Our History: History Notes For Grade 8, 2017

Our History
History notes for grade 8, 2017
2017
Authored by:
Salomo Ndeyamunye yaNdeshimona
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Editors: Johannes K. Matias, Samuel S. Ndeshimona, Hileni Nghiteeka, Andreas Amutoko, Ashikoto Benjamin and Aune Natanael
Introduction to History
What is History?
 Define what is history?

 Demonstrate that history is about how people view and record the past.
What is history?
 History is the story of people and the past, what they have done, why they did
it and what the results/consequences were.
 History is also about time. The past can be anything from yesterday to
thousands of years ago.
 History teaches us the mistakes that were made and the good things that
happened in the past.
 When we study history, we try to make sense of all previous events in order to
learn from them and not make the same mistakes again.
A person who studies History is called: A Historian.
There are six questions that every Historian should answer as to help them find out
about the past:
1. What happened?
2. When did it happen?
3. Where did it happen?
4. Why did it happen?
5. Who did it?
6. How did it happen?
Why do we study History?
 We study history to find out more about ourselves, our people and our country.
 We study history to see how things have changed over time.
 We study history to avoid past mistakes, and be able to plan for the future.
 We study history to be able to make right decisions in the present.
How do we study history?
Name types of historical sources
Oral sources Written sources Pictorial/Visual Archaeological/material

sources sources
Songs Books Firms Human remains
Stories Diaries Photos Tools
Myths Newspapers Rock arts Biological remains e.i.
seeds
interviews Letters Maps, diagrams, Building ruins
sketches and cartoons
Oshikoto Regional History 8 Notes (Revised curriculum) 2017

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Names types of primary and secondary sources
Primary: these are first hand, original sources of information.

Secondary: these are second hand sources of information, taken from the primary sources.
Primary sources Secondary sources

Eye witness reports History textbook
A diary Newspaper
A letter
Pictorial/visual sources
Archaeological/material sources
Oral Sources
Explain why primary sources are more useful/reliable than secondary sources.
 They are original or firsthand sources.

 They can hardly be exaggerated or distorted.
 They came from the time when the exact event happened.
Explain why primary sources need to be supported by additional evidence?

 Because many sources depend of people‟s memory and people often forget
things.
 Some people also exaggerate to impress of to make a point.
 To verify facts and correctness of information.
Basic skills used in history

 Recording
 Interviewing
 Research
 Analysis
Time in history
Mention ways how to measure time in history
1. Decades A period of ten years.

2. Century A period of a hundred years.
3. Millennium A period of a thousand years.
Historian also measure the time by dividing time into larger blocks of Eras. For
example Pre History, Ancient History, the middle ages, and modern history.
Explain AD and BC
AD = Anno Domini-the years after the birth of Christ, also known as the year of our
Lord Jesus Christ.
BC = Before Christ-the years before the birth of Christ.

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Views on history
Objective views-means that someone is not influenced by their own beliefs and
feelings to make a decision
Subjective views-means that someone is influenced by their own beliefs and feelings
to make a decision, there are many different interactions of evidence and therefore
many different views on a particular event. Different historian may draw different
conclusions based on the same evidence. We call this bias. Bias means being
influenced by one point of view.
A biased source may be useful to a historian. But biased source is not reliable or
trustworthy.
What is Heritage?
 The word heritage comes from inherit, which refers to personal possession or
money you may receive from your parents or other relatives after they have
passes away.
 In history heritage includes things of great value to the country, such as
traditional culture, historical buildings, paintings a tourism, sculptures site or
even documents that have been passed down the generations.
 Heritage is therefore defined as places, people, objects and memories of days
gone by that are protected for future generations.
 Heritage is something from the past or from our ancestors that is worth
preserving and protecting.
Why do we study heritage?

We study Heritage in order to remember what is important to us from the past. It
gives us a foundation. It has been said that we must take from the past all that is
good and build our future on it. Without our heritage we would have nothing to link
us to our history and remind us how we got to where we are.
Heritage sites in Namibia

 The Brandberg National Heritage site
 The Sam Khubis Battlefield
 Eduard Bohlen Shipwreck
 Ten Man House (Windhoek)
 Apollo 11 Cave
 Oranjemund shipwreck
 Namib Sand Sea World Heritage site
 Replica of Original Cross at Cape Cross
 Monument at Kub
 Grave of John Ludwig
 Ghaub Cave
 Rock Engraving at Peet Alberts Koppie
 Twyfelfontein
 Petrified Forest
NB: The teacher must explain what is found at these heritage sites in details.
Importance of heritage sites in Namibia

 Tourism attraction, tourist creates job opportunity and brings in foreign currency.
 It links us to our history
 Help us learn about ancient History of Namibia

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NAMIBIAN HISTORY
Theme 1: Namibia during the 19th century
1.1 Social and political organization: chieftaincies in south-central Namibia

and trends toward state formation
Describe the basic type of political organization of the major groups in south-central
Namibia
The Ovaherero
The Ovaherero communities in central Namibia: they lived in independent groups;

each one with an elected chief, the chiefs‟ power was not hereditary. They lived off the
land, they hunted animals using home-made spears and bows and arrows. They
collected veldkos (wild fruits from the veld). Their large herd of cattle provided milk,
which was a major part of their daily food. They only slaughtered and ate their cattle
on special occasions such as initiations, weddings and funerals.
They lived in groups called clans. Each clan had one headman or chief. The headman
and his brothers made important decisions that affected the whole clan. After the
defeat of the Nama in 1863, a single paramount chief emerged. Herero clans met to
choose this overall leader. They today have a paramount chief as well as chiefs for
the different clans.
Owambo
The large groups of Owambo people were ruled by kings. A king‟s power was passed
down from father to son. A king‟s power controlled a large area. Ordinary people paid
tribute to the king. This meant they gave him food and gifts. The king was assisted
by a number of headmen.
The Nama
They lived in groups. Some groups were small and others contained thousands of
people. The Nama did not believe that people should own land. Certain families
within the groups become more powerful. People from these families become the
leaders of the group. One leader was chosen to lead the whole group. This person
was the chief ad later, after joining with Oorlam, he was called the kaptein.
The Oorlam
The Oorlam communities were administered by a kaptein and a kapteinsraad

(council). These structures had their origins in military-style commando groups
formed along the frontiers of the Cape colony.
The Oorlam wanted to control large areas of Namibia so that they could control the
large cattle herds and other resources, such as copper. They used riffles and force to
establish their power.

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Why the leaders of south-central Namibia decided to cooperate in 1858?
Because various groups often fought against each other. Stronger groups often take
over weaker group‟s land, properties, such as cattle and wealth and sometimes even
people will be taken by the victor.
Some groups like the Herero realized that it was better to be on the same side
as the Oorlam than to be their enemies. Constant fighting was weakening all
communities and causing poverty. Chiefs wanted to give concessions to mining
companies in order to allow mining. Some leaders cooperated in order to
stand against Jan Jonker Afrikaner who was more powerful at the time and
he was said to have more control over mining concessions.
Different groups attacked each other because: (why different groups attacked each
other?)
 People wanted more wealth and take it by force from others.

 The population is growing and they needed more living space.
 Leaders feel that their “neighbor” have is better than theirs (land, water,
minerals, etc.).
 Stronger nations push weaker nations from their lands and in turn these
weaker nations will push others from their land in order to find a place to
settle.
 Sometimes leaders just want to test their strength against other nations.
1.2 Kingdom in the north
Why certain groups had kings and others not
 Some groups were big/ their society is large so they needed to be controlled by
a king.
 Other groups had no kings because: The groups were too small and some were
always on the move E.g. San and Herero
 Some areas had kings because they were wealthy, and other did have kings, as
their wealth was limited.
The powers of this king
Economic power: to control the land, labor, enforce laws and production of food
Military power: they recruited strong men, organized raids on neighboring
kingdoms.
Judicial power: solving problems by holding court, judged crime and punish law
breakers.
Some of the laws were:
 Murder was not allowed and would be punished by paying a large
compensation to the family of the victim.
 Rape and adultery were serious offence.
 No grown-up girls were allowed to leave their kingdoms and no girls were
allowed to get pregnant before initiation. Punishment for this could be exile or
death.
 Witchcraft and magic were forbidden.

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Some of the laws that kings enforced were:
 No commoner was allowed to beat or kill a member of the royal clan.
 A blind prince or princess must be killed.
 A left handed prince or princess could not become king or queen.
 If the wife of the king gave birth to twins then he had to give her away to one of
his subjects as a wife.
Religious and spiritual power: supervising initiation rites for young people into
adulthood. They decided when to start ploughing, sowing and harvesting. They
decided on the time to fetch salt from the salt pans and when cattle should move to
and from different grazing areas. They were also responsible for the traditional rain
making ceremonies.
1.3 Interaction and trade
When people move to an area, they take with them objects, their language, religion
and beliefs and also the way of doing or making things. Interaction is similar to
communication between or joint activity involving two or more people.
Examples of interaction between groups:
Political
Economic Social
Political interaction
People started to Kings arranged
mostly started with
trade with one marriages for their
war. Different
another. The area children with the
groups/countries
where one group lived children of other kings.
attacked one another
may provide them This means that
and afterwards
with something that different groups would
concluded peace
others did not have. start to meet with one
agreements. Both war
They might want to another in an informal
and peace treaties can
exchange that in way. This includes
be seen as political
return for something different types of
interaction.
that the other wanted. celebrations such as
funerals or weddings.
Examples of trade between Namibian groups:

 Owambo traded iron tools (hoes) with the Hambukushu in Kavango
 The Damara traded arrow heads spear heads, knives, rings and hoes with other
Namibian tribes.
Trade
Trade is an exchange of goods, with goods (barter) or with money. People use to trade
with various commodities/goods, such as:
 Salt
 Cattle
 Sheep
 Ivory/tusk
 Pots
 Iron materials
 Minerals Etc.

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How trade in rifles and other goods affected the people
 Warfare changed as guns become more available, and people were killed in
fights between communities.
 Hunting became easier
 In many areas animals were almost wiped out, as with guns one can kill a lot
of animals at a time.
 Elephant were killed in large number for people to extract ivory.
 Guns meant people can protect their animals against predators like lions and
hyenas.
Effects of alcohol on Namibian people

 Alcohol destroyed many communities, people sold away their wealth to buy
alcohol
 Communities were often left poor and vulnerable
 People became drunkards
 Gender based violence increased as a results of alcohol abuse
 Social evils like raping and stealing increased.
 Alcohol abuse led to health and mental problem
Trade in other goods

 Other goods such clothes, sugar, and tobacco left many African in debts.
 Traders started to take their livestock as payments.
 However they clothed up people, fed them with nutrition and balanced diets.
 People lost their cultural ways of life
 They gradually lost their knowledge and skills to produce clothes and tools for
themselves.
Theme 2: Formal Colonization
2.1 European interests in Namibia.
Distinguish between different European groups who came to Namibia:
Different European Groups who came to Namibia were:

 Missionaries-taught Namibians how to read and write and spread their
religions
 Hunters-to hunt game/ wild animals.
 Traders-to sell products and look for market for their products
 Adventurers/Explorers-came to look for information in Namibia.
 Settlers-search for a place to stay permanently.
 German colonial authority (soldiers)-they came to take legal control of
Namibia.
Reasons why the Europeans were interested in Namibia
Economic reasons
 They came in Namibia to exploit the Namibians and the country‟s natural
resources.
 To look for new sources of raw materials and markets in which to sell their
goods.
 Namibia had lots of natural and human resources.

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Missionaries/Religion
 They came to Namibia to spread their beliefs .i.e. Christianity

 They first missionaries to settle among the Namas in 1805
 They first missionaries to settle among the Namas in 1805 were London
Missionary Society.
The Finnish missionary society worked in Owambolnd as from 1870. Rhenish

Mission Society came to Namibia in early 1840s.
Some missionaries helped the Germans in their plans to control our communities.
They were involved in commercials activities and traded with:
 Grains and Arms and ammunition.

 Cattle.
 Ivory and Ostrich feathers.
 Tobacco and Clothes.
They traded for supplies with traders, kings and households.
Settlers
 The Industrial Revolution caused a rapid population growth, and land became
scarce in Europe.
 They settled in large areas of uninhabited land.
 They built towns with roads.
 The locals began to learn their languages, customs and religions.
Traders, hunters and explorers
 They hunted wild games.

 They sold guns, alcohol, tobacco, ammunition, horses, coffee
 And house hold goods.
 Hunters were after big games such as Elephants tusks, ostrich feathers and
Rhino horns.
Hunters obtained cattle and variety of skins in exchange for beads, weapons and
ammunition. Traders exploited the natural riches and resources of our country.
Portuguese traders obtained Ivory and Cattle from the Owamboland in exchange for
glass beads, jewelry, tobacco and alcohol. Over-exploitation of big games led to the
depletion of some of the big games such as elephants, rhinos and ostrich birds and
trade on their by-products declined.
Trade and the development of wage labor
 The economy was dependent on African workers.

 Its expansion increased the demand for wage laborers.
 A large numbers of African men in the police zone were employed as wage
laborers
They worked on projects such as the copper-mining in Tsumeb and Swakopmund
Harbor Project.

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2.2 Establishment of German colonial rule
Define the term Colonial rule?

Colonial rule refers to the legal control of the whole territory by the Germans
including offices and officials needed to exercise control.
Why Germany came to Namibia?

 To claim SWA (Namibia) as a colony
 There was good land for farming
 There were enough cattle
 Germans wanted minerals in Namibia
 To exploit natural and human resources
 To search for a new a market to buy and sell their products
 To get cheap laborers
How did German colonization affect different Namibian groups and their various
rights?
 Some Namibian leaders lost their political autonomy
 Namibians lost their land
 Namibians lost their cattle
 Many Namibians were beaten, killed and raped
 Namibians were forced to do hard work on contract
2.3 Protection Treaties
Identify the indigenous leaders who signed the protection treaties
 Joseph Fredericks of Bethany

 Piet Haibib of the Topnaar Communities
 Hermanus Van Wyk of the Rehoboth Basters
 Chief Maharero of the Herero [Mbanderus]
Some leaders refused to sign;

 Jan Jonker Afrikaner-Oorlam
 Hendrick Witbooi-Nama (He was later forced to sign after numerous attacks
from the Germans).
Evaluate the impact the treaties had on the indigenous leaders
 It brought conflict between Herero‟s and Nama

 Brought misunderstandings and unhappiness between Namibian communities
 As a result of protection treaties many Namibians lost their land and cattle
Evaluate the impact the treaties had on the Germans;

 Gained access to land and resources
 They acquired mining concession (rights)
 German became wealth with cattle from Namibia who signed treaties
 It protected the interest of the Germans settlers in Namibia
 The conflict between Herero and Nama widened the Germans interest and
control on the Namibian.

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The conditions of the treaties on the indigenous leaders
 The local populations were expected to protect the lives and Properties of the
settlers
 The local leaders were not allowed to give away the land without the knowledge
of the German authorities.
 They had to give the settlers the rights and freedoms to carry out unrestricted
trade on the territory.
The conditions of the treaties on the Germans
 They promised to protect the chiefs and their people.

 They would respect the laws and customs of the indigenous people.
 They were granted mineral rights by Maharero on his territory.
 They regarded the protection as binding and unchangeable.
2.4 Resistance and increase of German troops
What is resistance?
Resistance is a refusal to give in to a foreign power or country that wants to occupy

another weaker country. I also mean opposing a political force.
Identify indigenous leader who opposed German colonial rule?
 1893 The first resistance wars took place under the leadership of Hendrik
Witbooi
 1894 Resistance of the Mbanderu under Maharero
 1896 Chiefs Nikodemus Kambahahiza and Kahimemua Nguvauva resisted at
Gobabis
 1903 Bondelswarts uprising took place
 1905 Jakob Marenga (alternative spelling: Marengo) continued the rebellion
after the death of Hendrik Witbooi
Explain Maharero reasons for cancelling the protection treaty in 1888
 The German governor, Curt Von Francois failed to protect the land and cattle
of the Hereros as promised.
 The Rhennish missionary Society supported German colonial authority.
 The Chief Maharero realized that the German‟s interests were only the land,
wild games and livestock.
 The Germans failed to honor their agreements as promised.
Describe the most important task of the German troops (why):
 To subdue the Herero

 To capture Lewis
 To protect the Herero as a condition of their treaty

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Theme 3: Resistance and Social Dynamics
3.1 Changing patterns of traditional rule
Discuss the reasons that led Hendrik Witbooi to refuse German protection
 He did to want to be under German control

 He did not want to lose his land to the whites
 He believed that Namibians are unique and have their own way of doing things
 Treaties brought conflict between Nama and Hereros
 He believed that Germans came to Namibia without permission
Discuss the various ways in which the German administration tried to convince
Hendrik Witbooi to accept German authority
 Gave him amenities, made verbal requests and used violence

 They promised to protect him and give him weapons
 They attacked him several times At Hornkranz in the Gamsberg (1893)
mountains and in the Naukluft Mountains (1894)
Discuss the reasons for the uprising of the Mbanderu and Khauas people against
the German rule (1896)
 They lost their land and cattle to the Germans

 Mbanderu did not accept Samuel Maharero as a paramount chief of the Herero
people
 They did not want white people in their land
Explain the importance of these uprisings to the Namibian People
 It showed that Namibians were not happy with German rule

 it showed that they had one common enemy, the Germans
 It showed that Namibians could unite and fight against the Germans
Explain how Leutwein tried to convince the Nama and Herero leaders to accept
German rule
 Leutwein Started to subdue smaller Nama communities

 He forced the chiefs to sign treaties with the Germans, to force them to agree
he moved onto their settlements with a hundred men and a canon
 Leutwein executed chiefs who refused to sign treaties and replaced them with
others of his choice, for E.G Andreas Lambert of the Khauas people, Kornelius
Fredricks, Abraham Morris, Simon Koopers e.t.c.
 Leutwein built small military posts all over the Nama territory and established
a military fort at Gibeon in order to control them.
 Leutwein employed a policy of divide and rule and played one group off against
another to create tension between Namibians

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Evaluate Leutwein policy (divide and rule)
 The policy was effective at the beginning since it caused conflict between Nama
and the Herero
 He brought many indigenous groups under German control.
 It brought misunderstandings and confusion between Namibian communities
which made it easy for the Germans to control Namibians
 On the other hand the policy was ineffective since Namibians realized that they
were facing a common enemy.
Discuss how the German administration proceeded to expropriate Namibian

land for white settlement
 They announced a “NO MAN‟S land” or artificial Southern boundary to the

Herero land by extending the boundary from Otjimbingwe in the west to
Barmen on the Swakop River.
 They set up reserves for the Namibians in different places.
 They took away land from the Namibians and gave it to white settlers, this is
called land confiscation
 Namibians were given a small piece of land which is not good for farming
 They put it that no indigenous people should live within 20km alongside the
railway from Walvis to Tsumeb, and they gave that land to themselves.
Theme 4: The war of National resistance 1904-1908
4.1 Herero versus colonial power
Explain the causes of the conflict (Herero VS Germans)
 Loss of Herero cattle, Herero lost their cattle due to rinderpest, due to the
credit ordnance, confiscation by the white people, and lack of good grazing
land.
 Loss of Herero land, through railways construction, where a radius of 20km
was set each side of the rail. Through, signing protection treaties, and direct
confiscation, and they were forced to live in reserves.
 Colonial oppression and bad treatment of the indigenous communities, Herero
women were raped by Germans, beaten and tortured.
Discuss the development and outcome of the war
When the war started, Samuel Maharero ordered that no German missionaries,
women and children were to be hurt, the Herero were to fight men only, it‟s against
the Herero code of war to harm women and children when fighting, it‟s also a sign of
humanity and a safe guard against the loss of innocent lives.
Herero‟s were at the advantage because they were familiar with the environment,
they knew where the trenches of the battle field were and all water wells were under
their control.
General Lothar von Trotha decided on a policy of genocide aimed at totally killing all
Herero‟s with no age limits, including soldiers, armed and un armed, men , women
and children and driving them out of the Namibia and trapping them in the Omaheke
desert. Germans troops were winning the war; they had gained control of water holes
and large herds of cattle.

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Outcomes: without water Herero‟s were unable to fight properly and were driven into
the desert, many of them died of thirsty and exhaustion from walking through the
desert, they desperately dug holes in the sand in an attempt to find water but they
failed and died. Some survivors were fled into Botswana where they were offered
asylum on condition that they do not cause conflict in a British protectorate, and
they will not start the war from Botswana. Other survivors became laborers of the
Germans, and some were taken to prisons at Shark Island near Luderitz, which
became a concentration camp. Others were taken to other German colonies like Togo
and Cameroon as slaves of the Germans.
4.2 The Nama versus colonial power
Reasons for the Nama uprising (causes)

 Because they were losing their land and cattle to the Germans
 Because of colonial oppression
 Witbooi was not happy with the way German treated their tribe.
 He wanted to fight for independence of Namibia
 The Witboois who were helping the Germans in their fight against the Herero
were arrested and sent to the German colony of Togo in West Africa where
most died.
 After the defeat of the Herero at Hamakari, the Germans turned their attention
toward defeating the Nama.
The development
The Nama, led by Hendrik Witbooi, fought a guerrilla war against the German forces.
Hendrik Witbooi had gained experience of guerrilla warfare during the numerous
clashes with the Herero and the Germans. In the vast expanses of southern Namibia
he and his men were able to attack isolated German outposts and make off with
weapons and supplies long before any help could arrive. Witbooi had between 800
and 900 men and he made over 30 rains on the German positions between October
1904 and October 1905.
Outcome of the war

 Witbooi died of wounds at Vahlgras (or Vaalgras) on 29 October 1905. With his
death many of the Nama groups lost heart and made peace with the Germans.
 Manny Namas were put in prisons camp where they suffered terribly from
diseases and neglect.
 A number were sent to other German colonies, such as Togo and Cameroon,
where they died of tropical diseases.
 Shark Island at Lüderitz became a notorious prison camp where many Nama
people died of diseases and cold.
 Jakob Marengo refused to give up and continued fighting for freedom of his
people.
 The Namas lost all their land and cattle
 It‟s estimated that 35 -50 % of the Nama population were killed in the war.
Hendrik Witbooi convinced the following communities to join him:

 The Franzmans of Gochas under Simon Koper
 The Red Nation (Rooinasie) under Manasse
 The Veldschoendraers under Hans Hendrik
 The majority of the Bethaniens under Cornelius Fredriks
 The Bondelswarts under Johannes Christian
 Jakob Marenga.

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The following groups refused to join him:
 Rehoboth Basters
 Paul Fredericks of Bethanien
 Cristian Goliath of Berseba
 The Keetmanshoop Namas
4.3 The outcome of the war (aftermath):
Explain the effects the war had on the Namibian people with reference to:
Many survivors were taken as prisoners of the war to Shark Island prison in
Lüderitz. Samuel Maharero and other groups of soldiers crossed the desert to
Bechuanaland (Botswana) were they were granted asylum on the condition that they
would stop fighting the Germans on British soil. Those who did not manage to escape
into Botswana were taken to build railway lines as contract laborers to get food and
wages.
Leadership/ political autonomy
Namibians lost their political autonomy.

The Germans declared that half of the area in central and southern Namibia would
be under the German administration; this area was called the police zone.
Outside the police zone chiefs practiced indigenous independence to rule on
condition that they had to supply their men as migrant laborers.
Tribal unity
After the war, the different tribal groups had to live elsewhere where life was
affordable, they had lost their identity, the old customs and traditions was completely
lost, survivors escaped to Bechuanaland where they learnt new customs and ways of
life.
Land and livestock
Namibians lost their land and they also lost their cattle, As the number of white
settlers increased , much of the land was also confiscated and given to white settlers,
cattle confiscation became common in the South and Central Namibian the areas
that were previously owned by Herero‟s
Migrant Laborers
Many migrant laborers came from South Africa to help build the railways.
Others came from Northern Namibia, mainly Owamboland
The chief in the North were allowed to rule undisturbed and in turn send large
numbers of migrant workers to work in the South.

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Theme 5: German and South African rule 1909-1945
4.1 Describe the establishment German administration 1909-1915
Germans put half of Namibia under their direct administration, this area was called
the police zone, the area outside the police zone was for natives and it was called
reserves. The border line between the police zone and the reserves was called the red
line. The following areas were inside the Police zone, but were not controlled by
Germans, such as Rehoboth and Berseba.
Figure 1: Map showing

the police zone
The following are some of the laws which were set up under German rule
 No African should own land or cattle without permission from the German
government
 All Africans under 8 years of age had to carry an identity pass and show it to
any white man or police
 All Africans under over 14 years had to carry a contract book.
Discuss how the German administration undertook to promote economic

development
 They started a settlement programme on the land within the police zone.
 White settlers acquired land more easily, directly from the colonial government
 More white came to settle in Namibia as they saw a chance to get rich in
Namibia
 White settlers received financial help from the authorities to:
 Build houses, wells and dams
 To buy breeding stock
 To replace stock lost to disease
 Inoculate their livestock against disease
Describe the German policy on European settlement with reference to

Land allocation:
 Settlers occupied more than one third of the good grazing land on the central
plateau.
 The German farmers started cattle ranches on the land North of Windhoek.
 Boers moved into the South and raised sheep and goats.

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Economic development (mining, agriculture, industry)
 They opened mines, in Tsumeb to mine copper and lead.

 The was another mine in Lüderitz where diamond was mined
 The colonial authorities started building roads and railways to connect ports,
mines and towns.
 To make laborers available they had to find workers through the contract labor
system.
Namibians were forced to work for whites in farms as contract laborers which
affected them badly because:
 Contract workers were often treated badly beaten, injured or killed

 Their salaries were very low
 White farmers did not give them food so they had to hunt for wild a July
nimals or steal cattle
 There was no accommodation on farms for blacks
Describe the German policy on the ownership of livestock by the indigenous

people
The German colonial authority took all possessions of the Herero and the Nama
people including cattle, land and goats.
In 1907 passed a Native regulation Act which forbade Africans to own land, cattle
and horses, this affected many Namibians badly.
5.2 South African military rule 1915-1920
Explain why German South West Africa (SWA) was conquered by South Africa
 During WWI (1914-1918) South Africa was part of the British Empire, Britain asked
for South Africa to fight German soldiers in SWA.
 Germans were defeated and surrendered to the South African army and SWA was
ruled by South Africa from 1915 onward. Dr. Seitz the last German governor in
Namibia surrendered to South African troops under General Louis Botha at Otavi
Mountains. They signed a peace treaty of Khorab on 09th July 1915.
 SWA becomes a mandated territory of South Africa
 When WWI ended in 1919, Germany was forced to give up all its overseas colonies
including SWA.
 At the treaty of Versailles, a world body known as the League of Nations was formed.
 The League of Nations gave Namibia to South Africa as a mandated territory
 A mandated territory is a country which is placed under the supervision of another
country to prepare it for self-government and independence

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5.3 1920-1945 South Africa as a mandatory power of Namibia
Conditions under which South Africa had to rule Namibia
 South Africa was expected to promote the development of a country

 Prohibit slave trade
 Prepare the country for independence
 Prevent indigenous people from taking up arms
 Guarantee freedom of worship
 Submit annual reports to the League of Nations on how it ruled Namibia
 South Africa had to ensure the league that it would not exploit, dominate the
territory for its own benefit
 Do its best to improve the lives of the people
How South Africa Administered Namibia
From the beginning it was clear that South Africa wanted to Annex Namibia, to make
it a fifth province of South Africa. It had no intention of giving Namibians self-
government but it only replaced German colonization with its own. South Africa, like
German, imposed different laws on the Namibian people.
1920 The Vagrancy Proclamation Act-this law prevented black people moving
from place to place without permission.
1922 The Pass Law-black people needed a pass to be in a white area overnight.
They had to carry their passes all the time. People who did not have a pass
could be put into prison.
1922 Extensions of the reserves - new areas for black people were established
outside the white areas.
1937 Proclamation No. 32 of 1937- Africans were only allowed to settle in the
reserves and find ways to support themselves on the allocated land; since
blacks were not made for commercial farming therefore they have to leave
their land for the white settlers to occupy.
Describe the South African policy with reference to the following:
Land act of 1913: the Native Land act set aside 8% of the land to be occupied by
black Namibians and whites who made up 20% of the population received 90% of the
land. This land act of 1913 made the situation worse because it divided the land that
was given to blacks into reserves according to the ethnic groupings. The best fertile
land was given to whites while blacks received the dry, small, infertile land that could
not produce enough food
Creation of additional reserves for the indigenous groups south of the red line:
Reserves created during the German colonial rule were expanded when South Africa
took control of the territory. These reserves were set up to control the movement of
black Namibians. In 1920, the South African administration passed the Vagrancy
proclamation act that provided for the setting up of Owamboland as a native reserve
for the Ovambo people. They placed a Native commissioner NICKNAMED Shongola,
to watch over the movements of the natives. Chiefs were removed from

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Economic development:
The economy of Namibia was based on mining. Two mines were opened at the time,
to mine copper and lead in Tsumeb and another mine was opened in Swakopmund.
These mines were already in operation when South Africa
Took over from German, they continued to use repressive laws to administer the
mining areas. Both workers on the white farms and in mines were getting the same
treatment.
Compare the South African and German policies on the ownership of livestock
by the indigenous people
The South African administration replaced the laws that were used by the German
colonial authority. Many laws and ordinances were passed which deprived the
indigenous people rights to own cattle, goats, horses, and Sheep. Many indigenous
people could only own livestock if they accepted to serve the interests of the white
settlers. The policies of the two colonial administrations concerning the ownership of
livestock were the same. South Africa did not change the laws that were applied by
the Germans.
Explain how Namibians reacted to the loss political autonomy
Mandume
Mandume Ya Ndemufayo was a chief of the Oukwanyama who succeeded chief

Nande in 1911, he made a number of new laws which were meant to reform his
society and strengthen his position as chief, he walked about the villages in poor
clothing to listen to the concerns of his people, if they were happy with his rule or
not.
He fought many battles that destroyed many Portuguese forts in Southern Angola; in
1915 the Portuguese decided to launch a full scale attack on Oukwanyama and
about 4000-5000 African were killed. The South African and the Portuguese agreed
to suppress Mandume and his people and forbade him from crossing into Angola to
Ondjiva (his headquarter) and Namacunde (his newly established headquarter at the
time).
Chief Mandume refused to obey the order of the united forces and the South African
forces attacked him demanding that he surrender, but he refused to surrender, the
fighting broke out between the forces and he was wounded in action and he killed
himself in 1917 citing he want to die as a free man.
Bondelswarts
After the war of national resistance the Bondelswarts community took up arms in
1922 against the South African authorities. The reasons for the uprising were the
new tax on hut, poll tax and tax on dogs, to make them poorer and force them
to work for the white farmers. The community became very poor because they
needed dogs for hunting. Many of them could not afford to pay tax so they began to
resist. The colonial government sent planes and bombed up the community and
many of them died together with their chief Jacob Christian.

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The Rehoboth Basters
The Rehoboth Basters rose in arms after South Africa failed to respect the rights that
the Rehoboth community had kept with the Germans in 1885. Their council (Raad)
agreed to work with the colonial regime and it was not prepared to listen to its
people, the community replaced it with a new council and the colonial regime used
force against unarmed civilians.
AFRICAN HISTORY
Theme 6: Social and political change in Africa 1800-1900
6.1 The Zulu Kingdom
Understand the origin and development of the Zulu Kingdom
Describe the origin of the Zulu kingdom
200 years ago the Zulu were a very small group of farmers who had settled in the
south-east part of Southern Africa. In the early 1800s, present day KwaZulu-Natal
was sparsely populated by farmers and herdsmen. This area consisted of large
grasslands with some forests. Occasionally, there was fighting over grazing but it was
mostly peaceful. This changed when population increased and competition for land
increased. People formed large groups for protection and strength. These larger
groups often clashed over control of land and cattle.
There was intense rivalry between the two of the kingdoms in the area, the
Ndwandwe and Mthethwa. During this period, a military leader emerged. His name
was Shaka.
Discuss how the Zulu kingdom developed into the most powerful state in
Southern Africa by 1816.
The Zulu kingdom developed into the most powerful state in Southern Africa because
of Shaka‟s leadership, and military tactics. Shaka became the king of the Zulu
assisted by Dingiswayo in around 1816. He joined Dingiswayo‟s army in 1809, and
soon became a commander. As a commander he helped defeat the Mthethwa and
conquer other smaller chiefdoms around the Zulu kingdom.
Shaka’s military tactics
Shaka or organized his army using ideas he had learned in the Mthethwa army.
Shaka used the following technique, which he copied and made changes to from the
Mthethwa:
 Soldiers used long shields and short-handed stabbing spears, known as iklwa. The
iklwa was used for close, hand-to-hand fighting. Shaka improved the techniques used
by the soldiers when they used the short stabbing spear.
 Bare foot soldiers, Shaka believed sandals slowed down soldiers and could cause them
to slip. He made his soldiers fight bare feet.
 The chest and horns, or buffalo horns tactic was a tactic used when attacking the
enemies. The main body of the chest would face the enemy; the two separate groups of
impis formed the horns. The horns would run around the enemy and trap them from
behind, once the horns had stopped the enemy from moving back, the chest would
begin to attack.
 Shaka kept a permanent army in military camps (regiments). This helped keep the
soldiers fit, encouraged, and well trained, plus they were not allowed to marry as a
way to make them loyal to the army.

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Explain the causes behind the expansion of the Zulu kingdom after 1818
After 1818 Shaka‟s Zulu kingdom expanded in the following way:
 His army became more powerful, using various military tactics; this allowed
him to conquer many other clans and chiefdoms.
 Shaka did not only use force, he also used diplomacy to grow his kingdom.
 The Zulu state was the most powerful state in the area and controlled the trade
routes to Delagoa Bay. This allowed the kingdom to become even more
powerful and wealthy.
However, not everyone accepted Shaka‟s was of ruling, thousands fled to other parts
of southern Africa to get away from the Zulu. In this way the Zulu kingdom
contributed to the time of troubles.
Evaluate the leadership of Shaka
Some people speak well of Shaka‟s rule and other speak bad about his way of ruling.
It can get difficult to evaluate Shaka‟s leadership thus the following may help;
 The Zulu kingdom was created after the Mthethwa kingdom broke apart.
 European traders came to negotiate with Shaka.
 He successfully controlled the trade routes to Portuguese Delagao Bay, this
brought revenue and wealth into the kingdom.
 He allowed British traders to stay in the area after 1824.
 The powerful Zulu army was built up; his army remained powerful and was a
threat to European colonizers later in the 19 century.
 Manny people remember Shaka as the king, who brought pride to the Zulu,
and as an honor he is named after an airport “King Shaka Airport” at Durban
South Africa today, and a statue of him stood there.
 Some people remember Shaka as a cruel king, who killed his own men, and
other neighboring tribes through endless wars that lasted more than 10 years.
 Some hated Shaka for the time of troubles, which caused many death and
displacements of people from their areas.
NB: Teachers should work out the negatives and positive.
Additional information
Shaka was born in 1787, the son of Senzangakhona, king of the Zulu clan. Shaka
was stabbed to death on 22 September 1828 by Dingane and Mhlangana, his half-
brothers, and he was replaced by Dingane as the ruler of Zulu Land.

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Theme 7: The period of European conquest and colonial rule
7.1 The scramble for Africa
Understand the motives behind European powers in their decision to take control of
Africa
Define the term scramble for Africa
It refers to the way in which European Countries were rushing to get colonies in
Africa.
Discuss the reasons for the scramble for Africa
1. Economic reasons
Europeans were competing for supplies of raw materials such as palm oil and cotton.
Europeans were competing for markets in which to sell goods they produced in
factories during the industrial revolution.
2. Religious Reasons
European missionaries wanted to spread their religious beliefs.
3. Settlement reasons
Europeans experienced rapid growth from the time of industrial and agricultural
revolutions, so they wanted land to settle.
4. International rivalries
Europeans wanted to possess more colonies in order to have more international
prestige.
5. Strategy
European nations wanted to protect their sea routes and to have control over their
considered strategic lands outside Europe.
7.2 Berlin conference
The conference took place in German, Berlin in 1884-1885. German chancellor Otto
von Bismarck was the chairman of the conference. About 14 countries attended the
Berlin conference. Some were Germany, Austria, Belgium, Luxemburg, Denmark,
Spain, USA, Britain, Italy, Holland, Norway and Turkey.

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Understand that the Berlin conference of 1884 divided Africa among European
powers
List the decisions taken at the Berlin conference
1. Occupational  The occupying European country should bring

decision civilization in the form of Christianity to the regions that
were occupied.
 The country should inform other European powers about
their occupation.
 The occupying country should establish a military force
to keep control of the territory.
2. Trading decision  Trade with European countries should be allowed in all
occupied territories.
 All European countries would have free access to the
coastline of the continent.
 Occupying countries may not tax products from other
countries when imported for trading purpose.
Discuss how the conference affected the future of Africa
 It led to the increased efforts by countries involved to bring as much African

territory as possible under their control.
 Representatives of European rivals rushed into the African interior and forced
illiterate African rulers to sign protection treaties and claimed control over their
territories.
 Any resistance by Africans was put down by force.
 European countries with colonies in Africa proceeded to exploit the land,
resources and African people for the benefit of Europeans.
7.3 Partition of Africa
Reasons for the partition of Africa
European powers wanted to expand their empires by establishing overseas colonies

since they believed that more land would give them more power.
Europeans needed raw materials to produce goods in their factories and Africa was
rich in some of these raw materials.
 To spread their beliefs (Christianity)
 In search of land for settlement
 Search for market for European products
 Secure new sources of raw materials
 Improve their social status in the world-the more land a country occupied, the
more important the country was considered to be.
European states Areas they controlled
Belgium Congo DRC
British South Africa, Botswana , Zambia, Zimbabwe, Etc.
French Madagascar, Morocco, Tunisia
Germany Namibia, Tanzania, Togo
Italian Somalia and Eritrea
Portuguese Angola , Mozambique
Spain Western Sahara, Morocco

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Define the following terms
Collaboration: working together or cooperating with an enemy.
Resistance: fighting against an adversary or opponent.
Discuss how African leaders reacted to European invasion
They reacted differently:
Some resisted e.g. NB: Teacher should give examples of each.
 By disobeying minor laws

 Through religious or cultural activities
 Through violent uprisings against their colonizers.
Some collaborated in order to defeat them
Madagascar for example collaborated with Europeans to learn about manufacturing

guns which they later used in the war against the French. Some leaders used
strategies, resistance and collaboration.
7.4 Colonial administration
Understand why European powers used different systems in ruling African

people
Define the following terms:
Indirect rule: it was a British policy to rule Africans through their chiefs. A chief
collects taxes from people and give it to the white governor.
Assimilation: it was a French policy where Africans could become part of a greater
France by getting French citizenship and could get good education.
Association: making Africans subject to French laws although they would not have
rights that French citizens have.
Settler colonialism: these are colonies which had large numbers of white settlers.
Describe the reasons why European powers used different systems in ruling
African people
They used different system to control the lives of Africans by forcing them to pay
taxes through their chiefs, e.g. Britain. Some European countries made Africans part
of their countries e.g. France. Germany made colonies their homes, by resettling
their people there, and then in turn using the natives to help them plunder/exploit
resources for their own benefit.
Explain why Africans rejected these systems and the impact of this rejection on
their environment:
 They didn‟t want to be controlled by European powers

 They did not benefit from these system
 They were being exploited and they lost their land, and cattle.
 They refused to sign treaties or to agree to European colonialism
 Some e.g. Wabongo, king of the Mossi recognized the falsehood of the French
promise of protection.

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Impact on their environment
 Natural resources were over-exploited
 Wildlife lost their natural habitants as deforestation became worse.
 Some animals were hunted into extinction
 It also led to air pollution as they burned forest, crops and used machineries.
7.5 Changes in existing forms of government & Social organization
Discuss how colonialism changed Africa’s government systems (political,

economic, religious beliefs and cultural practices)
1. Political changes: Europeans introduced new ideas of equality, democracy,

nationalism and socialism.
2. Religious: African religion was replaced by European religions like Christianity
and Islam.
3. Culture: African culture was seen as inferior and some people accepted European
culture e.g. reading and writing, wedding, dressing codes, songs and way of life.
4. Economic change: European colonizers introduced new concepts of money as
means of exchange in African trade, replacing the barter system.
Explain African reaction to European institutions, like political, economic,

social and religious introduced by European
1. Political: some leaders cooperated with European, other started a passive
resistance. They also developed ideas about national character and race.
2. Economic: After losing their source of wealth, they became employees of the
white people.
3. Social and religious: Some African started their own churches, they also
learned how to read and write. Some became migrant laborers, and there were
isolated strikes as a resistance to social effects.
Theme 8: Economic and social change in Africa
8.1 Trade
List the major European companies and the goods they traded
1. Dutch East India company DEIC from Holland landed at Cape in 1652 and
established the Cape Colony.
2. Cecil John Rhodes established the British South Africa Company in 1899.
3. In 1898, the South Cameroons Company was formed in German-occupied
Cameroon.
4. In 1900, French Equatorial Africa was divided among 40 French Concession
Companies. All of them had a charter of 30 years.
5. King Leopold II of Belgium established Belgium control over the Congo Free
State.
Goods from Europe desired by Africans: Textile like silk, Medicine, Jewelry
including beads, alcohol, ammunition and weapons, mechanical toys etc.
Goods from Africa desired by Europeans: rubber, palm oil, ground nuts, kola nuts,
gold, ivory, ostrich feathers, resin, carving and leather work etc. Some companies
traded in slaves from Africa for many years.

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Discuss how these companies played a significant role in African trade
 They introduced transportation routes, like rail, roads and water to transport
goods.
 The introduced Africa to the world market.
 They introduced European goods to African.
Explain how European control affects African trade
 Europeans introduced new forms of transport like; ships; cars, railways to

transport goods to the market.
 Europeans introduced money to be used in trade
 Big European companies controlled the raw materials
 African people became depended on European goods such as European clothes
and guns.
 African currency like the cowrie shell became outdated.
 African selling price and value were determined by European the buyers.
Theme 9: Culture and society
9.1 Negritude
Define the term Negritude?

It comes from the French word negre, which means „dark-skinned man‟. The term
„negritude‟ was developed by a young black female student at the university in Paris,
Suzanne Roussi Cesaire and her husband Aime Cesaire who became the founder of
Negritude. The term Negritude translates into English as „blackness‟. The greatest
African contributors to negritude were: Leopold Senghor, Steve “Bantu” Biko,
Bernard Dadie, Koffie Gadieu, and Kaita Fodeba.
Discuss how negritude developed
 It developed in Paris among West Indies, Aime Cesaire is considered father of

negritude
 It was expressed through novel, plays, poetry in French rather than in English
 Negritude aimed at convincing the nonblack community that Africa had
contributed too universal civilization.
Explain the link between negritude and the black consciousness movement
 Both negritude and the black consciousness movement strove to make blacks
proud of their blackness.
 Both worked together with other movements which fought for the rights of
blacks like pan Africanism.
 Both worked together with other leaders of pan Africanism like W.B du bois
and Marcus Garvey.

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WORLD HISTORY
Theme 10: Social, Political and Economic development
10.1 Absolute Monarchy (France)
Define the term: Royal Absolutism
It refers to the kings or queens who had absolute power.
Explain why kings obtained absolute power
 Kings believed that their powers to rule were given to them by God.
 To control their entire areas of Jurisdiction and all institutions within their
territories.
 They wanted have bureaucracy in position in order to carry out their work
properly
 They wanted total obedience from the people
 They wanted to control the lives of their people
 They wanted power to make absolute decisions that could affect their subjects
 To keep their positions for life.
Monarchies-When a country is ruled by a king or queen
Devine right of kings: a belief that kings were given rights to rule by God. They believed
that they were God’s representatives on earth therefore no one had the right to
question their decision.
Discuss how divine rights of kings were widely preached
 The spread of divine rights of kings was basically due to a great increase in
trade in which monarch rulers were involved.
 The share of profits that kings received from trade gave them power and money
to control communities
 They recruited strong armies to secure their interests in wars and conflict with
other countries.
 They ignored the powers of the feudal kings and took power to rule in their own
hands.
 Weaker nations, communities and kings were conquered by monarchs
Explain when, how and how the absolute power of kings declined
Their power declined from 1789 in all countries in Europe when the French
revolution begun. They gained control of major communities in their territories and
claimed total obedience and loyalty from their subjects. In order to keep their power
they used strategies that caused wars that they failed to finance E.g. in Spain. The
drying up of the American wealth destroyed the Spanish economy and social
structure. France: the eagerness of the king to bring many nations under his control
resulted in France having wars with other nations. The wars affected traders and
caused starvation and left France economically weak.

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Why  During the early 18th century, philosophers developed ideas of
human rights and equality for all citizens. These ideas prompted
peasants and the middle classes to start rebellions against
absolute monarchs.
 The continuous state of war led to higher taxes. Ordinary citizens
became tired of fighting in these wars and of paying for them.
 Nobles refused to pay tax and more pressure was put on the
already poor peasants. They rebelled against the payment of taxes
since they could barely survive.
When  During the period known as the Enlightenment period in the 18th
century, philosophers started to promote ideas of human rights,
the division of powers and the responsibility of governments to
protect and look after citizens. People began to revolt against
absolute monarchies during the Enlightenment.
How  The middle classes and peasants had to pay a huge amount of tax
only benefited the kings and some nobles. The idea that all people
have the same rights and should all benefit from the resources of
their country motivated the people of France to start a rebellion
against Luis XVI. This was the French Revolution. The success of
this revolution motivated the people of other countries to also
topple their governments.
Countries in Europe that had absolute monarchs:
France and Spain
*divine rights is the belief that god had given monarchs unlimited power too rule
their countries and this was practiced in Spain by king Phillip II, England king
James I and France king Louis XIV
10.2 Liberalism
Define the term liberalism
It is the idea that individual freedom is the most important value of human rights.
Liberty means freedom. People who believe in liberty and equality are called Liberals.
Equality means that all citizens have the same rights and freedom. Liberalism is a
way of thinking about politics and government. Liberals believe that everyone has the
right to make decisions for them as long as they do not hurt anyone else.
Discuss the origin of Liberalism
It started from the 1700 to 1800, during enlightenment in England and France. The
founding father of Liberalism is John Locke an English philosopher. Other Liberals
are Jean Jacques Rousseau and Baron Charles de Montesquieu.
NB: Teachers should give examples of books written by these Liberals, and
how they made contribution to Liberalism.

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Fundamental human right that all liberals support includes:
 Right to life
 No one should be allowed to kill another person or to stop people from doing
what they want as long as they do not hurt any one
 No one should be allowed to take away people‟s possession without their
permission
Liberalism originated from England and France
Characteristics of liberalism:
 Freedom of thought
 Rule of law
 Limitation of the power of the government
 Free and fair elections

The two great liberal thinkers were
 John Locke an Englishmen

 Jean Jacques Rousseau.
 Voltaire
 Montesquieu
 The economists
John Locke He was an English philosopher who wrote the book titled the
two treaties of government. He set forth important ideas that
people are born with natural rights such as the right to live, the
right to be free and the right to own property.
 Governments have a duty to protect these rights and thus
the power of their rule should be limited.
 If government abuses its power people have the right to
overthrow it and put up a new one.
 He believed that all people are equal and independent and
no one had the right to harm other people‟s lives, health
and property.
Voltaire Wanted to reduce the power of the Church and end religious
intolerance. He also supported the idea of a dictator who had
the best interests of has people at heart.
Montesquieu He was a writer who was impressed by the English political
system. He supported the idea of a limited government with
many systems in a place to check and control the government.
He also suggested a separation of power to prevent one branch
of the government becoming becoming too strong.
Jean Jacques Wrote that the state owed its existence to the people. He did not
Rousseau believe in democracy, preferring the idea of a dictator-but one
with interest of the people at heart.
The They were groups of writers who preached that all wealth comes
Economists from working hard on the land. The believed that workers were
the only really productive people and that government should be
as small as possible. They demanded free trade and education
for all. They also believed that the only tax should be a single
land tax.

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10.3 The French revolution
List the causes of the French revolution
1. Economic causes
 France fought many wars with many countries in order to protect its interests
in Europe and colonies.
 Wars were expensive and France had to borrow money to pay for the cost of
wars.
 France was struggling to raise money to finance the needs of the state and pay
back its huge war debts.
2. The failed attempts to ring financial reforms
 The finance minister Turgot was tasked to increase avenue and he decided to
increase tax.
 The Clergy and nobles were unwilling to pay more tax on the land to increase
state revenue.
 Peasants where than required to more tax but they were not willing to spend
their income.
 The control of nobles over the peasants was weakened.
3. Bad harvests
 from 1787-1789 there was very poor harvest because of bad weather
 there was hunger everywhere because food was unavailable to feed the entire
nation many farmers became unemployed
 Peasants in the countryside (rural areas) were starving to death, their
desperation for food and finding jobs led to riots against their unjust
exploitation
Describe the course of the French revolution
 King Louis xvi called a meeting to talk about the reform; it was a meeting of
the three estates of the French people (the noble, the clergy and the middle
laborers and peasants
 Each class had different intentions and hopes over the meeting.
 People could not agree with the kings they proposed a new constitution
which was agreed by the majority of the peasants.
 People demonstrated in cities, they destroyed the Bastille, this was a place
where weapons and political prisoners were kept .people saw it as a symbol of
injustice and oppression and they also wanted weapon and gun powder which
was stored there.
 Tension between nobles and peasants worsened
 During the tension a revolutionary group called the Jacobins under the
leadership of Maximilien Robespierre took control of the constituent assembly
and used terror to rule the French people.
 Those who were against the Jacobins were killed and people started to
campaign against the reign of terror, --Robespierre was later removed from
power; captured and executed when Napoleon Bonaparte came to power.

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Discuss the short and long term effects of the French revolution
The short term effects of the French revolution
 The Napoleonic code was introduced; it set up clear rules that were applied to
the French people.
According to the Napoleonic code:
 people were declared equal before the law
 religious freedom was guaranteed
 Feudalism was ended
 the declaration of the rights of men was issued in France
 National education was introduced
 the ideas of privileged classes were abolished
 all people were equal before the law
 people have the right to choose their representatives in parliament
The long term effects of the French revolution
 The ideas and principles of the revolution were introduced in many countries
 Countries started to reform their government systems
 The spirit of patriotism grew among the people of Europe
 Many governments felt threatened by the events in France and began granting
freedom to their peasants.
 The laws and ways of governing countries become just and efficient

30 of 30

Our History: History Notes For Grade 8, 2017

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Our History

History notes for grade 8, 2017

 Define what is history?

A person who studies History is called: A Historian.

Why do we study History?

How do we study history?

Name types of historical sources

Oral sources Written sources Pictorial/Visual Archaeological/material

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

Primary: these are first hand, original sources of information.

Primary sources Secondary sources

 They are original or firsthand sources.

Explain why primary sources need to be supported by additional evidence?

Basic skills used in history

Mention ways how to measure time in history

1. Decades A period of ten years.

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

Why do we study heritage?

Heritage sites in Namibia

Importance of heritage sites in Namibia

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

Theme 1: Namibia during the 19th century

1.1 Social and political organization: chieftaincies in south-central Namibia

The Ovaherero communities in central Namibia: they lived in independent groups;

The Oorlam communities were administered by a kaptein and a kapteinsraad

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

 People wanted more wealth and take it by force from others.

1.2 Kingdom in the north

Why certain groups had kings and others not

The powers of this king

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

1.3 Interaction and trade

Examples of interaction between groups:

Examples of trade between Namibian groups:

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

Effects of alcohol on Namibian people

Trade in other goods

Theme 2: Formal Colonization

2.1 European interests in Namibia.

Distinguish between different European groups who came to Namibia:

Different European Groups who came to Namibia were:

Reasons why the Europeans were interested in Namibia

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

 They came to Namibia to spread their beliefs .i.e. Christianity

The Finnish missionary society worked in Owambolnd as from 1870. Rhenish

They were involved in commercials activities and traded with:

 Grains and Arms and ammunition.

They traded for supplies with traders, kings and households.

Traders, hunters and explorers

 They hunted wild games.

Trade and the development of wage labor

 The economy was dependent on African workers.

Oshikoto Regional History 8 Notes (Revised curriculum) 2017

Define the term Colonial rule?

Why Germany came to Namibia?

2.3 Protection Treaties

Identify the indigenous leaders who signed the protection treaties