REPUBLIC OF NAMIBIA

KAVANGO WEST REGIONAL COUNCIL

DIRECTORATE OF EDUCATION, ARTS AND CULTURE

PERFORMANCE

ENHARNCING NOTES
HISTORY GRADE 8
PREPARED NOTES FOR GRADE 10-11 LEARNERS, BASED ON THE
SPECIFIC OBJECTIVES OF THE REVISEDSYLLABUS. 2020

Compiled By:

1. A. Simbaranda
2. D. Stali
3. E. Kasian
4. M. Francisco
5. Edward Likuwa

When Excellence Becomes A Tradition, Greatness Will Sky-Rocket

6.
Contents
Introduction to History ................................................................................................................ 3
Theme 1: Namibia during the 19th century .................................................................................. 7
Possible questions ....................................................................................................................11
Theme 2: Formal Colonization ..................................................................................................13
Possible questions ....................................................................................................................16
Theme 3: Resistance and Social Dynamics ..............................................................................17
Possible questions ....................................................................................................................19
Theme 4: The war of National resistance 1904-1908 ................................................................21
Possible questions ....................................................................................................................23
Theme 5: German and south African rule 1909-1945 ................................................................25
Possible questions ....................................................................................................................29
African History...........................................................................................................................31
Theme 6: Social and political changes in Africa: 1800-1900.....................................................31
Possible questions: ...................................................................................................................32
Theme 7: The period of European conquest and colonial rule ...................................................33
The impact of this rejection on the environment ........................................................................36
Possible questions ....................................................................................................................37
Theme 8: Social And Economic Change In Africa, 1800-1900 ..................................................39
Posible Questions .....................................................................................................................39
Theme: 9 Cultures and Society .................................................................................................41
POSIBLE ACTIVITY..................................................................................................................41
WORLD HISTORY....................................................................................................................43
THEME 10: SOCIAL, POLITICAL AND ECONOMIC DEVELOPMENT .....................................43
Posible Question .......................................................................................................................45

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Introduction to History
Topic 1: What is history?

 Define what is history?

 Is the study of people and the past, what they have done, why they did it and what
the result or consequences were.
 History is also about time and events.

 Demonstrate that history is about how people view and record the past.

Views on history

There are many different interactions of evidence and therefore many different views on a
particular event. Different historian may draw different conclusions based on the same
evidence.

Objective views - means that someone is not influenced by their own beliefs and feelings to
make a decision

Subjective views- mean that someone is influenced by their own beliefs and feelings to make a
decision.

 Bias means being influenced by one point of view. A biased source may be useful to a
historian. But biased source is not reliable or trustworthy.

In order to record about the past, there are six questions that every Historian should answer:

1. What happened?
2. When did it happen?
3. Where did it happen?
4. Why did it happen?
5. Who did it?
6. How did it happen?

Topic 2: Why do we study history [the importance of History]

 Share interest and appreciation of other societies’ past and their way of life.

 We study history so that we can understand and appreciate other societies’ past and how
the people in those societies lived.
 We study history to avoid past mistakes, understand our present and be able, to plan for the
future.

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Topic3: How do we study history?

Note to teacher: We study history from different historical sources e.g. oral sources, written
sources, pictorial sources and Archaeological sources. In grade 8, we will concentrate on written
historical sources and pictorial sources.

 Name types of written historical and pictorial sources

 Written sources –information that is written down or printed.
- Books and magazines
- Newspapers
- Diaries
- Official report
- Research papers

 Pictorial/visual sources – are sources that are made up of pictures.

- Photographs and videos
- maps and diagrams
- Drawings and paintings
- Rock paintings
 Name types of primary and secondary sources
 Primary sources –these are first hand, original sources of information.
Example of primary sources:
- Eyes witness report
- Diaries
- Letters
- Speeches
- Official report
- Pictorial sources
- Archaeological sources
 Secondary sources – these are second hand sources of information, taken from the
primary sources.
Examples of secondary sources
- history textbooks for schools
- newspaper
- documentaries
 collect examples of primary and secondary sources
Note to teacher: learners have to collect samples of primary and secondary sources.

 Explain why a primary sources is more or less useful than a secondary source

More useful Less useful

 They are original or first-hand sources  Witness may forget or distort the
 They came from the time when the exact information.
event happened.
 They can hardly be exaggerated or

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 distorted

 Explain why primary sources need to be supported by additional evidence [why

primary
 Primary sources are not always reliable
 We cannot trust the information in primary sources because it depend to people’s memory
and people often forget things
 Some people also exaggerate to impress or make a point.
 Discuss in groups how one can verify evidence from primary source.
 Compare information from different types of primary sources
 Compare date given by other sources for the same event
 Critically analyse the origin and the relationship of the witness
 Demonstrate basic skill used in history. (e.g. Recording ,interview, research, analysis)
 Recording – writing down information about the past
 Interviewing – interview people who remember past events accurately
 Research –finding information about a topic
 Analysis – study information in detail and make meaning out of it.
Note to teacher: this objective is suitable for
a project or task

Topic 4: Time in history

Timeline: Is a list of events written in chronological order.

 Draw a timeline of yourself or family history

Example of timeline:

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 Mention ways of how to measure time in history.
 Decade- a period of ten years
 Century – a period of a hundred years
 Millennium- a period of a thousand years
 Explain AD and BC.
 BC (Before Christ)-The years before the birth of Christ.
 AD (Anno Domini) - the years after the birth of Christ, also known as the year of our
Lord Jesus Christ.

Topic 5: View on history

 Demonstrate how absolute objectivity can be influenced through the

interpretation of sources.
 Objective views:
- Means that someone is not influenced by their own beliefs and feeling to make a
decision.
- This means that a historian will try to look at all the facts, even if it makes them
uncomfortable.
 Subjective:
- Mean someone uses their own beliefs and feeling to make a decision.
- This means that s historian might ignore some facts.

Topic 6: What is heritage?

 Define what is heritage

- In history heritage includes things of great value to the country, such as traditional
culture, historical buildings, painting, sites or documents that have been passed down the
generations.
- Are experiences and systems that people in the past have left for those who come after
them.

Topic 7: Why do we study heritage?

 Name heritage sites in Namibia

 The Brandberg National Heritage site
 The Sam Khubis Battlefield
 Eduard Bohlen Shipwerck
 Ten Man House
 Apollo 11 Cave
 Oranjemund Shipwreck
 Namib Sand Sea World Heritage Site
 Monument at Kub
 Twyfelfontein
 Namib Sand Sea

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  National heritage sites
 The Fish River Canyon
 The Petrified Forest
 The Quiver Tree Forest

Explain the importance of heritage sites in Namibia.

Heritage sites help to create nation’s identity. These sites help us to remember, understand
and appreciate our past.
They often attract many tourists. Tourists are interested in the historical sites and as they
visit these places jobs are created in tourism sector and a country earn foreign currency.

Theme 1: Namibia during the 19th century

Topic 1.1. Social and political organisation: chieftaincies in south-central Namibia and
trends toward state-formation

 Describe the basic type of political organisation of the major groups in south-
central Namibia.

 Political organisation of the Ovaherero

-The Ovaherero lived in independent groups and each group ruled itself.
-The chieftainship was not hereditary, chiefs were voted into power.
-In most cases the chiefs were chosen or emerged from a strong and powerful family.
-The elected chief ruled over the group together with his brothers.
-In the 19th century, paramount chief emerged as an overall leader.
 Political organisation of the Nama
- Nama communities consisted of a few hundred or several thousand people.
- Their communities were made up of various clans or lineages and they did not
believe in owning land.
- Usually the head of the most important lineage became the chief, or kaptein of the
community.
- A council of lineage leaders or headmen, help to make important decisions, but the
whole community discussed these decisions.
- Member who disagreed with a very important decision would sometimes leave the
community.
- The Nama communities were almost completely self- sufficient.

 The Oorlam
- Oorlam were Khoekhoe people who moved to Namibia from the Cape Colony after
1790.
- Many Oorlam worked for European farmers before they left the cape colony.

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 - They join other Oorlam groups to form band of about 500 to 600 people, this group
were called commandos.

Political organisation of the Oorlam

- Oorlam group were much smaller than the larger Nama groups.
- Administered by the Kaptein and a kapteinsraad (council).
- Groups settled around a military commando leader, the Kaptein and his family.
- Commandos were not based on family ties and lineages were not important to the
Oorlam.
- The Oorlam wanted to control large areas of Namibia, so that they could control
larger cattle herds and other mineral resources.
- They used rifles and force to establish their power.
 Give reason why the leaders of south- central Namibia decided to cooperate in
1858

Various groups were tired of fighting against each other. Stronger groups often take over
weaker group’s land, properties, such as cattle and wealth and sometimes even people will be
taken by the victor. As a result, the constant fighting was weakening all communities and
causing poverty.

Some groups feared the Oorlam – groups like the Herero realized that it was better to be on the
same side as the Oorlam than to be their enemies because the Oorlam were well equipped.

Chiefs wanted to give concessions to mining companies in order to allow mining. Some leaders
cooperated in order to stand against Jan Jonker Afrikaner who was more powerful at the time
and he was said to have more control over mining concessions.

Topic 1.2. Kingdoms in the North

 Explain why certain groups had kings and others not, and describe the powers of
these kings

Why certain groups had kings and others not:

- Some groups were big/ their societies were larger so they needed to be controlled by a
king.
- Other groups had no kings because: The groups were too small and some were always
on the move E.g. San and Herero
- Some areas had kings because they were wealthier, and other did not have kings, as
their wealth was limited.

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  Describe the power of the kings.
1. Economic power
- The king controlled the land and water resources,
- The king decided where different families lived and farmed.
- Labour, families had to send family members to work for the king
- Production of food, the king decided when families could till the land or harvest
the crops.
- Different families would send a certain amount of food or cattle to chief each year
as tribute.
- This helped to increase the power and wealth of the king.
2. Judicial power
- Conflict among members of the community was brought before the king.
- The king held court and judged crimes
- The king decided on the punishment for criminals.
3. Religious and spiritual power:
- King supervised the initiation rites for young people to adulthood.
- The king was the leader of the celebrations when cattle returned from their winter
grazing and traditional rain making ceremonies.
4. Military power
- They recruited strong men, organise raids on neighbouring kingdoms.

Topic 1.3. Interaction and trade

 Give example of political, economic and social relations between the groups
- Economic –Trade (exchange of goods)
- Political -War and
-peace treaties

- Social – Marriages
-Funerals

 Discuss the economic system of the one of the major groups

The Owambo economic system

1. Mixed farming system -They raised livestock such as goats, cattle and cultivated crops such
as millets, cabbage, and maize

2. Trade - They traded with Portuguese from Angola who were mainly interested in ivory.

- They traded grain and copper for cattle from the Herero.

 Mention examples of trade between Namibian groups

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  Local trade took place between household and craft workers, example: household
traded agriculture produce such as corn and vegetables. And craft workers traded with
pots and hoes
 National trade took place between people all over Namibia. Example: Ovambos traded
iron tools with the Ghambukushu in Kavango. The Damara traded arrows, spears,
knives, rings and hoes with other Namibian tribes.
 List the major commodities that were produced by those people
 Salt
 Vegetables
 Corns
 Pots
 Ivory /tusks
 Hoes , axe and knifes
 Mineral material
 Discuss how the trade in rifles and other goods affected the people.
Trade affected people in a positive and in a negative way.

How trade in rifles affected the people

In a negative way:
- Warfare changed as guns become more available, and many people were killed in
fights between communities.
- In many areas animals were almost wiped out, as with guns one can kill a lot of
animals at a time.
In a positive way:
- Hunting became easier with the use of guns
- Elephant were killed in large number for people to extract ivory which they traded
- With guns, people could effectively protect their animals against predators like lions
and hyenas.

How trade in other goods e.g. alcohol affected Namibian people

In a negative way:

- Alcohol destroyed many communities; people sold away their wealth to buy alcohol
and became poor.
- People became drunkards leading increased gender based violence.
- Social evils like raping and stealing increased.
- Alcohol abuse led to health and mental problem

In a positive way:

- Namibians who became traders benefited from the alcohol sales.

- Some Namibians were employed to sell alcohol to fellow Namibians.

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How trade in other goods e.g. Clothes, sugar, and tobacco affected Namibians

In a negative way:

- Other goods such clothes, sugar, and tobacco left many African in debts.
- Traders started to take their livestock as payments.
- People lost their cultural ways of life
- They gradually lost their knowledge and skills to produce clothes and tools for
themselves.

Positive ways:

- However they clothed up people, fed them with balanced diets.

Possible questions
1. Who are historian?
a) people who travel a lot
b) people who study the past
c) people who study books
d) people who study the mains of animals
2. Which of the following is not a written source?
a) Magazine
b) Newspapers
c) Official reports
d) Interviews
3. Heritage refers to…
a) Objective writing
b) Our legacy as a nation from the past
c) Inheritance of wealth from parents
d) Subjective reporting
4. Which of the following is the current century?
a) 18th
b) 19th
c) 20th
d) 21st
5. AD means…
a) After Christ was born
b) Before Christ was born
c) End of the year
d) A calendar

a) In what way does the study of History affect the lives of people? Explain your answers. (4)
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b) Why do we study history? (3)
c) How important is the study of history? Explain your answers. (3)
d) Name and explain two types of historical sources. (4)
e) Name two main groups of historical sources of information. (2)
f) Write a paragraph on why primary sources need to be supported with additional evidence. (5)
g) How do the Namibian people feel about heritage sites in Namibia? Explain your answer. (5)
h) The following are the historical sources:
- Oral Sources
- Archeological Source
- Written Source
Which one of the above mentioned sources is the most important in your opinion? Write down
your choice and give three reasons for your choice. Also explain why the other two are less
important than your choice. (6)

Theme 1: Namibia during the 19th century.

1. Power of the kings in the North was…

a) Control powers
b) Religious powers
c) Commander powers
d) Hereditary powers
2. The way in which communities organized their public affairs in south central Namibia
was…
a) Associations
b) Gatherings
c) Tribal courts
d) Political organisations
3. ….Is not part of interaction.
a) Trade
b) Fighting
c) Organizations
d) Programming
4. Jan Jonker Afrikaaner was the leader of the…
a) Nama
b) Herero
c) Oorlam
d) Owambo
5. The Owambo people were ruled by…
a) Queen
b) Headmen
c) Chief
d) King

Answer the following questions.

a) In what way did the powers of king affect the people in Northern Namibia? Explain your
answer. (4)
b) Why did certain groups had kings and others not? Explain your answer.(3)
c) How important ware the king’s judicial powers to the people? Explain your answer. (3)

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d) Name and describe two type of political organization of major group in South-Central
Namibia (4)
e) Name two economic systems of the major group in Namibia. (2)
f) Write a paragraph explaining why the leaders of South-Central Namibia decided to
cooperate in 1858. (5)
g) How did the Namibian feel about the Europeans traders in their country? Explain your
answer. (5)
h) The following are various commodities that were traded in Namibia.
 Alcohol
 Rifles
 Other goods such clothes, sugar etc.
Which commodities affected the Namibian people the most in your opinion? Write down your
choice and give three reasons why you have chosen it. Also explain why the other two are not
important as your choice. (6)

Theme 2: Formal Colonization

Topic 2.1 : European interests in Namibia

 Distinguish between different European groups who came to Namibia:

Different European Groups who came to Namibia were:

 Missionaries-taught Namibians how to read and write and spread their religions
 Hunters- to hunt game/ wild animals.
 Traders-to sell products and look for market for their products
 Adventurers/Explorers- came to look for information in Namibia.
 Settlers- search for a place to stay permanently.
 German colonial authority (soldiers)-they came to take legal control of Namibia.
 Reasons why the Europeans were interested in Namibia

1. Economic reasons

 European came in Namibia to exploit the Namibians and the country’s natural resources.
 To look for new sources of raw materials and markets in which to sell their goods.
1. Religious reasons
 The missionaries came to Namibia to spread their beliefs .i.e. Christianity
 They came in to Namibia to teach people how to read and write.
 To help the colonizer in their plans to control the Namibian people.
2. Settlement reasons
 The Industrial Revolution caused a rapid population growth, and land became scarce in
Europe.
 They came to occupy large areas of uninhabited land in Namibia.
3. Exploring
 Explorers came to look for information (spy) about Namibia and share with other in
Europe.

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4. Hunting
 Hunters came to hunt wild animals such as Elephants, ostrich and Rhino for tusks,
feathers and horns.

5. Trading
 Traders came to sell guns and ammunition, alcohol, tobacco, horses, coffee and house
hold goods.

2.2 Establishment of German colonial rule

 Define the term Colonial rule?

Colonial rule refers to the legal control of the whole territory by the Germans including offices
and officials needed to exercise control.

 Explain why Germany came to Namibia?

 New markets for factory goods – Namibia were seen as a new market where the
Germans could sell their goods.
 Natural resources – the Germans came to exploit Namibia’s natural resources e.g.
Ivories and diamonds.
 Cheap Labour - Germans came to use Namibian people in their factories and farms
without paying them much.
 Land and cattle confiscation - Germans came to take fertile land for farming and cattle
by force.
 European’s population growth- Germany saw Namibia as suitable settlement area for
their growing population.

 Describe how German colonization affected different indigenous groups and their
various rights
 Some Namibian leaders lost their political autonomy
 Namibians lost their land
 Namibians lost their cattle
 Many Namibians were beaten, killed and raped
 Namibians were forced to do hard work on contract

2.3 Protection Treaties

 Identify who the indigenous leaders were and with whom protection treaties were
signed.

 Joseph Fredericks of Bethany- signed treaty with Adolf Ludertz at Angra Pequena
 Piet Haibib of the Topnaar Communities -
 Hermanus Van Wyk of the Rehoboth Basters -

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  Chief Maharero of the Herero [Mbanderus] – signed protection treaty

Some leaders refused to sign;

 Jan Jonker Afrikaner-Oorlam

 Hendrick Witbooi-Nama (He was later forced to sign after numerous attacks from the
Germans).

 Evaluate the impact the treaties had on the indigenous leaders

 The treaties made it difficult for the indigenous groups to unite and fight against the
colonizers.
 Namibians lost control over their territories and also lost access to the resources that
had been theirs.
 German did not protect the groups as they promised before signing the treaties. This
was because there were fewer German soldiers in the land at that time.
 Evaluate the impact the treaties had on the Germans;
 Germans benefited from the treaties as it helped them gain control over the land and
resources
 They acquired mining concession (rights) and exploited Namibia’s mineral resources
 German became wealth with cattle from Namibian who signed treaties
 The treaties protected the interest of the Germans settlers in Namibia

Topic 2.4. Resistance and Increase of German troops

 What is resistance?

Resistance is a refusal to give in to a foreign power or country that wants to occupy another
weaker country. It also means opposing a political force.

 Identify indigenous leader who opposed German colonial rule?

 Hendrik Witbooi – fought the first resistance war in 1893.
 Samuel Maharero of the Mbanderu in 1894
 Chiefs Nikodemus Kambahahiza and Kahimemua Nguvauva resisted at Gobabis in
1896
 Bondelswarts uprising took place in 1903
 Jakob Marenga continued the rebellion after the death of Hendrik Witbooi in 1905

 Explain Maharero reasons for cancelling the protection treaty in 1888

The German governor, failed to protect the land and cattle of the Hereros as promised. The
German could not give the protection they had promised even though the Germans had enough
soldiers in Namibia at that time.

The Germans did not respect the Herero customs. In the treaty Germans promised to respect
the customs and laws of the Herero, but the German authorities could not punish fellow
Germans who broke the law.

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Maharero established a new relationship with the British trader. The trader Robert Lewis helped
to persuade Maharero that the treaty was worthless.

 Explain why German troops were sent to Namibia

To subdue the Herero – by 1890 the German government under the leadership of Von Francois
needed the troops to threaten the Herero and control them by force.

Armed resistance from the indigenous groups – by 1892, the Herero and the Witbooi signed a
peace treaty which means, the two most powerful indigenous groups united against the
Germans.

The troops were also sent to Namibia to take control of more land and resource.

Possible questions

1. Which of the following European countries did not colonize a part of Africa?
a) Germany
b) Sweden
c) France
d) Britain
2. In which year did colonization begin in Namibia?
a) 1888
b) 1988
c) 1884
d) 1894
3. Which of the following group were not some of the early European settlers that came to
Namibia?
a) Missionaries
b) Kavango
c) Traders
d) Explorers
4. He provoked the Hereros and called their land no mans land.
a) Witbooi
b) Leutwein
c) Von Francois
d) Bismarck
5. The leader of Basters who signed protection treaty with the German.
a) Piet Haibib
b) Fredricks
c) Witbooi
d) Van Wyk

a) In what way did the arrival of European groups affect the lives of the Namibian people?
Explain your answer. (4)
16 | P a g e Kavango West Region
 b) Why were Germans interested in coming to Namibia? (3)
c) How important were the European groups for the development of Namibia? Explain
your answer. (3)
d) Name and explain any two groups that came to Namibia. (4)
e) Name two important tasks of the German troops in Namibia. (2)
f) Write a paragraph to explain Maharero s reasons for cancelling the protection treaty in
1888. (5)
g) How did the indigenous leaders feel about the conditions of the protection treaties?
Explain your answer. (5)
h) The following were European groups that came to Namibia:
- Traders
- Hunters
- Missionaries

Which of the above mentioned was the most important groups in your opinion? Write down your
choice and give three reasons why you have chosen it. Also explain why the other two are not
important as your choice.

Theme 3: Resistance and Social Dynamics

3.1 Changing patterns of traditional rule

 Discuss the reasons that led Hendrik Witbooi to refuse German protection
 Hendrick Witbooi realized that if he accepts German rules his people will lose their
independence and not gain any benefit from the German protection.
 He had established himself as a strong political and military leader among the Nama
community.
 He possessed a great talent for organization and had soon built up a strong force of
fighting men.
 He made an alliance with many Nama communities.
 His headquarter were at Hornkranz in the Gamsberg mountains which were a difficult
place to attack.
 Discuss the various ways in which the German administration tried to convince
Hendrik Witbooi to accept German authority
 Negotiations – German commissioner Heinrich Goring tried to set up a meeting with
Hendrik Witbooi and Goring was ignored.
- German governor Curt Von Francois went to Hornkranz in June 1892, to ask Witbooi
to stop the raid against the Herero people and to accept German protection however
Witbooi refused to sign the protection treaty.
 War against Witbooi/the use of violence – in March 1893 German decided to attack
Witbooi headquarter Hornkranz.
- About 80 people were killed mainly women and children, Witbooi and his men
managed to escape the attack and they did not surrender.

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 -German looted Hornkranz and burnt it down.
-At a later stage Witbooi was defeated and signed the peace treaty with Germany in
September 1894.
 Discuss the reasons for the uprising of the Mbanderu and Khauas people against the
German rule (1896)
 Mbanderu did not accept Samuel Maharero as a paramount chief of the Herero people-
the German supported Samuel Maharero to become the next paramount chief in 1894,
meanwhile the Mbanderu’s wanted a different person.
 Herero group lost land and cattle – Samuel Maharero help Germans to gain more land
and cattle through artificial boundary that was set up, any cattle that crossed the
boundary was sold to the white settlers and the profit went to the German authority and
Samuel Maharero.
- The Herero (Mbanderu) suffered most from thousands of confiscated cattle.
- German was given more land by Maharero in 1894 -1896 also German took land by
force.

 Explain the importance of these uprisings to the Namibian People

 It showed that Namibians were not happy with German rule
 It showed that they had one common enemy, the Germans.
 The uprising made them realize that they would have to cooperate (unite) with one
another if they wanted to defeat the German.
 Discuss how Leutwein tried to convince the Nama and Herero leaders to accept
German rule.
 Leutwein used violence and diplomacy to bring the Namibians under German control.
 He used the policy of divide and rule.
 He used Namibian soldiers to help the German army to crush rebellious of other groups,
this created distrust and hate among the indigenous people.
 He took land as a punishment for uprising, debt collections or for protection from the
chiefs.
 Evaluate Leutwein policy (divide and rule)
 It brought many indigenous leader German controls.
 Discuss how the German administration proceeded to expropriate Namibian land for
white settlement
 Some German people were able to buy land very cheaply from local leaders who did not
understand the idea of owning and keeping land.
 German offered protection treaty to a certain communities; in return these communities
were expected to give some of the land to white settlers.
 Chief Samuel Maharero gave the German administration large area of land hoping that
to prevent the German from attacking his people and keep him in power.
 German administration took land as a way of punishing those groups who is defeated
after armed struggle resistance.
 Mining companies bought land hoping to find valuable minerals on it.

18 | P a g e Kavango West Region

Possible questions
6. The leader of the German administration in Namibia after 1894 was..
a) Leutwein
b) Von Francois
c) Von Trotha
d) Witbooi
7. Witbooi was finally defeated at the…
a) Gamsberg mountain
b) Naukluft mountain
c) Auas mountain
d) Waterberg mountain
8. Which of the following Herero leaders was supported by Leutwein?
a) Kahimemwa
b) Nicodemus
c) Riarua
d) Maharero
9. The German did not expropriate land in Namibia…
a) By buying it
b) By getting it in return for providing protection
c) By swapping it for land in Germany
d) As a result of cattle plague
10. He warned several Namibian leaders not to sign treaty with the German.
a) Samuel Maharero
b) Hendrik Witbooi
c) Willem Christian
d) Josef Fredricks

a) In what way did the German administration try to convince Hendrik Witbooi to accept its
authority? Explain your answer. (4)
b) Why Hendrik Witbooi refuse German protection? (3)
c) How important was the Mbanderu and Khauas uprising against the German rule?
Explain your answer. (3)
d) Name and explain any two ways German administration proceeded to expropriate
Namibian land for white settlement. (4)
e) Name two ways in which the German administration tried to convince Hendrik Witbooi to
accept German rules. (2)
f) Write a paragraph on how Leutwein tried to convince the Nama and Herero leaders to
accept German rule. (5)
g) How did the Namibian people feel about Leutwein policy of divide and rule? Explain your
answer. (5)
h) The following are two reasons why the Mbanderu and Khauas took up arms against the
Germans.
- Samuel Maharero as a paramount chief

19 | P a g e Kavango West Region

 - The Mbanderu and Khauas lost land
- The Mbanderu and Khauas lost cattle

Which of these three reasons was the most important to their uprising in your opinion? Write
down your choice and give three reasons why you have chosen it. Also explain why the other
two are not important as your choice. (6)

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Theme 4: The war of National resistance 1904-1908
4.1 Herero versus colonial power

 Explain the causes of the conflict

 Loss of Herero cattle, Herero lost their cattle due to rinderpest, due to the credit
ordnance, confiscation by the white people, and lack of good grazing land.
 Loss of Herero land, through railways construction, where a radius of 20km was set
each side of the rail. Through, signing protection treaties, and direct confiscation, and
they were forced to live in reserves.
 Colonial oppression and bad treatment of the indigenous communities, Herero
women were raped by Germans, beaten and tortured.
 Discuss the development and outcome of the war

Development:

 When the war started, Samuel Maharero ordered that no German missionaries, women
and children were to be hurt, the Herero were to fight men only, it‟s against the Herero
code of war to harm women and children when fighting, it‟s also a sign of humanity and
a safe guard against the loss of innocent lives.
 Herero‟s were at the advantage because they were familiar with the environment, they
knew where the trenches of the battle field were and all water wells were under their
control.
 General Lothar von Trotha decided on a policy of genocide aimed at totally killing all
Herero‟s with no age limits, including soldiers, armed and un armed, man , women and
children and driving them out of the Namibia and trapping them in the Omaheke desert.
Germans troops were winning the war; they had gained control of water holes and large
herds of cattle.

Outcomes of the war:

 Some survivors fled into Botswana where they were offered asylum on condition that
they do not cause conflict in a British protectorate, and they will not start the war from
Botswana. Other survivors became laborers of the Germans, and some were taken to
prisons at Shark Island near Luderitz, which became a concentration camp. Others were
taken to other German colonies like Togo and Cameroon as slaves of the Germans.

21 | P a g e Kavango West Region

Topic 4.2: The Nama versus colonial power

 Explain the causes for the uprising.

 The Nama were angry about the loss of land and colonial rules.
 Nama leaders could read the German.
 Witbooi was not happy with the way German treated their tribe.
 Some of the Nama leaders realized that German wanted to destroy the indigenous
populations of Namibia.
 Hendrik Witbooi and other leaders believed that God wanted them to unite the nation
and take up arms against the German.
 Discuss the development and outcome of the war.
 The development of the war:
- After the Herero started a full scale war against the Germans, Hendrick Wetbooi led
the Namaland against the Germans as well. The Nama used guerrilla-war tactics by
attacking their targets in smaller groups at night and disappearing quickly before the
enemy had time to fight back.

- The Nama made over 200 attacks on the Germans during the Nama war. Wetbooi
was killed in October 1905 and the Nama people lost their fight spirit.

- After the death of Wetbooi, another Nama leader Jocob Marenga continued to fight
against the Germans. Marenga was the leader of the Bodelswarts Nama. He fought
the war from 1905 to 1907 when he was shot by Germans.

- After the death of Jacob Marenga in 1907, the German government declared the war
to be over.

Outcome of the war

 Many Namas were killed during the war. Some groups of Namas (women and Children)
were captured and sent into concentration camps where more than 2000 Namibians
died.
 Some people were also given as slave labours to other German business and colonies.
 The leader of the Nama, Witbooi was killed at Vaalgras on 29 October 1905. With his
death many of the Nama groups lost heart and made peace with the Germans.
 The Namas lost all their land and cattle. As many Namibians died during this war, it
allowed thousands of German settlers and Boer farmers from South Africa to come to
Namibia.

 Identify the groups involved in the conflict

 The Franzmans of Gochas under Simon Koper
 The Red Nation (Rooinasie) under Manasse
 The Veldschoendraers under Hans Hendrik
 The majority of the Bethaniens under Cornelius Fredriks
 The Bondelswarts under Johannes Christian

22 | P a g e Kavango West Region

  Jakob Marenga.

Topic 4.3: The aftermath

 Explain the effects the war had on the Namibian people with reference to: leadership,
tribal unity, land and livestock and migrant labourers.

Namibians lost their political leadership or autonomy. The Germans declared that half of the
area in central and southern Namibia would be under the German administration; this area was
called the police zone. Outside the police zone chiefs practiced indigenous independence to
rule on condition that they had to supply their men as migrant laborers.

Tribal unity was lost (people were divided). After the war, the different tribal groups had to live
elsewhere where life was affordable. Their identity, the old customs and traditions was
completely lost. Survivors escaped to Bechuanaland where they learnt new customs and ways
of life.

Namibians (Namas and Hereros) lost their land and cattle. As the number of white settlers
increased , much of the land was also confiscated and given to white settlers. Cattle
confiscation became common in the South and Central Namibia the areas that were previously
owned by Hereros.

Many migrant laborers came from South Africa to help build the railways. Others came from
Northern Namibia, mainly Owamboland. The chief in the North were allowed to rule undisturbed
and in return send large numbers of migrant workers to work in the South.

Possible questions
11. A leader of Bondelswart who was outlawed by the Gerrman was…
a) Simon kopper
b) Willem Swartbooi
c) Jacob Marenga
d) Johannes Christian
12. Samuel Maharero declared war on the German administration in…
a) 1901
b) 1904
c) 1905
d) 1906
13. The main impact of the war of national resistance was…
a) The destruction of Namibian society
b) The loss of political leadership
c) Increase of migrant labour
d) The banning of tradition dress.
14. The area where the Germany had full control after the war was called?
a) The Red zone
b) No mans land

23 | P a g e Kavango West Region

 c) The Police Zone
d) The administration zone
15. The reason for Hendrik Witboois death was…
a) Old age
b) He was very sick
c) He was shot dead by the Herero
d) He was wounded in the battle against the German.

a) In what way did the war of National resistance affect the lives of the Namibian people?
Explain your answer. (4)
b) Why did the war of National resistance start? (3)
c) How important was the war to the Namibian people? Explain your answer. (3)
d)
e) Name two Namibian groups that were involved in the war of National resistance. (2)
f) Write a paragraph about the outcome of the war of National resistance. (5)
g)
h) The following are the effects that the war of National resistance had on the Namibian
people.
- Leadership/political autonomy
- Land and livestock
- Migrant labour

In your opinion which of the above listed effects was the worst one? Write down your choice and
give three reasons why you have chosen it. Also explain why the other two are the least worse
than your choice. (6)

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Theme 5: German and south African rule 1909-1945
Topic: 5.1. German administration: 1909-1945

Describe the establishment of German administration1909-1915

Germans put half of Namibia under their direct administration. This area was called the police
zone. The area outside the police zone was for natives and it was called reserves. The border
line between the police zone and the reserves was called the red line. Rehoboth and Berseba
areas were inside the Police zone, but were not controlled by Germans.

In addition, the German government introduced the following laws to strengthen their
administration.

 Racial segregation:
- The aim of this law was to keep races separate.
- Mixed marriages were forbidden/not allowed.
 Education policy:
- Schools for indigenous people were only provided by missionaries.
- The German government had little interest in educating or training Namibian
people.
 Controlling the Native population 1907:
 It prohibited ethnic groups from living in their tribal groups.
 They were not allowed to keep cattle any more.
 Racial Hierarchy Act 1907:
 There were different legal systems for German and native.
 Germans fell under the German legal system, while indigenous people fell under
Germany’s interpretation of African law.
 Protectorate Law 1907:
 Namibians were under the jurisdiction of German colonial officials.
 Indigenous people could receive physical punishment for minor offenses, while
Germans could commit the same offence without being punished.
 Measures for controlling the Native population 1908:
 Namibians were forced to give up their traditional way of life and sell their labour
to settlers.
 All indigenous people were forced to carry identification cards.

 Discuss how the German administration undertook to promote economic

development.
 Settlement program in the Police Zone, the settlers could buy the land directly from the
colonial government.
 Settlers were encouraged by the German government to settle in German South West
Africa, they realized that they would need to help them with money to make sure that the
settlers were successful in order to build up colonies economy.
 The colonial authority helped the settlers with loans, and this loan was used to build
houses, well and dams. They were also buying breeding stocks, replace stocks lost to
diseases.

25 | P a g e Kavango West Region

  More and more whites settlers arrived in Namibia because they saw a chance to
become rich in Namibia.

 Describe the German policy with reference to European settlement under the following:
 Land allocation.
 Economic development (mining, agriculture, industry).
Land Allocation

 Occupied more than 3rd of the good grazing land on the central plateau.
 Germans needed raw materials to use in its factories.
 It needed a market for the final product.
 Incentives were provided to settlers in the form of 99 – year leases and low interest
loans.
 Land given to settlers varied from a few hundred acres to several hundred acres.
 Namibians who occupied that land were violently removed and settled in reserves.
Economic development

 Settlers received money to develop their farms; these loans could be paid back when
their products were sold.
 Cheap loans were provided to buy cattle and vaccines for them.
 Mining companies had to pay a small amount of tax for mineral rights.
 Transportation costs of all goods were limited to the absolute minimum.
 The authorities helped to supply cheap labour to farmers.

 Describe the German policy on the ownership of livestock by indigenous people.

German policy on indigenous people owning livestock.

 German colonial government took over everything from the Herero and Nama
community this include their land, cattle and goats.
 The local population was not allowed to own land or livestock in the Police Zone.
 The Germans moved people to reserves.
 Livestock had been a big part of the Nama and Herero social and economic life.
 The German administration completely disturbed their way of life, by not allowing the
local population to keep animals.

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Topic: 5.2. South African military rule 1915-1920

 Explain why German South West Africa (SWA) was conquered by South Africa.
 During the World War I Britain and Germany fought against each other in Europe. Since,
South Africa was under the British Empire, Britain asked South Africa to attack and
occupy German South West Africa. German was defeated and SWA was ruled by South
Africa from 1915 onwards.
 When the League of Nation was formed at the treaty of Versailles, the League of Nations
then gave Namibia to South Africa as a mandated territory to supervise Namibia and
prepare for self governance and independence.
 However, South Africa tried to annex Namibia and make her South Africa’s fifth
province.

Topic: 5.3. 1920-1945: South Africa as the mandatory power of Namibia

 Describe the conditions under which South Africa was supposed to administer
Namibia.
 Prevent war from breaking out again.
 Improve the economy and living standards of everybody living in Namibia.
 Not to dominate or exploit the country.
 Make sure that slavery was not practiced.
 Prepare the country for independence.
 Give annual report to the League of Nations.

 Discuss how South Africa administered Namibia.

South Africa imposed different laws on the Namibian people.

 The Vagrancy proclamation Act, This law prevented black people from moving from
place to place without permission.
 The Pass Law, Black people needed a pass to be in a white area overnight. They had to
carry their passes all the time. People who did not have a pass could be put into prison.
 Extension of the reserves, New areas for black people were established outside the
white areas.

 Describe the South African policy with reference to the following:

 land Act of 1913 (Union of South Africa)
 Creation of additional reserves for the indigenous groups south of the Red
Line.
 Economic development (mining, agriculture, industry)

 Describe the South African policy with reference to the following.

 Land Act of 1913,

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 -The South African government believed that the state had the right to decide on
the control and access to land.
- The South African government realized that if they controlled the land, they could
control the people in the country.
- The Land Act limited the accesses of black South Africans to less than 13% of
the land in the country, while the majority of the land was reserved for white
people.
- The Land Act created a number of African reserves in which black South Africans
would be forced to settle.
- These would be places where the white owned farms and industries could obtain
the labour they needed.
 Creation of additional reserves for the indigenous groups south of the Red Line.
- The policy of ‘native’ reserves was started by the Germans and continued by the South
Africans. By 1925, about 75 000 indigenous people inside the Police Zone were moved
into reserves. Over time, the people outside the Police Zone were also systematically
put into reserves. Later, this was called ‘indirect control.’

Economic development (mining, agriculture, industry).

 Mining:
- The country’s rich mineral resources were one of the reasons why Germany and
South Africa occupied Namibia for such a long time.
- German exported approximately 50 million carats of diamonds from Namibia.
- The farmers were making money and the mines were busy.
- The production of diamonds in Namibia was taken over and controlled by
Consolidated Diamond Mines (CDM).
 Agriculture:
- Farmers lost cattle and mineral prices went down.
- The economic situation improved and the cattle numbers and mineral exports
increased.
- Farmers produced sufficient dairy produce, and about 63 tons of butter were
exported from South West Africa to South Africa.
- A small fruit and vegetable cannery was established at Oshana.
 Industry:
- Four canning factories were erected at Lüderitz.
- Namibia did not have a strong manufacturing industry.
- Towns were predominantly centers for services, trade and administration.

 Compare the South African and German policies on the ownership of livestock by
indigenous people.

 Under German colonial rule all Africans were banned from owning land, cattle or horses
without permission. And according to the Native regulations Act 1905, indigenous people
were not allowed to own land.

28 | P a g e Kavango West Region

  South Africa expanded the reserves. More indigenous people have to leave their existing
areas and had to move to the allocated areas. Indigenous people could own cattle in the
reserve areas, however most of the times the grazing was not good and there was little
water, this made it difficult own livestock’s.

 Explain how Namibians reacted to the loss of political autonomy (e.g. Mandume,
Bondelswart and Baster Revolts).
 The Mandume resistance:
- The Kwanyama leader, Chief Mandume Ndemufayo, fought the Portuguese in
order to keep his land north of the Kunene. Ndemufayo fought for his land in
Angola, South Africa used the opportunity to occupy Owamboland south of the
Kunene River.
- The Owambo rejected South African rule. South African authorities sent a force
to the area and over 100 Owambo people were killed in the clash with South
African soldiers
- The South African government had forbidden Ndemufayo to cross the border into
Angola to meet with his people. He refused, fights continued between the South
African forces and Ndemufayo until he was killed in 1917.

 The Bondelswart uprising:

- The South African government increased the dog tax that the Germans had
introduced. This made the Bondelswart angry because they used dogs to hunt
and guard their sheep’s. As a result, under the leadership of Abraham Morris, the
Bondelswart began attacking white farms and destroying government properties.
 The Baster revolt:
- In 1923, the South African authority tried to make the Basters obey their new
laws and become part of their colonial structure.
- In response, the Basters complain to the League of Nations and to the South
African prime minister, but both ignored their protest.
- The South African responded with force. Soldiers surrounded the community and
many people were arrested.

Possible questions
16. The main mineral mined at the Tsumeb mines was..
a) Gold
b) Zinc
c) Copper
d) Diamond
17. In which year did the South African forces defeat the German troops in Namibia?
a) 1914
b) 1915
c) 1918
d) 1920
18. Namibia was handed over to South Africa by the…
a) United Nations

29 | P a g e Kavango West Region

 b) African Union
c) League of Nations
d) Allied powers
19. Which of the following was not a reason for the Namibian people resisting South African
rules?
a) The land had been confiscated
b) The loss of political autonomy
c) The drought of 1928
d) Poor treatment by the white authority
20. The former German colonies became…
a) Independent
b) Mandated
c) Protectorates
d) Self sufficient

a) In what way did the presence of South Africa in South West Africa (SWA) affect the lives
of the Namibian people? Explain your answer. (4)
b) Why did South Africa conquer South West Africa (SWA)? (3)
c) How important was the Land Act of 1913 to the South African authority. Explain your
answer. (3)
d) Name and explain two South African policies. (4)
e) Give two reasons why the Bondelswart upraised against South African rules. (2)
f) Write a paragraph to describe the conditions under which South Africa was supposed to
administer Namibia. (5)
g) How did the indigenous people feel about the contract labour system in Namibia?
Explain your answer. (5)
h) Here are the different groups of Namibians that reacted to the loss of political autonomy:
 Mandume
 Bondelswart
 Baster
Which of the group was mostly affected by the South African colonial rule? Write down your
choice and give three reasons why you have chosen it. And also explain why the other two
was not as much affected as your choice. (6)

30 | P a g e Kavango West Region

African History

Theme 6: Social and political changes in Africa: 1800-1900

Topic: 6.1. The Zulu kingdom

 Describe the origin of the Zulu kingdom:

 In the early 1800s, present day KwaZulu Natal was sparsely populated by
farmers and herdsmen.
 This area consisted of large grasslands with some forests.
 Occasionally there was fighting over cattle grazing, but it was mostly peaceful.
 This began to change when the population increased and competition for land
increased.
 People formed large groups for protection and strength.
 These large groups often clashed over control of land and cattle.
 There was intense rivalry between the two of the kingdoms in the area, the
Ndwandwe and Mthethwa.
 During this period, a military leader emerged his name was Shaka.

 Discuss how the Zulu kingdom developed into the most powerful state in
Southern Africa by 1816.
 The Zulu kingdom developed into the most powerful state in Southern Africa because
of Shaka‟s leadership, and military tactics. Shaka became the king of the Zulu assisted
by Dingiswayo in around 1816. He joined Dingiswayo‟s army in 1809, and soon
became a commander. As a commander he helped defeat the Mthethwa and conquer
other smaller chiefdoms around the Zulu kingdom.
 Shaka’s military tactics
- Shaka or organized his army using ideas he had learned in the Mthethwa army.
Shaka used the following technique, which he copied and made changes to from the
Mthethwa:

- Soldiers used long shields and short-handed stabbing spears, known as iklwa.
The iklwawas used for close, hand-to-hand fighting. Shaka improved the techniques
used by the soldiers when they used the short stabbing spear.
- Bare foot soldiers, Shaka believed sandals slowed down soldiers and could
cause them to slip. He made his soldiers fight bare feet.
- The chest and horns, or buffalo horns tactic was a tactic used when attacking the
enemies. The main body of the chest would face the enemy; the two separate groups of
impis formed the horns. The horns would run around the enemy and trap them from
behind, once the horns had stopped the enemy from moving back, the chest would
begin to attack.
- Shaka kept a permanent army in military camps (regiments). This helped keep
the soldiers fit, encouraged, and well trained, plus they were not allowed to marry as a
way to make them loyal to the army.

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Explain the causes behind the expansion of the Zulu kingdom after 1818.
 Successful military tactics- using various military tactics; this allowed him to conquer
many other clans and chiefdoms.
 Shaka used diplomacy to grow his kingdom-hedid not only use forcebut he also
negotiated with other chiefdoms to join his kingdom.
 Trade - the Zulu state was the most powerful state in the area and controlled the trade
routes to Delagoa Bay. This allowed the kingdom to become even more powerful and
wealthy.

Evaluate the leadership of Shaka.

Positive
 He was an extraordinary military strategists.
 He was ahead of his time and set an example of bravery and fearlessness during the
earlier days of his regime.
 Many remember Shaka as a king who brought pride to the Zulu.
 Shaka he successfully controlled trade routes, this brought revenue and wealth into the
kingdom.
Negative
 He became cruel, blood thirsty despot who killed some of his most loyal supporters.
 Shaka’s war also added to the time of troubles, which caused displacement of people
from their areas.

Possible questions:
21. Shaka was originally from…group.
a) Mthethwa
b) Ndwandwe
c) Senzangakhona
d) Mfecane
22. In order to create the most powerful kingdom in the area, Shaka defeated the…
a) Portuguese
b) Ndwandwe
c) Mthethwa
d) Zulu
23. The fighting among the Nguni kingdom became known as…
a) Mthethwa
b) Cold war
c) Hot war
d) Mfecane
24. Who was the powerful leader whose aim was to unite the chiefdoms into one powerful
Zulu nation?
a) Zidwe

32 | P a g e Kavango West Region

 b) Ndingiswayo
c) Shaka
d) Zuma
25. Shakas success did not depend on the…
a) Amabutho
b) Zulu national pride and unity
c) Military tactics
d) Diplomacy

a) How did the development of the Zulu kingdom affect the lives of the Southern African?
Explain your answer. (4)
b) Why did the Zulu kingdom develop into a powerful state in Southern Africa? (3)
c)
d) Name and explain two of Shaka’s military tactics. (4)
e)
f) Write a paragraph on the origin of the Zulu kingdom. (5)
g) How did the people of the Zulu kingdom feel about Shaka’s leadership? Explain your
answer. (5)
h)

Theme 7: The period of European conquest and colonial rule

Topic: 7.1. The scramble for Africa

 Describe the term ‘scramble for Africa.’

 It refers to the way in which European Countries were rushing to get colonies in Africa.
 They focused on different parts of Africa and then annexed and colonized these areas.
 Explain the reasons for the scramble for Africa.
Economic reasons:
 Europe experienced an economic depression.
 They needed a market place to sell their goods.
 They needed raw materials e.g. Iron and Steel.
 They needed cheap labors to go work in their growing industries.
Political/International rivalries:
 Colonies were seen as a status symbol.
 European countries were competing with one another to be the richest and most powerful
country.
 Colonies with their large populations were also a source of military power.

33 | P a g e Kavango West Region

Strategic reason:
 African colonies were valuable as stopover ports on the route to Asia.
 Control of the Suez Canal would give a European country control of the key waterway
between east and west.
 They wanted to control major rivers like Nile, Niger, Zambezi and Congo.
 Colonies that had access to the sea and to important sea routes were very popular.
Humanitarian/Religion :
 Many Europeans believed that Africa was uncivilized and saw it as their duty to make Africa
more civilized.
 Europeans wanted to spread their religion (Christianity) to Africa.
Settlement:
 Europeans experienced rapid population growth from the time of industrial and agricultural
revolutions, so they wanted land to settle.

Topic: 7.2. Berlin conference

 Name the decisions taken at the Berlin conference.

 Occupational of new territories in Africa:
- The European country should bring civilization in the form of Christianity to the
regions that were occupied.
- The country should inform other European powers about their occupation.
- The occupying country should establish a military force to keep control of the
territory.
 Trading decisions:
- All Europeans nations were allowed to trade freely along the Congo River and
the tributaries.
- Trading ships of all European nations were allowed to sail up and down the
Niger.
 Discuss how the conference affected the future of Africa.
 African leaders were forced to sign protection treaties - the powers then claimed
control over the territories and many local resistances was put down by force.
 Colonial powers exploited Africa’s land and its resources - Colonial powers took
fertile land and mining concessions.
 The rights of Africans were ignored - Many people were forced into slavery or
cheap labourers.

34 | P a g e Kavango West Region

Topic: 7.3. Partition of Africa

 Mention the four reasons for the partition of Africa.

- They needed a market place for Europeans products.
- They needed raw materials for their growing industries.
- To spread their believes or religion.
- They needed land for settlement
- To improve the European social and political status in the world.
- They needed cheap labour for their industries.
 Name the European states and the areas that they controlled.
European states Areas they controlled
Belgium DRC Congo
Britain South Africa, Botswana, Zambia,
Zimbabwe, Liberia, Kenya, Egypt e.t.c
German Namibia, Tanzania, Togo and Cameroon
France Madagascar, Morocco, Tunisia, Niger, Mali,
Algeria e.t.c
Italy Somalia, Libya
Portugal Angola, Mozambique
Spain Western Sahara, Equatorial Guinea

 Define the term collaboration and resistance.

 Collaboration:
- Working together or cooperating with an enemy
 Resistance:
- Fighting against an adversary or opponent.

 Discuss how African leaders reacted to the European invasion.

Different African leaders reacted differently.

Some leaders collaborated: Madagascar for example collaborated with Europeans
to learn about manufacturing guns which they later used in the war against the
French. Some leaders used strategies, resistance and collaboration.
Some leaders resisted: Some of the leaders resisted through their religion and
cultural activities. Other leaders resisted through violent uprising against the
colonizers example, wars of National resistance. Some people resisted in small ways
by disobeying minor laws.

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Topic: 7.4. Colonial administration
 Define the following terms:
 Indirect rule:
- It was a British policy to rule Africans through their chiefs. A chief collects taxes
from people and give it to the white governor.
 Assimilation/direct rule:
- It was a French policy where Africans could become part of a greater France by
getting French citizenship and could get good education
 Association:
- Making Africans subject to French laws although they would not have rights that
French citizens have.
 Settler colonialism:
 These are colonies which had large numbers of white settlers.
 Describe reasons why European powers used different systems in ruling African
people.
 Taxes - Britain used indirect rule to control Africans in order to force Africans to
pay taxes through their chiefs.
 Assimilation – French people believed that anyone who became French had the
right to be a French citizen.
 Direct rule – settlers begin ruling the Africans directly this allowed the settlers to
control the movement of Africans and use their labour.
 Explain why Africa rejected these systems and the impact of this rejection on their
environment.
 Indirect rule was rejected by African people because they were still being
exploited by the colonizers.
 Taxes African leaders did not want to continue collecting taxes from their
subjects. Also taxes forced many African men into migrant labour and that
destroyed traditional life.
 Assimilation and Association although Africans were assimilated they never
had equal rights with the French people. This made the leaders to reject the
system.

The impact of this rejection on the environment

- The rejection resulted into wars which resulted into bush, forest or crops burnt and
animals lost their natural habitats.
- Drinking water was sometimes poisoned, which meant that wildlife and domesticated
animals also suffered.
- People’s houses, farms and kraals were damaged in the wars.

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Topic: 7.5. Changes in existing forms of government and social organization

 Discuss how colonialism changed Africa’s government systems (e.g. political,

economic, religious beliefs and cultural practices).
 Political:
- The Europeans enforced new political structure on Africans - Africans did not
have a say in the appointment of the new leader. The new leaders appointed by
the Europeans had little knowledge about the culture and traditions of the African
people that they were now ruling. The Europeans introduced new ideas of
equality, democracy, nationality and socialism.

 Economic:
- European colonizers introduced new concepts of money as a means of exchange
or trade, replacing the barter system. As a result Africans were forced to work for
the settlers to earn money.
 Cultural practices/Social:
- African culture was seen as inferior and some people accepted European culture
e.g. reading and writing, wedding, dressing codes, songs and way of life.
 Religious:
- They spread Christian believes and made Africans to lose faith in their religious.
 Explain Africans’ reaction to European institutions, e.g. political, economic, social
and religious.
 Political:
- Some leaders cooperated with European, other started a passive resistance.
They also developed ideas about national character and race.
 Economic:
- After losing their source of wealth, they became employees of the white people
 Social and Religious:
- Some African started their own churches, they also learned how to read and
write. Some became migrant laborers, and there were isolated strikes as a
resistance to social effects.

Possible questions
26. Which of the following was not a colonial form of government?
a) Assimilation
b) Indirect rule
c) Democracy
d) Association
27. Which of the following countries was not involved in the scramble of Africa?
a) Britain
b) Belgium
c) Russia

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 d) German
28. When one nation extends its control over other countries this is called?
a) Collaboration
b) Colonialism
c) Settlement
d) Alliance
29. In which city did European powers meet for the Berlin conference?
a) Washington DC
b) New York
c) London
d) Berlin
30. Who was the chairman of the Berlin conference?
a) King leopards
b) Lothar Von Trotha
c) Otto Von Bismark
d) Robert Lewis

a) In what way did the Berlin Africa conference affect the future of Africa? Explain your
answer. (4)
b) Why European powers use different systems in ruling African countries? (3)
c) How important was the Berlin conference to the Europeans? Explain your answer.
(3)
d) Name and explain two ruling system introduced by the colonial power in Africa to
govern their colonies. (4)
e) Name two reasons for the scramble for Africa. (2)
f) Write a paragraph on why Africa rejected the European ruling systems. (5)
g) How did the African feel about the division of Africa by the European powers?
Explain your answer. (5)
h) The following reasons for the scramble of Africa:
- Economic reason
- Settlement reason
- Religious reason

Which of the above mentioned reasons was most important reason for the scramble of Africa?
Write down your choice and give three reasons why you have chosen it. And also explain why
the other two are less important as your choice. (6)

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 Theme 8: Social And Economic Change In Africa, 1800-1900
Topic: Trade
 List the major European companies and the goods traded.

Name of companies Goods traded

British South Africa Diamond, Gold , Tobacco
Company
French Equatorial Africa Cocoa, Coffee, Copper,
Rubber, Pal oil, Cotton,
Tobacco
Anglo-Belgian India Rubber, Palm oil, Timber
Company
South Cameroon Bananas, Cocoa, Palm oil
Company Rubber
Niassa and Mozambique Coffee, Cotton, Slaves,
Company Sugar
Hamburg shipping Banana, coal, palm oil and
company rubber

 Discuss how these companies played a significant role in African trade

- They introduced transportation routes e.g. Rail, Roads, Ships to transport goods.
They introduced Africa to the world market. They introduced European goods to the
African.

 Explain how European control affected African trade

 Positive effects
- They introduced new forms of transport for goods to the market.
- They introduced new money to be used in trade.
 Negative effects
- They controlled the raw materials.
- African people became dependent on European goods such as clothes, guns etc.
- The African currencies like cowries shell became outdated.
- African selling price and value were determined by European buyers.
- African became labourers but had no control to their own products.

Posible Questions

1. Identify the goods that were not part of trade in Africa (1)
a) Coffee and cotton
b) Cloth and spices
c) Pottery and ornaments
d) Gold and ivory

2. Cecil John Rhodes gave his name to two African countries before they became
independent.(1)
a) Zambia and Zimbabwe
b) Namibia and Botswana
c) Swaziland and Lesotho

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 d) South Africa and Zimbabwe
3. Which of the following European item was not exported to Africa during the colonial
period?
a) Medicines
b) Breads
c) Alcohol
d) Computers
4. Which of the following African products was not imported to the European countries for
industrial purposes?
a) Minerals
b) Palm oil
c) Groundnuts
d) Rubber
5. Which form of transport became less important as Europeans established themselves in
Africa?
a) Ships
b) Caravans
c) Railways
d) Road

e) In what ways did European major companies affect the African trade? Explain
your answer. (4)
f) Why were Europeans trading with Africans? (3)
g) How important were European companies to African countries? Explain your
answer. (3)
h) Name and explain two significant roles European companies played on African
trade. (4)
i) List two goods traded by the European companies.(2)
j) Write a paragraph about the role played by the European countries. (5)
k)
l)

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Theme: 9 Cultures and Society
TOPIC: Negritude
 Define the term “negritude”
-Its means Blackness, it’s a cultural idea which strive to reclaim African self-
determination and encourage self-respect for people of African descent.

 Discuss how negritude developed.

-Negritude developed in Paris among West Indies, by black intellectuals who shared
their ideas of being Black. Aime Casire is considered the founder of Negritude. It was
expressed through novels, plays & poetry in French language. Its main aim was to
convince the nonblack community that Africa has contributed to the universal civilization.
It also aimed to break down barriers amongst black student from different countries with
different cultures. Leaders of negritude believed that African should focus on their own
culture, heritage and by doing so, develop their own values and traditions.

 Explain the link between negritude and black consciousness movement.

- Both Negritude and Black Consciousness Movement strove to make blacks proud of
their blackness
- Both worked together with other movements which fought for the rights of blacks.
- Both worked together with other leaders of Pan Africanism like W.B du Bois and
Marcus Garvey.
- Both Negritude and Black Consciousness movement worked towards psychological
liberation of blacks.

POSIBLE ACTIVITY

1. Which of the following is not a definition of Negritude? (1)

a) Pride in African culture
b) The state of being Black
c) Being born in Africa
d) Being black and proud

2. Identify the person who is being associated with negritude (1)

a) Steve Biko
b) Leopold Senghor
c) Nelson Mandela
d) BlaisieDiagne

3. Black Consciousness was influenced by: (1)

a) The ANC and PAC
b) Black power ideas in USA
c) Both of the above
d) Neither of the above
4. A philosophy which aimed to combine French and African culture ansd values is called?
a) UNIA
b) ICWU
c) Negritude
d) Pan Africanism

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 5. Negritude believed in….
a) African equality
b) French superiority
c) European superiority
d) African inequality

e) In what ways did Negritude affect the black communities in Europe? Explain your
answer. (4)
f) Why did Negritude develop in West Indies and Europe? (3)
g) How important was both Negritude and (BCM) Black Consciousness Movement to
none-whites communities? Explain your answer. (3)
h)
i) Name two African leaders who contributed to Negritude. (2)
j) Write a paragraph on the development of Negritude. (5)
k) How did the white communities feel about the Negritude and (BCM) Black
Consciousness Movement? Explain your answer. (5)
l)

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WORLD HISTORY

THEME 10: SOCIAL, POLITICAL AND ECONOMIC DEVELOPMENT

TOPIC: Absolute Monarch (France)

 Define the term royal absolutism.

 It refers to the kings or queens who ruled without having any limits or checks on their
power, they basically do what they liked.
 It refers to the kings or queens who had absolute power.

 Explain why kings obtained absolute power.

 Divine Rights - Kings believed that their powers to rule came from God, they ruled on
earth as his representatives on earth. Anyone who opposed them was regarded as
opposing the will of God.
 Total obedience - They wanted total obedience with no opposition from the people.
 Strong armies - They employed strong army to carry out their decisions. The wanted to
have bureaucratic in position in order to carry out their work properly
 Wealthy and power - They control all the resources and trade. They control their entire
areas of jurisdiction and all the institutions within their territories.
 Autocracy - They keep their position for life

 Discuss how the divine right of kings was widely preached.

- Kings told their subjects that they were chosen by God to rule their country; they were
Gods representatives on earth. This meant God gave the right to the kings to make
decisions, questioning the king was seen as blasphemy.

 Explain when, how and why the absolute power of kings decline.
It started by 1789, a revolution began in Europe. In order for Kings to keep or protect their
powers from a revolution, they used certain strategies that caused wars. This wars affected
traders and caused starvations, this left many European nations economically weak.
WHEN
- During the period known as the Enlightenment in the 18th century, by 1789 when the
French revolution began.
HOW
- The middle class and peasants had to pay huge amount of tax which only benefited
kings and some nobles
- The idea that all people have the same rights and should all benefit from the resources
of the country motivated the people of French to start a rebellion against King Luis
- The success of French Revolution motivated the people of other countries to topple their
governments.
WHY
- Philosophers develop ideas of human rights and equality for all citizens.
- These ideas prompted peasants and the middle class to rebel against absolute monarch
- Continuous state of wars led to high tax and ordinary citizens became tired of fighting
wars and tax payments.
- Nobles refused to pay tax and more pressure was put on the already poor peasants,
hence peasants rebelled against the payment of tax.

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Topic: Liberalism
 Define the term “liberalism”
- This is an idea that individual’s freedom is the most important value of human rights
- Liberty means Freedom
- Equality means that all citizens have the same rights and freedom
- Liberals believe that everyone has the right to make decision for themselves as long as
they do not hurt anyone else

 Discuss the origin of liberalism

Liberalism started in 1700 to 1800, during the Enlightenment in England and France. The
founding father of Liberalism is John Locke an English Philosopher. Other liberals are Jean
Jacques Rousseau and Baron Charles de Montesquieu.

John Lock
He wrote the book titled “the two treaties of the governments” he set out important ideas that
the people are born with natural rights such as the right to live, the rights to be free and right
to own property. Governments have a duty to protect these rights and thus their power should
be limited. Once the government abuses its power, people have the rights to overthrow it. He
believed that all people are equal and independent, no one should violate others rights

Jean Jacques Rousseau

Wrote that the state owned its existence to the people, he did not believe in democracy,
preferring the idea of a dictator-but one with interest of the people at heart.

Montesquieu
He supported the idea of a limited government with with many systems in place to check and
control the government. He also suggested separation of power to prevent one branch of the
government becoming too strong

Topic 10.3: French Revolution

 Mention the causes of the French revolution
 Economic causes
 Social
 Political
 Intellectual
 Describe the course of the French revolution
- King Louis xvi called a meeting to talk about the reform, this was a meeting of three
estate e.g. The Nobles & Clergy, The middle laborers and Peasants
- Each of this class had different intentions and hopes over the meeting
- They proposed and demanded a constitution which was agreed by the majority of
peasants
- However, the king tried to shut the representatives of ordinary people out of the meeting
- Ordinary people decided to move out and hold their own meeting, where they promised
themselves that they won’t stop until a constitution is drawn.
- When the news about the uprising reached Paris, a revolutionary group marched in the
city, destroying the Bastille-this was a place where weapons and political prisoners were
kept

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 - People saw the Bastille as a symbol of injustice and oppression
- They wanted the weapon and gun powder which was stored there.
- As tension between nobles and peasants worsened, a revolutionary group called the
Jacobins under the leadership of Maxmilien Robespierre took control of the constituent
assembly and used terror to rule the French people.
- Those who were against the Jacobins were killed and people started to campaign
against the reign of terror
- Robesperre was later removed from the power, captured and executed when Napoleon
Bonaparte came to power.

 Discuss the short and long term effect of the French revolution.
- The short term effects of the French Revolution, a democratic government replaced
the despotic monarchy, people have the right to choose their representatives in
parliament. Structure of the French society was completely changed as the aristocracy
lost their privilege. People were declared equal before the law. The ideas of privileged
classes were abolished.

- The long term effect of the French revolution, the revolution gave way to the reign of
Napoleon whereby Napoleonic code was introduce, it made the legal systems fair and
had a great impact on the lives of the peasants. The ideas and principles of the revolution
were introduced in many countries. Countries started to reform their government systems
by abolishing monarchies and introduce democracy. The spirit of patriotism grew among
the people of Europe. Many governments felt threatened by events in France and began
granting freedom to their peasants. The laws and ways of governing countries became
just and efficient.

Posible Question
31. The French revolution began with… (1)
a) The death of Louis XIV
b) The destruction of the Bastille
c) The election of the national assembly
d) The rule of Napoleon
32. Which liberal thinker believes that “ people are born with natural rights” (1)
a) Montesquieu
b) John Lock
c) Voltaire
d) The economist

33. An important writer who influenced the French revolution was (1)
a) Louis XIV
b) Karl Marx
c) Marie Antoinette
d) Francois-Marie Arouet

34. Which one of the following is not one of the beliefs that came from the French revolution?
(1)
a) People are born free and have equal rights
b) The power to rule should come from the people by voting

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 c) People should join the state religion
d) People can say and write what they like.
5. Who was the leader of the Jacobins?
a) Givolamo Savarola
b) Thomas Granner
c) Henry Edward
d) Maxmilien Robespierre

a. In what ways did the French revolution affects the European countries? Explain your
answer. (4)
b. Why did the French revolution start in France? (3)
c. How important was the divine rights of kings in Europe? Explain your answer. (3)
d. Name and explain two liberal thinkers in the world. (4)
e. Name two countries that used absolute monarch in Europe. (2)
f. Write a paragraph about the decline of absolute power of kings/monarchies. (5)
g. What did the people think about the decline of absolute power of kings? Explain your
answer (5)
h. The following are three causes of the French revolution:
 Economic crisis
 Social
 Political
Which one was the most important to the French revolution? Choose one and explain the
reasons for your choice. Also explain why the other two were not important as

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