Concise History Grade 8 by Top Dog Education

Concise History GRADE 8 Independent Schools, NSC and SACAI aligned

Compiled by: Frances Pallett

Material produced by: Top Dog Education 105 Corlett Drive Melrose 2196 To order material, contact: studyguides@mytopdog.co.za While every effort has been made to contact copyright holders of material used in this book, this has not always been possible. Copyright holders are requested to contact Top Dog Education where formal permission has not been obtained.

It is illegal to photocopy any part of this book without the written permission of Top Dog Education. No part of this book may be reproduced or transmitted in any form or by any means without the prior permission in writing from Top Dog Education.

This study guide has been produced and designed independently by Top Dog Internet Sales (Pty) Ltd to assist students following the Grade 8 History (IEB, NSC, SACAI) syllabus. Compiled by: Frances Pallett Edited by: Tarren Bolton

Top Dog is a world-class e-learning platform that provides educational resources across Grades 4 to 12. Our Top Dog content is created by our team of handpicked teachers and educational psychologists, and is fused with articial intelligence which we call adaptive learning. All our lessons are personalised to each individual learner to ensure the most efcient experience. Visit our website at: www.mytopdog.co.za, and be part of the Top Dog experience.

For 14 days' free trial access, go to our website and redeem the following voucher code: studyguides

Design and Layout:

www.pinkpetalsdesign.co.za

Concise History

Contents

Topic 1

Topic 2

The Industrial Revolution in Britain and Southern Africa from 1860

The Mineral Revolution in South Africa

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1: The Industrial Revolution in Britain . . . . . . . . 3

1: Britain, diamond mining, increasing labour control and expansionism . . . . . . . . . . . . . . . . . . . . 16

2: Southern Africa by 1860 . . . . . . . . . . . . . . . . 6 3: Diamond mining in Kimberley from 1860. . . . 8 Skills: What are sources? . . . . . . . . . . . . . . . . 10 Question time. . . . . . . . . . . . . . . . . . . . . . . . . . 11

2: Deep-level gold mining on the Witwatersrand from 1886 onwards. . . . . . . . . . . . . . . . . . . . . . . . 19 Skills: Extracting information from a source . . . 22 Question time . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Topic 3

Topic 4

The Scramble for Africa

World War 1 (1914-1918)

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

1: European colonisation of Africa in the late 19th century . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

1: The causes of World War 1 . . . . . . . . . . . . 40

2: Case Study â&#x20AC;&#x201C; The Ashanti Kingdom . . . . . . 31

2: The Assasination of Archduke Franz Ferdinand of Austria at Sarajevo . . . . . . . . 41

Skills: Understanding a cartoon. . . . . . . . . . . . 33

3: Aspects of experience in World War 1 . . . . 42

Question time . . . . . . . . . . . . . . . . . . . . . . . . . 34

4: Women in Britain during World War 1 . . . . 44 5: The defeat of Germany and the Treaty of Versailles . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Skills: Analysing propaganda. . . . . . . . . . . . . . 46 Question time . . . . . . . . . . . . . . . . . . . . . . . . . 47

Solutions - Page 51

Top Dog Concise History - Grade 8

Topic 1

The Industrial Revolution in Britain and Southern Africa from 1860 OVERVIEW

The Industrial Revolution in Britain changed the agricultural-based British economy into an economy based on mass production and Capitalism. South Africa's Industrial Revolution was caused by the discovery of diamonds and gold.

Population increase, The Enclosure Acts, the invention of the steam engine and new machinery, led to the Industrial Revolution in Britain. The Industrial Revolution introduced the concept of factories and mass production. The Industrial Revolution brought many social and economic changes to Britain. Not everyone accepted the changes and different forms of worker resistance occurred. In 1860, South Africa was not yet industrialised. Southern Africa was inhabited by different groups: Ÿ The British colonies (Cape and Natal) Ÿ The Boer Republics (ZAR and OFS) Ÿ Independent African kingdoms Indian indentured labour was introduced into Natal in 1860. The Indians would have a lasting impact on the economy and culture of South Africa. South Africa's Industrial Revolution began with the discovery of diamonds in 1867. Britain quickly took control of the diamond fields. Small claim owners could not compete with the companies who were intent on establishing a monopoly. By 1888, Cecil John Rhodes's company, De Beers, had gained full control of the diamond industry.

Watch video clips on: Ÿ Changes made during the Industrial Revolution Ÿ The Enclosure Acts and the Agricultural Revolution Ÿ Living and working conditions during the Industrial Revolution Ÿ The development of a monopoly over the diamond ﬁelds

Make sure you are able to: Explain the term 'industrial revolution'. Identify the characteristics of an industrialised society. Explain the causes of the Industrial Revolution in Britain. Describe living and working conditions in industrialised Britain. Describe the population of South Africa in 1860. Describe the role of the indentured labourers in Natal. Describe the development of the South African diamond industry.

Top Dog Concise History - Grade 8

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 1.1

THE INDUSTRIAL REVOLUTION IN BRITAIN

What is an industrialised society?

An industrialised society is an urbanised (city-based) society whose economy is based upon the buying and selling of mass-produced goods.

Characteristics of an industrialised society:

Society divided into classes Upper class: People who own the means of production (factories and industries) Lower classes: People who work in the factories. Rely on wages.

Johannesburg is a city in an industrialised society

Proﬁt is made by the manufacturing and selling of goods, and services. Capitalism involves the establishment of banks and the idea of investments.

An eﬃcient transport and communication system

Steady source of power Industrialisation relies on mass production in mechanised factories. An industrialised society must therefore have resources of coal, steel, iron and electricity.

Access to a steady supply of raw materials The raw materials are converted into the ﬁnished products.

An economic system based on the ideas of Capitalism

It must be possible to send goods to retailers by rail, road or sea. It must be possible to keep communication ﬂowing between supplier and retailer.

Consumerism and a market People must have the desire and the means to buy the manufactured goods (consumerism). There must be a steady ﬂow of supply and demand between consumers and manufacturers (markets).

What is a revolution? A revolution is a sudden, complete or marked change in something. A social revolution: This is a change in the way society functions. For example: As a result of the Industrial Revolution, British society changed from a rural society (a society based on farming) to an urbanised (town and city-based) society. A political revolution: A sudden change in the government of a country. Political revolutions are often characterised by violence.

Top Dog Concise History - Grade 8

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 1.2

THE INDUSTRIAL REVOLUTION IN BRITAIN

The Industrial Revolution in Britain – Causes

Why did the Industrial Revolution start in Britain? Before the Industrial Revolution, the British economy was based on agriculture. Society was arranged into classes based on land ownership. Land was farmed according to an open field system (4 large fields divided into strips). The poor had free access to the common land. Disadvantages of the open field system were: Ÿ Disease and weeds spread from one strip to another. Ÿ Yields were low as strips were small. Ÿ Land between strips was wasted. Ÿ Crop rotation meant that one field was always left fallow. Industry was limited to the cottage industries or domestic system. In this industry, people produced goods in their own homes. The most common occupations were the spinning of wool or the weaving of cloth for the textile industry.

What changed? From 1750 onwards, the population of Britain increased More food was needed Better farming methods were needed The Enclosure Acts were passed. The Enclosure Acts created large farms by combining the strips into ﬁelds. Only the wealthy could aﬀord to own a whole farm.

Diagram showing the open ﬁeld system or strip farming. The common land (shaded green) could be used by everyone.

Enclosu re mean t that mo and bett re er quality food was produce d. Howe ver, enclosure also mea nt that many po orer peo p le were forced o ﬀ the lan d . T h ese people m oved to th e towns search o in f work.

There was plenty of work in the towns because:

The Factory Age had begun and factory workers were in demand. New machines had been invented for spinning and weaving. These machines needed a power source and were too large to be put in homes. These machines were now being housed in large factories. The age of mass production had begun.

The factories were successful and developed rapidly because: Britain had colonies which would supply her with the raw materials (such as sugar and cotton) needed by the factories. The colonies would also supply a market for the manufactured goods.

Britain had supplies of coal, iron and steel. These made it possible to build and run the newly-invented steam engines.

Britain was enjoying a time of peace and wealth. Many wealthy people had money to invest in the new factories.

Britain was involved in the Slave trade. She could make sure her colonies produced raw materials as she could supply them with slave labour. Manufactured goods could be traded for slaves.

Top Dog Concise History - Grade 8

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 1.3

THE INDUSTRIAL REVOLUTION IN BRITAIN

The Industrial Revolution in Britain – Social changes

During the Industrial Revolution, hundreds of people moved from the countryside into the towns. This process is called urbanisation. Industrial cities such as Manchester and Birmingham developed.

Conditions in the industrial towns Ÿ Middle class people lived in comfortable houses surrounded by parks and paved roads. Ÿ Working class people lived in hastily built terraced houses. A family would be given one room in the house in which to live (this could be the attic or the cellar). Ÿ The houses lacked clean water and sanitation. Ÿ The houses were of poor quality and let in the rain and the wind. Ÿ Paupers lived in the workhouse and performed forced labour in exchange for shelter.

Waterbo rne dise ases su typhoid ch as and cho lera spre quickly. a d The con stant sm from the o k e factories and stea engines m polluted the air a covered nd everythin g w it layer of ha black so ot. There crime an was d drunke nness.

Working conditions in the mines and the factories Ÿ Workers were exploited as there were no laws protecting the rights of workers. Ÿ The factories were noisy, airless, unhygienic and dangerous. Ÿ Factory owners drew up lists of strict rules which were enforced by an overseer. Ÿ Child labour was used both in the factories and the mines. Ÿ The workers worked long hours for very little pay. Ÿ Many workers died from injuries or exhaustion.

Worker resistance Many workers resented the introduction of machines as these threatened their jobs. The nam e 'Ludd ite' is 1830 Swing Riots: Took place in agriculture. Workers destroyed the new threshing used today to d escribe machines. Riots led by “Captain Swing” – a fictional figure. Over 4000 machines person a who is n destroyed. o t in favour o f moder 1811-1812: The Luddites. Riots led by the fictional “Ned Ludd”. Workers broke n te c h nology. into stocking factories and destroyed the new stocking machines. The Luddites also destroyed power looms and shearing frames and burned down factories. All protestors were dealt with harshly: they were hanged or sent as convicts to Australia.

The development of trade unions The workers realised that violence would not bring the changes they desired. They needed to push for change as a uniﬁed force. They started trade clubs: workers from the same trade joining together. Diﬀerent clubs joined together to form 'combinations'. 1833 Grand National Consolidated Trade Union (GNCTU). Formed by Robert Owen, a factory owner and reformer. Only lasted a few months – employers just locked out union members. The workers knew that without work and wages, their families would starve. They were therefore forced to abandon the Union and return to work.

Top Dog Concise History - Grade 8

A trade union: An organised group of workers. The workers are represented by elected spokesmen. These spokesmen approach the factory owners to appeal for the protection of workers' rights and improved working conditions.

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 2.1

SOUTHERN AFRICA BY 1860

Political settlement in Southern Africa by 1860

In 1860, South Africa was not yet industrialised. In fact, “South Africa” as we know it today, did not exist. Southern Africa was made up of diﬀerent communities each of which had settled in a particular area. The British Colonies: Cape Colony Natal The Boer Republics: Established as a result of the Great Trek. Ÿ The South African Republic (ZAR) Ÿ The Orange Free State (OFS/OVS) Africans in these areas either worked on the Boer farms or were forced to live in small reserves or 'locations'. Independent African Kingdoms or Chiefdoms: Vendaland, Pediland, Swaziland, Zululand, Pondoland, Basotholand. Areas occupied by Kgatla, Tswana, Tlhaping, Rolong and Griqua.

2.2

The introduction of indentured labour in Natal

Indentured labour: A system of labour in which workers commit to working for a certain employer for a set period of time. The employer is expected to provide food, accommodation, medical care and a minimum wage. This system usually turns into a system of forced labour rather than a fair labour contract.

Why were labourers needed in Natal? In 1843, the British took over the colony of Natal. They introduced sugar cane as the Natal coastal conditions were ideal for this crop. Sugar was a highly-valued commodity in Europe. Sugar cane is a labour-intensive crop – Natal farmers needed workers. The Zulu people saw no reason to give up their position as self-suﬃcient peasant farmers to work for white plantation owners. The labour problem was solved by importing indentured labourers from the British colony, India. Between 1860 and 1911 almost 152 000 indentured Indians came to Natal. Ÿ Most of these stayed in Natal once their contracts had ended. Ÿ In 1869 Passenger Indians arrived. 'Passenger Indians' paid their own passage to Natal and did not enter into work contracts. Ÿ Indians worked as traders, merchants, and on the coal mines of Newcastle and the railways. Ÿ

Top Dog Concise History - Grade 8

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 2.2

SOUTHERN AFRICA BY 1860

The introduction of indentured labour in Natal

Conditions for the indentured labourers Contract Ÿ Work for the same owner for 3 years (later extended to ﬁve years.) Ÿ Work 6 days a week, for nine hours each day. Ÿ Paid 10 shillings per month. Ÿ Provided with food, housing, medical care. Ÿ At the end of the contract, the worker is free to choose: Ø to renew the contract Ø to receive small piece of land on which to live and work Ø to return to India The legacy of the Indian people in South Africa

Actual conditions were very diﬀerent!

Indians regarded as an 'inferior race'. Working hours stretched to 17 hours a day, seven days a week. Wages very low and often not paid. Standard of food and accommodation poor. Often housed in barracks of corrugated iron, mud or stone. Poor sanitation. No medical care provided. Abused by owners and punished if spoke out.

The Indians introduced Hinduism into Natal.

Indian f

Indian-owned and run trading stores are still an important part of the South African economy. The African people preferred to buy goods from the Indian stores as these shops charged lower prices than the white-owned shops and were willing to oﬀer the Africans goods on credit. The successful Indian businesses worried the white shop owners who began to put pressure on the government to pass laws restricting the Indian trade. These laws caused resentment amongst the Indians.

Top Dog Concise History - Grade 8

ood suc h as curry, s amoosa s, biryanis and rot is are now pa rt of ou r South African culture .

This pho tograph of the Ja Parys w lalpor Sto as taken re in b y Horst giving To Müller. W p Dog p hen ermissio photogra n to use ph, Hors this t Müller makes th wrote, “W is doubly hat interesti store wa ng is tha s at the t the border to and India the Free ns were State not allow Free Sta ed to liv te and [i e in the n order] from Pa to get su rys they p p li es had to g And bec et a day ause of p e rm it. th e positio at the 'b n of the order' th s hop ey did a the peop good tra le of Pary de with s.

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 3.1

DIAMOND MINING IN 1 KIMBERLY FROM 1860 ONWARDS

The discovery of diamonds in South Africa

South Africa's Industrial Revolution was caused by the discovery of gold and diamonds.

The term 'blood dia monds' refers to d iamonds w hich are mined by forced labour and sold il legally in o rder to pay for we apons.

Why are diamonds valuable? Diamonds are rare. It takes 250 tons of ore to produce one diamond. They are beautiful to look at and are associated with the concept of love. Only a limited number are released onto the market at any one time. They are used in industry as they can cut through any surface. They are judged according to colour, clarity, cut and carat (weight). The discovery of diamonds in South Africa 1. Alluvial diamonds (diamonds from a river) were found in 1867 along the banks of the Vaal River. Griqua and Tlhaping diggers sifted the river soil to ﬁnd these small stones. 2. The discovery of the 'Star of South Africa' attracted white prospectors to the river diggings. These diggers established claims and employed large numbers of African workers to sift the diamonds. 3. In the early 1870s, diamonds were found on Colesberg Kopje (later named Kimberley). These were known as the dry diggings. These diamonds had been brought to the surface of the rocks by extinct volcanic pipes. Ÿ Diamonds were found in the soft yellow soil on the surface and mined through surface mining. Ÿ As mines became deeper, the miners had to be able to mine the deeper 'blue ground'. This could only be done with the use of expensive machinery and through underground mining. N.B. Britain had no claim to any of the land but was determined to gain control of this source of wealth.

Claimant 2: The Tlhaping Claimed whole area. Had moved to area in 1830s.

Claimant 3: The South Africa Republic (Transvaal) Some of the diggings were in this area.

Claimant 4: The Orange Free State It claimed it had purchased the area known as the 'Campbell lands' from the Griqua.

Claimant 1: Nicholas Waterboer Chief of the Griqua. Whole area was Griqua land and had been occupied for the past 70 years.

Top Dog Concise History - Grade 8

Topic

The Industrial Revolution in Britain and Southern Africa from 1860 3.1

DIAMOND MINING IN KIMBERLY FROM 1860

The discovery of diamonds in South Africa

How did Britain gain control of the diamond ﬁelds? “I'll take those diamonds, thank you”

1. Different claims were judged by Robert Keate (Lieutenant Governor of the British colony, Natal). 2. Keate awarded the land to the Griqua and Tlhaping (he was not going to put wealth and power into the hands of the Boer Republics). 3. Griqua leader, Nicolas Waterboer, soon found it was difficult to control the area with its ever-growing population and conflicts. 4. Britain persuaded Waterboer that he needed British 'protection'. 5. In 1872, Britain annexed the diamond fields.

3.2

Diamond mining and the development of a monopoly

People from all over the world came to try and make their fortunes on the diamond ﬁelds. Every person or prospector marked out an area with wooden pegs and string. This was known as a claim. People made money by buying and selling claims to other fortune hunters. Laws were then passed to limit each owner to ten claims. White claim owners wanted the Africans to work for them. They did not want the African people to own claims. They tried to get rid of the African claim owners by accusing them of being involved in illicit diamond buying (IDB).

What is a monopoly? A monopoly is where one person or organisation controls the supply of a certain product. With one person in control, there is no competition. The word literally means 'one over lots' – mono (one); poly (lots). In the board game Monopoly, each player tries to take over as many of the properties on the board as possible so that he/she can bankrupt the other players.

Small claim owners, African and white, struggled once they had exhausted the soft yellow soil. They did not have the money to buy the machines needed to excavate the 'blue ground'. Wealthier people, often backed by British funding, bought up these small claims. They merged/consolidated them into British version of the board game Monopoly.

larger units. Owners of consolidated claims formed mining companies to share the costs of the necessary machinery. By 1880, 4000 claims were owned by just 4 companies. The most powerful owners were Cecil John Rhodes and Barney Barnato. Rhodes bought Barnato's company for ₤5 338 650.00. He formed De Beers Consolidated Mines Limited. By 1888, De Beers had a world-wide monopoly over the sale of diamonds.

Top Dog Concise History - Grade 8

Cecil John Rhodes

Barney Barnato 9

Topic

The Industrial Revolution in Britain and Southern Africa from 1860

Skills WHAT ARE SOURCES?

We discover what happened in the past by studying sources. Sources include:

Objects from the past (Artefacts)

Pictures, photographs, paintings (Visual sources)

Stories or accounts of the past handed down by word of mouth from generation to generation (Oral sources)

Written accounts of the past such as letters, diaries, books (Written sources)

Sources can be primary or secondary.

1 A primary source is a ﬁrst source. (Primary school is the ﬁrst phase of formal schooling!) A primary source is a source written by an eye-witness of the event. The date of a primary source matches the date of the event being described.

Top Dog Concise History - Grade 8

2 A secondary source is a source which has been based on primary sources. (You go to secondary or high school once you have completed primary school!) A secondary source is not written by an eye-witness of the event. A secondary source is written a long time after the actual event. The date of a secondary source will not match the date of the event being described.

Top Dog Concise History Grade 8 is an essential summary of the entire Grade 8 History syllabus, conveniently condensed into 56 easy-to-study pages.

Concise History covers four topics: Ÿ The Industrial Revolution in Britain and Southern Africa

from 1860 Ÿ The Mineral Revolution in South Africa Ÿ The Scramble for Africa Ÿ World War 1 (1914 – 1918)

The Concise History Grade 8 guide: Is Independent Schools, NSC and SACAI aligned Is a clear concise summary of the most important facts Is colour-coded into sections for easy reference Uses colour, images and mnemonics to help the student quickly review and retain the information Ÿ Has a terminology list for each section Ÿ Ÿ Ÿ Ÿ

Other guides in our Concise History range:

Top Dog Concise History Grade 7

Top Dog History Tests and Exams Grade 7

Top Dog Concise History Grade 9

Top Dog History Tests and Exams Grade 9