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Influence of WW 1 on SA

Module by: Siyavula Uploaders. E-mail the author

Social Sciences

HISTORY

Grade 8

CHANGING IDEAS AND TECHNOLOGY:

THE FIRST WORLD WAR

Module 14

THE INFLUENCE OF THE FIRST WORLD WAR ON SOUTH AFRICA

Activity 1:

To discuss the influence of the First World War on South Africa

[LO 1.4, 1.5, 2.2, 3.3]

READING 1

During the time of Cecil John Rhodes’ struggle to annex the goldmines of the Transvaal for the British Government, the details of the failed Jameson Raid came to light. The Jameson Raid and the South African War, or the Anglo-Boer War as it was then called, were discussed in Module 2.

Kaiser Wilhelm II of Germany openly sent a telegram to President Paul Kruger of the Transvaal Republic, congratulating him on his successful repulsion of the Jameson Raid. Britain took exception to this.

During the South-African War (1899 - 1902) the Germans openly sympathized with the South-Africans. The relationship between Britain and Germany suffered as a result of this.

At this stage the Cape Colony was under British control and the colonists had to support the British government’s participation in the First World War. Soldiers who found themselves in colonies that wished to rule themselves after the war, brought these sentiments home with them. They had seen how a people that worked together could establish it’s independence from the colonial Power.

After the South African War the South Africans were anti-British. The struggle in the concentration camps and on the battlefields were still too fresh in their memories.

Assignment:

[LO 1.4, 1.5, 2.2]

  • Answer the following questions:

1 In paragraph 1 Britain, in the person of Rhodes, wanted to annex the Transvaal and the Orange Free State because ______________________________________________ /2/

  • Write down your own OPINION about the REASON for COLONIZATION:

2. According to paragraph two, Kaiser Wilhelm II congratulated Paul Kruger on

________________________________________________________________ /2/

  • Did Kaiser Wilhelm II have OTHER REASONS for congratulating Kruger?

What were these? _________________________________________________.

3. On whose side did the Colonists, according to paragraph 4, fight? Why?

________________________________________________________________ /2/

  • The Cape Colony did not have any gold fields. Why did Britain need the Cape?

__________________________________________________________________

4. What is nationalism according to paragraph 5?

__________________________________________________________________ /2/

  • Own opinion: Nationalism is __________________________________________

5. Two reasons for the anti-British feeling according to paragraph 6 are:

__________________________________________________________________ /2/

  • "Anti-British feeling" means that ________________________________________

/10/

Assessment

Learning outcomes (LOs)

LO 1

Historical Enquiry

The learner will be able to use enquiry skills to investigate the past and present

Assessment standards

(ASs)

We know this when the learner:

1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources];

1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable?”, “How useful is the information?”) [works with sources];

1.4 presents an original idea as part of an answer to questions posed [answers the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer].

LO 2

Historical Knowledge and Understanding

The learner will be able to demonstrate historical knowledge and understanding

We know this when the learner:

2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];

2.2 recognises that causes and effects of effects vary in importance [cause and effect];

2.3 explains charges in a wider historical and environmental context [change and continuity]

LO 3

Historical Interpretation

The learner will be able to interpret aspects of history.

We know this when the learner:

3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];

3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the way events in the past are interpreted [influences on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage sites) [representation of the past];

3.7 explains how and why people’s memories of the past might differ [representation of the past].

Memorandum

Activity :

Memorandum of Discussion of Reading, Passage 1

Please do not allocate marks for the second section of each question if the learners are not able to formulate personal opinions yet. Rather take time to DISCUSS the question in the class to assist them with the formulation of an opinion.

Please note that the learner must be able to see the difference between his / her own opinion and that of the educator.

1. Britain, the goldfields /1/ wanted to own/use it. /1/ =2

Own opinion. Colonisation was to Britain's advantage.

2. Kruger was able to put up a good defence /1/ of his country / the Tranvaal /1/ =2

Any: Wilhelm II knew that the Colonialists would rather fight for Germany.

OR Wilhelm II wanted to tease Britain; he might have been able to instigate an uprising in the Cape Colony.

3. Britain /1/ They had to execute the instructions of the British government. /1/ =2

Any: Harbours for exporting gold. / Refreshment station. / War products.

4. A nation's /1/ yearning for freedom / independence. 1/ =2

Any: Nationalism is fervent love for the fatherland.

5. The concentration camps /1/ and the war /1/ were fresh in their memory. =2

Any: “Anti” means “against” / British signified everything that had to do with Britain

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