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HSY1512 Exam pack 2025(Southern Africa Until the Early 1800s: Encounters and Transformations)
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HSY1512 Exam pack 2025(Southern Africa Until the Early 1800s: Encounters and Transformations)
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HSY1512 EXAM PACK2025
QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
EMAIL:gabrielmusyoka940@gmail.com
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CONTENTS
Page
INTRODUCTION ................................................................................................................... 3
Purpose and outcomes of this module ................................................................................... 3
Study material ........................................................................................................................ 5
Overview of the contents of this module ................................................................................. 6
1 LEARNING UNIT 1: PRECOLONIAL SOCIETIES: HUNTER-GATHERERS,
HUNTER-HERDERS AND MIXED FARMERS ........................................................... 9
1.1 Why do we need an understanding of the history of precolonial African
societies? ................................................................................................................... 9
1.2 How did the natural environment of southern Africa shape precolonial
economies and settlement patterns? ........................................................................ 10
1.3 What was the nature of the economy, social organisation and political structure
of the precolonial San? ............................................................................................. 14
1.4 In what ways was the lifestyle of the precolonial Khoekhoe similar or different
from that of the precolonial San? .............................................................................. 20
1.5 What was the nature of the lifestyle of mixed farming communities who settled
in southern Africa from around 200 AD? ................................................................... 25
1.6 How did the mixed farming communities interact with the precolonial Khoekhoe
and San? .................................................................................................................. 31
1.7 Conclusion ............................................................................................................... 32
2 LEARNING UNIT 2: THE ESTABLISHMENT OF A DUTCH SETTLEMENT AT
THE CAPE ............................................................................................................... 33
2.1 Introduction .............................................................................................................. 33
2.2 Europe and the non-European world ........................................................................ 34
2.3 The emergence of Portugal as a world power........................................................... 36
2.4 The rise of the Netherlands ...................................................................................... 38
2.5 The foundation and objectives of the Dutch East India Company (VOC) .................. 39
2.6 The foundation of a refreshment station at the Cape ................................................ 41
2.7 Conclusion ............................................................................................................... 42
3 LEARNING UNIT 3: THE DUTCH SETTLEMENT AT THE CAPE .......................... 43
3.1 Introduction .............................................................................................................. 43
3.2 The Cape as a refreshment station ........................................................................... 43
3.3 Intensive agriculture at the south-western Cape ....................................................... 45
3.4 The south-western Cape during the VOC period ...................................................... 49
3.5 Pastoral farming in the Cape interior ........................................................................ 53
3.6 Conclusion ............................................................................................................... 62
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If you work carefully through the learning units in these tutorial letters, you should be
able to achieve the following outcomes:
1 Discuss the lifestyle of the main societies that lived in the southern African
region before colonisation by Europeans.
Evidence shows that learners are able to:
show insight into why the history of precolonial southern African societies
is essential to a full understanding of the complexity of the region’s past
demonstrate an ability to understand the types of sources historians use
to collect relevant information on precolonial hunting, herding and mixed
farming southern African societies
understand the main features of the economic practices, political
structures and social practices of precolonial hunting, herding and mixed
farming communities in southern Africa.
2 Discuss the reasons for Dutch colonisation of the south-western region of
southern Africa and the main developments in the expansion of the Dutch
colony in the 17th and 18th centuries.
Evidence shows that learners are able to:
understand why the Dutch decided to establish a colonial presence in the
south-western part of southern Africa
demonstrate insight into the nature of the early Dutch settlement,
intensive agriculture and extensive agriculture
explain the reasons for the emergence of independent pastoral farming in
the Cape interior in the 18 th century
explore the lifestyle of independent pastoral farmers in the Cape interior in
the 18th century.
3 Analyse the impact of colonialism on indigenous people and imported African
and Asian slaves in the 17 th and 18th centuries.
Evidence shows that learners are able to:
understand how the loss of land and livestock undermined independent
Khoekhoe communities in the south-western part of southern Africa
demonstrate insight into the adaptation of Khoekhoe herders and San
hunter-gatherers to white colonisation during the 17 th and 18th centuries
examine the reasons for the importation of African and Asian slaves into
the Cape colonial settlement, as well as the experience, life and
resistance of slaves in the settlement
explain the impact of the destruction of independent Khoekhoe societies
and of slavery on the racial and social order of the Cape colony during the
17th and 18th centuries.
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HSY1512/501
4 Analyse the importance of the contact between colonists and colonised people
in the frontier districts of the Cape colony during the 18 th and early 19 th
centuries.
Evidence shows that learners are able to:
distinguish between the concepts of an ‘opening’ and ‘closing’ frontier
demonstrate insight into the nature of contact, conflict and cooperation
between people on the Cape northern frontier
demonstrate similar insight into the nature of contact, conflict and
cooperation between people on the Cape eastern frontier
identify similarities and differences between the northern and eastern
frontier situations of the Cape
explain the influence of the two frontier situations on the emerging racial
order within Cape colonial society.
Study material
When you registered, you should have received Tutorial Letter 101 and a study
guide. The study guide is produced in the form of Tutorial Letters 501 and 502:
Tutorial Letter 101 introduces you to your studies in this module. It contains
essential information about what is required, your work programme and your
assignments.
Tutorial Letters 501 and 502 contain the main material that your lecturers wish
to convey to you, and encourages you to participate actively in learning this
material. It therefore contains varied activities, questions and exercises, as
well as some feedback, which you are expected to complete as you work
through the module.
If you were studying at a residential university, you would attend a set of lectures and
perhaps tutorials as well, conducted by lecturers and tutors. In a sense, Tutorial
Letters 501 and 502 are a set of ‘lectures’ and activities related to these ‘lectures’,
similar to lectures and tutorials in a residential university.
The Tutorial Letters 501 and 502 have been divided into seven different units. Each
of the units has a particular theme. Every unit begins with a clear statement of the
objectives of the unit, telling you what knowledge you should master by the time you
have completed working through it. There are also some skills you are expected to
learn as you work through the units. The activities are designed to develop your
reading and writing skills, as well as your ability to select information and to organise
it logically in response to different kinds of questions.
At the end of Tutorial Letter 502, you will find a list of sources for further reading and
study. There is no prescribed book for this module, but you are encouraged to
consult further sources where possible. Most of the general published histories are
available in public libraries and bookshops, and all of the titles are available in the
Unisa library, although some are in short supply. The list of sources is very selective;
there are many good books and articles which are not listed. You are free to use any
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