7 Sms

REVISED EDITION 2018
SOCIAL
MODERN
t u d i e s
iii
Professor Vassen Naëck - Head Curriculum Implementation, Textbook Development and Evaluation
SOCIAL AND MODERN STUDIES PANEL

Pierre-André Boullé - Panel Coordinator, Senior Lecturer, MIE
Chandrashekhar Padaruth - Subject coordinator, Senior Lecturer, MIE
Jay Ramsaha - Subject coordinator, Senior Lecturer, MIE
Seema Goburdhun - Subject coordinator, Associate Professor, MIE
Tejwant Mohabeer - Senior Lecturer, MIE
Marie Karen Sharon Iyapah - Educator
Poorooshotum Behary - Educator
Shahoudah Khan Boodhoo - Educator
Teena Gomes - Educator
Design
Kamla Ernest - Senior Technician
Leveen Nowbotsing - Graphic Designer
Kunal Sumbhoo - Graphic Designer
William Rasoanaivo - Illustrator
REVIEW
MAURITIUS INSTITUTE OF EDUCATION

Pierre-André Boullé - Panel Coordinator, Senior Lecturer
Chandrashekhar Padaruth - Subject Coordinator, Senior Lecturer
Seema Goburdhun - Subject Coordinator, Associate Professor
© Mauritius Institute of Education (2018)

Revised Edition 2018
Acknowledgements
The Social and Modern Studies textbook panel wishes to thank:
Shalini J. Ramasawmy (Senior Lecturer, MIE),
Yesha Mahadeo-Doorgakant (Lecturer, MIE) for proof reading and vetting.
Les Verts - Fraternels contributed in the topic related to slavery.
We would like to express our gratitude to all the Social Studies Educators for their invaluable comments and suggestions during the
process of conceptualising the themes for this Social and Modern Studies (SMS) textbook.
We appreciate the contribution of Mr Nagamootoo Pillay Jagambrum from the Social Studies Department (Lecturer, MIE) for his
comments and suggestions and also for providing us with photographs for the textbook
Finally, in the preparation of the materials a wide range of sources have been consulted: books, articles, journals and internet
sources. We wish to acknowledge all the writers of the above sources for the information and illustrations used in the book.
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
ii
Foreword
As the first cohort to embark on the Nine Year Continuous Basic Education at secondary level, we are
pleased to offer you a new series of Grade 7 textbooks. These textbooks have been designed in line with
the National Curriculum Framework (NCF) and syllabi for Grades 7, 8 and 9 − documents that offer a
comprehensive notion of learning and teaching with regard to each subject area. These may be consulted
on the MIE website, www.mie.ac.mu.
This set of textbooks aims at providing a smooth transition from Grade 6 so that learners gradually get
initiated into the requirements of secondary schooling. As per the philosophy propounded by the NCF, the
content and pedagogical approach, as well as the activities, have been crafted to allow for an incremental
and continuous improvement of the learners’ cognitive skills. The content is contextual and based on the
needs of the Mauritian learners. Care has been taken to provide the basics that should help every student
develop key competencies, knowledge, skills, attitudes and values that would make him or her a successful
learner for the grades beyond. The comments and suggestions of a variety of stakeholders have been kept
in mind. We are especially appreciative of those made by educators who have been part of our validation
panels, and whose suggestions emanate from long standing experience and practice in the field.
The production of this series of textbooks, within a relatively short period of time, has been a challenge to
the writers who have invested a considerable amount of time, effort and energy into the process. I would
therefore wish to thank all those who have been part of the whole process for the time they devoted to it
and their perseverance. The panel coordinators are to be commended for their leadership and insistence on
maintaining the standard and quality of the textbooks, while ensuring that the objectives of the National
Curriculum Framework are translated in the content.
Every endeavor involves a number of dedicated, hardworking and able staff whose contribution needs to
be acknowledged. Professor Vassen Naeck, Head Curriculum Implementation and Textbook Development
and Evaluation, had the very demanding task of ensuring that all panel leaders are adequately guided
with respect to the objectives of the NCF, while ascertaining that the instruction designs are appropriate
for the age group being targeted. I also have to acknowledge the efforts of the Graphic Artists and the
Graphic Unit for putting in much hard work to ensure that MIE publications have a distinctive quality that
singles them out. My thanks go equally to the support staff who have worked hard to ensure that every one
receives the necessary support and work environment that is conducive to a creative endeavor.
I am thankful to all those who provided the support, both within and outside the MIE, and to the Ministry
of Education, Human Resources, Tertiary Education and Scientific Research for giving us the opportunity to
be part of the whole reform process.
Dr O Nath Varma
Director
Mauritius Institute of Education
iii
Preface
The Social and Modern Studies (SMS) textbook for grade 7 has been designed based on the philosophy of
the new National Curriculum Framework (NCF, 2016) which aims at promoting the holistic development of
children and developing in them competencies to meet the challenges of the 21st century. Consequently,
the themes presented in the SMS textbook seek to prepare learners with knowledge about themselves, the
people and the society around them, the nation and the world, through the lenses and methods of Social
Sciences disciplines, namely: History, Geography and Sociology. Moreover, keeping in line with the aims
and objectives of the NCF and ensuring continuity, at the same time, the various topics in the textbook
reinforce and extend the key historical and geographical concepts and skills introduced in the primary
cycle of the curriculum. In addition, issues of Human Rights, Sustainable Development, Production and
Consumption, Values and Gender are also incorporated in the topics.
An essential feature of the NCF is ‘learning through inquiry’. Accordingly, a weaved-in inquiry based
activities are included in the textbook, which not only engage learners in the learning process but also
empower them to be responsible for their individual learning.
To facilitate educators, a wide range of activities has been provided within the text. These activities can be
used to carry out continuous and formative assessment. However, these activities are mere guidelines and
educators are advised to adapt them according to the needs of their learners. Besides the written exercises,
additional activities involving discussions which are geared towards developing thinking and creative skills
of learners have also been included. Educators are, therefore, encouraged to carry out these activities as
these would develop their learners’ communication and thinking skills.
Finally, profuse illustrations, diagrams, concept maps and pictures have been used to convey information.
Educators are therefore encouraged to use these visuals to initiate classroom discussion to enable learners
to have a better understanding of the topics.
We hope that this new SMS textbook will be enriching for one and all. We will welcome comments and
suggestions that can bring improvement to this textbook.
Social and Modern Studies Team
vi
iv
Content page
Unit 1 I My Country and Myself
TOPIC 1 Our Islands 1 - 30
TOPIC 2 Trade in the Indian Ocean: Migration and Settlement 31 - 58
TOPIC 3 Our Origins 59 - 78
Unit 2 I Our Country Our People

The Pioneers 81 - 92
The making of modern Mauritius 93 - 98
Unit 3 I People, Places and Environment
TOPIC 1 Settlements in our islands 101 - 118
TOPIC 2 Natural resources 119 - 128
TOPIC 3 Water: An important natural resource in our islands 129 - 146
vii
v
vi
My Country and Myself
UNIT 1
In this unit, you will learn how our islands were formed. You will also learn about the strategic
importance of our islands in the Indian Ocean (in the past). You will realise that though we are
small islands, yet together and collectively, we are today a republic with a vast marine territory.
You will further know about the origin of the different people who came to our islands and how
we have developed a unique culture and identity.
Learning Objectives
At the end of the unit, you should be able to:
• name and locate on maps the different islands forming part of the Republic of Mauritius;
• describe the main characteristics of these islands (volcanic and coral islands);
• discuss the importance of our islands from a historical perspective;
• discuss the origin of the people on the islands;
• explain the meaning of culture, cultural heritage and cultural diversity;
• recognise that our origin and our cultural diversity are our strength;
• appreciate our personal and Mauritian identity.
1
Unit 1 | My Country and Myself
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
2
Topic 1
Our Islands
The Republic of Mauritius comprises the islands of Mauritius, Rodrigues, Agaléga, Saint Brandon
(Cargados Carajos), Tromelin and the Chagos Archipelago.
Map 1 shows the location of our islands in the Indian Ocean. Can you observe that these
islands are dispersed and far away from each other?
They also vary in size and have different landscapes. The main reason is that they have been
formed differently.
30oE 40oE 50oE 60oE 70oE 80oE 90oE 100oE 110oE 120oE 130oE
ASIA
30 N o
30oN
Tropic of Cancer
INDIA
20oN 20oN
10oN 10oN
AFRICA
0o Equator 0o
SEYCHELLES CHAGOS ARCHIPELAGO
AGALÉGA
10oS 10oS
TROMELIN
ST. BRANDON
20 S o MAURITIUS 20oS
MADAGASCAR RODRIGUES
REUNION
Tropic of Capricorn
AUSTRALIA
30oS 30oS
0 500 km 1000 km
30oE 40oE 50oE 60oE 70oE 80oE 90oE 100oE 110oE 120oE 130oE
Map 1: Our islands in the Indian Ocean
DID YOU KNOW
An island is any area of land entirely surrounded by water and not large enough to be called
a continent. Islands are found not only in oceans and seas but also in lakes and large rivers. A
group of islands is called an archipelago.
3
ACTIVITY 1.1
Study Map 1 and answer the following question.
1. Name the islands of the Republic of Mauritius.

2. Which island of our Republic is nearest to the:
a) Equator?
b) Tropic of Capricorn ?
3. Complete the table below.
Latitude Longitude
Mauritius
Rodrigues
Agaléga
St. Brandon
4. Name the island of our Republic found to the:
a) East of Mauritius
b) North west of Mauritius
c) North east of Agaléga
5. Find the approximate distance between:
a) Mauritius and Rodrigues
b) Mauritius and Agaléga
c) Mauritius and Tromelin
4
I remember
• Long ago, Mauritius was a Dutch colony. The Dutch named our island Mauritius and settled here from
1638 till 1710.
• After their departure, the French took possession of Mauritius and named it Ile de France. They ruled the
island from 1721 to 1810.
• In the year 1810, the British captured the island from the French and renamed it Mauritius.
• Mauritius and its dependencies, which at that time were Rodrigues, the Seychelles, the Chagos Archipelago,
Agaléga and St. Brandon, became a British colony and a part of the British Empire. However in 1903, the
Seychelles was separated from the British colony of Mauritius.
• Mauritius along with its dependencies remained a British colony until 1968. In the same year, on
12th March, Mauritius became an independent country. From 1968 to 1992, Mauritius had a
Governor-General and a Prime Minister. The Governor-General represented the Queen of Britain.
The first Governor-General was Sir John Shaw Rennie and the first Prime Minister was Sir Seewoosagur
Ramgoolam. Sir Abdul Raman Osman became the first Mauritian Governor-General.
• In 1992, Mauritius became a Republic. Since then the country has a President and a Prime Minister.
• The first President was Sir Veerasamy Ringadoo.
Let’s find out what is meant by a republic.
A republic is a form of government in which the people elect or choose their

representatives. These representatives make laws and govern the country. They are
responsible to the people who elect them.
Read
Below is an extract from the Constitution of Mauritius.
Constitution of the Republic of Mauritius
“Mauritius” includes:
(a) the islands of Mauritius, Rodrigues, Agaléga, Tromelin, Cargados Carajos and the Chagos
Archipelago, including Diego Garcia and any other island comprised in the State of
Mauritius;
(b) the territorial sea and the air space above the territorial sea and the islands specified in
paragraph (a);
(c) the continental shelf; and
(d) such places or areas as may be designated by regulations made by the Prime Minister,
rights over which are or may become exercisable by Mauritius;
5
Some important facts to know

• In the year 2002, the Rodrigues Regional Assembly was set up to grant autonomy
to the island.
• T here is an agreement between Mauritius and France to jointly manage the

island of Tromelin.
• T oday, there is still a dispute between Mauritius and the United Kingdom for
the Mauritian territory of the Chagos Archipelago.
Discuss and Share

• The meaning and importance of our Constitution.
• Your views about Mauritius being a Republic.
ACTIVITY 1.2
1. a) W
ith the help of your
teacher, find out about
the inhabitants (‘Ilois’) of
the Chagos Archipelago,
who were deported to
Mauritius between 1971
and 1973.
Picture 1: Chagossian children
The following questions will guide you in finding the information.
- Who were the people living in the Chagos Archipelago before 1971?
- What was the population of the island at that time?
- On which islands of the archipelago did they live?
- What were their daily activities?
- Why were the ‘Ilois’ forced to leave the Chagos Archipelago?
- What happened to the ‘Ilois’ after their deportation?
FIND OUT
You can find more information about the Chagossians by visiting the following website:
• www.chagosrefugeesgroup.org
6
Picture 2: Chagos islanders claiming the right to return to their home
b) Write a few sentences to describe how you would feel if you were deported from your
country.
......................................................................................................................
.............................................................................................................................
.............................................................................................................................
............................................................................................................................
c) Why is there a dispute between Mauritius and the United Kingdom for the Mauritian
territory of the Chagos Archipelago?
......................................................................................................................
.............................................................................................................................
.........................................................................................................................
.........................................................................................................................
.............................................................................................................................
.........................................................................................................................
.........................................................................................................................
7
Unit 1 | My Country and Myself “more than 500 years of History”
Learn more about our islands
Name: Mauritius | Area: 1865 km2

Population Size: approximately 1 300 000
In 1598, the Dutch landed at Ferney and named the island Mauritius, in honour of Prince Maurice Van Nassau.
Name: Agaléga | Area: 26 km2

Population Size: approximately 300
It is believed that the Portuguese explorer, Dom Pedro Mascarenhas, named Agaléga in honour of one of
his sailboats, the “Galega”. There is another view that Agaléga was named after the Galician explorer
João da Nova, who was popularly known as João Galego.
Name: Rodrigues | Area: 108 km2

Population Size: approximately 41 700
In 1528, the island was named after the Portuguese explorer Diogo Rodriguez.
“50 years of independence 1968 – 2018”

ACTIVITY 1.3
Read the information about our islands and answer the following questions.
1. a) Name the island with the lowest population. __________________________________
b) Give two reasons why the population is so low. ________________________________
_______________________________________________________________________
2. a) Complete the sentence below.
The area of Mauritius is approximately____________ times larger than that of Rodrigues.
However, the population of Mauritius is approximately ____________ times larger than the
population of Rodrigues.
b) Give one reason for the above.
________________________________________________________________________
8
Name: Tromelin | Area: 1 km2
Population: A few French meteorologists/scientists (usually 3)
The island was discovered by the French in 1722. They named it “Ile des Sables.” In 1818, it was renamed as
Tromelin in honour of the Chevalier of Tromelin.
Name: Chagos Archipelago including Diego Garcia | Area: The land area is 56.13 km2
The total area, including lagoons, is more than 15,000 km2
Population: approximately 3000 (estimated)
Portuguese sailors named the group of islands as Bassas de Chagas. They also named the atolls such as Diego Garcia
and Peros Banhos.
Name: Saint Brandon | Area: 1.3 km2

Population Size: approximately 60 (mostly fishermen)
In 1900, the Saint Brandon Fish & Manure Company was given the management of the archipelago.
Since then the Cargados Carajos islands are known as the Saint Brandon islands.
“total population of nearly 1,300,000”
3. The Portuguese, the Dutch and the French sailors gave names to our islands.
a) Give one reason why our islands were named by the Europeans.
________________________________________________________________________
4. Find out the names given to Mauritius in the past by the Arabs, the Portuguese, the
Dutch, the French and the British.
___________________________________ ____________________________________
___________________________________ ____________________________________
9
Mauritius and its Exclusive Economic Zone (EEZ)

The Exclusive Economic Zone (EEZ) refers to an area of sea that extends 200 nautical miles
from the coast of a country. A country has all rights for exploring, exploiting, conserving and
managing the natural resources in its EEZ.
The Republic of Mauritius, including all its islands, has a total land area of 2040 km² with an
Exclusive Economic Zone of 1.9 million km².
Map 2 shows the EEZ of the Republic of Mauritius.
International waters
Seychelles
Chagos Archipelago
Continental shelf
Diego Garcia
Exclusive Economic Zone

200 nautical miles
(200 nautical miles)
Tromelin
St. Brandon
ar
Madagasc
Territorial Zone Rodrigues

(12 nautical miles) Mauritius
Reunion
Internal waters Baseline
Land
Map 2: Exclusive Economic Zone of the Republic of Mauritius
DID YOU KNOW
Goal 14 of the Sustainable Development Goals 2015 – 2030 states that we “should conserve and
sustainably use the oceans, seas and marine resources for sustainable development.”
marine biotechnology & scientific research
seafood hub & fishing industry With its vast EEZ, the Republic of
ship building & marine equipment Mauritius has started developing new
land-based oceanic industry

activities and industries. In the near
deep sea water desalination
renewable energy project (tidal & wave)

future, the country can set up a marine
exploitation of minerals industry and also engage in a more
tourism & leisure industry sustainable management of our rich
conservation projects

maritime environment.
10
ACTIVITY 1.4
Answer the following questions.
1. What is an Exclusive Economic Zone?
_____________________________________________________________________
_____________________________________________________________________
2. Complete diagram 1 below by drawing the EEZ around island X.
Diagram 1
3. Having an Exclusive Economic Zone may greatly increase the territory of a country.
a) By how many times has the territory of Mauritius increased after adding its EEZ?
_____________________________________________________________________
b) What are the benefits that the EEZ may provide to the Republic of Mauritius?
_____________________________________________________________________
_____________________________________________________________________
c) Give two reasons why it is important to have a sustainable management of our
maritime environment.
_____________________________________________________________________
_____________________________________________________________________
11
The Landscape of our Islands

A landscape consists of the landforms and all the natural and man-made features that can be
seen in an area of land. Have you observed that our islands have a diverse natural landscape?
Can you think why?
The formation of the diverse natural landscape of our islands has taken thousands of years.
There are many reasons that have led to such a varied landscape. These are volcanic activities,
erosional processes and the growth of corals and coral reefs.
The man-made landscape includes features produced by people and their activities. For
example, land and forests have been cleared for agricultural, residential and other purposes.
Picture 3: The landscape in the eastern side of Mauritius
Picture 4: The landscape in Rodrigues Picture 5 : The landscape in Agaléga
12
ACTIVITY 1.5
Study picture 3 which shows the landscape in the eastern side of Mauritius.
1. Identify some of the natural and man-made features of this landscape.
NATURAL FEATURES MAN-MADE FEATURES
2. Write two sentences to explain how the landscape of this area is specific to Mauritius.
__________________________________________________________________________
__________________________________________________________________________
3. Write a sentence to describe one landscape specific to:

a) Rodrigues
_____________________________________________________________________
b) Agaléga
_____________________________________________________________________
4. Discuss and share the importance of preserving the landscapes of our islands (think of
landscapes being a heritage).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
DID YOU KNOW
• Weathering and erosion have helped to shape the features of our natural environment
and our landforms.
• With time, basalt rocks have been weathered to produce our fertile soils.
• The fast flowing rivers have carved out deep valleys and gorges through erosion.
• In some areas along the coast, wave erosion has shaped the coast with bays and cliffs.
13
The diverse natural environment of our islands

Identify the features in the pictures below. Choose the appropriate words from the given list
to fill in the blanks.
Waterfall Cliffs Pebble beach Sandy beach Tropical forest
Mangroves Crater Gorge Savanna Coral rocks
ACTIVITY 1.6
1. Select (i) one coastal environment and (ii) one inland environment.
Write two sentences to describe how they are different.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
14
2. Discuss, share and write three reasons why we need to preserve and protect the diverse
natural environment of our islands.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
15
The landscape in the Black River Gorges
Picture 6: The landscape in the Black River Gorges
DID YOU KNOW
The National Parks and Conservation Services together with some Non-Governmental
Organisations (NGOs) such as the Mauritius Wildlife Foundation are working to preserve and
restore the endemic fauna and flora of the Black River Gorges. They contribute in maintaining the
landscape of this area.
Enrichment Activity
a) Find out about the conservation projects at the Black River Gorges National Park.
(You may visit the Pétrin Sub Office.)
b) Make a list of the species of endemic fauna and flora that can be found in this area.
c) Collect pictures of some of these species.
d) Make a poster to explain the importance of maintaining this landscape.
16
Formation of our Islands
You have learnt that Mauritius and Rodrigues are of volcanic origin. The two islands originated
from volcanoes which emerged from the ocean. Both have landforms consisting of mountains,
mounts, plateaus, plains, gorges and river valleys.
Agaléga and Saint Brandon lie on top of submarine plateaus and volcanic platforms. They are
coral islands made of sand. They are all low lying islands not exceeding 15 metres in height.
The pictures below show the islands of Mauritius, Rodrigues, Agaléga, Saint Brandon, Tromelin
and Diego Garcia.
Observe the different shapes and forms of each of these islands.
Tromelin Agaléga Saint Brandon Diego Garcia
Mauritius Rodrigues
Picture 7: Our islands
Enrichment Activity
Making a Poster
• Prepare a poster with sketch maps of our islands.
• Y
ou can also make 3D models of our islands with papier maché to show that Mauritius
and Rodrigues are made up of mountains, mounts, gorges and valleys, whereas the
others are low lying (flat) islands.
17
Most of our islands are found on the Mascarene Plateau which lies under the sea. It includes
the Saya de Malha Bank, Nazareth Bank, Soudan Bank and Cargados Carajos Shoals.
Map showing the Mascarene Plateau and the Banks
Mascarene Plateau
Saya de Malha Bank
Nazareth Bank
Cargados Carajos Shoals

Soudan Bank
Rodrigues
Mauritius
Map 3: Mascarene Plateau and Banks
DID YOU KNOW
Ocean banks, which are also known as fishing banks, are shallow areas of sea compared to its
surroundings. An accumulation of sand in shallow seas can be called shoals.
ACTIVITY 1.7
1. Using a tracing paper, draw and label Map 3 to show the following:
a) the Mascarene Plateau, the Saya de Malha Bank, Nazareth Bank, Soudan Bank and
the Cargados Carajos Shoals.
b) Mauritius, Rodrigues, Saint Brandon and Agaléga islands.
2. Find out why these banks and the Cargados Carajos shoals (St. Brandon) are important
for us.
We will now learn more about the formation of our islands.
18
Islands of Volcanic Origin
The Mascarene Islands have been formed as a result of volcanic activities in the south western
part of the Indian Ocean. The major relief features in Mauritius are due to volcanic activities.
These are the mountains and mountain ranges, the Central Plateau and the plains.
The maps below will help you to recall the stages in the formation of the main relief
features of Mauritius.
N N N N N N N N
1 1 1
A A A 2 2 2
5 3 3 3
5 5
X X X
C C C
B B B 4 4 4
• Oldest relief features • F ormed by lava flowing • The youngest relief features
from volcanoes in the
• T he remnants of the big central part of our island • F ormed by volcanoes such
Mountain volcano which formed Central Plains as Mt Piton, Bar le Duc,
Ranges & our island millions Plateau Alma Hill, Trou aux Cerfs
Mountains of years ago & Kanaka Crater. They are
now dormant
Map 4.1 Map 4.2 Map 4.3
1. Map 4.1 shows the mountains and mountain ranges. Name the three mountain ranges.
A ________________________________ B ___________________________________
C ________________________________
2. Name the shaded feature X found on Map 4.2.
_________________________________________________________________________
3. Map 4.3 shows the plains. Name the five plains.
1 ________________________________ 4 __________________________________
2 ________________________________ 5 __________________________________
3 ________________________________
19
The Formation of Mauritius

The volcanic activities that have led to the formation of Mauritius can be summarised in the
following stages.
Stage 1
he Emergence: 10 million years ago, intense
T
volcanic activities started on the floor of the
Indian Ocean. Many eruptions took place
for more than 5 million years. Layers of lava
piled up to build a large volcano which finally
emerged to form an island. The volcanic island
was about 40 km in diameter and had the
shape of a big shield.
DID YOU KNOW
Shield volcanoes are formed by fluid lava

eruptions. They have a wide base and gentle
slopes. They can be of different sizes.
Stage 2
The Subsidence: A major event brought
changes to the volcanic shield. A powerful
eruption led to the collapse of the top part of
the volcano. As a result of this collapse, a big
depression or caldera of 24 km in diameter
was formed. This was followed by other minor
eruptions which produced volcanic mountain
domes (Piton du Milieu and Camisard
Mountain) in the central part of the caldera.
DID YOU KNOW
Caldera is the Spanish word for cauldron.

It is a big volcanic depression formed by
the collapse of the top of a volcano into its
magma chamber.
Cauldron
20
Stage 3 new eruptions inside the caldera
he Intermediate Eruptions: The volcanic

T
island remained dormant for a long period.
Then eruptions started again about 3.5 million
years ago up to 1.7 million years ago. Lava flow
from fissures filled the caldera with additional
layers of basalt. This played a role in the
formation of the Central Plateau.
Lava flow during the intermediate period also contributed to form the Plaine Champagne
area. Have you observed that Plaine Champagne is a flat area on the higher lands? Should
it have been called ‘Plaine’?
In fact, the Plaine Champagne area is a plateau found within the Black River – Savanne
Mountain Ranges.
Stage 4
he Recent Eruptions: After a period of
T
inactivity which lasted up to 700,000 years
ago, a series of small volcanoes erupted from
the north east to the south west. The lava filled
the old caldera and made the Central Plateau
higher.
As the lava from these small volcanoes were

fluid, they spread over long distances and
formed the major plains, for example, the
Northern Plains. The last eruptions occurred in
the area of Nouvelle Decouverte – Bar le Duc
about 20,000 years ago. The lava flowed to the
East and formed Plaine des Roches.
Have you observed on a relief map of Mauritius that the area showing the land above
400 metres is usually shaded in brown?
This area is an evidence of eruptions along the north east/south west axis which filled the
old caldera and made the Central Plateau higher.
If you observe the Mountain Ranges on the map and link them, you will also notice that
they form a ring surrounding the Central Plateau. They are the remnants of the old caldera
which has been broken down and lowered by the action of rivers.
21
ACTIVITY 1.8
Work out the following questions.

1. a) Draw a well-labelled diagram of (i) a shield volcano and (ii) a caldera.
b) Describe each feature.
2. Draw a timeline to describe the main volcanic events associated with the formation
of Mauritius.
3. Use Google map to:
a) locate some of the volcanic craters and crater lakes of our island.
b) locate some of the highest peaks of our island.
4. Complete the map of Mauritius given below by shading and naming the following
relief features:
a) Mountains and Mountain Ranges
b) Central Plateau
c) Plains
22
Islands made of Corals and Sand
Agaléga, Saint Brandon, Tromelin and the Chagos Archipelago (including Diego Garcia)
are coral islands made of sand.
Let’s understand how corals and coral reefs are formed.
CORAL REEFS
Corals are among the most important animals in the ocean.
i) The living part of a coral is made up of tiny animals called polyps.

ii) T hese polyps produce a hard rock made of calcium carbonate known as limestone.
After the polyps die, their skeletons remain.
i ii
Polyps Corals
iii) coral reef is built up by layers of these skeletons covered by new groups of living
A
polyps. Year after year the reefs grow in size.
iv) hen dead corals are broken into smaller pieces by the action of waves, they become
W
sand.
iii s iv s
Reefs Beach
Diagram 2: Corals and coral reefs
23
Corals require specific conditions to grow. These are:

Temperature: The best conditions for a reef to develop are temperatures between
23°Celcius and 25°Celcius. No reef will grow where the annual average temperature is below
20°Celcius.
Depth of water: Most of the reefs grow only in shallow waters.
Light: Corals prefer shallow and clear water because the tiny algae that live and supply
food to the polyps need light.
Salinity: Corals are marine organism that cannot live near river mouths with low salinity.
DID YOU KNOW
Coral reefs occupy less than 0.25% of the marine environment.

Most coral reefs are found in tropical seas. Coral reefs shelter more than 25% of all marine life.
There are more than two million species living in and around coral reefs.
ACTIVITY 1.9
1. How is a coral reef formed?

_________________________________________________________________________
_________________________________________________________________________
2. Complete the mind map to show the conditions that favour the growth of corals.
a) _______________________________ b) _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
Conditions for the

growth of corals
c) _______________________________ d) _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
3. Explain why most coral reefs are found in tropical seas.

_________________________________________________________________________
_________________________________________________________________________
24
4. Why do we have coral reefs around Mauritius?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. a) Use your atlas to draw a map of Mauritius and show where the coral reefs are found.
b) Have you noticed that in some places there are no corals? Can you think why?
_____________________________________________________________________
Picture 3 shows a marine park in Mauritius.
Picture 8: Blue Bay marine park
ACTIVITY 1.10
1. a) Find out another place where coral reefs and marine life are protected in Mauritius.
b) Discuss the importance of these places.
2. Name a few species and marine life that live in the coral reef environment.
3. What are the threats to the coral reef environment nowadays?
4. Explain why it is necessary to protect the coral reefs.
25
The formation of Saint Brandon (Cardagos Carajos)

Saint Brandon, also known as the Cargados Carajos Shoals, is an archipelago about 430 kilometres
north east of Mauritius. It consists of a number of sand banks, shoals and small sandy islands.
The diagrams below show the formation of the Saint Brandon archipelago over the years.
i. In the past, Cargados Carajos was a large volcanic platform. Over the years, the platform was
eroded and submerged under the seas.
ii. Coral reefs developed on the submerged volcanic platform.
i ii
i. Volcanic platform ii. Corals reef
iii. Many small sandy islands were formed with a reef area of more than 190 km2.
iv. The largest and most important of these islands are Ile Raphaël, Albatross, Ile du Sud
and Ile Cocos.
iii iv .
¨
iii. Sandy Islands iv. St. Brandon archipelago
Diagram 3: The formation of Saint Brandon archipelago
26
The natural environment of Saint Brandon islands
Source: Saint Brandon Sanctuary www.saintbrandon.com

Acknowledgement: Renaud Vandermeeren
Picture 9: The Saint Brandon Islands
ACTIVITY 1.11
1. Study the pictures provided above.

Describe the natural environment on these St. Brandon islands.
2. Use Google map to locate some of the islands and coral reefs of the archipelago.
3. Find out about the activities carried out in the archipelago.
27
Weathering and Erosion

Apart from volcanoes and the growth of corals, there are other natural processes which have
contributed in shaping and transforming the natural landscape of our islands. Let’s find out
about some of these natural processes.
Weathering
Weathering is the process whereby rocks are broken down into smaller particles without
being displaced. With time, these rocks break down further into smaller pieces and decay
to produce soil.
A weathering process
i ii iii
Sun Sun Sun
Rock
Rock breaks
down
Small
rocks Small rocks
Soil
Diagram 4
With time, the rocks break down into small pieces
Erosion
Erosion occurs when materials such as rocks, sand and soil are transported by agents
such as wind, waves and running water. Here displacement of the materials takes place.
An erosional process
i ii Valley iii
River River
River
Diagram 5
With time, erosion caused by the river creates a river valley
ACTIVITY 1.12
1. Draw sketch diagrams of (a) weathering and (b) erosional processes.
2. Explain the main difference between weathering and erosion.
28
ave you thought that besides, weathering and erosion,
H
the natural vegetation also contributes in making
a landscape?
bserve below an example of the development of the vegetation over the years and how
O
it transforms an environment.
i ii
Volcanic Mountain Volcanic Mountain
Small trees
and plants
iii Volcanic Mountain
Forest
Diagram 6
With time a forest has developed and changed the landscape
Enrichment Activity
Fieldwork
a) Find out examples of the action of weathering and erosion in your locality.
b) Describe the natural vegetation found in your locality.
c) You may take pictures or draw sketch diagrams of what you have found.
Share the information with your friends in class.
29
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
30
Topic 2
Trade in the Indian Ocean: Migration and Settlement
In Topic 1, you learnt about the location of our islands in the Indian Ocean. You also learnt
how Mauritius and the outer islands were formed and that it is important to preserve the
natural environment and the unique landscape of our islands. In this topic, you will learn
how exploration and trade influenced the life of the people in the Indian Ocean. You will also
know how the location of our islands in the Indian Ocean had an important role to play in the
trade between Europe and Asia.
Observe Map 1 below.

Can you see the countries that have their coastlines along the Indian Ocean?
These countries are referred to as the countries bordering the Indian Ocean.
ARABIA
OMAN
CHINA N
INDIA
SRI LANKA MALAYSIA
SINGAPORE
AFRICA
IN
DO
ZANZIBAR NESIA
INDIA N O CE A N
CAR
MOZAMBIQUE
S
MAURITIUS
AGA
RODRIGUES
REUNION
MAD
AUSTRALIA
0 500 km 1000 km
Map 1: Countries bordering the Indian Ocean
ACTIVITY 2.1
1. Trace the map of the Indian Ocean. Use your atlas to locate and label on the map:
(a) five countries bordering the Indian Ocean and their capital cities
(b) five seas
(c) five major ports
31
Trade in the Indian Ocean during ancient times

Trade is the buying and selling of goods. Have you ever thought how trade started?
Trade started locally with the exchange of goods among people. Then, as people travelled
across villages, cities and countries around the world, they became aware of different types of
resources available in other countries and places. This resulted in the expansion of trade.
Map 2 shows an ancient trade route between Alexandria which is in Egypt and Canton in China.
Observe how East Africa, Arabia, India and South-East Asia were connected by trade routes
in the Indian Ocean.
The Ancient Maritime Trade Route

Between Alexandria and China
250 BC - 250 AD
CHINA
Alexandria
Canton
Red
ARABIA INDIA
Sea
Arabian Sea
a
Bay of
si
Bengal
A
st
Ea
China Sea
a
AFRICA
th
i c
u
Malacca
f r
So
A
I N DIA N O CE A N
s t
a
E
Key
Map 2: Ancient maritime trade route
Trade route
A trade route is a path or a way used by traders and
sailors travelling long distances for the purpose of trade.
ACTIVITY 2.2
Study Map 2
1. Which word on the map indicates that trade in the Indian Ocean has existed since a long
time?
2. On the above map, use your pencil to trace the route taken by the sailors to travel from
Alexandria to China. Name the seas and the ocean that the sailors and the traders had to
cross.
32
Using a Timeline
Do you recall drawing your personal timeline in Grade 5? Historians also use timelines
to show the time when an event occurred. They indicate the events on the timeline in a
chronological order.
For example, if historians had to show the following events on a timeline:
• the discovery of Mauritius by the Dutch;
• the arrival of Mahé de Labourdonnais in Ile de France;
• the battle of Grand Port; and
• the independence of Mauritius, this is how they would indicate these events on the timeline.
1500 1600 1700 1800 1900 2000
1598 1735 1810 1968
Have you observed on Map 2 that the years showing the time of the trade route between
Alexandria and China are followed by BC and AD? What do BC and AD mean?
The most common method used by the historians today for counting years is from the birth
of Christ.
Year 1
Birth of Christ
BC AD
300 200 100 100 200 300
BC = Before Christ
AD = Anno Domini (in the year of the Lord)
So, by referring to Map 2, it can be said that the trade route between Alexandria and China
existed 250 years before the birth of Christ and continued 250 years after the birth of Christ
(250 BC- 250 AD).
33
Historians also use the word century to indicate the period of an event.
A period of 100 years is referred to as one century.
1st Century AD
100 years
1 50 100 150 200

100 years
2nd Century AD
So, if we say that people lived in the 1st century AD, then it means that they lived in the first
100 years after the birth of Christ.
The same rule applies to the centuries indicated in BC but the only difference is that it is
counted backwards from the birth of Christ.
For example, if we say paper was invented in China in If we say Mauritius was discovered in the 16th century we
2nd century BC, it means this invention occurred 200 mean this event happened during the years 1501-1600
years before the birth of Christ. AD.
The bigger the number when the date is Before Christ
(BC), the further back in time the event took place.
Birth of Christ
16th Century
2nd Century Discovery of Mauritius
Invention of paper
BC AD
300 200 100 100 1400 1500 1600 1700

Year 1
ACTIVITY 2.3
1. Complete the timeline below by indicating the following years.
1000 BC , 500 BC, 1 AD, 1000 AD, 2000 AD, 2018 AD
Birth of Christ
1500 1500 2000
2. Think of five important events that occurred between 2000 and 2015:
(i) in Mauritius (ii) in the world
Draw a timeline and indicate the events identified.
3. Name five important events that occurred in the 20th century.

On a timeline, show the events that you have identified.
34
ACTIVITY 2.4
1. The figure below shows a timeline of the ancient civilisations.

Ancient Mesopotamia
Medieval Europe
Maya Civilisation
Ancient Egypt
Ancient Greece
Ancient China
Ancient Rome
Indus Valley
3600 3200 2800 2400 2000 1600 1200 800 400 1 400
BC BC BC BC BC BC BC BC BC AD
Study the timeline above and fill in the blanks.

a. Name the oldest civilisation. __________________________________
b. Identify the civilisation that developed after the birth of Christ. ________________________
2. Observe Map 3 and refer to the timeline in the figure above to write in the space provided
on the map when (years) each civilisation developed.
EGYPT
MESOPOTAMIA
CHINA
INDUS VALLEY
Map 3: Ancient civilisations that traded in the Indian Ocean
DID YOU KNOW
Around 500 BC, the Greek and the Roman sailors and traders also travelled in the Indian Ocean.
These sailors crossed the Red Sea and entered the Arabian Sea in order to reach India for trade.
35
Learning about the Past

Have you ever thought about how historians know that people from ancient civilisations
traded in the Indian Ocean? How do they know about these people? Let’s find out.
Archaeologists and historians study the objects and things left behind by people who lived
long ago. These objects are the clues which the historians try to put together to know about
the past. We call these clues sources.
Archaeology & Archaeologist

Archaeology is the study of the past by digging up or by excavating and looking for the remains
and objects left by people who lived long ago. A few examples of these remains are old coins,
tools, buildings and artefacts.
An archaeologist is a person who studies these remains to know and understand how people
lived in the past.
Important things are often found out from archaeology and from buildings and objects that
have survived or remained. Artefacts found by the archaeologists during excavations are kept
and preserved in museums.
There are two main types of sources which historians look for to know about the past. These
are Primary sources and Secondary sources.
Primary sources are original records of
events of a specific time or period in history.
There are many different kinds of primary
sources. Some examples of primary sources
are: documents, first-hand account of an
event and artefacts.
For example, if the historian is studying about
the French rule in Mauritius, then the letters
and correspondences between the governors
as well as diaries written by them would be
primary sources.
Primary sources
Secondary sources refer to second-hand

information about events. They are based on
other sources. Books about the French rule
in Mauritius or school textbooks about the
French period are examples of secondary
sources.
Secondary sources
36
ACTIVITY 2.5
1. Write ‘Primary’ or ‘Secondary’ next to each of the sources provided below.
a) A report in 2005 on the excavation at Mare aux Songes about the dodo.
b) ‘The History of Mauritius’ by Vijayalakshmi Teelock, published in 2010.
c) A letter written in 1740 by Governor Labourdonnais.
d) ‘Voyage à l’Ile de France’ written by Bernardin de Saint Pierre.
e) A 19th century photograph of the area where your school is located.
Discuss and Share

Imagine you are a historian and you are writing about the history of your country.
(You may think about looking for information about (i) the Dutch, the French and the British
settlers (ii) the slaves (iii) the indentured labourers (iv) the Chinese immigrants)
a. Make a list of the places you will visit to consult primary sources.
b. What type of primary sources you will consult? Present your findings in class.
ACTIVITY 2.6
2. The pictures below show archaeologists at work.

Observe some of the tools that they are using in their work.
37
Match the tools used by archaeologists to their function.
Shovel Used to lay out and mark the grid
Trowel Used to sift the dirt to catch small objects
Used to remove the top layer of sod and for

Nylon string
digging
Used to remove dirt from objects in order to

Brushes see more clearly before removing them or
digging further
Used to record information about the site,

Sieve
artefacts, and features found
Used to measure the area of the dig site and

Note Book
the depth of test pits
Used to scrape through thin layers of dirt

Measuring Tape
and expose small artefacts
38
The Arab traders in the Indian Ocean (600 AD – 1500 AD)
Arab traders on the East coast of Africa
AD
100 500 1000 1500
The Arabs in the Indian Ocean The Arabs dominated the Indian Ocean trade
RECALL
Trade in the Indian Ocean existed since ancient times. The sea route linked the Eastern hemisphere
to the West and made long distance trade accessible. Traders from one area could trade with others
thousands of kilometres away.
Now, you will discover the role of the Indian Ocean in trade between the years 500 AD and 1500 AD.
You will also realise that the Indian Ocean sea route was important not only for trade but also for the
spread of religion and culture.
ARABIA INDIA
AFRICA
SEYCHELLES
COMOROS
I N DIA N O CE A N
R
Dina Arabi
SCA
MAURITIUS Dina Mozare

AGA
RODRIGUES
MAD
REUNION
Dina Margabim
Map 4: Arab traders in the Indian Ocean
Arabia was one of the countries that was connected by the trade route in the Indian Ocean.
The Arab traders sailed in their boats known as dhows from the ports in Arabia and reached
the west coast of India. They also traded with people from the East coast of Africa, where
they built a settlement, and reached as far as Madagascar and the Comoros islands.
While exploring the Indian Ocean, the Arab traders also visited the Seychelles and the
Mascarene islands. Mauritius, Rodrigues and Réunion were known by the names of Dina Arabi,
Dina Mozare and Dina Margabim respectively on the early maps.
What evidence do we have to say that the Arabs were trading near our islands?
39
The Arabs developed their knowledge of the monsoon winds and their ability to read
the stars to sail across the Arabian Sea in the Indian Ocean. Later, they learnt about the
use of the compass and the astrolabe. They used this knowledge to navigate across the
Indian Ocean to reach as far as the Moluccan Islands and China.
Astrolabe
Arab Dhow Compass

Picture 1: Dhow, Astrolabe and Compass
Discuss and Share

How did the compass and the astrolabe help the sailors in navigation?
Find out and make a list of other navigational tools used by the sailors.
Share your findings with your friends.
Collect pictures of the various navigational tools and prepare a poster.
Display your poster in class.
By 900
900 AD,
AD,the
theArabs
Arabsdominated
dominatedthetrade ininthe
trade theIndian
IndianOcean.
Ocean.They
Theybrought
brought goods
goods from
India and Africa to Alexandria to sell to the Europeans. They also controlled the routes to
India and China through the Moluccan Islands. In this way, the Arabs were able to control
the trade of silk, spices and other luxurious goods.
DID YOU KNOW
Trade was important in the spread of culture and religion between Europe and Asia during ancient
times.
New inventions, religious beliefs, languages, social customs, and goods were transmitted by
people moving from one place to another for business.
Cities along these trade routes grew rich. They provided services to merchants. These cities were
also important market places.
40
DID YOU KNOW
The northern Indian Ocean has a very definite pattern of winds. These are the monsoon winds.
The term ‘monsoon’ originates from the Arabic word ‘mausim’ meaning ‘season’.
The monsoon winds blow from the sea to the land in summer and from the land to the sea in
winter. These winds blow in India, Bangladesh, Pakistan, Sri Lanka, Arabia and East Africa.
MONSOON WINDS
Winter Summer
North East monsoon

ARABIA INDIA ARABIA INDIA
AFRICA
AFRICA
Equator Equator
South West
monsoon
INDIAN O CEAN INDIAN O CEAN
Map 5: Direction of the monsoon winds
ACTIVITY 2.7
1. Why was it important for traders sailing in the Indian Ocean to know about the monsoon
winds?
__________________________________________________________________________
__________________________________________________________________________
2. How did the Arabs’ ability to read the stars help them in sailing?
__________________________________________________________________________
3. Imagine you are a trader in the 10th century, sailing in the Indian Ocean from East Africa to
India for spices.
a. During which season would you sail to India and why?
b. How would the monsoon winds help you in the navigation?
4. Use your atlas to locate and mark the Moluccan Islands.
41
How trade influenced the life of the people in the

Indian Ocean: Migration and Settlement
You have learnt that the Indian Ocean played an important role in trade and commerce between
the East and the West. The sea route linked civilisations, people and places and made long
distance trade possible.
Name two other ways in which trade influenced the life of the people in the Indian Ocean
region.
_____________________________________________________________________________
_____________________________________________________________________________
An important consequence of trade was the migration and settlement of people.

Migration is the movement of people from one place to another for settlement.
Observe Map 6. It shows the migration routes of the people from Indonesia to Madagascar.
CHINA
ARABIA INDIA
ARABIAN SEA BAY
OF
BENGAL
BORNEO
EQUATOR
SU
M
AFRICA
AT
R
INDONESIA
A
JAVA
COMOROS
I N DIAN O CE AN
ARSC
MAURITIUS
AGA
RODRIGUES
MAD
REUNION
Key
Map 6: The migration routes of the Indonesians between 700 AD – 1200 AD
Migration route
42
Migration and Settlement in Madagascar
Migration and Settlement of Indonesians In Madagascar
AD
100 500 1000 1500
People from Indonesia (Borneo, Sumatra, and Java) which is in the eastern region of the Indian
Ocean, used the monsoon winds to cross the ocean and reach Madagascar on the western side
of the Indian Ocean. These people settled in the highlands of Madagascar. It is believed that
this movement of people from Indonesia to Madagascar occurred for several years.
These early sailors and traders from Indonesia carried crops such as yams, coconuts, bananas,
sugar cane and rare plants to their new homes in Madagascar.
There are numerous evidence that show the migration and settlement of the Indonesians in
Madagascar. This can be explained by the similarities that exist between these two places.
Firstly the Malagasy language is very closely related to a dialect spoken in Borneo, in Indonesia.
Moreover, the various crops which the Indonesians carried and the style of construction of
houses in Madagascar are evidence of this migration.
ACTIVITY 2.8
1. How do we know that the Indonesians migrated to Madagascar?
__________________________________________________________________________
2. Find out the name of one crop which is widely grown both in Indonesia and Madagascar.
_________________________________________________________________________
3. Study Map 6. It shows the route taken by the Indonesians to reach Madagascar.
a) Name (i) two countries and (ii) two seas which the Indonesians crossed before reaching
Madagascar.
(i) Countries: ____________________________ _______________________________
(ii) Seas: ____________________________ _______________________________
b) When did the Indonesians migrate to Madagascar?
_________________________________________________________________________
43
Migration and settlement of the Arabs in the

East coast of Africa
The emergence of the Swahili civilisation

AD

100 500 1000 1500

620
Brainstorm
You have learnt earlier that the Arabs were trading along in the East coast of Africa.
Can you think of the consequences of the Arab trade on the people of the East coast
of Africa?
By the 5th - 6th century AD, Arab traders from the Red Sea area and the Persian Gulf almost
totally dominated trade with East Africa.
The Arabs married the local Bantu women and settled in East Africa between the
years 620 and 1000 AD. This mixture of the customs, religion and languages of
these different people became known as the Swahili culture and civilisation.
The Swahili traders from the East coast of Africa visited the Comoros islands and
Madagascar for trade.
As a result of this flourishing trade, important places such as Mogadishu, Zanzibar, Kilwa
and Sofala developed on the East coast of Africa.
DID YOU KNOW
The Bantu are an ancient group of people from Africa.

It is believed that they migrated into the eastern
region of Africa from Western and Central Africa. In the
process of migration they came to be known as the
Bantu, which means, ‘The People’.
44
ACTIVITY 2.9
1. Use your atlas to indicate where Mogadishu, Zanzibar, Kilwa and Sofala are found on
the map below.
ARABIA INDIA
3
AFRICA
2 INDONESIA
I N DIAN O CE AN
CAR
1 MAURITIUS
S
AGA
RODRIGUES
MAD
REUNION
Map 7: Indicate and name the places marked on the East coast of Africa
1. ________________________________ 2. ________________________________
3. ________________________________ 4. ________________________________
2. Why do you think Mogadishu, Zanzibar, Kilwa and Sofala became rich and prosperous?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________
45
Study the map below. It shows the goods that were traded in East Africa.
PER S I A
ARABIA
CHINA
EGYPT
gold INDIA porcelain

ivory glass silk
slaves daggers
gold textiles
iron tools beads
ivory
AFRICA SPICE ISLANDS

a
r i c
ivory
A f
spices
INDIAN O CE AN
s t
CAR
E a
MAURITIUS
S
AGA
RODRIGUES
MAD
REUNION
Export Import Map 8: Goods traded in East Africa
Spices Beads Tortoise shell Porcelain Dagger
ACTIVITY 2.10
Study the map above and fill in the blanks.

1. Name two goods that were exported from East Africa to:
Arabia ______________________________ and ______________________________
Egypt ______________________________ and ______________________________
2. Name the goods that were imported to East Africa from:
India ______________________________ and ______________________________
China ______________________________ and ______________________________
Let’s sum up
One of the outcomes of trade was the movement of people. They settled in new regions
and new civilisations and culture emerged. There was also the emergence of new towns.
46
Can you think about another important effect of trading activities in the Indian Ocean long ago?
_____________________________________________________________________________
Study the map below, which shows how the coastal regions were influenced by the religion
and the customs of the traders.
CHINA
ARABIA
INDIA
AFRICA
I N D I A N O C E A N
CAR
S
AGA
MAD
Islam Buddhism Hinduism
Map 9: The spread of different religions across the Indian Ocean
The traders also spread their culture and religion in the places they went.
ACTIVITY 2.11
Find out how the Arabs’ influence in the Indian

Ocean is still present today.
Share your findings in class.
47
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
48
European traders in the Indian Ocean:
1500 AD – 1900 AD
Vasco da Gama
Discovery of the new sea route to the East
AD
1400 1500 1600 1700 1800 1900
The flourishing trade of the Arabs declined with the arrival of the Portuguese in the Indian
Ocean.
I remember and I complete the sentences below.
• The name of the Portuguese explorer who discovered the sea route to the East is
_______________________________.
• The main commodity that the Europeans were looking for in the Indian Ocean is
_________________________________________.
• The reasons why this commodity was important are ________________________________
____________________________________________________________________________.
• The name of the country where this commodity was found is ___________________________.
DID YOU KNOW

A commodity is something such as material or
agricultural product that can be bought and sold.
49
Do you remember that after the Portuguese, E U R O P E

other European sailors, the Dutch, the British
Lisbon
and the French entered the Indian Ocean for
trade?
Observe Map 10. You will see that Mauritius

lies along the trade route between Europe
and the East. The Portuguese and the Dutch
traders would come to Mauritius to rest, to
replenish their food stock and to repair their
ships. Our island was a good stopover for the
European traders on their way to the East
A F R I C A
Indies.
E U R O P E
Lisbon
A S I A
Slaves
Gold
Calicut
Ivory
A F R I C A Malindi
E
A
S
T
I
Kilwa N
I N D I A N O C E A N D
I E
S
Cape of Good
Hope
Cape of
Good Hope
ACTIVITY 2.12
Observe Map 10 above and answer the following questions.
1. How was the sea route taken by the Europeans different from the ancient sea route taken
by the Arabs?
______________________________________________________________________________
______________________________________________________________________________
2. Identify the goods that traders bought from different parts of the world and sold in Europe.
Complete the table on page 51.
50
A S I A
Silk
Porcelain
Tea
Cotton
Precious stones
Calicut
Malindi
E
A
S
T
I Spices
Kilwa N
I N D I A N O C E A N D
I E
S
Mauritius
Rodrigues
Reunion
Map 10: Trade route taken by the Portuguese
Countries Goods
51
Changes in the Indian Ocean with the arrival of the

Europeans
As the Europeans travelled, they came into contact with other people and cultures. As a result,
there was an exchange of knowledge, goods and traditions. This also led to the settlement of
new places in the Indian Ocean.
Picture 2: The Portuguese in the court of the ruler of Calicut
Now, you will learn how the arrival of the Europeans led to the colonisation of countries in the
Indian Ocean, including the Mascarene Islands. You will also learn about the consequences of
colonisation.
52
Let’s try to understand the terms ‘colonisation’ and ‘colony’.
Colonisation is when a new group of people takes control of territories or countries.

It involves the movement and settlement of these people to a new location and the spread
of their culture into the new area. Colonisation may also involve dominating the original
inhabitants of the area, known as the indigenous population.
A colony is a settlement that has been established by people who are from a different place.
People who migrate to settle permanently in colonies controlled by the mother country are
called colonisers or settlers.
ACTIVITY 2.13
Refer to Map 10 on page 50. Observe the trade route taken by the Portuguese.
1. Find out the countries which the Portuguese colonised.
__________________________________________________________________________
__________________________________________________________________________
2. Why do you think they colonised the countries you have listed above?
__________________________________________________________________________
__________________________________________________________________________
3. Think about the consequences of colonisation. Write your ideas down and share with your
friends.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
53
Colonisation and Settlement in Mauritius

Let’s recall how our islands were colonised as from the 16th century.
The Portuguese stopped on the island in around 1510.

1510: Portuguese They named our island Ilha do Cirne (Island of the
Swan). The three islands, Mauritius, Rodrigues and
Réunion were called the Mascarene Islands after the
Portuguese explorer Pedro Mascarenhas.
Pedro Mascarenhas
Réunion Mauritius Rodrigues
The Portuguese used our island as a stopover to repair
their ships and to collect fresh food and water.
They also let loose a number of pigs, goats and

monkeys, and planted citrus fruits like oranges and
lemons on the island.
The Portuguese had no desire to use the Mascarene

Islands for any other purpose. They were only interested in
collecting supplies in the course of their voyages towards
India and the East.
They began a settlement at Grand Port (known today
as Vieux Grand Port) and appointed their first governor,
who arrived in Mauritius in 1638.
1598: Dutch
The Dutch introduced sugar cane and deer on the island
from Batavia, and slaves from Madagascar.
Fort Frederik Hendrik
They built a fort and named it Fort Frederik Hendrik.

Their main activity was the exploitation of ebony wood
which was exported to Holland.
The Dutch abandoned Mauritius in 1710, after two

In 1598, Dutch sailors involved in the spice trade unsuccessful attempts to transform the island into a
landed on the island by chance and named it Mauritius prosperous colony.
in honour of their prince, Mauritz van Nassau.
54
The French captain, Dufresne d’Arsel, took
possession of the island in the name of His
1715: French Majesty King Louis XIV and named it ‘Isle de
France’ in 1715.
The first French settlers in Mauritius came

from nearby Bourbon, now Réunion Island,
in the year 1721. The first French Governor,
De Nyon, arrived from France and began the
settlement at Grand Port.
Pierre Poivre, who administered the island between 1767 and 1772, created the Pamplemousses Botanical Garden, the oldest
one in the southern hemisphere.
On 2nd December 1810, the last French governor General Charles Decaen surrendered to the British. After taking over the island,
the latter committed themselves to respect the customs and traditions of the people and the laws in the island.
The name of the island was changed back to Mauritius and

it remained a British colony until its independence in 1968.
The first British governor was Sir Robert Townsend Farquhar.

1810: British The setting up of the British rule in Mauritius put an end to
the corsairs’ activities that had caused much harm to the
British trade in the Indian Ocean.
The abolition of the slave trade in 1807 and the abolition of

slavery in 1835 in Mauritius were important events during
the early British rule. However, the slaves were not given
their freedom until 1839.
The rapid development and expansion of sugar cane

cultivation was another important effect of the
establishment of the British rule.
The abolition of slavery and the increase in the demand for sugar also
resulted in the arrival of indentured labourers from India to maintain the
flow of cheap labour.
The introduction of railways in 1864 was another important event during this period.
55
During the 18th century, the strategic location of Ile de France in the Indian Ocean was a real asset to the French.
Port Louis | 1735
1735
Under Mahé de Labourdonnais, Port Louis
became the main harbour of the island.
He transformed the Port Louis harbour into a
naval and commercial base. It was equipped
with the latest technological know-how
prevailing at that time. He used the Indian,
Malagasy, and African free workers and slaves
to develop the harbour.
Do you recall that during the Napoleonic wars, Ile de France was used as a base from
where French corsairs attacked the British commercial ships sailing between Europe
and the East?
Ship building and ship repair facilities were

important activities in the port. Ile de France
was developed as a warehouse.
1810 Port Louis | 1810
During the British rule,
1859
Port Louis became known
as ‘the main warehouse
on the route to India’.
Port Louis | 1859
The harbour of Port Louis is one of the finest and safest in the world.
56
ACTIVITY 2.14
Use the information provided on page 56 and refer to other sources (books, internet etc...) to
complete the timeline given below.
Evolution of the Port Louis harbour
Period Development
1500
1598
Named the harbour
1600 Dutch Noord-Wester Haven
1700
1710
1721
1800 ________________ ________________

1810
1900 ________________ ________________
1968
2000
Discuss and Share

Find out the various functions of the port during the French and the British period. Share your
findings in class.
57
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
58
Topic 3
Our Origins
The story of our islands began with sailors and traders who used Mauritius as a stopover on
their way to the East. Settlement and colonisation followed. The colonists brought people to
work in and develop the islands. These people who were our ancestors were from different
parts of the world.
EUROPE
ASIA
AFRICA
I N D I A N O C E A N
MAURITIUS
Map 1: Places of origin of our ancestors
ACTIVITY 3.1
Study Map 1 and use the words given below to complete the table.
slaves / colonists / free workers / indentured labourers
Continent Country of origin Who were they?
1. _____________________________________
2. _____________________________________
Europe
3. _____________________________________
4. _____________________________________
1. _____________________________________
Africa 2. _____________________________________
3. _____________________________________
1. _____________________________________
Asia
2. _____________________________________
59
What they needed?
What were some

Think of what our ancestors of the things
they had?
brought with them when
they came to Mauritius.
You may consider some of

the questions given to help What they did
not want to leave
you. behind?
What was important

to them?
Figure 1: Questions to be considered
Although many of our ancestors were not able to bring what they wanted or needed, all of
them brought their own culture to Mauritius.
Discuss and Share

1. Do members of your family share the same culture?
(You may consider some ideas like food, dress, practices, etc.)
2. a) Do you think that everybody in our society has the same way of life?
b) Find out why all people do not share the same way of life.
Culture :
• is the way we live our life.
• is learned and shared within the family.
• varies from one group of people to another.
• consists of different elements which are interrelated.
60
The main elements of culture
Culture relates to our way of life and includes a variety of elements. Although there are
different cultures, they all have the following four important elements.
Beliefs Values
CULTURE
Customs & Norms
Traditions
Figure 2: The four main elements of culture
1. Beliefs
People believe in different things. These are usually passed on from one generation
to another. Your beliefs can also be influenced by peers and the media.
Picture 1: Long ago people believed that the earth was flat.
Discuss and Share

1. a) Find out three things in which you believe.
b) Where do these beliefs come from?
2. S hare your personal beliefs and the importance of these beliefs in your life with
your friends.
61
2. Values
Values are important as they guide us in life and allow us to better understand what
is good or bad. Just like people may have different beliefs, values too are not the
same for everyone. However, we do share some universal and common values.
Famous sportsman Graduation ceremony
Family dinner Helping an old lady
Picture 2: Some important values
ACTIVITY 3.2
1. What is the most important value a sportsman should have to be successful?
2. a) What are the three most important values for you?
b) How is your list of some important values similar or different from that of your friend?
3. Share with your friends how these values guide you in your daily life.
4. a) Can you state at least two values you think everybody should have?
b) Why do you think these values are important in any society?
62
3. Norms
Norms are expected rules that determine our behaviour.
Norms are an important element of our culture and guide the way we must or must
not behave in different situations. Many norms are learned from the family, school
and through social interactions.
Queuing up at the bus stop Greeting
Proper behaviour on the street Discipline in class
Picture 3: Some important norms
ACTIVITY 3.3
1. Apart from the examples above, think of other behaviours that you would consider as
norms in our island.
2. Give examples of norms you have learnt at home.
3. Why is it important to respect norms?
63
4. Traditions & Customs

Traditions and customs vary around the world. They are mostly expressed through
family beliefs and practices, arts, food, language, music and festivals.
family
beliefs and
practices
food language
Traditions
& Customs
DID YOU KNOW
arts music
The word tradition comes from the
Latin word ‘tradere’, which means
to transmit.
festivals
Figure 3: Ways of expressing traditions and customs
Traditions and customs are of great significance for societies.
Cherry Blossom festival in Japan Buffalo race in Thailand
Picture 4: Examples of well-known traditions and customs around the world
Discuss and Share

1. Identify the various traditions and customs in your island.
2. Which tradition and custom do you like the most?
3. Write a short story to describe the tradition and custom that you have named above.
64
Enrichment Activity
One example of a well-known tradition and custom is the Day of the Dead (Spanish: Día
de Muertos) in Mexico.
TRADITIONS & CUSTOMS WAYS OF EXPRESSION

• elebrating the deaths
C •
Family gathering
of ancestors and paying at the cemetery
respect to the loved ones
who have passed away
• ringing the deceased
B
favourite food and beverages
• Observed for as long as
• Special face make-up
2,500–3,000 years
known as sugar skull
IMPORTANCE
• It is celebrated throughout
Mexico and also in some
other countries
•
Showing respect
to our ancestors
Figure 4: Day of the Dead festival in Mexico
Enrichment Activity
Group work
Each group choose one country in the world.
a) Find out some important and well-known traditions and customs in that country.
b) Identify the ways in which these different traditions and customs are expressed.
c) Explain why these traditions and customs are important for the local people.
65
You have understood that traditions and customs have been passed down by our ancestors.
The way these traditions and customs are expressed are the most visible part of our culture.
They form part of our cultural heritage.
Now let’s learn more about our cultural heritage.
Our Cultural Heritage

Our cultural heritage reminds us of the past. They are evidence of the way our ancestors
were living. These can be seen not only through our customs and traditions but also through
historical places, objects, artefacts and different forms of art.
Our cultural heritage is our legacy. It is of historical, social and aesthetic importance.
Historical importance
Reminds us of our history,
of past events and to value the Aesthetic
contribution of our ancestors importance
Reminds us of how
our ancestors were
living in the past
and of the way
Cultural Heritage they expressed
their creativity
Social importance
Reminds us of our origin and
facilitates social cohesion and
understanding among people
of different cultures
Figure 5: I mportant spheres
of cultural heritage
DID YOU KNOW
Aesthetic is concerned with nature

and the appreciation of beauty.
The idea of heritage acknowledges our attachment to the past and our belief that it should be
valued and preserved for future generations.
Discuss and Share

Why is it important to value and preserve our cultural heritage?
You may think of the historical, social and aesthetic importance of our cultural heritage.
66
Cultural heritage in our islands
Can you recall that the Slave Route monument at Le Morne and the Aapravasi Ghat in
Port Louis are examples of historical places which remind us of our ancestors and their
contributions?
Picture 5: Le Morne Heritage site and the Aapravasi Ghat
The Slave Route monument was inaugurated on 1st February 2009 to commemorate the 174th
anniversary of the Abolition of Slavery in Mauritius.
Enrichment Activity
Group work
a) Identify and name any two other heritage sites in Mauritius/Rodrigues.
b) Find out the significance of the heritage sites that you have identified.
c) Share your findings in class. (You may create a poster to present the information
gathered).
67
Threats to our Cultural Heritage

Observe the picture below. They are a few examples of our cultural heritage which are
gradually disappearing.
Picture 6: Some examples of our cultural heritage which may disappear
ACTIVITY 3.4
1. Why do you think some aspects of our cultural heritage are disappearing?
2. What do you think would be the consequences?
Some people do not realise the importance of our cultural heritage. They do not care for the
historical buildings which are neglected and abandoned. Some of our traditions and customs
are also disappearing. Landscapes are being modified for the purpose of development.
Discuss and Share

Why is it important to preserve our heritage and to remember old customs and traditions?
Enrichment Activity
Find out a few examples of our cultural heritage which you believe are disappearing.
Present your findings to the class. You can use pictures or any other visuals to support
your presentation.
68
Preserving our Cultural Heritage
Today, many measures and initiatives are being taken to promote and protect our diverse
cultural heritage.
The World Heritage Day to celebrate monuments and sites is on 18th April. In Mauritius
too, this day is celebrated. Various activities are organised on this occasion. Free access
to museums and heritage sites are provided to the citizens.
The National Heritage Fund (NHF) is a government organisation which manages, protects and
promotes our national heritage to develop a sense of belonging and civic pride with respect to
national heritage.
There are many sites in Mauritius and in Rodrigues which are now on the list of our protected
national heritage sites. A list for these sites is available on the National Heritage Fund website,
which is http://www.nhf.govmu.org.
Le Plaza in Rose Hill Chateau Mon Plaisir
Picture 7.1: Protected heritage sites
ACTIVITY 3.5
1. a) Find out and make a list of the protected national heritage sites found in your district.
b) Which of these sites are nearest to your school or your locality?
c) Explain why these sites are protected national heritage sites. Think of their historical,
social and aesthetic value.
69
Besides government organisations, there are other groups of people in the society who
are actively working towards the renovation and preservation of our heritage.
SOS Patrimoine - Save Our Heritage is an example of an association that is actively
involved in the restoration of various sites and also recommend for the protection of
other sites which are threatened or neglected.
http://www.patrimoineenperil.mu
Colonial house Cavendish bridge at Mahebourg
Picture 7.2: Protected heritage sites
Enrichment Activity
Important Objects from the Past
You can ask your parents whether there is any old object
which they have preserved and they consider as an
important souvenir.
You may bring the object or the picture of the object in the
class.
Discuss and share what is considered as a family heritage.
70
Our Changing Culture
Culture changes with time. For example, the way you live today is different from the way your
great grandparents lived long ago. Why do you think culture changes over time?
Let’s now look at the factors that contribute to our changing culture.
There are three main factors which contribute in changing the way we live.
1. Technology and inventions
When technology and inventions influence

the way we live
In an attempt to make our life more comfortable,

we rely more and more on technology. Today,
technology forms an important part of our life.
Influence of technology
2. Environment(s)
When we adapt to natural processes and

changing land use
Change in our physical environment affects the

way we live.
This area used to be the Aral sea
3. Movement and contact
When one’s culture is in contact with other

cultures because of globalisation
With globalisation, people of different origins are

getting closer than ever before. Globalisation
brings increasing interconnectedness among
different populations and cultures.
Globalisation brings people closer
71
The pictures below show some examples of cultural change from past to present.
Children playing marbles Children playing with modern toys
Ice cream seller New ice cream distributer
Polluting vehicles Modern electrical vehicles
Picture 8: Cultural change from past to present
Discuss and Share

You have seen above some examples of cultural change.
Inquire about some other cultural changes that have occurred over time.
(You may ask your parents/grand parents or any older person for information)
Share your findings in class
Let’s sum up
Cultural change generally happens when:

• new technologies and inventions influence the way we live.
• we are influenced by these technologies and have to adapt to new situations.
• one’s culture is in contact with other cultures.
72
Understanding the Mauritian Culture and our Cultural Diversity
In a multicultural society, people with different cultures live together and no particular culture
is imposed on anybody. This means that such a society respects and values cultural diversity.
In our islands too, we recognise that our cultural diversity is our strength.
Picture 9: Multicultural Mauritius
Some people use expressions like ‘mosaic’, ‘rainbow’, ‘salad bowl’ to show their appreciation
of multiculturalism and cultural diversity.
There are also many sayings from well-known personalities who recognised the
advantages or importance of cultural diversity. For example, Maya Angelou, a famous
American poet and civil rights activist, said that “in diversity there is beauty and there is
strength".
ACTIVITY 3.6
1. Discuss and share your ideas about multiculturalism and cultural diversity to create your
own expression or saying.
2. Make a postcard to show your appreciation of multiculturalism and cultural diversity
in our islands.
73
With time we have developed some cultural similarities. For example, we speak similar
languages and share some customs and traditions that are practised by all people
irrespective of their cultural heritage.
When we respect each other and our differences, and are open to learning from each
other (and growing together) we develop intercultural values.
An intercultural society not only recognises cultural diversity but promotes dialogue and
interaction between the different cultures.
Picture 10: Mauritian culture
Discuss and Share

In groups, brainstorm about the cultural similarities that Mauritians share.
• Discuss why you think all Mauritians share these cultural similarities.
• How do you think this sharing of cultural similarities was made possible?
Group work
Develop a role play that shows how to build interculturalism in our islands where different
people interact, respect, and learn from each other. When developing your role play, think
about the following points:
a) What are the characteristics required to live in peace and harmony

with cultures/people that are different from you?
b) What are the cultural similarities that encourage interculturalism?
c) What elements are required to make interculturalism successful in Mauritius?
74
My Personal Identity
Have you ever asked yourself the following questions?
what
are my likes
Who and dislikes?
am I?
What do I want
to do when I
grow up?
What are my
favourite subjects
at school?
What What is
makes
me happy?
important
to me?
1. Now let’s explore our personal identity and our friends’ identity.
2. Make a list of ten things that describe you.
3. Ask your friends if they share any of the same things you have listed. If yes, have your friends
write their name next to one of the characteristics.
4. Once complete, share your findings with the class.
After doing the above exercise, you can see that everyone has a personal identity that
makes him/her unique. However, we also share similarities with one another.
75
Our collective identity: The Mauritian identity

You have learnt that while having your own culture and identity, you also share common
beliefs, values, norms, customs, and traditions with your friends, neighbours, and other
members of the society.
This shows that there is a sense of belonging. With time, we have built a Mauritian identity,
with common goals and shared values. We participate in various social activities together, that
forms our collective Mauritian identity. This is called having a collective identity.
Picture 11: Children celebrating independence day
Discuss and Share

What are the different aspects of our
Mauritian identity?
Share your ideas with your friends in class.
Picture 12: Fans cheering for the national team
76
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
77
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
78
Our Country Our People
UNIT 2
In this unit, you will learn how individuals and different groups of people, both in the past and
in the present, have contributed in the development of our country.
Furthermore, you will learn to conduct an inquiry about individuals and other people who
through their action and work in various fields are the pride of our country.
Learning Objectives
• identify and name some personalities and groups of people in the past;
• discuss the contributions made by some personalities and groups of people in the past;
• identify and name some personalities of modern Mauritius who through their action are
the pride of the country;
• show an understanding of the various steps in conducting an inquiry;
• inquire about the contributions of some personalities in modern Mauritius.
79
Unit 2 | Our country Our people
You have learnt so far about the discovery of our islands and how settlement and development
began with the arrival of the European colonists. You also know about the origins of our
ancestors and how the different cultures and traditions they brought along with them have led
to the building of our Mauritian identity.
ACTIVITY 2.1
Make a list of a few man-made features that you can see in your locality.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Now check if you have included some of the following features in your list:
buildings, houses, apartments, hospitals, roads, bridges, schools, colleges, universities,
stadiums, playgrounds.
All these features mentioned above were built to develop our localities. The main purpose was
to provide the necessary facilities and services to the people.
Have you ever asked yourself these questions?
• Who were the people who developed our localities and islands?
• In what ways were the localities developed?
• What difficulties did they face?
• What would have happened if these people had not contributed

and participated in the development of our islands?
Different groups of people both in the past and in the present have contributed in the
development of our country. Let’s learn more about these people.
80
The Pioneers
Our ancestors through their vision and hard work laid the foundation of modern Mauritius. The
European colonists, the slaves; the majority of whom were brought from Africa, and the immigrants
from Asia; mostly from India and China, are praised for being the pioneers of our country.
Pictures 1: The Pioneers – colonists, slaves and the immigrants
DID YOU KNOW
A pioneer is someone who is among the first people to live and work in a new
or unknown place, thus opening it for occupation and development by others.
81
The European Colonists

The Dutch, the French and the British respectively colonised Mauritius.
The Dutch were the first Europeans to colonise and in 1638 they began a settlement
on the island, together with a group of slaves whom they brought from Madagascar.
However, the Dutch were few in number and left the island in 1710.
The French were the next to arrive on our island. They came in large numbers and
brought more slaves.
The British took possession of our island in 1810 after defeating the French naval force.
They brought indentured labourers to work in the sugar cane fields. They remained in
the island till 1968, the year when Mauritius became independent.
The European colonists, the slaves and the indentured labourers have contributed in the
making of our country.
ACTIVITY 2.2
Study the timeline below. It illustrates an example of the contribution of the European
colonists.
1500
1598
1600
The introduction of sugar cane is a Dutch legacy.
1700
1710
1721
The French, further encouraged

1800 the cultivation of sugar cane.
1810
1900 The British developed the sugar industry which, till the 1980s,
had been the main pillar of our economy.
1968
2000
82
Complete the table to explain the role of the European colonists in the development
of the country in the areas specified.
Dutch (1638 -1710) French (1721-1810) British (1810 – 1968)

Buildings
_____________________ _____________________ _____________________
• What were the main _____________________ _____________________ _____________________
buildings constructed?
_____________________ _____________________ _____________________
Transport
_____________________ _____________________ _____________________
• What were the means of _____________________ _____________________ _____________________

communication and how
_____________________ _____________________ _____________________
was it developed?
Agriculture: Plants cultivated

_____________________ _____________________ _____________________
& Animals reared
_____________________ _____________________ _____________________
• What were the plants /
crops cultivated? _____________________ _____________________ _____________________
• Which new plants were _____________________ _____________________ _____________________
introduced?
• Which new animals _____________________ _____________________ _____________________
were introduced? Which _____________________ _____________________ _____________________
animals were reared?
_____________________ _____________________ _____________________
Have you also observed that sugar cane and deer, the two main legacies of the
Dutch to our island are represented on the Coat of Arms of Mauritius?
Where have you seen the Coat of Arms of

Mauritius? Think and write in the space provided.
_________________________________________
_________________________________________
_________________________________________
Picture 2: Coat of Arms of Mauritius
83
Let’s read about the contributions

Prince Maurice Van Nassau
The Dutch sailor Wybrandt Warwick discovered our island in 1598.
He named it Mauritius after Maurice Van Nassau, the stadtholder
of Holland.
Some places in Mauritius still bear Dutch names.
Mahé de Labourdonnais
Bertrand François Mahé de Labourdonnais arrived in Ile de France
in 1735 as a governor under the French East India Company’s
rule. He is the ‘real founder of the French rule’ in Ile de France.
Pierre Poivre
Pierre Poivre came to Ile de France in 1767
as an Intendant under the Royal
administration. He wanted to make
Mauritius a ‘Spice island’. Under
his rule, roads were widened
and many stone houses were
built in Port Louis, a few of
which still exist today.
84
of a few European Colonists
Bernardin de Saint Pierre
Jacques-Henri Bernardin de Saint Pierre was a French writer and
botanist. In 1768 he travelled to Mauritius and studied about plants.
He is best known for his novel, Paul et Virginie.
Charles Mathieu Isidore Decaen
General Decaen was the last French governor

of Ile de France. He came to the island in
1803. He continued with slave trade and
slavery in the island. He built Lycée Colonial
for the education
of the elite.
Lycée
Colonial
Sir Robert Townsend Farquhar
Sir Robert Farquhar was the first British governor

of Mauritius. He arrived in the island in 1810. His
contributions to the island were mostly in the field of
agriculture and public works. Farquhar is also remembered for his dealings
with the slave trade and his activities in Madagascar.
Discuss and Share

You have noted above the contributions of some European colonists in our island. Now,
find out about other European colonists who have contributed in the development
of our islands.
85
The slaves
The slaves were another group of people that
contributed immensely in the development of our
country.
They were brought to the islands by the European
colonisers. The first slaves were introduced in
the island in 1639 by the Dutch Governor Van
der Stel. In the 18th century, during the French
period, a large number of slaves were captured
and brought to Mauritius from African countries,
namely Madagascar and Mozambique.
The slaves were forced to work for long hours in
the fields, domestic service, construction works,
repairing and building of ships, stores, houses,
roads, canals, fortifications and buildings. All the
major constructions in Port Louis bear their print.
Slavery was an economic system. It was composed
of slave trade and slaves considered as chattels in
order to achieve the economic goals.
Free men, women and children were captured
from different African countries. They were
brought to Mauritius against their will through
the slave trade and compelled to work as slaves for
their owners. In Mauritius they were not allowed
to keep their culture. They were regulated by the
Code Noir.
ACTIVITY 2.3
Observe the pictures above and write a few sentences in your copybook to describe the
contributions of the slaves in the development of Mauritius. (You may refer to agriculture, labour
and public works).
ACTIVITY 2.4
Observe the table below and answer the questions a, b and c.
YEAR COLONISTS SLAVES
1776 6 386 25 154
1788 5 457 37 915
1806 6 771 60 645
86
Picture 3: The contribution of the slaves in the development of our Island.
a) Which group of people increased in number rapidly?

___________________________________________________________________________
b) Why do you think the number of this group of people increased?

___________________________________________________________________________
___________________________________________________________________________
c) Find out and name the different countries from where the above group of
people were brought.
___________________________________________________________________________
___________________________________________________________________________
Discuss and Share

What would have happened if the slaves had not contributed in the
development of our islands? Share your views in class.
87
Abolition of slavery and Apprenticeship

Slavery was abolished on 1st February 1835. Only the slaves under the age of six years
were given their freedom. However, the slaves above the age of six years were compelled
to remain with their owners for an additional 4 years. These four years were called the
Apprenticeship period. It meant that the slaves had to remain with their owners for four
years in order to buy their freedom.
On 1st April 1839, the slaves were allowed to leave their owners. It was the end of the
Apprenticeship period. They became free individuals.
Many ex-slaves who were henceforth free, left the sugar estates.
They settled on the coastal areas or moved to the
interior of the island, into the woods and forests,
where they cut down trees and built their homes.
A new village of two hundred such freed slaves
started where Phoenix now stands. Grand Gaube
and many other villages started similarly.
A small Proprietor
A woman at work
after 1839
Read the extract below:

After the abolition of Slavery, a fair number of the ex- slaves joined in Ville – Noire, where the
slaves had already settled. This was also how this part of the village obtained its name. Many
of these ex-slaves became small planters, reared cattle and poultry which they sold in the
nearby market.
Source: David, J. (2010)
The Slave Legacy
ACTIVITY 2.5
Read the extract above and answer the questions that follow.
a. Why did the ex-slaves leave the sugar estates?
b. What happened to the ex-slaves after 1839?
c. Think and share your ideas about the contributions of the ex-slaves.
88
The Immigrants
After the abolition of slavery, who do you think replaced the slaves to do the manual work?
_____________________________________________________________________________
Do you recall that our ancestors also came from different parts of India? When they came to Mauritius, they
brought along with them their culture, customs and traditions. Let’s find out more about these people.
1700
The Indians came to Mauritius as skilled workers and also as slaves during the French period.
Around 100 Indian slaves arrived annually until 1731. More Indians came on contract
17 during the governorship of Mahé de Labourdonnais. These included Muslim sailors who
21
- 1 repaired, maintained and built ships. Many of these workers later became fishermen,
jewellers, shoemakers and tailors.
74
6
The Indian
immigrants in 1800
Mauritius
A large number of Indians arrived to work on the sugar
1810 on
estates as indentured labourers after 1835. With the

arrival of the Indians, there was a considerable rise in the
production of sugar.
wards
Other Indians migrated to Mauritius without engaging themselves as

indentured labourers. They were merchants and clerks. To distinguish
them from indentured labourers, they were called free immigrants.
Among these free immigrants, some were muslim traders while others
engaged themselves in various other occupations.
1900
It was through their labour and sacrifices that the indentured labourers and the slaves in
Mauritius contributed in transforming our little island into a prosperous country which is a
shining example for the rest of the world.
89
ACTIVITY 2.6
Study the extract provided below and answer the questions that follow.
1. Study the extract from the

register of immigrants.
a. List down the information that

you can find from the given
extract.
b. In which year was this extract
prepared and delivered?
2. Find out from which part of India

did most of the immigrants come to
Mauritius.
3. What were the main activities of the

Indian immigrants on the island?
An extract from the register of immigrants
2. Study the table below. It shows an increase in export of Mauritian sugar from
1823 to 1860.
Year 1823 1827 1842 1850 1860
Tons 11,000 18,000 31,000 51,000 121,000
1. Explain why there was an increase in the export of sugar between the years 1823 and 1860.
_____________________________________________________________________________
2. Think of two other legacies of the Indian immigrants to our country.

_____________________________________________________________________________
_____________________________________________________________________________
90
The Chinese immigrants
The Chinese have been present in Mauritius for over more than two hundred years. Most of
them came from the coastal regions of the south east of China. In 1780s, when they arrived
in Port Louis, they worked as blacksmiths, carpenters, cobblers and tailors. They also formed a
Chinatown in Port Louis.
Picture 4: Kwan-Tee Pagoda in Port Louis
In 1829, during the British rule, Chinese workers were brought as indentured labourers to
work in the sugar cane fields
in Mauritius. However, these
labourers were not satisfied
with the working conditions
in Mauritius and had to be
sent back.
Picture: Chinese indentured labourers
As from 1845, Chinese immigrants regularly settled in

Mauritius. They engaged themselves in trade by setting
up shops on the island. The new-comers who arrived
were helped by their countrymen to set up small retail
business or work in shops located on the plantations and
in villages.
Picture 5: Chinese traders
91
The abolition of slavery

and the recruitment of
Indian indentured labourers
provided the Chinese traders
with a large, if not wealthy,
new clientele. The Chinese
traders imported a range of
basic commodities which
would cater for the needs
and means of all their clients
on the sugar estates.
Picture 6: Trader’s carnet
For the past one hundred
years, the Chinese shopkeepers have played a crucial role in the retail trade by providing the
basic necessities of life and the staple food on credit to the inhabitants. Chinese shopkeepers
created a system of micro credit with the ‘carnet laboutik’ selling goods on credit.
Today, with the phasing out of the Chinese shops in the countryside, this red note book has
become a relic and is an important part of our history.
Picture 7: Chinese food and Dragon dance
Despite, being a minority the Chinese are an important group of people that have contributed
to the economic, social, cultural fields of Mauritius. The Chinese way of life has influenced our
multicultural society.
Discuss and Share

Discuss the contributions of the Chinese Immigrants in the development of our country.
92
The making of modern Mauritius
You have seen that our ancestors, with their hard work and dedication, helped in the
development of modern Mauritius. The monuments, buildings created by them and the
customs, traditions and culture which they have left is our tangible and intangible heritage.
Mauritius became independent on 12th March 1968. The path of development initiated
by our ancestors continued after independence. Our country has progressed in different
fields. This has been achieved by the collaboration of various people from different fields.
Let’s find out the contributions of some people who through their achievements, have
made our country proud and known in the world.
Malcolm de Chazal
Eric Milazar
Ismaël
Valimamode
Sanedhip
Bhimjee Maryse Justin
Sookdeo
Bissoondoyal
Charles Edouard
Brown-Séquard
Philippe Gentil
Marcel Cabon
Jean-Georges
Prosper
Jean Alphonse Ravaton Gurudutt
Marguerite Labat Ti Frère Moher
Picture 8: Examples of some mauritians - the pride of the country
93
Outstanding Personalities in Contemporary Mauritius

The making of modern Mauritius has been possible because of the relentless endeavour and
commitment of the people. Our countrymen have achieved great heights in areas of law and
politics, education, economy, science and technology, art and culture amongst others.
In the following section, you will read about the achievements of a few contemporary Mauritians
in the fields of art and culture, literature, sports medicine and entrepreneurship.
Jane Constance
Have you heard of this young girl who participated and won ‘the Voice Kids’
competition? She has rightly been described as our Mauritian pride.
Miss Jane Constance was designated ‘UNESCO Artist for

Peace’ and is the first Mauritian who received this prestigious designation.
Ananda Devi
Ananda Devi is another personality who has contributed and made Mauritius
proud in the field of literature.
Find out the titles of the books written by her.

_________________________________________
_________________________________________
Bruno Julie
Can you imagine the joy and happiness of the entire country on seeing the National
Flag flying high in Beijing, China in 2008?
The man who made the entire country proud with his achievement is Bruno Julie.
Bruno Julie won a bronze medal in boxing during the 2008 Summer Olympics.
He is the only Mauritian to have won an olympic medal until now.
94
Can you find out the names of a few other sports persons who have made our country proud
both at the local and international level?
______________________________________________________________________________
______________________________________________________________________________
Joël de Rosnay
Joël de Rosnay is a Mauritian-born French scientist, writer, and molecular biologist. He has
made our country proud through his work in the fields of science and technology. He has
also contributed by advising the government in projects such as the Cybercity and Maurice
Ile-Durable.
Find out two other contributions of this eminent personality.
_____________________________________________________
_____________________________________________________
François Woo Shing Hai

François Woo is a famous entrepreneur who has contributed in the field of textile
industry. Can you find out the name of the company that he founded?
_____________________________________________________
Find out the names of a few other entrepreneurs who have contributed in the
development of our country.
_____________________________________________________
Discuss and Share

In your locality, there are individuals or groups of people who in one way or the other
through their action, have contributed to or are contributing to the progress of the
locality. The work of these people may be in the field of social, cultural, economic or any
other areas.
Find out about the achievements of any such individual or group of people in your locality.
Share your findings in class. You may consider inquiring about:
• the field of activity in which the individual or the group is engaged.
• how their actions have led to the development and progress of the people in the
locality/ and the country.
95
Learning through Inquiry

An inquiry is not simply answering a question or finding a right solution to a problem. It is a
process that engages the person conducting an inquiry into investigation, exploration, and
research and finally arriving at a conclusion.
Let’s study the different steps that are involved in the process of inquiry.
N
EXPLAI
IGATE
INVEST
ENGAGE
What did you find out about your question?

1
What additional information did you find?
What is the key question you are After you have collected your information,
interested in finding the answer to?
explain what you found out about that person
based on the question you wrote in step 1.
What are you interested in finding out
Write down any other information you found
about the person you have selected?
out during your inquiry.
Write down as a question.
Make a plan, and then collect your

information from different sources.
Think about what resources will

help you to get the information,
and then begin collecting your
information.
96
MMUN ICATE
S S & CO
DISCU
& REPORT
CREATE
5
What have you learnt from the inquiry?

What new questions does this raise for you?
Discuss what you found from the inquiry. Share your

findings.
How do your findings link with what you

already know?
Once you have written down all of the information you

have found, ask yourself ‘how does this information
relate to what you already know?’ You may write a
report/create a poster/present orally.
ACTIVITY 2.7
Conducting an Inquiry
Identify and choose any one personality (past/present) from any three fields/areas given
below and conduct an inquiry by following the step-by-step instructions provided above.
1. Arts and Culture 2. Education
3. Science and Technology 4. Politics
5. Literature 6. Sports
7. Medicine 8. Entrepreneurship
97
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
98
People, Places and the Environment
UNIT 3
In this unit, you will learn about the different types of settlements in our islands. You will realise
that the natural environment provides us with resources which are used for various purposes.
These natural resources were also important in the setting up of settlements in the past.
Moreover, you will understand the importance of using our natural resources in a sustainable
way. Finally, you will learn more about water which is one of the most essential natural resource.
Learning Objectives
• identify the types of settlements in our islands;
• explain the factors influencing settlement;
• describe the characteristics of our settlements;
• explain the importance of natural resources;
• realise that natural resources should be used in a sustainable way;
• recognise the importance of water in our societies.
99
Unit 3 | People, Places and the Environment
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
100
Topic 1
Settlements in our islands
In this topic, you will learn about how people started settlements in our islands in the past.
You will recall the factors that have contributed to the development of settlements. Moreover,
you will find out about the other factors that have determined the location and growth of
settlements in different parts of our islands.
Furthermore, you will learn to classify settlements according to their characteristics and also
explore how some of these settlements have changed over time.
I remember:
• about localities and settlements that I learnt in Grade 4.
• all settlements are not similar in our islands.
Discuss and Share

Discuss and share with your friends what you remember about localities that you have
learnt. You may think about the location, size, services and facilities provided.
101
A settlement is a place where people live.
There are different types of settlements in our islands. They usually differ in size. They may
vary from small villages with low population to big towns with higher population.
In Mauritius, you can find the following types of settlements.

• Small villages • Big villages
• Towns • City
ACTIVITY 1.1
1) Study the pictures below and identify the types of settlements that can be found in
Mauritius.
Picture 1 shows the settlement at La Laura. Picture 2 shows the settlement at Goodlands.
It is a It is a
Picture 3 shows the settlement at Quatre Bornes. Picture 4 shows the settlement at Port Louis.
It is a It is a
2) Give two other examples of:
a) a small village ____________________________ , ___________________________
b) a big village ____________________________ , ___________________________
c) a town ____________________________ , ___________________________
102
Factors influencing settlement
These types of settlements (small villages, big villages, towns and city) can be found in
Mauritius as they have developed in different ways. There are various factors that have
influenced the location and development of settlements over time in our country.
Let’s find out how these settlements have developed differently.
Historical factors
You have learnt that since 17th century people of different origins settled in our country. Can
you recall the reasons why these people settled on our islands?
The voyages and trade in the Indian Ocean, colonisation and migration are the main factors which
have led to the development of settlements in our islands. These are known as historical factors.
When the first settlers landed on our islands, they searched for a suitable place to settle. They
usually looked for places which provided them with the basic needs such as food, water and
shelter.
103
The place chosen for the setting up a settlement is called the site.
For example, in the 17th century when the Dutch settled at Vieux Grand Port, the site offered
many advantages. Can you recall these advantages?
Study map 1 below and find out the advantages that this site provided.
ACTIVITY 1.2
Forest
Mt Lion Forest
5 1. A good bay and
Flat land Fort several coves
Forest 4 Frederik
Hendrik
2. Plenty of fresh
2 water from the
1 Grand Port rivers
Cove Bay
(Anse Colas)
3. Plenty of animal
life in the forest
3
4. Flat land
Forest N
5. Forests
Map 1
The advantages that the site provided were:
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
104
Physical factors
Have you realised that a site was chosen at first because of the advantages it offered?
When settlement started in our islands, the advantages that the site provided were mostly
obtained from the natural environment.
These advantages from the natural environment are known as physical factors.
ACTIVITY 1.3
Study the diagrams below carefully.
Hill
Flat land
Fertile soil
Forest
River
River
Diagram 1 Diagram 2
1) Explain the advantages of setting up a settlement at these sites
a) Flat land is helpful because _____________________________________________
and __________________________________________________________________
b) A river is important because ______________________________________________
and __________________________________________________________________
c) Forest provides ________________________________________________________
and __________________________________________________________________
d) Fertile soil is useful as __________________________________________________
e) A hill can be a good site because _________________________________________
105
Social factors
There has been social and economic development with improvement in technology over time.
These changes have contributed in the expansion of settlements into bigger villages and towns.
For example, in Mauritius, some places attracted more people because there was availability
of jobs, education facilities, health services, good infrastructure, housing facilities and positive
government policies. Such facilities are known as social factors.
ACTIVITY 1.4
Study the diagrams below.
Diagram 3 Diagram 4
1) identify the social factors which have made these places more attractive.
_________________________________________________________________________
_________________________________________________________________________
2) Give two reasons to explain why these places encourage people to settle and live there.
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
_______________________________________________________________________
Let’s sum up
historical
factors social
The development and growth factors
of a settlement is influenced by:

physical
factors
106
Characteristics of our settlements
There are different types of settlements in our islands as they vary in:
i) population size
ii) surface area and the way land is used and
iii) the services and facilities available.
Population Size
Graph 1 shows the population size of four settlements in Mauritius
138000
140000
120000
100000
76000
population
80000
60000
40000
21000
20000
1300
0
La Laura Goodlands Quatre Bornes Port Louis
settlement
Graph 1: Some settlements and their population size
1. Observe Graph 1 and complete the table below:
Settlement Name Population
Small village
Big village
Town
City
2. What have you learnt after observing graph 1 and completing the table above?
Population size in is smaller than in
and the city of Port Louis.
107
Surface area and the way land is used

The pictures below show the small village of La Laura, the big village of Goodlands, the town
of Quatre Bornes and the city of Port Louis seen from above. There are also indications of how
the land is used in these areas.
Residential
Co
mm
erc
ial The big village of
Goodlands
Residential
Agricultural
Residential
The small village of La Laura

Agricultural
Industrial
Commercial and
Recreational Commercial and
Administrative
R e s i d e nti a l The city of Port Louis
R es idential
ial
erc
mm
The town of Quatre Bornes

Co
Pictures 5: Types of land use
108
ACTIVITY 1.5
Observe the pictures on page 108 carefully.

1) Complete the table below. Tick (P) the ways land is used in these settlements.
Settlement Residential Commercial Industrial Recreational Agricultural
La Laura
Goodlands
Quatre Bornes
Port Louis
2) Cities and towns have a much __________________ surface area than villages (larger,
smaller)
3) Complete the sentences below by choosing from the following list of words:
residential commercial industrial recreational agricultural
a. In the village of La Laura, land is mostly used for purposes
whereas in the town of Quatre Bornes, land is mostly used for
purposes.
b. In the centre of the city of Port Louis, land is mostly used for &
_______________________ purposes.
c. Around the harbour of the city of Port Louis, land is also used for &
________________ purposes and purposes.
4) Draw a map of any one of these settlements to show how the land is used.
109
Availability of services and facilities

You have learnt that all settlements usually provide the basic services and facilities to its
population. However, more services and facilities are available to people who live in the towns
and in the city of Port Louis than in villages.
ACTIVITY 1.6
Let’s find out what are the different services and facilities provided to people.
The table below shows some of the services and facilities which are provided to people.
1) Write one sentence to explain the importance of each of these services or facilities.
banking ___________________________________________________________________________
commercial ___________________________________________________________________________
cultural ___________________________________________________________________________
SERVICES AND FACILITIES
educational ___________________________________________________________________________
health ___________________________________________________________________________
job ___________________________________________________________________________
police ___________________________________________________________________________
postal ___________________________________________________________________________
sports and
leisure ___________________________________________________________________________
transport ___________________________________________________________________________
2) Find out the differernt services and facilities provided in your locality by completing this checklist.
Name of my locality: _______________________________________________________________
banking commercial cultural educational health job police postal transport
3) Choose any one of these services and facilities and write one sentence to explain how it is
helpful to you.
_________________________________________________________________________
110
Urban and rural landscapes
Urban landscape
The towns and the city of Port Louis have an urban landscape.
An urban landscape is usually well developed with a concentration of built up areas such
as houses, commercial buildings and roads close to each other. Moreover inhabitants of
urban areas usually do not work in the agricultural sector.
Picture 5: The urban landscape in Port Louis
Rural landscape
In our islands, many villages have the characteristics of a rural landscape. These villages
have a small population and are smaller in size.
In rural areas or landscape, the availability of services and facilities is less and the land
around is mostly used for agricultural purposes.
Picture 6: The rural landscape in Crève Coeur
111
Picture 7: The urban landscape in New York (USA)
Picture 8: The rural landscape in Yorkshire (UK)
ACTIVITY 1.7
1) What are the main differences between an urban and a rural landscape?
_________________________________________________________________________
_________________________________________________________________________
2) On a map of Mauritius, draw:

a) the districts
b) the city of Port Louis and the towns
c) one big village and two small villages in each district. (Except the district of Port Louis)
THINK
Today, some of our big villages also have the characteristics of an urban area or landscape.
Can you think how these big villages have the characteristics of an urban area or landscape?
112
Coastal settlements
A coastal settlement is found on the coast.
In Mauritius, these settlements first developed as fishing villages. With time, people started
to build their second home (campement). Today, many of these coastal villages have grown
into lively residential, recreational and commercial areas. The main reasons for this growth are
related to our changing lifestyle, higher standard of living and tourism related activities.
Picture 9: The fishing village of Grand Gaube long ago Picture 10: The campements at Cap Malheureux long ago
Source: Vintage Mauritius
Grand Baie: A modern coastal settlement.
ecall
Did you know
ad
Key terms Picture 11: The modern settlement of Grand Baie
ink
ACTIVITY 1.8
Activity
nd out
1) Can you recall, who were the people who settled in coastal areas and earned their living
by fishing long ago?
Work out 2) Find out some coastal settlements which:
a) are still considered as traditional fishing villages and
b) have developed into modern coastal settlements.
Note to teachers
ty orally first. Carry out the activity orally first. 113
needed for Provide assistance as needed for
he activity. This pupils to complete the activity. This
Changes in the settlement

Now let’s explore how settlements have evolved over time in our islands.
From small rural settlement to vibrant and busy village
Picture 12 Picture 13
Observe the pictures and discuss how the settlement has evolved over time. How would you
define the landscape?
From small traditional settlement to a modern Cybercity
Picture 14 Picture 15
Observe the pictures and discuss how the settlement has evolved over time. How would you
define the landscape?
114
Changes over time
The town of Curepipe Industries at Plaine Lauzan
xxx
Picture 16: Changes over time
ACTIVITY 1.9
1) What are the factors that have contributed to the evolution of our settlements over time?
You may think of the following: population growth, our changing lifestyle, higher standard
of living, economic development and tourism related activities.
3) Find out with the help of your parents/grandparents:

a) how your locality got its name.
b) how your locality has evolved over time.
c) how some other localities in our islands got their names.
115
Settlements in Rodrigues and Agaléga

There are also different types of settlements in the islands of Rodrigues and Agaléga.
Observe the pictures below.
Picture 17: Rivière Banane Picture 18: Pointe Monier and Port Mathurin
ACTIVITY 1.10
1) Picture 17 shows Rivière Banane in Rodrigues.
a) Is it a small village or a big village?
______________________________________________________________________
b) Describe the characteristics you have observed.

______________________________________________________________________
______________________________________________________________________
2) Picture 18 shows Pointe Monier and Port Mathurin in Rodrigues.

a) Is it a small village or a big village?
______________________________________________________________________
b) Describe the characteristics you have observed.

______________________________________________________________________
______________________________________________________________________
116
You have learnt that Agaléga consists of two Vingt cinq
islands, the North Island and the South Island.
There are about 300 inhabitants and many of

them live in the village of Vingt Cinq, found in Ste Rita
the North Island and Ste Rita in the South island.
The picture below shows settlements in Agaléga.
Picture 19: Settlements in Agaléga
FIND OUT
1) What are the activities practised by the people in Agaléga?
2) What are the services and facilities available on the islands of Agaléga?
(Think of communication, commercial, educational, recreational and infrastructural facilities)
117
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
118
Topic 2
Natural resources
You have now understood that, at first settlements developed by making use of advantages
which were mostly obtained from the natural environment.
The natural environment provides us with many resources that we use for different purposes.
Many of these natural resources are very important and are of great value to us.
Diagram 1 below shows some of the features found in the natural environment. These can be
used by people in their daily activities and also as resources.
Diagram 1
ACTIVITY 2.1
Write one sentence to explain how each of these features can be used by people for different
purposes.
Water: ______________________________________________________________________
Oil: ______________________________________________________________________
Forest: ______________________________________________________________________
Rocks: ______________________________________________________________________
Minerals: ______________________________________________________________________
Soil: ______________________________________________________________________
119
These natural resources are found in different parts of the planet. Scientists usually
divide the planet into four components known as its spheres. These are the atmosphere,
the hydrosphere, the lithosphere and the biosphere. Let’s learn more about these four
spheres.
Atmosphere 4 Lithosphere
This is the solid layer of planet earth
It is the layer of air surrounding
which consists of the landmasses.
the planet earth.
1
EARTH
DID YOU KNOW
The names of the four spheres

are derived from ancient Greek
2 words:
Hydrosphere • ‘Atmos’ means vapour.
It consists of water
of planet earth in its
• ‘Lithos’ means stone or rock.
Biosphere • ‘Hydro’ means water.
different forms.
It is the sphere which comprises • ‘Bio’ means life.
3 all the living things of planet
earth. It includes plants, animals
and human beings.
Diagram 2: Spheres of the Earth
Study diagram 3 carefully and answer the following questions.

1) Fill in the boxes in the diagram, below, to indicate correctly the four spheres.
Diagram 3
2) Explain how each feature is important to us.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
120
The four spheres of planet Earth provide us with our natural resources.
However, some of these resources will always be available, whereas others will not.
That is why natural resources are usually classified into two categories.
Let’s find out what these two categories are.

Observe pictures 1 and 2 carefully.
Picture 1: Water Picture 2: Oil
THINK
1) Which of these two natural resources will always be available? Can you say why?
2) Which one will not always be available? Can you say why?
natural resource which will always be available in the natural environment

•A
is known as a renewable natural resource
natural resource which will not always be available in the natural environment
•A
is known as a non-renewable natural resource
3) Water is a renewable natural resource. Find out and name two other renewable natural resources.
a. b.
4) Oil is a non-renewable natural resource. Find out and name two other
non-renewable natural resources.
a. b.
5) Make a poster of the different types of renewable and non-renewable resources.
Discuss and Share

Oil and other non-renewable natural resources will get exhausted in the future. Suggest what can
be done if this happens.
Though water and other renewable natural resources will always be available, we should use
these resources wisely. Discuss and share with your friends why we should do so.
121
Natural resources and Sustainable Development Goals

Through your discussions, you should have realised that the well-being of people in our
modern society depends on the way
wayswe
weuse
useour
ournatural
naturalresources.
resources.
To preserve and maintain these resources for the future generations, the countries of the
world have set 17 global Sustainable Development Goals to be achieved by 2030.
Some of
arethese
thesegoals
goalsare:
are:
“promoting sustainable “protecting rivers and

agriculture and supporting wetlands, access to safe and
small farmers” affordable drinking water”
“consume in a way that

“invest in clean energy
preserves our natural
sources such as solar and
resources and allows
wind to meet our needs and
everybody to get what they
protect the environment”
need”
“avoid overexploitation “manage forest, stop land

of fish stocks and use the degradation and biodiversity
oceans, seas and marines loss to protect and restore
resources sustainably” our ecosystems”
Diagram 4: Examples of Sustainable Development Goals
Groupwork
• Divide the class into groups.
• Each group will choose one of the goals.
• Identify three things that make this goal important.
important:
Think of the following:

H ow will it contribute to preserve and sustainably manage our natural resources?
How
How will it improve the life of people on our planet?
• Study carefully the diagrams shown on

on the
page 123.
next These
page. will help
These you you
will help to answer the
to answer
questions.
the questions.
• Discuss and share your answer with the other groups.
122
Source
Diagram 5
123
123
Natural resources in our islands

The availability of natural resources has been one of the main factors in the development
of settlements in our country.
Even today, these resources are still important. Many economic activities rely on their
availability and our quality of life is also dependent on them.
The future of our small island state depends on the way we will use and sustainably manage
these natural resources.
ACTIVITY 2.2
Observe the pictures below showing a variety of natural resources available in our islands.
1) Identify and name the pictures.
2) Explain how they are used and how they are important to us.
a) _________________________________________ b) _________________________________________
c) _________________________________________ d) _________________________________________
Picture 3: Natural resources in our islands
a) _________________________________________________________________________
b) _________________________________________________________________________
c) _________________________________________________________________________
d) _________________________________________________________________________
124
An example of Sustainable management of a
natural resource in our islands
Since 2012, the fishing of octopus in Rodrigues is regulated and controlled. The document
below is an extract from the Rodrigues Regional Assembly; ‘Octopus Closed Season’
Regulations 2012.
MANAGEMENT OF OCTOPUS FISHERY - Closed Period
• T he Commissioner shall set a specific period for the closure of octopus fishing by
way of notice in at least two local newspapers.
• o person shall collect, kill, fish, land or have in his possession any octopus by any
N
means during the closed period as set out under this regulation, except for research
purposes and subject to the written authorisation of the Commissioner.
• Any person who, on the first day, at latest, of the closed season, has in his possession
a stock of at least 5 kilograms of fresh/ frozen/dried octopus shall declare same to
the Departmental Head.
• o person shall export or import octopus during the closed season without a licence
N
for that purpose from the Departmental Head.
ACTIVITY 2.3
Read the extract from the Rodrigues Regional Assembly (Octopus Closed Season) Regulations
2012 and answer the questions which follow:
a) How does the commissioner notify the population of the period of closure?
_________________________________________________________________________
b) State three actions that will be considered illegal during the ‘Octopus Fishing Closed Season’.
a) ________________________________________________________________________
b) ________________________________________________________________________
c) ________________________________________________________________________
125
In Rodrigues, many fishermen depend

on octopus, but stocks were getting
depleted, as a result of overfishing.
In 2012, the regional government
of Rodrigues decided on the first
seasonal closure of octopus fishing.
This project was carried out with the
collaboration of the Indian Ocean
Commission.
Following the first temporary closure

in Rodrigues, in 2012, annual catches
for octopus were almost back to their
Picture 4 2003 levels. After 15 years of decline,
this was a welcome change.
DID YOU KNOW
An octopus has a rapid life cycle (18 months on average) and can double its weight in only two
months. A female octopus lays hundreds of thousands of eggs and dies about a month later. The
seasonal two month closure of octopus fishing not only allows for the growth of the octopus, but
also for the females to lay eggs allowing the overall population to regenerate.
ACTIVITY 2.4
1. What was the consequence of overfishing of octopus?
_________________________________________________________________________
_________________________________________________________________________
2. Which measure was taken to sustainably manage the fishing of octopus in Rodrigues?
_________________________________________________________________________
_________________________________________________________________________
3. Explain how the two month closure has been beneficial to both the natural ecosystem and
fishermen.
_________________________________________________________________________
4. Find out other measures taken in our country to sustainably manage the marine resources
of our lagoons and seas. Share your findings in class.
126
Diagram 6 shows a commemorative first day cover.
Observe it carefully and answer the questions which follow.
Diagram 6
ACTIVITY 2.5
1. How long is the period for the closure of octopus fishing in Mauritius?
_________________________________________________________________________
_________________________________________________________________________
2. State three non-governmental organisations which help in promoting the control of

octopus fishing in our islands.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Enrichment Activity
You can visit the following sites and learn about these projects:
• Vey nou lagon project - www.veynoulagon.com
• Smartfish programme by Commission de l’Océan Indien -
http://www.commissionoceanindien.org/activites/smartfish/
127
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
............................................................................................................................
128
Topic 3
Water: A
n important natural resource in our islands
The different sources of water in our island are rivers, lakes and underground water.
Man made reservoirs, dams, feeder canals and filter beds have been built to store and supply
water all over the island.
Map 1 below shows the water resources in Mauritius.
KEY
Filter Beds
Spring
Service Reservoir
Borehole
Dam
Feeder Canal
Catchment Zone
Reservoir
Map 1: Water resources in Mauritius
Find out and name the different sources of water in your district.
______________________________________________________________________________
129
Water supply in Mauritius

Have you ever thought where does the water you use at home come from?
About 50% of this domestic water supply is from underground water which is pumped from
boreholes. The remaining water supply is derived from the six major reservoirs and from a few rivers.
Water is used for our economic activities. Water is essential for irrigation, in the manufacturing
industries and in the tourism sector.
1
The six major reservoirs
u Mare aux Vacoas reservoir

Mare aux Vacoas is the largest
reservoir in Mauritius. It is located
in Plaines Wilhems. It has a capacity Mare aux Vacoas
of 25.89 million cubic metres and
provides potable water to the
upper Plaines Wilhems and to
Moka.
2 v La Nicoliere reservoir
La Nicolière Reservoir is located in the Rivière du
Rempart district. It is the main source of water
La Nicolière supply to the northern districts and part of Port
Louis. Its water is used for domestic, industrial and
irrigation purposes. The reservoir has a storage
capacity of 5.26 million cubic metres. In December
2002, the Midlands Dam started to serve as a buffer
reservoir to La Nicolière Reservoir.
3
w Piton du Milieu reservoir
Piton du Milieu reservoir is found in
the central part of the island in the
district of Moka. The reservoir has a
capacity of 2.99 million cubic metres
and is mostly used for domestic water
supply.
130
4
x La Ferme reservoir
La Ferme reservoir is located near
Bambous village in the Black River
La Ferme Reservoir
district. Its capacity is 11.52 million
cubic metres. The reservoir is used for
irrigation on the western coast of the
island.
5
y Midlands dam
Midlands dam reservoir is located in the central part
of Mauritius. The reservoir has a capacity of 25.5
million cubic metres and is used for potable and
Midlands Dam
irrigation water supply. The dam was built to meet
the increasing demand of water requirement in the
northern districts of Mauritius.
6 z Bagatelle dam
The Bagatelle dam reservoir is located
Bagatelle Dam in the district of Moka. It has a capacity
of 14 million cubic metres. It aims at
meeting the increasing water demand
of Port Louis district and the lower parts
of the Plaines Wilhems district.
Enrichment Activity
You may visit any one of the reservoirs about which you have learnt above.
Share your observation in class.
Note: you should be very careful when visiting any reservoirs.
131
Water and economic activities

Observe the pictures below to understand how water is used in our economic activities.
Textile industries need a lot of water. Plantation farming and market gardening
Water is used in various operations and require water too, especially in the drier parts
mostly in the dyeing process. of the island. Several irrigation projects have
been developed to
help the farmers.
For example, the
Northern Plains
irrigation project is
well known.
With the development

of the tourism sector,
the requirement for
water has increased
significantly.
Nowadays, many of
the big hotels have There are bottling industries in
their own water treatment plants. This water is Mauritius which produce beverages
reused for watering the gardens and and bottled water for the local
the lawns. market.
ACTIVITY 3.1
Answer the following question.
1. Name the four economic activities shown above.
(i) _________________________________ (ii) _________________________________
(iii) _________________________________ (iv) _________________________________
2. Explain the importance of water in each of the activities mentioned above.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
132
Water in Rodrigues
In Rodrigues the availability of water is a major problem. Water is essential for the social and
economic development of the island.
The irregular availability of water is the main factor that has affected the progress of the
agricultural and tourism sectors and has a direct impact on the well-being of the population.
In Rodrigues, much of the

200
187 water resource is obtained
150
from rainfall, especially
150 131 during the heavy rain periods.
117 However, most of this water
100 78 77 81
is lost to rivers and the sea
70 71 because of the relief of the
mm
60
44 40 island.
50
The coastal areas, mostly in
0
the leeward side, are very dry
jan feb mar apr may jun jul aug sep oct nov dec
and are affected regularly by
droughts.
Graph 1: Average rainfall (mm) per month in Rodrigues
Map 2 shows the annual rainfall distribution in Rodrigues
Map 2: Annual rainfall distribution in Rodrigues
Discuss and Share

Study Graph 1 and Map 2 above.
Discuss about the distribution of rainfall in Rodrigues:
a) in relation to time (from January to December).
b) in relation to space (over the island).
133
It is, therefore, important to

collect and store the rainwater.
Many households have started
storing water in underground,
surface and roof tanks. In this
way, they are able to store water
for their needs for several weeks.
The concept of rain water

harvesting is common and
successful in Rodrigues. It allows
the inhabitants to provide
themselves with free potable
water and to preserve water
stock for daily use over a long
period of time.
Diagram 1: Rainwater harvesting
The principle behind rainwater harvesting is to collect rainwater through rooftops and directed
via gutters to drain pipes and into a storage tank. It is simple to install, operate, and maintain.
Measures for the sustainable development of the water sector in Rodrigues
• Cleaning of rivers and water basins and growing plants and trees to help towards the
preservation of clean water.
• Reforestation projects to preserve the environment and enhance water retention.
• More investments in infrastructure such as reservoirs and dams.
• Sensitising the population about water scarcity, the means of water collection and
maintenance of existing sources of water.
• Setting up desalination plants. The Rodrigues Regional Assembly is working on desalination
projects to ease the water stress.
ACTIVITY 3.2
Answer the questions which follow.
1. Explain how irregular availability of water slows down the economic development of
Rodrigues.
2. Give two advantages of rain water harvesting system.
3. Explain how the cleaning of rivers and reforestation contribute in the sustainable
development of water in Rodrigues.
134
WATER CONSUMPTION How water is lost? Consumption in Mauritius
IN MAURITIUS Rainfall represents an annual volume of fresh water of about Consumption of domestic water per person in the country was
3700 million metre cube. 165 litres per day.
Rain constitutes the main source of fresh water in the country. About 1/3 evaporates, = 2500 million metre cube left
The country has an average annual rainfall of about 2000 1/2 runs off to the sea = 1250 million metre cube left Much more than in other parts of the world. In Singapore, for
millimetres example, the per capita water use is 153 litres and, in European
countries, it ranges between 120 and 150 litres.
ANNUAL VOLUME 1⁄3 EVAPORATES 1/2 RUNS OFF
2000 mm/year
Water consumption in Mauritius
in Mauritius 3700 million 2500 million 1250 million

= 50 million metre cube 150 L/day
165 L/day
125 L/day
LOST/YEAR
200 MILLION L
Some 200 million litres
TO BE REPLACED Mauritius European
of treated drinking 1155 KM Countries
water are lost on a daily
basis, mostly through leaky
Rainfall data examined tends to show a
8%
underground pipes.
general decreasing trend.
(- 8% over the last 30 years) Why?
On a yearly basis, this loss represents about Water is also being used for non-drinking purposes like vehicle/
four times the capacity of Mare aux Vacoas, the floor/clothes washing, garden watering, toilet flushing, ponds.
The wettest months are January to March. largest reservoir of the country.
The driest months are September to November.
In 2013 there were 1155 km of pipes to be replaced.
The investment required was more than 10 billion rupees to
replace the pipes.
135
Water and the production of hydroelectricity

Hydroelectricity refers to electricity
produced by the movement of water.
Water is collected behind dams. When
this water is released, it flows with
full force. The energy from the falling
water turns turbines, which activate
generators and transform this energy
into electricity.
Diagram 2: An hydroelectric power station
There are 10 hydroelectric power stations in Mauritius, namely: Magenta, Champagne, Le Val,
Réduit, La Ferme, Cascade Cécile, Ferney, Tamarind Falls and La Nicolière.
Percentage of hydro electric energy in Mauritius

(based on effective capacity of power stations)
8% La Nicolière F.C
A.I.A (Reduit)
La Ferme Midlands
92% Champagne
Magenta Le Val
Tamarina Falls Ferney
Cascade Cécile
Map 3: Hydroelectric power stations in Mauritius
The advantages of hydroelectricity are:

• It is a renewable source of energy.
• Dams and reservoirs collect rainwater, which can then be used for consumption and irrigation.
• It produces very small amount of greenhouse gases (GHG). In emitting less GHG than
thermal power plants, it helps retard global warming and fight climate change.
• It reduces air pollution and indirectly improves the air we breathe.
• It is a clean and cheap energy.
• It is associated with sustainable development as it is economically viable, environment
friendly and socially responsible.
136
ACTIVITY 3.3
1. Study diagram 2 and its text. Complete the sentences below:
a. Hydroelectricity is electricity produced by __________________________________.
b. Water is collected behind ________________________________________________.
c. The falling water turns _________________________ which activate generators
which transform this energy into _________________________.
2. Study map 3. Name one hydroelectric power station found in:
a. the west: _____________________________________________________________
b. the south: ____________________________________________________________
c. the centre : ___________________________________________________________
d. the south east: ________________________________________________________
3. What is the percentage (%) of energy produced by hydroelectric power stations in

Mauritius?
_________________________________________________________________________
4. Explain how hydroelectricity is a renewable source of energy. ______________________

_________________________________________________________________________
5. Complete the mind map below to describe the advantages of hydroelectricity.
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Advantages of _________________________________
_________________________________ hydroelectricity _________________________________
_________________________________ _________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
137
Water and the emergence of ancient civilisations

You have learnt in unit 1 how people from ancient civilisations traded in the Indian Ocean.
Have you ever thought how these civilisations developed and flourished?
For thousand of years people lived by hunting and gathering. It was around 8000 BC that
people first learnt to grow crops and raise animals. Farming changed people’s way of life.
Instead of leading a nomadic life, they settled down and started cultivating crops where
water was available.
This led to the development of settlements and rise of civilisations. For example, we often
refer to the four major river valley civilisations.
A. The Mesopotamian civilisation along the C. The Indus Valley civilisation (Harappan)
Tigris & Euphrate rivers (3500 BC – 1200 BC) along the Indus river. (2600 BC – 1700 BC)
B. The Egyptian civilisation along the Nile D. The Chinese civilisation along the Yellow
river (3100 BC – 1075 BC) or Huang Ho river (2100 BC – 256 BC)
ASIA
A D
C
B
AFRICA
Map 4: Ancient River Valley Civilisations
Now, let’s find out how water has been important in the development of these ancient
civilisations. In addition, you will also inquire about the contributions of these civilisations to
the modern world.
Discuss and Share

How has the availability of water and the beginning of agriculture transformed
the lifestyle of our societies?
138
People, during the ancient civilisation, created water mills to grind wheat, developed
drainage system, built canals, aqueducts, and pipes to transport water.
They invented water drainage of aquifers by building qanats, (A Qanāt is a gently sloping
underground channel to transport water from an aquifer or water well to the surface for irrigation
and drinking) and built structures of water displays for aesthetic purposes.
They also developed structures to use water for domestic and agricultural purposes. They
were aware of the importance of clean water to prevent epidemics.
Qanāt
Water mills
Aqueduct
Babylon gardens
and water display
Shaduf
Water systems
139
Ancient river valley civilisations

Mesopotamian
3500 BC – 1200 BC
The water from Euphrates and Tigris rivers gave rise to a massive agricultural system.
The region was very fertile with high yields and production of surplus food, resulting
in one of the highest recorded population densities of the time.
This prosperous civilisation was the first

to develop an urban civilisation with laws
and social organisation (Hammurabi’s code of law). Their achievements were numerous.
In agriculture – the construction of irrigation ditches. In farming – the introduction of the plow. In craft – specialisation with ceramic
pottery, metallurgy and textiles.
The three great contributions of the Mesopotamians

to the world are the sailboats, the system of cuneiform
writing and the wheel which revolutionised the
system of transportation and thereby communication.
Egyptian
3100 BC – 1075 BC
The Egyptian civilisation developed along the banks of

River Nile. During the rainy season, the Nile flooded the
valleys and plains and then receded. Egyptian farmers
then had well-watered fields that had been naturally
fertilised by the rich silt and alluvial deposits.
A shaduf was used to raise water above the level of the Nile.
The Egyptians practised a form of water management called

basin irrigation. They constructed a network of small banks,
some parallel to the river and some perpendicular to it that
formed basins of various sizes.
140
Indus Valley
2600 BC – 1700 BC
The Indus Valley Civilisation located in present-day Pakistan and India,

developed around the Indus River and its tributaries. Its efficient
management of water resources has led archaeologists to consider it as an
extremely advanced civilisation for its time.
At the site of the ancient city of Mohenjo-Daro, located in modern

Pakistan, archaeologists have found hundreds of ancient wells, water
pipes and toilets. The Great Bath of Mohenjo-Daro is called the ‘earliest
public water tank of the ancient world’. It was one of the most well
planned ancient cities.
Chinese
2100 BC – 256 BC
The ancient Chinese maintained their wells and protected

their sources of water. The bottoms of wells were regularly
dredged to keep the water clean. Then the inner walls of
the wells were reinforced with ceramic bricks and tiles
to prevent soil and other impurities from falling into the
water. The openings of the wells were also covered to
prevent against contamination from above.
Knowing early on that drinking dirty water made them sick, the
Chinese boiled their water, and allowed the sediment to settle,
before using it for cooking and drinking.
In agriculture, the irrigation scheme in China has

already served for eighteen centuries. Large levees
are still used along the rivers.
141
ACTIVITY 3.4
Use the information provided on pages 140 and 141 to complete the timeline below.
Period (Time) Civilisation Contribution

Timeline and contributions of ancient river valley civilisations
3500 BC – 1200 BC ________________ cuneiform writing
___________ Ancient Egypt ___________
Great Bath of
___________ ________________
Mohenjo-Daro
___________ Ancient China ___________
Groupwork
Create a poster
Choose any one ancient civilisation. Find out more information about the civilisation
that you have identified. (You may think about the following aspects: social, cultural,
economic, buildings, religion and leisure activities).
Create a poster to show the different aspects of the civilisation. You may use pictures,
collage, drawings and paintings.
Display you poster in class.
142
Water in our societies: a global issue
The need and demand for water has always been important for the economic development of
societies.
However, in places where there was ESTIMATED GLOBAL FRESH WATER USE
scarcity, economic development was
slow. This also led to an increase in the
rate of poverty.
The availability and distribution of water
is a matter of concern for many countries
all over the world.
Some countries benefit from large amount
of water supply and have a proper water
management system. However, there
are countries which face water related
problems such as scarcity, unequal Diagram 3
distribution and poor quality of water.
These may affect populations and become
a health hazard, particularly to children in
the least developed countries. It may also
be a cause of conflict among populations.
663M
people worldwide
lack basic access DID YOU KNOW
to drinking water
• in 9 people worldwide does not

1
have access to safe and clean drinking
water.
Sub-Saharan Africa
South Asia
• 19 million people in Sub-Saharan
3
Africa do not have access to improved
East Asia
reliable drinking water sources.
South East Asia
Other regions • 4% of the people who do not have
8
access to improved water live in rural
Diagram 4
area and depend on subsistence
agriculture.
Discuss and Share

1. How has the scarcity of water
slowed down economic
development and increased the
rate of poverty?
2. Which places in the world are

greatly affected by the lack of
water?
143
Water scarcity
Many countries around the world face problem of water scarcity. Water scarcity can be
caused by human activities such as the overuse and misuse of water or by natural causes
such as prolonged periods of droughts.
Economic water scarcity Physical water scarcity
Map 5: Regions with water scarcity
Effect of water scarcity

1) Poverty and hunger
Some parts of the world are regularly affected by droughts and do not have enough access to
water for domestic and agricultural purposes. Lack of fresh and clean water further worsens
the cycle of poverty. This may eventually result in
famine.
2) Health
In developing countries, as much as 80% of
illnesses are linked to poor water and sanitation
conditions. Exposure to unsafe drinking water,
inadequate sanitation and poor hygiene is a cause
of cholera and a variety of infectious and tropical
diseases, in many parts of Africa.
Nearly 1 out of every 5 deaths under the age of 5

worldwide is due to a water-related disease.
144
3) Education
Water scarcity has also a direct impact on the
lives of children. In many countries, children
have to be up early in the morning to collect
water for the family. They have to walk for
several kilometres to fetch water.
The children get tired and some have to miss

school as a result. In other places, girls and
women are not allowed to go to school at all so
that they can serve the family by getting water.
Did you know that because of unsafe drinking water, 443 million school days are lost due to
water-related diseases every year?
4) Conflicts
Water scarcity causes water conflicts and tensions among countries. The sharing of river water
between India and Pakistan is an example. Experts estimate that due to an increase in human
consumption of water, water conflicts may become common in the near future.
Gaza Jordan & Afghanistan India & Pakistan

Lebanon Tajkistan
& Uzbekistan
El Salvador Saudi Arabia

Guatemala
Nigeria
& Honduras
Ethiopia
Somalia
& South Sudan
Brazil
South Africa
Map 6: Showing regions with risk of water conflicts
ACTIVITY 3.5
1. Explain how unsafe drinking water affects the population of developing countries.
2. Imagine that you had to walk for several kilometres to fetch water everyday. Discuss how
this can have an impact on your education and childhood.
3 a) Find out about any water conflict which has occurred around the world.
b) Think about the causes and consequences when there is water conflict in a region. You can
illustrate the causes and consequences in form of a chart or pictures.
145
NOTES
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
............................................................................................................................
146

7 Sms

Uploaded by

Copyright:

Available Formats

You might also like

7 Sms

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

7 Sms

Uploaded by

Copyright:

Available Formats

REVISED EDITION 2018

SOCIAL AND MODERN STUDIES PANEL

MAURITIUS INSTITUTE OF EDUCATION

© Mauritius Institute of Education (2018)

Social and Modern Studies Team

Unit 1 I My Country and Myself

TOPIC 1 Our Islands 1 - 30

TOPIC 2 Trade in the Indian Ocean: Migration and Settlement 31 - 58

TOPIC 3 Our Origins 59 - 78

Unit 2 I Our Country Our People

The making of modern Mauritius 93 - 98

Unit 3 I People, Places and Environment

TOPIC 1 Settlements in our islands 101 - 118

TOPIC 2 Natural resources 119 - 128

SEYCHELLES CHAGOS ARCHIPELAGO

Map 1: Our islands in the Indian Ocean

DID YOU KNOW

Study Map 1 and answer the following question.

1. Name the islands of the Republic of Mauritius.

2. Which island of our Republic is nearest to the:

3. Complete the table below.

4. Name the island of our Republic found to the:

b) North west of Mauritius

c) North east of Agaléga

5. Find the approximate distance between:

a) Mauritius and Rodrigues

b) Mauritius and Agaléga

c) Mauritius and Tromelin

• The first President was Sir Veerasamy Ringadoo.

Let’s find out what is meant by a republic.

A republic is a form of government in which the people elect or choose their

Some important facts to know

• T here is an agreement between Mauritius and France to jointly manage the

Discuss and Share

• Your views about Mauritius being a Republic.

The following questions will guide you in finding the information.

Name: Mauritius | Area: 1865 km2

Name: Agaléga | Area: 26 km2

Name: Rodrigues | Area: 108 km2

“50 years of independence 1968 – 2018”

Name: Saint Brandon | Area: 1.3 km2

“total population of nearly 1,300,000”

Mauritius and its Exclusive Economic Zone (EEZ)

Map 2 shows the EEZ of the Republic of Mauritius.

Exclusive Economic Zone

(200 nautical miles)

Territorial Zone Rodrigues

Map 2: Exclusive Economic Zone of the Republic of Mauritius

DID YOU KNOW

 marine biotechnology & scientific research

 renewable energy project (tidal & wave)

2. Complete diagram 1 below by drawing the EEZ around island X.

c) Give two reasons why it is important to have a sustainable management of our

The Landscape of our Islands

Picture 3: The landscape in the eastern side of Mauritius

Picture 4: The landscape in Rodrigues Picture 5 : The landscape in Agaléga

NATURAL FEATURES MAN-MADE FEATURES

3. Write a sentence to describe one landscape specific to:

• T here is an agreement between Mauritius and France to jointly manage the

marine biotechnology & scientific research

renewable energy project (tidal & wave)

Write two sentences to describe how they are different.

b) Mauritius, Rodrigues, Saint Brandon and Agaléga islands.

he Intermediate Eruptions: The volcanic

1. Study the pictures provided above.

3. Name five important events that occurred in the 20th century.

1. Write ‘Primary’ or ‘Secondary’ next to each of the sources provided below.