Lesson Plan Grade 8 SS History T3 W4.pdf, Schemes and Mind Maps of History

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Directorate: Curriculum GET: LESSON PLAN TERM 3 SUBJECT and GRADE SOCIAL SCIENCE – GRADE 8 HISTORY TERM 4 Week 4: This week will focus on the Patterns of Colonisation: which countries colonised which parts of Africa and Why European powers were able to colonise Africa so quickly LINK TO TEACHING AND ASSESSMENT PLAN FOCUS: Patterns of colonisation: which countries colonised which parts of Africa Why European powers were able to colonise Africa so quickly AIMS OF LESSON To understand the Patterns of colonisation: which countries colonised which parts of Africa and Why European powers were able to colonise Africa so quickly REOURCES Paper based resources Digital resources • Learner need to refer to the accompanying power point slides 1 - • Textbooks: Chapter: • Refer to the relevant digital resources e.g. links on the WCED ePortal https://www.thelearningtrust.org/asp-treasure-box INTRODUCTION Patterns of colonisation: which countries colonised which parts of Africa By 1900 a significant part of Africa had been colonized by mainly seven European powers—Britain, France, Germany, Belgium, Spain, Portugal, and Italy. After the conquest of African decentralized and centralized states, the European powers set about establishing colonial state systems. The colonial state was the machinery of administrative domination established to facilitate effective control and exploitation of the colonized societies. Colonial states were authoritarian, bureaucratic systems, partly due to their origins in military conquest and the racist ideology of the imperialist enterprise. Why European Countries were able to colonise Africa so quickly The European countries were able to colonise African countries rapidly because there were rivalries between African leaders. These kings and chiefs were competing with each other to be the richest and most powerful within their tribes. During these rivalries, European leaders would take advantage of the situation and persuaded some leaders to be on their side to fight against other leaders. Natural disasters also played a big role in the rapid and easy colonisation of Africa. In 1895, a serious drought reached many regions in Africa which was caused by a sudden decline in rainfall. Hardly any crops were produced, and the food shortage which followed caused the death of many people and animals. The little crops that were produced were destroyed by a plague of locusts. In addition to this plague, the cattle plague broke out during the 1890’s which killed cattle, sheep and goats. This led to even more deaths of animals and people, and due to their physical and mental weakness, they were unable to fight against European powers. European powers could easily take control of any source of land by using force and violence. They accomplished this by using more powerful weapons, and had the advantage of the newly invented machine gun called the Maxim gun which was invented in the 1880’s. This gun could fire eleven bullets per second, and outdid the weapons that the African forces had. An outbreak of new diseases made an appearance during the late 1890’s and the first one was a range of smallpox epidemics. The Europeans who were already in Africa had developed immunity to these diseases due to past experiences of these outbreaks in Europe. The indigenous African population had no immunity or resistance to these diseases and thus weakened the African population. KEY CONCEPTS AND DEFINITIONS Explain and define core concepts. CONCEPTS • Colluded • Collided • All bold words and phrases in the above source. SKILLS The following skills will be addressed in this lesson: • To extract information; interpretation and analysis of information, usefulness and reliability of sources and paragraph writing are important to understand and to apply. • Ensure that the questions set in the activities address these skills ACTIVITIES/ASSESSMENT NOTES SUBJECT SOCIAL SCIENCE HISTORY TERM 4 TEACHER’S ACTIVITIES GRADE 8 DATE Week 4 Skills (WHAT I am going to teach/guide/support…) Source – based and paragraph writing Teaching Methodologies/ Approach (HOW I am going to teach/guide/support…) Resources / LTSM (WHAT I am going to use to teach/guide/support…) Read through the Notes, and answer the activities. The Tutor has been used to provide tips on how to approach the following questions: To extract, give definitions of concepts, analyze sources and comparing sources and the power points for paragraph writing • Identify the concepts that will be covered in the lesson • Use the power point to explain the content • Refer to the sources and questions that will be addressed • Ensure that the learners understood what must be done. • Do the activities -Worksheet and Notes -Refer to the PPT -Refer to the digital resources that can be used PARENT’S ACTIVITIES Please refer to teacher’s activities Parents to help with the understanding of the topic in the textbook; the power points; reading with understanding should also be a focus Check list: • My child knows the content Y/N • My child understands the concepts Y/ N • My child could answer the questions Y / N • Can my child answer the questions? Y / N Use of the textbook very important and where possible access the digital resources indicated in the lesson LEARNER’S ACTIVITIES Learner activities: step by step, practical, keep it simple. Activity 1 Read power point slides as per the questions above. Read and understand the information in the source Answer the questions. Note the mark allocation is an indication of how long or short your responses should be. Reflection: At the end of the section I can: • Work with sources Yes / No • Explain the concepts Yes / No • Discuss the content Yes / No I need help with: Patterns of colonisation: which countries colonised which parts. Major colonial holdings: Cecil John Rhodes + Thegetieman spreasinghistegs across Africas Cecil Jona Foces + Great Britain desired Capeto- Carocallectanctcolasies, + 6 Brtsinaimostsuceede through theircontralf Egy South Aca Zimbabwe. ld Coast Nigeria, hana + was Cecil John Rhodes desireto buds away rom Capeto Caio, Bm Sas So Meet Sue, your student assistant. And Aunty Meg, she doesn’t always a (=) Major colonial holdings included: + France WesterAlrce from Mauitaniate Chad Gabon & Congo Belgium & king Leopldt Democratic Republic of Congo (Belgium Congo) + Portugal Mozambique Angela | + Germany. Namibia (German South West ria) Tanzania + Spain CiaimesEquatorial ines Old & New patterns of colonisation Why were European powers able to colonise Africa so quickly? HW ‘Advanced weapons caused Europeans succeed over Aicans~ Ashanti Abysinians, Moceccans. Somalis, 2us& Benin Empire ff) Methods to colonise Africa es) ™ ff) Methods to colonise Africa- continue Methods to colonise Africa 6, mg im Inrastracre / TretiesandAgreement Seas « insctaricatne || * Eéopeanpowersdevlopes |/ Sxlerers Adventures Misiones a inactucre rede ae r + European powerssned |! «pene mundaries ao rawaye Gclesredfarect || * Euopeanstrorelers A + Wiesinares treaieswihAicanchiels || * Teneo on reported nthe weath A wp Army were sentahead with certain benefits (guns ee. ="Genininntinien ‘ofthe continent : atte amie ermoneyandasogtslin || Menace ™ therodethey aus M + Theypreacheda ‘exchange or colonial rule transporttheir armies fast Weather, minerals, > Missionaries Ditech + Taryn er eden l essa Bois ae nore andinargenners sGmouiins > Infrastructure Live tains || + Ewopeansacouedttey |] SHH et ataced Exons bes 7 submaive cade chisto. oo machineywon | tustheycoutimoveier |] Abe® i »| m Aeane beiewthecrievatenet |] ws) Coat Susann manfetromthe harbours E pl Exorené + Madethe Army allAtricans. Seererackeete: totheinteror, a emaraenen ">| Adventures Teteegraphtepttemin || temsetvesard a \ contact with Europe introduced agriculture. t generatjob Weakened ian 12) New boundaries resistance. ease. + Europeans were desperate torue over Africans we i) What were the results of colonisation? ™* I) What were the results of colonisation? ¥ * Western way of life introduced Bad results - Social & Cultural Badresults -Politicallevel African learned new economy /Western education * African culture was destroyed. * British representatives replaced traditional chiefs. More sophisticated mony systems & bank en ines nling * Colonial clothes and buildings replaced. Arcan clothes replaced ‘Globelistion'-bringng the word together * Africans were robbed oftheiraulonomy and became oppressed. * New borders mixed Afian tribes -cutue & tradition lost * Foreign ystemof governed over Africans (democracy) * New irrigation methods New mining industrial technology * New calendar languages and writing were introduced, * New artificial boundaries created /now tribal tension, * Missionaries brought Cristian Influenced Africensto Way stop{ollowingtheirtraitons. vals tes \Values-driven | heya Leadership Enhancing functional schools * New mitarysystems were introduced. * Those who resisted were imprisoned /kiled. Roads Relnays, schools, 10