Activity 1:

1. Between which years was the 19th century ?

1899-2000.

2. Prior to colonisation, in Africa, which weapon was often used for weaponry and tools?
Iron was used for weaponry and tools.

3. Name the leader who hosted the Berlin conference in Germany.

Otto von Bismarck

4. Which year did the Berlin conference start ?

1884

5. Which year did the Berlin conference end ?

1885

6., Name the countries that were present at the Berlin conference.
Berlin, France and Russia.

7. Into how many colonies was Africa divided after the Berlin conference ?
It was divided into 46 colonies.

8. Name three main motivators for the colonisation of Africa.

Resources, land and power.

9. From which illness did Europeans die, prior to 1850, as they travelled through Africa?
They died from malaria.

10. Which illness did the Europeans spread to the African population that caused havoc due to a
lack of immunity ?
Smallpox
Activity 2:

1. Write out definitions for the following words:

a. African kingdom/ Afrika- Koningkryk
Territory or land that belong to people in Afric~

b. Asantehene
The Ashanti King

c. Golden stool/ Goue steel

The royal and divine throne of the Ashanti people

d. Cape colony/ Kaap kolonie

An area established by the Dutch east India Company in
1652 with the founding of Cape Town

e. Colonialisation/ Kolonisering
When one country takes another by force

f. Culture/ Kultuur
The way of doing things in a particular tribe or nation

g. Neo- colonialism/ Neo- kolonialisme

The economic policies by which a power maintains or
grows its influence over other areas or people

h. Racism/ Rassisme
Unfair treatment based on the colour of your skin

1. Missionary/ sendeling
Members of religious groups sent to another country to
do religious work.
 I

j . . Scramble for Afr ica / Storm loo p van Afr ika

The [Link] Africa·, also c;alled the Pa rtit ion of
Afr ica , Q·r the Co nqu est of Afr ica , wa s the inv asi on ,
ann exa tio n, division, a'n d col oni zat ion of mo st of Afr ica
11. I • 1

by ~even We ste rn E~ropean po we rs du rin g the 18 00

'
Activity 3, colonialism and the Berlin conference:

1. Study the following image and passage and answer the questions that follow:

This image shows Otto von Bismarck the German chancellor cutting a cake shaped like Africa
(Afrique in French) up. The men th_at are seated around him seem to be in awe and awaiting their
piece of the cake which is symbolic of them waiting for their piece of Africa. This type of image is a
primary source as it an original cartoon that was drawn close to the colonial decade to depict the
colonial expansion of Africa.

This image is critiquing the Berlin conference which was a conference in 1884-1885, also known as
the Congo Conference or West Africa Conference, the aim was to regulated European colonisation
and trade in Africa during the New Imperialism period. It also coincided with Germany's sudden
emergence as an imperial power.

Hierdie beeld wys hoe Otto von Bismarck, die Duitse kanselier, 'n koek in die vorm van Afrika
(A/rique in Frans) opsny. Die mans wat om hom sit blyk om In verwondering te wees en wag vir hul
stukkie van die koek wat slmbolies is van hulle wat wag vir hul stukkie Afrika. Hierdie tipe beeld is
'n primere bron aangesien dit 'n oorspronklike spotprent wat naby die koloniale dekade geteken is
om die kolonlale uitbreidlng van Afrika uit te beeld.
Hierdie beeld lewer kritiek op die Berlynse konferensle wat 'n konferensie was in 1884-1885, ook
bekend as die Kongo-konferensle of Wes-Afrika-konferensle, die doel was om Europese
kolonisasie en handel in Afrika ~edurende die Nuwe lmoerlallsme-tvdoerk te re2uleer. Dit het ook
saamgeval met Dultsland se skielike opkoms as 'n imperlale mag.

1.1. Is this a primary or secondary source, and why?/ Is hlerdle a primere of sekonder bron en
hoekom?
Primary, it an original cartoon that was drawn close to the colonial
decade to depict the colonial expansion of Africa.
l.Z. Why is Otto Von Bismarck cutting a cake? What is it symbolic of?/ Hoekom Is Otto Von
Bismark besig om die koek te sny? Van wat Is dit slmbolles
The colonisation of Africa. The European power that are
cutting Africa like a cake. They are to share Africa like people
who share cake at a party.
1.3. In which country wat the Berlin conference held? / In watter land was die Berlynse
konferensle gehou?

Germany
1.4. Which African nations were represented at the Berlin conference?/ Watter Afrlka state was
verteenwoordlg by die Berlynse konferensle?
None, No African nation was represented at the Berlin
Conference.
1.5. What is meant with the phrase "the Scramble for Africa"/ Wat word bedoel met 'Di~
stormloop vir Afrika
The Scramble for Africa, also called the Partition of Africa, or
the Conquest of Africa, was the invasion, annexation, division,
and coloniz~tio•r;[Link] ~ost of Africa by seven Western European
powers during the .1800.

1.6. In, a paragraph why di~ the Berlin confE;!rence take place?/ In 'n paragraaf, hoekom het•die
Berlynse konferensie plaasgevind?
The European powers ,w~nted to ensure that ther~ would be
'
n~ conflict., in Europe due to tensions that took plac~ during
th~,colon,ial times (18.0 0'.s). Disputes about territory was to be
•1 , 1 , t I ,

settled at the:Berlin conference

I o I 'I

The immediate reason for the Berlin Conference was the

' I

jealousy,of'the king ,of a small country, Belgium, towards his

cousi~, Queen yictoria of Great Britain. King Leopold II of
Belgium consi~ered himself to be an impo_rtant man. Yet in
I

the 1870s, Le~(?old ha~ n'o territory other than the small state
of Belgium itself. ,
Activity 4, Patrons, and results of colonlallsatlon:
• Gold
1. Write a short paragraph (4 llnes) as to the reasons why the European
• Diamonds
powers were able to colonise Africa/ Verskaf In 'n kort paragraaf • Timber
rondom die redes wat die Europeense moonthede In staat was om
Afrlka te kon kolonlseer. • Uranium
• The European countries were able to colonise African countries • Chromium
rapidly because there were rivalries between African leaders.
• These kings and chiefs were competing with each other to be the 3. What gave the Europeans an unfair advantage to the during their
richest and most powerful within their tribes. During these colonial expansion?/ Wat het die Europeers 'n onregverdlge voordeel
rivalries, European leaders would take advantage of the gegee gedurende hulle kolonlale aantogte,
situation and persuaded some leaders to be on their side to fight In the 1850s It was discovered that quinine was an
against other leaders.
effective medication to treat malaria, This reduced the
• Natural disasters (Locusts, falllng crops and cattle plague) also
played a big role In the rapid and easy colonisation of Africa. deaths of Europeans due to malaria.
• In 1895, a serious drought reached many regions In Africa which Europeans also had better military advantages, The
was caused by a sudden decline In ralnfall. spread of diseases like smallpox that spread amongst
• Hardly any crops were produced, and the food shortage which
African populations that the Europeans already have
followed caused the death of many people and animals.
• The llttle crops that were produced were destroyed by a plague immunity against.
of locusts.
• In addition to this plague, the cattle plague broke out during the 4. Provide two negative results from colonlallsatlon/ Verskaf twee
1890's which killed cattle, sheep and goats negatlewe gevolge van kolonlsasle.

• Colonial governments did not allow popular

2. List three resources that the Europeans were able to exploit form Africa/
participation, and all political decisions were made
Lys drle redes rondom hoekom die Europeers In staat was om Afrlka te
kon kolonlseer. by the small political elite with no or little Input from
the African population.
• Oil
• The African population was not satisfied with the
• Gas way that Europeans Imposed on their governing
• Coal system without any proper representation, thus the
• Copper maintenance of peace under the African population
• Bauxite was made an Important priority for the colonial
government
 • Colonial governments were not able to provide basic
Figure 1: Poster depicting Africa's colonlallsatlon/ Figure 1:
Infrastructur e, such as roads and communicati on
Plakkaat wat kolonlsasle In Afrlka ultbeeld
networks, nor were they able to provide basic social
services such as education, health care, and housing. . --,
-:~
• Colonial and political practices caused a large scale _--e. -.
'-!)
movement of people. ,-:!

• These movements resulted In dislocation of peoples :~

.'
that Impacted society and culture. '.

• Men mainly left the household to work In mines and

on plantations, leaving their wives and children
behind.
• Women and adolescents were forced to take on new
roles and to cope In absence of their husbands and
fathers.
• Due to colonialism, the African family structure had Figure 2: Showing Cecil John Rhodes stretching across Africa, One
Foot In cape Town and the other In Egypt/ Beeld 2 Toon Cecil
been severely changed. John Rhodes wat rek oor die hele Afrlka, van Kaapstad tot Eglpte

5. Consult the followlng two Images and answer the questions that follow: a. What do these two figures have In common/ Wat het die twee
/ Bestudeer die volgende twee beelde en beantwood die vrae wat volg beelde In gemeen?
Both portray the exploitation/ colonlallsatlon of
Africa during the 1800's.

b. Who Is the man standing over Africa In figure 2? / Wle Is die man
wat oor Afrlka staan In flguur 2
Cecil John Rhodes

c. What Is figure 1 trying to criticize regarding colonlallsatlon In

Africa? /Wat probeer flguur 1 krltlseer rondom kolonlsasle In
Afrlka?
It Is critiquing the exploitation of Africa's minerals
by the colonial powers. Showing that the colonial
 governm ent only cares about the resources they He Introduces cotton plantations In the south east; This was
stand to gain from exploitin g Africa and not a bout a bad Idea as the soil was not suitable for growing cotton;
the people that live there. Local Africans were forced to do hard labour In these
plantations and earned very little money. Causing the
d. Give four consequences of Europeans depleting Africa's resources. Africans to rebel against the colonial government.
/ Verskaf vier aevolge van kolonlsasle
• Governm ents that formed after the colonial 3. What role did the prophet Klnjlkitlle play In the Majl- Majl rebellion?
era were not able to capitalise on the wealth /[Link] rol het die profeet KlnJlkltlle gespeel In die opstand?
of the minerals.
• Colonial governm ents enjoyed the riches of He motivate d people to fight by saying that he had
these minerals, but the local people are not discovered a spring that has magic water;
empowe red by the wealth of these minerals He claimed that the bullets fired at anyone who had
been sprinkled with this water would have no effect on
• Policies and patterns were left In place for
them.
future exploita tion under Neo- colonialism
• His messengers carried the water to people through out
• Local commun ities around these minerals
the region.
were left impoverished.-
• Human rights violation s were committ ed 4. Name one result that came to be because of the Majl- Majl rebelllon. /
against African people to extract minerals for Noem een gevolg wat plaasgevlnd het weens die opstand
colonial governm ents. German control became more Fierce in this region
leading to battlegrounds In Africa during the First World
Activity S, Majl- Majl rebelllon: War.
Over 180 000 Africans died and only 6 Germans.
1. In which colony did the Majl- Majl rebelllon take place?/ In watter Activity 6:
kolonle het die Majl- Majl opstand plaasgevlnd?
German East Africa
1. In which modern state Is the Ashanti kingdom located In?/ In watse
modem staat Is die Ashanti konlnk,vk?
2. What did Karl Peters, governor of German East Africa, do to cause the
Ghana
occurrence of the Maji- MajI rebelllon? / Wat het Karl Peters, die
goewemeur van Cults- Oos- Afrlka, gedoen om die MaJI• Majl opstand
te veroorsaak?
2. What is the King of the Ashanti called?/ Wat word die Ashanti konln1 6. What was the Asantwaa (queen mother of the Ashanti) response to the
1enoem?
defeat of the Ashanti people?/ Wat was die Asantwaa (Die konlngln1
Ashantene Moeder) se reaksle rondom die oorwlnnln1 van die Britte?

In the year 1900 the Asantwaa lead a rebellion to combat

3. What Is the Golden stool of the Ashanti people? / Wat beteken die
Goue stoel vlr die Ashanti mense? · the British after they took her son (the king) away to
The royal and divine throne of the Ashanti people Seychelles. Her fight was to preserve his throne and
restore the Ashanti people. She lead the last resistance
4. There were four Anglo- Ashanti wars, explain why the first Anglo- against the British.
Ashanti war occurred. / Daar was vier An1lo- Ashanti oorlol, 7. What was the consequences to those who rebelled with the Asantwaa
verduldellk waarom die eerste een ontstaan het. against the British? / Wat was die 1evol1e vlr die wat rebel het saam
The governor of Sierra Leonne grew suspicious of the met die Asantwaa teen die Britte?
Ashanti people and wanted to colonise the countries to They were either killed or also send to exile In the
the south of the Ashanti Kingdom. The Ashanti feared Seychelles.
that if the British were to colonise the nations south of
them, they will lose vital trade partners. The first Anglo
Ashanti war began in 1823 after the Ashanti defeated a
small British force under Sir Charles McCarthy and
converted his s~ull in gold and used it as a drinking cup.

5. Why did the British take the Golden Stool at the end of the fourth Anglo-
Ashanti war? / Hoekom het die Britte die goue stoel gevat aan die
elnde van die Anglo- Ashanti oorlog
• The Golden stool was the last piece of symbolic
power of the Ashanti king (who was in exile In the
Seychelles). It would signal the final form of
defeat
• The resistance lead by the Asantwaa was about
keeping and preserving the sacred stool
• The British collected artifacts form the countries
they colonise.
Activity 1:
Long term causes of the First world war.
1. Study the following image and answer the questions that follow
:
.t. ~~ , .-\_- •• - ...- •• 1

:.
\ ~.
~
-~: : . : ~- .....
.
- .r
• •' r

1.1. Identify the long-term cause is being depicted in the image above
?
Control over the sea
1.2. Explain how the long- term cause of nationalism contributed
to the first world war:
Most countries were colonised by European countries.
European countries competed to be the richest countries and to have
the strongest
armies.
Citizens in these colonies were proud of their country's achieveme
nts and were
prepared to fight for their country.
Countries didn' t trust one another and were in competition with one
to be the best.
By 1914 Germany had the biggest and strongest army and Russia the
strongest navy .

1.3. List the countries that formed part or the Triple Entente
France, Britain and Russia

1.4. List the countries that formed part of the Triple Alliance

Germany, Austria Hungry and Italy

 stions that follow:
2. Study the following two images and answer the Que

Image A:

Image B:

~~ ·)~'!:~, ~

/ ..;~~ :
'

2.1. Provide a label for both image A and B

Image A: Franz Ferdinand
Image B: Gavrilo Princip
2.2. Explain how these two men contributed to the short- term causes of the First World
War.
The Archduke Franz Ferdinand was shot and killed by Gavrilo Princip on the 28th of
June 1914
Activity 3:
Propaganda

• .image and answer the questions that follow:

1. Study the folio wing

.., .
.... '-. 1: /

. ~ " -

~; ....,,. ,;•u~:1r .
lJU
!-~i1~1- Q
, t:Jmfflffltri•1mn
-~ ~,:- !~~:~:~ /~9?ti~ .
:
1.1. This poster is part of British propaganda. Explain what is meant by the term propaganda:
Propaganda are posters and newspaper advertisements that were created to persuade the
British population to join the war effort.

1.2. Explain what is being portrayed by this poster.

• Britons need to join the war effort.

1.3. List three characteristics that British propaganda often portrayed .

Germans are evil
Men had a duty to fight the Germans
Men had a duty to protect the woman and Children
 ~~.
,.t ··..'. .
( • >.

! .' ki'
1r
., i

Ii lfi '.
\ ~,--
}~":..=.,_,·
~~'· r;, ;;r.a,,.,..,r.
... :~ .f t:/
,_ .• "1'"~
- :.. .,;:_::_,..li~

2.1. Wh at is a conscientious objector?

Conscientious obje ctor is a person who
refuse to serve in the arm ed forces on gro
principles or sen se of right and wrong. unds of

2.2. List the several reas ons as to why som

eon e might be a conscientious objector.
Pacifists who wer e aga inst war in the
general.
Political obje ctor s who didn 't consider
the gov ern men t of Germany as thei r ene
Religious obje ctor s who believed tha t my.
war and fighting in a war was aga inst thei
r religion.
2.3. Wh at are the wom en above doing
and how doe s it relate to the propaganda
the tim e. pres ente d at
The wom en are placing a whi te feat her
in the man 's pocket. They are making them
ash ame d for not joining the war effo rt
and are pressurising him to join similarl
pro pag and a pos ters wou ld. y as the

2.4. Write in a sho rt para grap h: Do you

thin k the wom en shaming men into not
was ethically wro ng to do? Prov\de a reas joining the army
on for you r answer
Lea rner s can eith er agre e or disagree wit
h the answ er.
If a lear ner agre e, the lear ners ans wer
sho uld rela te to the noti on tha t thes e wom
wou ld not kno w how dan gero us, dea dly en
and long the war wou ld be. The con cep
goin g to war was dee med as the dut ies t of men
of a man and we can not project our mod
and mor als on war on an historic com ern views
mun ity, who se views wou ld differ due
exp erie nce . to historic

If a lear ner disa gree s, the lear ner sho uld

rela te thei r ans wer to the morality of forc
som eon e to go to war des pite thei r poli ing
tical, religious or philosophical views is
tha t the act of man ipul atin g and bullying wro ng. Or
som eon e is wrong and is not bound to
historical
tim efra mes .
Activity 4,

Answer these following quest·

. ions on Trench warfare.

4 .1. Trench warfare was more likely to take place on the (Western/ Eastern) front

4.2. Explain why did trench warfare occur during the first world war?
· g nations to dig
Modern weapons, like machine guns and cannons forced t he wann
trenches and fight, trench to trench.
th
4.3. Write a short paragraph as to the problems that the soldiers in WW1 faced in e trenches.

(Any of the following)

■ The trenches were unhygienic and therefore there was a lot of diseases that some men
died from.

■ Rats would bite some of the men or they ate the men's food.

■ Ticks and other insects also bit some of the soldiers.

■ They're feet were constantly wet and it started to get rotten.

■ On the battlefield many soldiers got shell shock.

■ Shell shock is a form of mental breakdown caused by the constant death, fellow soldiers
bleeding in misery and the noise of the gunfire around them.

■ These soldiers who suffered from shell shock were taken to England as they could not take
part in the war anymore.

■ Some of the effects of shell shock includes - diarrhoea, anxiety, ticks In muscles and their
faces, stomach cramps, sleeplessness, depression and nightmares.

■ All of the soldiers later realised that the propaganda about the war was not honest and
was only in favour of the government.

4.4. Study the sketch of a stereotypical trench and answer the questions that follow:
 a) Label A, B, C, D and E
A-Communication trench
B- Aircraft to warn and build troops
C- No- mansland
D- Supply trench
E- Reserve trench

Activity S:

South Africa during the first world war.

5.1. Why did South Africa partake in the first world war?

South African was a British colony

5.2. Was it only white men that fought in the war?

No, black men also volunteered but were non combatants

5.2. Why were black and coloured men who fought in the war non-combatants?

Due to the Native lands act that got passed in 1913 that prevented them form carrying arms. The
Union government also didn't want them to fight next to black soldiers of other countries to learn
of their liberations. - (please note, not in slides but in test)

5.3. In a short paragraph briefly explain what happened during the Battle of Delville Wood.

- Almost 3433 soldiers were sent to fight in parts of Africa and Europe.
 - South Africans were us d t O
tha t .1sthere. e occupy the forests in France to kill the German soldiers

- They fought for six d d fi • .

ays an 1ve nights and were later relieved by British soldiers
nd
a only 750 South African soldiers survived the attack.
1926
- In a monument was erected in honour of the South African soldiers who died
during World war 1
54
. . Briefly summarise what happed regarding the sinking of the ss Mendi in 1917

- The Mendi was a battleship that carried black South African soldiers to the
Western front.

- The soldiers on the ship were from rural areas in the Eastern Cape.

- The IVlendi sailed from Cape Town for France on 16 January 1917 and carried the
troops of the South African Native Labour Corps (labourers that worked on a

month contract).

- It stopped in England before crossing the British channel.

- A heavy ship called SS D~ro, a passenger ship, bumped into the Mendi and the
boat immediately flipped over and started sinking.

- The captain of the SS Daro ship did nothing to help the troops on the Mendi.

- The troops knew that they were about to die and started to do a death dance until
they've drowned.

616 Soldiers died that day.