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VHEMBE WEST DISTRICT

GRADE 8

SOCIAL SCIENCES P2 (HISTORY)

MEMORANDUM
SEPTEMBER EXAMINATION 2022

MARKS: 50

This memorandum consists of 6 pages including cover page.

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QUESTION 1: THE SCRAMBLE FOR AFRICA

1.1. The scramble for Africa 
1.2. - Great Britain 
- France 
- Holland 
- Belgium 
- Germany 
- Spain 
- Portugal 
- Italy 
1.3. Great Britain 
[10]

QUESTION 2
2.1.
2.1.1. Colonisation - Is the process of taking over other countries. 
2.1.2. Cash crops - Are crops that are grown to be sold for a profit. 
2.1.3. Empire – A group of countries ruled by a single government. 
2.2. Ethiopia  and Liberia 
2.3. - The growth of nationalism in Europe, 
- Search for raw materials and profits, 
- The discovery of quinine  and
- Christian missionaries 
[12]
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QUESTION 3: PARAGRAPH WRITING

3.1. Results of colonisation for Ashanti kingdom and Britain.
Use the rubric below for marking a paragraph writing.
Marking rubric- NB Attach it to the learner script
LEVEL DISCRIPTION MARKS
Level 1  Uses evidence in an elementary manner. 0–2
 Shows little or no understanding
Level 2  Evidence is mostly relevant and relates to a great
extent to the topic. 3–5
 Uses evidence in a very basic manner
Level 3  Uses relevant evidence.
 Demonstrates a thorough understanding of the topic. 6–8
 Uses evidence very effectively in an organised
paragraph that shows an understanding of the topic.

The Paragraph should include the following aspects

 The Ashanti people were not given political rights in the Gold Coast
 The power was taken away from the legitimate Ashanti leaders
 People were forced off their own land and onto farms or into factories where
they worked for low pay in order to make the British richer
 The Ashanti were forced to work for wages and to pay taxes to the British
colonial government
 Very little money was spent on things like healthcare and education
[8]
QUESTION 4: ESSAY WRITING
4.1. The reasons why European powers were able to colonise Africa so
quickly.
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Marking matrix

PRESENTATI LEVEL 7 LEVEL 6 LEVEL 5 LEVEL LEVEL 3 LEVEL 2 LEVEL 1

ON 4

CONTENT Very well Well Writing Clear Some Largely Answer

planned planned structured. attempt attempt descriptiv not at all
and and Construct to to e/ well-
structured. structured. ed an construc organise with little structure
Good Synthesis argument. t an the or d.
synthesis of Evidence argumen informatio some
of informatio used to t. n into an attempt to
informatio n. support Evidenc argument develop
n. Construct argument. e used . an
Construct ed and to a Evidence argument.
ed an argument. large not well
argument. Evidence extent to used in
Very good used to support supportin
use of support the g the
evidence the argumen argument
to support argument. t. .
the
argument
LEVEL 7
13-15 (Gr 7)
18-20 (Gr 8-9

12-13 (Gr 7)
16-17 (Gr 8-9

The question
has
been fully
answered.
Content
selection fully
relevant to line
of argument.
LEVEL 6
12-13 (Gr 7)
16-17 (Gr 8-9

11 (Gr 7)
15 (Gr 8-9

10 (Gr 7)
14 (Gr 8-9

The question
has been
answered. The
content
selection is
relevant to a
line of
argument.
LEVEL 5
10 (Gr 7)
14 (Gr 8-9

9 (Gr 7)
13 (Gr 8-9

8 (Gr 7)
12 (Gr 8-9

The question
has been
answered to a
great extent.
The content is
adequately
covered and is
relevant
LEVEL 4
8 (Gr 7)
12 (Gr 8-9

7 (Gr 7)
11 (Gr 8-9

6 (Gr 7)
10 (Gr 8-9

The question is
recognisable in
the answer.
Some
omissions/
irrelevant
content
selection.
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LEVEL 3

6 (Gr 7)
10 (Gr 8-9

5 (Gr 7)
9 (Gr 8-9

4 (Gr 7)
8 (Gr 8-9
The content
selection does
not always
relate.
Omissions in
coverage.
LEVEL 2

4 (Gr 7)
8 (Gr 8-9

3 (Gr 7)
7 (Gr 8-9

2 (Gr 7)
6 (Gr 8-9
The content is
sparse. The
question is
inadequately
addressed.
LEVEL 1

2 (Gr 7)
6 (Gr 8-9

0-1 (Gr 7)
0-5 (Gr 8-9
The content is
sparse, the
question is
inadequately
addressed

Learners should include the following in their discussion

 African Kings and Chiefs were also competing with each other to be the
richest and most powerful.
 European powers took advantage of rivalries between different African
Leaders.
 Europeans persuaded some African leaders to side with them against other
African leaders.
 A serious drought in many regions of Africa that was caused by a sudden
decline in rainfall.
 The food shortage that followed caused the death of many people and
animals.
 A plague of locusts destroyed crops and the cattle plague that killed cattle,
sheep and goats in the 1890s.
 This resulted in the starvation and death of more people.
 The Europeans had more powerful weapons than the indigenous people that
they conquered and were able to kill the people who resisted them.
 Europeans powers had the advantage of the newly invented machine gun
called the Maxim gun.
 A machine gun could fire eleven bullets a second.
 No Africans ever managed to get the Maxim gun.
 Africans were at a military disadvantage against the colonising countries.
 In the late 1890s, Africans were affected by smallpox epidemics.
 Europeans had experienced many outbreaks of infectious diseases, and
those who survived developed immunity to these diseases.
 The indigenous population had no immunity or resistance.
 These diseases weakened the indigenous population and many of them
became sick, and many died. [20]
OR
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4.2. Discuss various results of colonisation.

Learners should include the following in their discussion
 Things began to change dramatically in the relationship between Africans and
European settlers towards the end of 19th century.
 The change was so great that it can be regarded as the turning point in the
history of Africa.
 Europeans brought things to the African continent that have a long lasting
result.
 Part of the legacy of colonialism is who owns the land, and who works for
whom.
 Europeans wanted direct control of things like cotton, wool, sugar, ivory, tea,
rubber, diamonds, gold and vegetable oils.
 The colonisers made laws in their colonies so that Africans were forced to
work for very low wages.
 Raw materials were railed and shipped to European factories, where they
were made into commercial products and then sold back into Africa at huge
profits.
 The artificial borders were inherited from the colonial era and caused political
and economic instability.
 Africans did not give up the land without resistance
 Indigenous people resisted being colonised and the process of colonisation
was long, slow and often very cruel.
 The Maji-Maji Rebellion of 1905 in Tanzania was the biggest rebellion against
colonialism in the whole African continent.
 Missionaries helped in the colonising process by converting indigenous
people to Christianity.
 Christian missionaries believed that to become a Christian, people had to be
removed from their indigenous cultures.
 Traditional customs had to done away with before the acceptance of
Christianity.
 Missionaries taught the indigenous people whom they converted to be
Christians; they had to take on the customs and culture of Europeans.
 To colonise effectively and to take over properly, the colonisers forces their
way of life on the people they colonise. [20]

TOTAL MARKS=50