grade 10 history assignment term 1

HISTORY GRADE 10 SBA TASKS 2020 - Holy Cross High School

• Download HTML
• Download PDF

• Home & Garden

• Uncategorized

• IT & Technique

• Cars & Machinery

• Government & Politics

• Arts & Entertainment

• Current Events

• World Around

• Style & Fashion

• Hobbies & Interests

2021 GRADE 10 ATP AMENDED.docx

Grade 10 2021 PoA-1.docx

Week 1 Term 1 Grd 10 final.pdf

Week 2 Term 1 Grd 10 Key.pdf

Week 4 Term 1 Grd 10.pdf

2021 HERITAGE & RESEARCH ASSIGNMENTS GRADES 10-12.docx

1860 Heritage Center e-newsletter .pdf

Gr 10 History Study Guide & Question Papers.pdf

null (1).pdf

Grade-10-History-Study-Guide.pdf

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Heritage in contemporary grade 10 South African history textbooks: A case study

2012, Masters Dissertation in History Education

Related Papers

Yesterday&Today No 10

Dr Raymond Nkwenti Fru

Yesterday and Today

Johan Wassermann

Southern African journal of environmental education

Cryton Zazu

This conceptual paper is based on experiences and insights which have emerged from my quest to develop a conceptual framework for working with the term 'heritage' within an education for sustainable development study that I am currently conducting. Of specific interest to me, and having potential to improve the relevance and quality of heritage education in southern Africa, given the region's inherent cultural diversity and colonial history, is the need for 'heritage construct inclusivity' within the processes constituting heritage education practices. Working around this broad research goal, I therefore needed to be clear about what I mean or refer to as heritage. I realised, however, how elusive and conceptually problematic the term 'heritage' is. I therefore, drawing from literature and experiences gained during field observations and focus group interviews, came up with the idea of working with three viewpoints of heritage. Drawing on real life cases ...

Alta Engelbrecht

This article focuses on the analysis of three textbooks that are based on the Curriculum and Assessment Policy Statement (CAPS), a revised curriculum from the National Curriculum Statement which was implemented in 2008. The article uses one element of a historical thinking framework, the analysis of primary sources, to evaluate the textbooks. In the analysis of primary sources the three heuristics distilled by Wineburg (2001) such as sourcing, corroborating and contextualizing are used to evaluate the utilisation of the primary sources in the three textbooks. According to the findings of this article, the writing of the three textbooks is still framed in an outdated mode of textbooks' writing in a dominant narrative style, influenced by Ranke's scientific paradigm or realism. The three textbooks have many primary sources that are poorly contextualized and which inhibit the implementation of sourcing, corroborating and contextualizing heuristics. Although, some primary sources are contextualized, source-based questions are not reflecting most of the elements of sourcing, corroborating and contextualizing heuristics. Instead, they are mostly focused on the information on the source which is influenced by the authors' conventional epistemological beliefs about school history as a compendium of facts. This poor contextualization of sources impacted negatively on the analysis of primary sources by learners as part and parcel of " doing history " in the classroom.

abram mothiba

School history textbooks are seen to embody ideological messages about whose history is important, as they aim both to develop an 'ideal' citizen and teach the subject of history. Since the 1940s, when the first study was done, there have been studies of South African history textbooks that have analysed different aspects of textbooks. These studies often happen at a time of political change (for example, after South Africa became a republic in 1961 or post-apartheid) which often coincides with a time of curriculum change. This article provides an overview of all the studies of South African history textbooks since the 1940s. We compiled a data base of all studies conducted on history textbooks, including post graduate dissertations, published journal articles, books and book chapters. This article firstly provides a broad overview of all the peer-reviewed studies, noting in particular how the number of studies has increased since 2000. The second section then engages in a more detailed analysis of the studies that did content analysis of textbooks. We compare how each study has engaged with the following issues: the object of study, the methodological approach, the sample of textbooks and the theoretical or philosophical orientation. The aim is to provide a broad picture of the state of textbook analysis studies over the past 75 years, and to build up a database of these studies so as to provide an overview of the nature of history textbook research in South Africa.

Pranitha Bharath

The Southern African Journal of Environmental Education

Felisa Tibbitts

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Katalin Eszter Morgan

Itamar Freitas

Southern African Review of Education

Linda Chisholm

Book Review

Catherine Namono

Carol Bertram

bhekani zondi

Elize Van Eeden

London Review of Education

Kate Angier

Noor Davids

Journal of Southern African Studies

Barbara Wahlberg

Journal of Natal and Zulu History

Revista Electrónica Interuniversitaria de Formación del Profesorado

Paul Maluleka

Yesterday & Today

Reville Nussey

The Journal for Transdisciplinary Research in Southern Africa

Ran Greenstein

Dorothy Sebbowa

South African Historical Journal

Julie Parle

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Society and Politics
• Art and Culture
• Biographies
• Publications

History Grade 10 - Topic 2 Essay Questions

Impact of Slave Trade and Colonisation on Indigenous Societies at the Cape

Based on the 2012 Grade 10 NSC Exemplar Paper:

Grade 10 Past Exam Paper

Grade 10 Source Addendum

Grade 10 Past Exam Memo

"The slave trade had a huge impact on the indigenous people living in the Cape in the 18th Century."  Do you agree with this statement? Substantiate your answer by using relevant examples. 

In 1602 The Dutch East India Company (VOC) was established to trade spices, silks and calico with the East Indies. [1] These voyages took months and as a result the Dutch established a refreshment post at the Cape of Good Hope in 1652. Initially, the Dutch did not plan to colonize the Cape, but rather wanted to trade goods, such as alcohol and tabacco with the Khoikhoi for sheep and cattle. [2] However, after the refreshment post was established employees of the company became settlers who farmed with vegetables and bought livestock from the Khoikhoi, which they would trade to passing ships. By the start of the eighteenth century the expanding settlers experienced a shortage in labour and by 1717 slave labour, which was already prevalent in the Cape, was declared as the main form of labour. [3] Therefore, one could argue that colonisation process and the slave trade had a major impact on the indigenous societies at the Cape as they fought for freedom, land and their lives.

Firstly, the growing Dutch settlement and the increasing need for agricultural labourers resulted in the use of slave labour as the main form of labour at the Cape. Wine and wheat farmers started to buy imported slaves from Madagascar, Mozambique and Indonesia from the VOC. [4] The slave trade and colonization of the Cape created a racial hierarchy where Europeans viewed themselves as superior to the Khoikhoi, San, imported slaves and Africans. [5] Black people were viewed as suitable slaves and these ideas remained prevalent in South Africa after the colonization process had ended and the slave trade was abolished. These slaves were subjected to Dutch laws, customs and were exposed to racist ideologies where they were treated as inferior to Europeans based on their skin colour and slave status. [6] These racist ideologies, which justified slavery, enabled Europeans to abuse their slaves. Slaves were exposed to sexual and physical abuse, forced to live in unsanitary and overcrowded conditions while working for long hours. Slaves were also regarded as possessions, who had no rights to marry and whose children were also born as possessions of the slave owners. [7] The slaves also became assimilated into Western societies and became culturally disintegrated as their African identity and traditions were torn away. The Cape became characterized by the Dutch culture which was enforced upon the slaves. Slaves, however, were not often baptized as the Dutch believed that a fellow Christian could not be enslaved. Slaves and Khoikhoi were not encouraged to become Christians as the Dutch wanted to enforce inequality amongst them with the indigenous societies and their slaves. [8] The Khoikhoi were also treated unequal to a Dutch settler in the court of law based on a racial hierarchy which promoted the white man as superior due to his race. [9]

Secondly, the establishment of a refreshment post resulted in more Europeans becoming settlers at the Cape who expanded agricultural production and obtained livestock for herding. This led to indigenous societies, such as the Khoikhoi losing their land and cattle as the European settlements grew. [10] This loss of land and cattle led to conflict between the indigenous societies and the Dutch settlers. Chief Gonnema of the Cochoqua refused to trade with the Dutch. This resulted in the Dutch using rival Khoikhoi clans to raid the Cochoqua herds between 1673 and 1677. This was the second Khoi-Khoi Dutch War which sprout out of the colonisation process at the Cape. [11] The nomadic Khoikhoi, who moved around the Cape according to the different seasons and in search of good grazing ground, often came into conflict with settlers the more they moved inland. Settlers would take the Khoikhoi’s livestock by force or if they did trade with the Khoikhoi they would pay far less than what the items were valued. [12] The Khoikhoi retaliated by poising the water holes of the Dutch and entered two wars with the Dutch settlers. By the eighteenth century the Khoikhoi living within the borders of the Cape Colony were forced to become servants of the Dutch settlers. [13]

Thirdly, the colonisation process at the Cape exposed indigenous societies to European diseases, which they were not accustomed to. In 1713 the Khoikhoi and San were exposed to the smallpox after a Dutch ship infected with the disease landed at the Cape. [14] This wiped out nearly 90% of the indigenous populations as they had not yet encountered this disease. [15]

In conclusion, the colonization process and slave trade at the Cape had a vast impact on the indigenous societies. Colonization led to the loss of land and livestock of indigenous societies, while exposure to diseases cost the lives of 90% of the indigenous population. Colonization and the use of slave labour also reinforced the idea of a racial hierarchy at the Cape Colony, which resulted in the unequal treatment amongst different races. Slaves were also exposed to abuse as they were viewed as inferior to Dutch settlers. Finally, colonization also entailed the loss of the indigenous societies and slaves’ cultural identity as they became assimilated into a Western culture.

Tips & Notes:

• Check out our Essay Writing Skills  for more tips on writing essays.
• Remember, this is just an example essay.  You still need to use the work provided by your teacher or learned in class.
• It is important to check in with your teacher and make sure this meets his/her requirements.  For example, they might prefer that you do not use headings in your essay.

This content was originally produced for the SAHO classroom by Ilse Brookes, Amber Fox-Martin & Simone van der Colff

[1] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[5] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[6] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[9] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[10] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[12] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[13] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

• Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal
• The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

Return to topic: European expansion

Return to SAHO Home

Return to History Classroom

Collections in the Archives

Know something about this topic.

Towards a people's history