater
power and wealth.  The competition between major powers to build up
colonies created more tension. France and Britain had colonised most of
Africa and the Pacific. Germany had colonised German East Africa
(Burundi, Rwanda and main inland areas of Tanzania) and German South
West Africa. (Namibia).

Figure: Europe in 1914

Cue words / Immediate causes of World War I
questions
There were many causes of World War I, but the immediate cause was
the assassination of the Archduke Franz Ferdinand of Austria, who
was heir to the Austrian Empire. 
Sarajevo was the capital city of Bosnia, one of the Balkan countries.  The Slav
people in this area had been ruled for many years by foreign powers.  But by
1914, Slav nationalism was strong – they wanted to be an independent
country free from foreign rule.  However, many European countries, such as
Russia and Austria–Hungary wanted to rule this area.  In 1908, Austria–
Hungary had annexed the area including Sarajevo, as part of its aim to
control the whole of the Balkans. 

Figure:  Austria–Hungary and the Balkan States

Causes of WW1
On 28 June 1914, Archduke Franz Ferdinand of Austria–Hungary and his wife
Sophie, were on a state visit to Sarajevo.  As their car drove through the
town, a Bosnian Serb, named Gavrilo Princip, who was a member of the Slav
nationalist group, the Black Hand, shot both the Archduke and his wife. 
The assassination set off a chain of events that immediately caused World
War I:
 As the Archduke was the next in line for the Austrian throne, Austria
 blamed his death on Serbia, as Serb nationalists had helped to plant he
attack. 
 Austria declared war on Serbia. 
 Russia, who had promised to protect Serbia, prepared to go to war
against Austria.
 Austria asked Germany for help and Germany declared war on Russia.
 Germany’s involvement angered France who supported Russia and
Serbia, so France prepared for war.
 Germany declared war on France and marched through Belgium to get
to France.
 Britain had promised to support Belgium if attacked and they demanded
that Germany leave Belgium. 
 Germany refused.
 Britain declared war on Germany.  World War I had begun, just over a
month after Princip’s bullet killed the Austrian Archduke.

Tabulate the ALLIED POWERS CENTRAL POWERS

countries
involved in WWI.

Cue words/ questions Countries in Europe which fought

The countries belonging to the Triple Entente, or the Allied

Powers, were: France, Russia and Britain, as well as all their
empires (e.g. South Africa fought with Britain etc.) 
Italy, Japan and Portugal joined the Allies later, once they signed a
treaty with Britain. 
The United States of America joined the war later on the side of
the Allies, after Germany torpedoed one of their ships.
The Triple Alliance, or Central Powers, were: Germany,
Austria–Hungary and Italy.  Bulgaria and Turkey joined the Triple
Alliance some time later.  Italy also left the Triple Alliance some
time into the war and joined the Allies.
Although these groups formed alliances, the countries in the
alliance did not always trust their allies.  Many treaties and
agreements were privately signed between powers to protect
themselves from other powers during the war.

Cue words/ questions Aspects of experiences in World War I

Conscription and propaganda in Britain

Why did the number of At the start of World War I, over three million men volunteered to
enlisted men drop
 during the war? serve in the British army in the first two years of the war.  They
were happy to join the army to defend their country.  But as time
went on, the number of enlisted men dropped because many
soldiers were killed and the number of volunteers dropped.   By
1916 about 800 000 British soldiers had died in the war. People
were becoming less enthusiastic about the cause of the war and
fewer men were willing to risk their lives.  The Germans were
Name two methods gaining an advantage.  The British army needed to recruit more
used by the British men.
government to recruit
They did this through two
soldiers.
methods: conscription and propaganda. 
Define conscription. Conscription is a policy of forced military service.  Certain laws
were passed that made it compulsory for men to join the army:
Name the law that 1. The so called Bachelor’s Act of 1916 made military service
made it compulsory for compulsory for all single men aged 18 to 41.
men to join the army. 2. 1916 amended to all men, single or married, aged 18 to 41.
3. 1918 amended to all men up to age 51.
Which men were Certain men could apply not to be conscripted:
exempted from joining  men with children whose wives had died.
the army?  ministers of religion.
 if six sons were in the army, the seventh could remain at
What is propaganda?
home;
How did the British  if your work was of national importance.
government control or  medically unfit.
manipulate the The British government used propaganda to persuade people that
thoughts, feeling and supporting the war was the correct and patriotic thing to do. 
actions of its people? Some propaganda urged people to work hard and donate their
earnings and savings to the war effort.  Other propaganda
persuaded people to hate the Germans.  The Germans were
portrayed as stupid, scary and cruel and even inhuman. 
Propaganda stirred up the emotions of people and was almost
always biased and not accurate.

Cue words/ Aspects of experiences in World War I

questions Conscientious objectors:
Who were the Conscientious objectors are people who refuse to serve in the army for moral
Conscientious objectors? reasons.
Even after the British government began conscription, there were still men who
Why did men refuse to refused to fight.  Some of them refused to go to war because they refused to leave
go to war? their families and also did not want to place their families in a terrible situation if
they were killed. 
Who were the political Others refused to fight because they believed the war was wrong and killing other
objectors? people for political purposes, was morally incorrect.  They did not see the Germans
as their enemies.  These political objectors did not support the government in their
decision to go to war. 
What role did religion Some conscientious objectors refused to go to war based on their religious beliefs. 
play? To these people, killing others was regarded as a sin and the carrying of weapons
with the intention of killing other people was unacceptable.
How was Conscientious Some conscientious objectors were pacifists, who believed that any kind of war was
objectors treated? unacceptable and that people should live in peace with each other. 
Often, conscientious objectors were labelled as cowards by people who did fight in
the war.  Conscientious objectors were often treated very badly.  When out in
public, other people gave them white feathers and mocked them.  Some 9 000 men
were sent to prisons and special camps for refusing to fight.  They were treated
badly in these camps, some even dying from the terrible conditions. 

Cue words/ Aspects of experiences in World War I

questions
Trench warfare
What is trenches? At the start of the war, the leaders on both sides thought that they would
win the war very quickly.  Although the Germans advanced rapidly into
France through Belgium, they were soon met with a fierce line of defence
from the French and British.  The Germans dug trenches or deep ditches and
channels in the ground that they could stand in, fight from and live in as
they fought back against the French and British forces.  The Allied forces
also built lines of trenches to protect themselves from German attack,
opposite the German trenches. Soon there was a long line of trenches
stretching across Europe from Switzerland to the English Channel.  The
Western Front, as the trench line was called, saw some of the worst fighting
in the war, along with some of the worst battle conditions imagined.
What is the land called The trenches were long open tunnels running parallel to each other.  They
between the two were usually around 2 metres deep and 2 metres wide. Sandbags were lined
sides? along the walls and the top of the trench and barbed wire was placed in
front of the sandbags to prevent the enemy from getting into the trench. 
The land between the two sides’ trenches was called ‘no–man’s land’. 
Each side would try and gain land by ‘going over the top’ and shooting at
the enemy in the opposite trench.  Snipers tried to shoot any soldier who
carelessly let his head show above the trench.  Poison gas was used, along
with guns and heavy artillery shelling and cannons to defeat the enemy. 
Describe the conditions The men lived in the trenches for months at a time, and conditions were
for soldiers in the terrible.  Along with the injured, disease and illness spread in the crowded
trenches. unsanitary conditions.  Dead bodies lay in the no–man’s land, or were
dragged back into the trenches, bringing rats and disease.  The muddy, cold
conditions added to discomfort and sickness.  Soldiers’ feet often rotted from
standing in wet conditions constantly.  More soldiers died from injuries and
infections that from bullets.
The trench warfare basically drew to a stalemate, with no side winning after
years of fighting and millions of soldiers dying.

Figure:  The Western Front

Figure:  Fighting in the trenches

Figure:  A British World War I tank Trench Warfare during WW1

(3min14)

Aspects of experiences in World War I

Music and poetry

Some solders wrote poetry and made music both as a way of expressing how they felt
about the war, and as a way of escaping the terrible conditions in difficult times. 
Some of the songs and poems tried to lift the spirits of the men.  They tried to
bring unity to men as they marched or waited in the trenches.  So the content of many
of these songs was happy and upbeat.  The content boosted the morale, or feelings
of confidence and enthusiasm of the men.
Some songs and poems mocked the enemy and made fun of the ‘other side’. 
Some songs and poems were sad and the writers longed for home and loved ones.
Yet other songs and poems criticised the war and were a form of protest.  The
writers were disillusioned with the war and this loss of hope was made clear in the
words of the song or poem. 

World War I and South Africa

At the time of World War I, South Africa was a British colony, and therefore it was their
duty to help Britain in the war.  Not all South Africans were happy about fighting in the
war, but they had no choice.  South African soldiers were tasked with:
A. defeating the Germans in South West Africa, a German colony;
B. defending the British naval base of Simon’s Town near Cape Town; and
C. fighting in Europe.

Two events in World War I were of significance to South Africa directly:

1. The Battle of Delville Wood in 1916

2. the sinking of the SS Mendi.

Delville Woods The SS Mendi

The British instructed the South African troops to
clear a forested area in northern France of
German troops. In the battle, 3 150 South
African soldiers faced 7 000 Germans. The South
Africans held the woods in a battle lasting nearly
two months, finally pushing the Germans out of
the area.  An estimated 2 384 South African
soldiers lost their lives in this, one of the
bloodiest battles of the war. Combat was not in
trenches, but rather hand–to–hand using
bayonets and shelling with small artillery and
guns.  The South African government bought a
patch of land in Delville Woods in 1920 and built
a memorial to the South African soldiers that
died in the battle.  memorials for the lost soldiers. There is also a
83 000 black South Africans volunteered to help
Britain during the war.  Although the British were
reluctant to use black soldiers in the war,
although they enlisted black soldiers as the
South African Native Labour Corps for support
roles such as building, digging trenches, cooking
and working in hospitals. 
In 1917, 823 members of the SANLC boarded a
British ship called the SS Mendi and were to be
transported to France.  However, the ship
collided with another British ship, the SS Darrow,
in thick mist. 607 black soldiers drowned in the
disaster.
The South African government erected
medal called the Order of the Mendi awarded to
 South African citizens for bravery.

The battle of Delville Wood The sinking of the SS Mendi

Women in Britain during World War I

Changing roles of women:

SOURCE A

Before the war, very few women did paid work. Some women worked as nurses,
teachers and domestic servants, but the middle and upper class women did not work,
as it was considered ‘improper’ for women to work. In World War I, this attitude
changed.  Millions of men were away fighting and women were needed to take over the
jobs that the men had held.
British propaganda convinced society that women were needed in the workplace and
that the women’s contribution was their responsibility to help win the war.  Therefore,
in addition to caring for families’ single–handedly, women began to work in government
departments and factories, in private businesses, shops, transport and the army. They
did office work as well as hard labour such as unloading coal at the harbours and
building tanks and other weapons.  An estimated two million women replaced men in
the workplace between 1914 and 1918.
As a result of working in factories and doing hard manual labour, women’s fashions
changed. They cut their hair short, they wore long pants and shorter dresses. They no
longer wore uncomfortable underwear. They smoked and drank in public places and
rode on motor bikes! 
They were paid very little for their work, but their role was to ‘keep the home fires
burning’ – which they certainly did.

The Role of Women in World War One

The Role of Women in World War One

Women in World War One

SOURCE B

Emmeline Pankhurst
 Before the War, women did not have the right to vote. Although
there were organisations that fought for the right to vote, it was
only the changes in society that happened as a result of the war
that helped these organisations finally get the vote for women.
Emmeline Goulden was born on 14 July 1858 in Manchester,
England.  She married Richard Pankhurst who was a lawyer and
supporter of the women's suffrage movement.   In 1889,
Emmeline founded the Women's Franchise League, which fought
to allow married women to vote in local elections.  In 1903, she
helped found the Women's Social and Political Union (WSPU), an
organisation that became well known for its activities and the
first to be called 'suffragettes'.  She campaigned tirelessly for
women to be given the vote. The women, under Pankhurst’s
leadership, were willing to break the law to get society to listen
to them. They broke windows and attacked police officers. They
bombed politician’s houses and refused to pay taxes.
Pankhurst was arrested on numerous occasions and went on
hunger strike, resulting in violent force–feeding. She wrote about
her time in prison and exposed how women in prison were
treated. In 1918, the Representation of the People Act gave voting
rights to women over 30. Pankhurst died on 14 June 1928, which was shortly after women were granted
equal voting rights with men at the age of 21.

ACTIVITY:

1. Identify 3 types of work women did before World War I? Refer to Source A. (3x1)
(3)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________

2. Why did the middle and upper class women not work? (Source A) (1x1)
(1)
__________________________________________________________________________
_____

3. List 3 types of work did women do during WW1? Refer to Source A. (3x1)
(3)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________
4. Describe how women’s fashion change during the war? (2x2)
(4)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________

5. What was one of the main goals of the Women's Franchise League in Source B? (2x1)
(2)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________
6. What methods did Women's Social and Political Union (WSPU) use to get society to listen to
them, in Source B? (2x1)
(2)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________

7. Name the law that gave women the right to participate in elections. (1x1)
(1)

The defeat of Germany and The Treaty of Versailles

The defeat of Germany

By the middle of 1918, Germany was in a strong position and had advanced across France to just outside
Paris.  However, in June 1918, the first American soldiers joined the war. 
The American soldiers were fresh to the war and eager to make a difference in Europe.  When the
Germans tried to advance on Paris, they met the combined British, French and American troops, and they
suffered serious losses.  The Allied forces kept pushing the Germans back across France.  By September,
Germany had lost a million soldiers, reducing their army to 2.5 million.  At the same time, the number of
American soldiers rose from 200 000 when they joined the Allied forces, to over 2 million a few months
later. 
Germany’s allies (Bulgaria, Austria–Hungary and Turkey) collapsed under the onslaught of the renewed
Allied forces.  Germany was suffering great losses and had no choice but to call for an  armistice.  The
Allies agreed to grant an armistice only if German soldiers retreated to within Germany’s borders and left
all their weapons behind.
The German soldiers began to retreat and at 11 am on 11 November 1918, the armistice as signed,
officially ending the war.
There were over 16 ½ million military and civilian deaths in World War I, and over 21 million left
wounded. 

1. When did the USA enter WWI?

 ___________________________________________________________________________________
___________________________________________________________________________________
2. Who was Germany’s Allies?
__________________________________________________________________________________
__________________________________________________________________________________
3. What is an armistice?
__________________________________________________________________________________
__________________________________________________________________________________
4. On what grounds were an armistice granted to Germany?
__________________________________________________________________________________
__________________________________________________________________________________
5. When did WWI end?
__________________________________________________________________________________
__________________________________________________________________________________

6. What was the results of WWI?

__________________________________________________________________________________
__________________________________________________________________________________

The Treaty of Versailles

In January 1919, 70 delegates from 27 nations met at the Palace of Versailles, outside Paris, to hold the
Paris Conference, to establish the treaty to end the war.  The treaty became known as the Treaty of
Versailles. 
The discussions went on for six months because the Big Three (heads of government of Britain, France
and the United States of America) could not agree about the conditions set down for Germany.
Georges Clemenceau, the leader of France, wanted to place harsh conditions on Germany and force them
to pay reparations to cover the damages in France.  Britain wanted to restore trade with Germany, but
also wanted to punish Germany. The USA wanted a fair treaty that would not leave Germany feeling
resentful. 
At the end of the discussions, to which Germany had not been invited, 440 harsh conditions stated:
1. Germany had to accept responsibility for starting the war; B
2. Germany had to pay millions of pounds in reparations; R
3. the German army was limited to only 100 000 men, no tanks, no military aircraft, warships or
submarines
allowed; A
4. Germany lost much territory and all her colonies; T
5. a republic was formed with a democratic government and the monarchy was dissolved and
Kaiser
Wilhelm had to abdicate and was sent into exile in Holland.
1. Where and when did the nations meet after WWI?
__________________________________________________________________________________
__________________________________________________________________________________
2. What is a treaty?
__________________________________________________________________________________
__________________________________________________________________________________
3. Who was the Big Three?
__________________________________________________________________________________
______
4. What did the Big Three want at the treaty?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

5. How was Germany punished at the treaty?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

6. Define the following concepts:

 Republic:
______________________________________________________________________________

 Democracy:
____________________________________________________________________________

 Monarchy:
_____________________________________________________________________________

 Abdicate:
______________________________________________________________________________

 Exile:
_______________________________________________________________________________
_______________________________________________________________________________
SOURCE-BASED ACTIVITY:
Historical Background:
World War I, also known as The Great War, was an international conflict lasting from 1914 to 1918. The
driving force that led nations to war was imperialism. It was fought between the Central Powers
(consisting mainly of Germany, Austria-Hungary, and Turkey) and the Allied Powers (consisting mainly of
France, Great Britain, Italy, Russia, Serbia, the United States, and Japan).

The United States maintained neutrality in the conflict until 1917, when war on Germany was officially
declared. American military and economic contributions to the Allied war effort helped to turn the course
of the war and eventually led to the defeat of the Central Powers.

INSTRUCTIONS:

1. Study the primary sources and answer the scaffolding questions about each one using
complete sentences.
2. Use the primary source documents to answer the following questions:
 a. Why did the U.S decide to enter the war?
b. How did the U.S contribute to the Allied cause before and after it entered the
war?
c. What is the legacy of the war?
3. The answer to each question should be at least a paragraph in length and you must include
at least one citation per paragraph.
4. Use the M.A.I.N Causes worksheet, the information in your Primary Source document
answers and Vocabulary (Creating America text 10.1) to help you write.
5. Use the blank page to create either WWI propaganda or a political cartoon based on one of
the 4 causes of WWI (M.A.I.N). Must include a clear message, design (pictures, symbols,
words, that evoke WWI sentiments).

SOURCE 1 - Front page of the NY Times, May 8, 1915, reports that a German submarine
torpedoed and sank an unarmed passenger ship carrying American citizens.

1. What was the purpose of the notice

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What effect do you think that the incident described in the NY Times might have had on
American public opinion about involvement in the war?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
SOURCE 2 - Cartoon in response to German U-boat attacks on American ships at sea
(1917).

3. What is President Wilson doing in the cartoon above? (2x1)(2)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

4. What is the reason for his actions in the cartoon above?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5. Which did America declare war against in Source 2? (3x1)(3)

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Germany was the first country to employ submarines in war as substitutes for surface
commerce raiders. At the outset of World War I, German U-boats, though numbering only 38,
achieved notable successes against British warships; but because of the reactions of neutral
powers (especially the United States) Germany hesitated before adopting unrestricted U-boat
warfare against merchant ships. The decision to do so in February 1917 was largely responsible
for the entry of the United States into the war. The U-boat campaign then became a race
between German sinkings of merchant ships and the building of ships, mainly in the United
States, to replace them. In April 1917, 430 Allied and neutral ships totaling 852,000 tons were
sunk, and it seemed likely that the German gamble would succeed. However, the introduction
of convoys, the arrival of numerous U.S. destroyers, and the vast output of American shipyards
turned the tables. By the end of the war Germany had built 334 U-boats and had 226 under
construction. The peak U-boat strength of 140 was reached in October 1917, but there were
never more than about 60 at sea at one time. In 1914–18 the destruction—more than
10,000,000 tons—caused by the U-boats was especially remarkable in view of the small size
(less than l,000 tons), frailty, and vulnerability of the craft.

U-Boat footage WW1 in Color The Use Of U Boats In WWI

SOURCE 3

A 1917 Poster from the United States Food Administration

 6. Who is the target audience for this poster? (1x1)(1)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
7. What is the purpose of the poster? (2x1)(2)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

SOURCE 4

It is a fearful thing to lead this great peaceful people into war, into the most terrible and disastrous of
all wars…But the right is more precious than peace, and we shall fight for things which we have
always carried nearest to our hearts --- for democracy; for the right of those who submit to authority
to have a voice in their own Governments; for the rights and liberties of small nations; for universal
dominion of right by such a concert of free peoples as shall bring peace and safety to all nations and
make the world itself at last free.

- Woodrow Wilson, speech asking Congress to declare war on Germany (April 2, 1917)

8. What are two reasons that Wilson says we must go to war against Germany? (2x2)
(4)
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SOURCE 5
 9. According to the bar graph, what was one way the U.S. involvement in WWI helped the
Allies? (2x1)
(2)
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10. According to the Source, which two countries had mobilized the most troops? (1x2)(2)
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11. Which country, according to the source, had the least mobilized troops. Give a reason
for your answer.
(1x2)(2)
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SOURCE 6
12. What is the poster in Source 6 asking Americans to do to help the war effort? (2x2)(4)
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13. How would this help America with the war effort? (1x2)(2)
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14. With reference to Source 6, what is the knife attached to the gun barrel called? (1x1)
(1)
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15. Who is “Uncle Sam’s Boys” referring to in Source 6? (1x1)

(1)
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16. With reference to your previous knowledge, why is there no women in the poster? (1x1)
(1)

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SOURCE 7
14. With reference to Source 7, what is the “Biggest Gun” in the war for democracy? (1x1)(1)

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15. How did this “Gun” help the Allies win the war? (2x1)
(2)

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Essay Question:

“Although South Africa was far away from the action in Europe, it was affected by WW1. At the
start of the war, South Africa was a British colony, and wanted to some support for the United
Kingdom.”

Discuss South Africa’s involvement with WW1 with reference to the Battle of Delville Wood in
1916 and the Sinking of the battle ship, the Mendi in 1917.

[20]

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 MATRIX TO ASSESS ESSAY:

PRESENTATION LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Very well Well planned A planned Essay Shows some Attempts to Little or no
planned and and and planned and evidence of a structure an attempt to
MARKING structured structured structured structured to planned answer. structure the
ESSAY TOTAL: 20 essay. essay. essay. a certain argument. Largely essay.
Developed a Developed a Developed a extent. Attempts to descriptive
ESSAY TOTAL: 30 well- balanced clear Attempts to sustain a line or some
balanced argument. argument. develop an of argument. attempt at
argument. Evidence Evidence argument. Conclusions developing
Defended used to used to Evidence not clearly an argument.
CONTENT
the defend the support partially used supported by
argument argument. argument. to support an evidence.
throughout. argument.

LEVEL 7
18 – 20 16 – 17
Question has been fully
answered. Content OR OR
selection fully relevant to 27 - 30 24 - 26
line of argument.

LEVEL 6
16 – 17 15 14
Question has been
answered. Content OR OR OR
selection relevant to line 24 - 26 23 21 - 22
of argument.

LEVEL 5
14 13 12
Question answered to a
great extent. Content OR OR OR
adequately covered and 21 - 22 20 18 - 19
relevant.

LEVEL 4
12 11 10
Question is recognizable
in answer. Some OR OR OR
omissions or irrelevant 18 - 19 17 15 - 16
content selections.

LEVEL 3 10 9 8
Content selection does
relate to the question, OR OR OR
but does not answer it. 15 - 16 14 12 - 13
Omissions in coverage.

LEVEL 2 8 7 5–6

Question inadequately OR OR OR
addressed. Sparse
content. 12 - 13 11 9 - 10

LEVEL 1
5–6 0–4
Question inadequately
addressed or not at all. OR OR
Inadequate or irrelevant 9 – 10 0-8
content.