His&GEO_G6_PUPIL web2023 PDF

NAME 1 Professor Vassen Naëck Head, Curriculum Implementation, Textbook Development and Evaluation The History – Geography Panel History Dr (Mrs) Seema Goburdhun Coordinator, Associate Professor,...

NAME 1 Professor Vassen Naëck Head, Curriculum Implementation, Textbook Development and Evaluation The History – Geography Panel History Dr (Mrs) Seema Goburdhun Coordinator, Associate Professor, Mauritius Institute of Education Geography Mr Pierre André Boullé Coordinator, Senior Lecturer, Mauritius Institute of Education Mr Chandrashekhar Padaruth Senior Lecturer, Mauritius Institute of Education Panel Members Mrs Melissa Leong Tip Educator, MOE Acknowledgements Vetting Team MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH Mr Dahmiasdeho Gowry School Inspector Mrs Taramatee Nathoo School Inspector Mrs Dineshwaree Ruchchan School Inspector Mr Doomanlall Mohangoo School Inspector Mr Henrio Douglas Potié Arts Supervisor Mr Cadresse Armoogum Research and Development Officer, Mauritius Examinations Syndicate Mr Pillay Jagambrum Lecturer, Mauritius Examinations Syndicate Mr A.Cader Kalla Retired Associate Professor, Mauritius Institute of Education Mr R. Boodhoo Retired Senior Lecturer, Mauritius Institute of Education Mr Devendranath Beerachee Deputy Head Master Proofreading Mrs Shalini J. Ramasawmy Senior Lecturer, English Department Mauritius Institute of Education Illustrations, Design & Layout Mr Guillaume Antoinette Graphic Designer Printed by ISBN: 978-99949-44-08-8 © Mauritius Institute of Education (2021) 2  Unit 1 Land Use................................................................................. p8 Topic 1: What is Land Use................................................................... p9 Topic 2: Agricultural Land Use............................................................ p16 Topic 3: Land Use for Tourism purposes............................................ p30 Topic 4: Land Use and environmental concerns............................... p38 Unit 2 People on the island in the past: Settlers, Slaves & Immigrants............................................. p44 The quartiers(districts) in Ile de France............................... p56 Abolition of slavery.............................................................. p58 The arrival of the Indians and Chinese on the island........ p61 Life of the people on the island............................................ p69 “I check my................................................................................................ p76 progress” Unit 3 Natural Hazards.................................................................... p78 What is a natural hazard/ Tropical cyclones......................... p79 Torrential rains....................................................................... p86 Flash floods............................................................................ p88 Volcanoes............................................................................... p89 Earthquakes and Tsunamis................................................... p91 “I check my................................................................................................. p95 progress” Unit 4 Celebrating Independence................................................... p96 Mauritius the Star and Key of the Indian Ocean................ p97 Mauritius an independent country...................................... p99 National symbols of Mauritius............................................. p101 Rodrigues Island.................................................................... p106 “I check my................................................................................................ p108 progress” Unit 5 Our Heritage........................................................................... p110 Places of historical interest in Mauritius............................. p111 Our cultural heritage............................................................. p119 “I check my progress”................................................................................................ p124 References................................................................................................. p125 3  Foreword MIE has produced a brand new collection of textbooks based on the National Curriculum Framework for the Nine Year Continuous Basic Education as from 2016. These textbooks have been written by a team of academic staff from MIE, supported by experienced Educators, advised by Inspectors, mentors and Deputy Head Masters. We have done our best to ensure that the textbooks enable children to undergo a pleasant learning experience. We have taken care to align the textbooks with very clearly defined learning outcomes and objectives set for the respective subjects as outlined in the National Curriculum Framework, Grades 1 to 6. The textbooks provide clear indications of the diverse skills that children should master at each stage. We are also providing a set of teachers’ manuals where we have outlined the appropriate techniques and pedagogical approaches so that children are helped to make optimal use of the textbook and materials provided. Some of the textbooks have been updated and changes effected after receiving feedback from educators. We are thankful to all those who have provided us with constructive feedback, thereby enabling us to make this curriculum development endeavour come to fruition. We are also thankful to the artists who carried out the illustrations, and to our graphic artists who have tried their best to create the right layout for the books. The authors and the curriculum team, under the guidance of Professor Vassen Naëck, also deserve our thanks. We hope that you enjoy this material and wish you lots of success. Dr O. Nath Varma Director Mauritius Institute of Education. 4  Note to Teachers The Grade 6 History & Geography textbook has been designed based on the aims and objectives of the National Curriculum Framework (2015). Consequently, in line with the NCF, the Pupils’ book is geared towards the development of key skills namely: communication, inquiry, interpretation, and social skills. The development of historical and geographical literacy is a key aspect of this textbook. Another new aspect on which focus has been laid in the present textbook is the adoption of a thematic approach as opposed to a purely chronological one while discussing important events of the History of Mauritius. Citizenship Education and Education for Sustainable Development based on the concern for the natural environment and on the preservation of heritage sites are also addressed. The textbook has been written in a style that makes it accessible to pupils who will find it easy to read and understand. Teachers will also find plenty of opportunities to develop and assess the key historical, geographical and inquiry skills. A variety of activities has been added at the end of each unit to enable the pupils to assimilate what they have learnt. Teachers will also observe that the exercises provided are appropriate for one or more of the key skills and provide ample opportunities for assessment. Profuse illustrations, pictures and situational scenes have been added to provide a pictorial presentation to the book. These will help to stimulate classroom discussion and enable pupils to have a better understanding of the topics. History-Geography Panel 5 republic of mauritius Volcanic islands: Mauritius and Rodrigues Coral islands: Agaléga islands (North Island and South Island), Saint Brandon (Cargados Carajos), Tromelin, Chagos Archipelago Coral Atoll: Diego Garcia (atoll forming part of the Chagos Archipelago) LIST OF NAMES OF MOUNTAINS, HILLS, DORMANT VOLCANOES AND RIVERS The mountain ranges: Port Louis / Moka Range, Grand Port Range, Black River-Savanne Range. The major plains: Northern Plains, Plaine des Roches, Flacq Plain, Grand-Port Plain, Plaine St-Pierre. Mountains: Pieter Both, Le Pouce, Corps de Garde, Trois Mamelles, Tourelle du Tamarin, Piton de la Petite Rivière Noire, Le Morne Brabant, Piton Savanne, Lion Mountain and Montagne Blanche. Hills: Candos Hill Dormant volcanoes: Forbach Hill, Butte aux Papayes, Mt Piton, Bar le Duc, Alma Hill, Trou aux Cerfs, Curepipe Point, Kanaka Crater, Bassin Blanc, Grand Bassin. Main rivers of Mauritius: GRSE, GRNW, Rivière du Tombeau, Rivière du Rempart (North and West), Rivière des Créoles, Black River, Rivière Savanne, Baie du Cap River, Rivière du Poste rodrigues Mounts: Mt Grenade, Mont Limon, Mt Piton, Mt Persil, Mt Malartic, Mt Quatre-Vents Main rivers of Rodrigues: Rivière Mourouk, Rivière Cocos, Rivière Banane, Rivière Baie aux Huîtres, Rivière Cascade Victoire, Rivière Malgache. 6 Developing geographical skills Hello pupils You have realised that geography helps you to develop new skills such as: 1. MAP SKILLS You can: I. read and interpret maps II. locate and identify places and features III. find directions IV. measure distances V. draw and label maps. 2. language SKILLS You learn to: I. listen attentively to your teacher, to news and weather reports and documentaries with understanding II. read with comprehension information provided in your textbook and other sources III. talk and discuss on topics and geographical concepts IV. write short sentences and explanations. 3. inquiry skills You will further develop your: ability to ask inquiry questions by observing your environment and reading and interpreting visuals such as pictures, diagrams, graphs and tables. inquiry question i can WHO OBSERVE , READ, WHAT INTERPRET, DESCRIBE where NAME, LOCATE why EXPLAIN, INFER how DEDUCE, COMMENT, SUGGEST All the concepts learnt in geography and the skills developed help us to better appreciate the world in which we live and the need to preserve and protect it. We should all, through our actions, contribute to the sustainable development of our planet. 7 LAND USE In this unit, you will discover the different ways we use our land in Mauritius and Rodrigues. You will also learn about the changes taking place in land use. At the end of this unit, you will be able to: name and describe the different types of land use in Mauritius and Rodrigues; explain why people choose to use the land for different purposes; describe changes in the uses of land; give reasons for changes in the uses of land. Houses FACTORY sugar cane field 8  unit 1 TOPIC 1 1.1 | what is land use ? In Mauritius and Rodrigues, the land is used for different purposes. In other words, the land use can tell us sometimes about the functions of a place. types of purpose/function land use Building of houses Residential Planting crops Agricultural Setting up shops and Commercial shopping malls Setting up industries Industrial Building tourist hotels Recreational near the seaside Building of road network and motorway Infrastructural TABLE1 function/purpose of some land uses ACTIVITY 1.1 With the help of your teacher, draw a mind map in your copybook to illustrate the different types of land use. You may also write a sentence to explain the purpose of each type of land use. 9 1.2 | wasteland Sometimes plots of land which were being used for a purpose are abandoned like in Picture 1 at B. B pic. 1 The plot of land at B was used for residential purposes. Its owner has abandoned it. The land is being neglected. It is known as a wasteland. ACTIVITY 1.2 1. What is a wasteland?........................................................................................................................................... 2. Describe one other example of a wasteland.................................................................................................................................................................. pic. 2 Abandoned land 2. Discuss and share with your friend how some wastelands have become eyesores in the environment. i) You may think of other problems. ii) Discuss what you can do to help clean eyesores in your locality. 10  unit 1 1.3 | Sugar cane School field Shopping Ministry of Centre Education Warehouses Sugar cane field Textile Factory Houses Shopping M Centre ot or wa y pic. 3 land use in a small part of mauritius, phoenix area Sugar cane field 3................................ houses land use Sugar cane field factories 2 Agricultural 1....................................... land use....................................... land use ess park factories sodnac welln 4....................................... land use 5............................. land use mo to houses rw ay shopping mall 8............................ land use 7 abandoned land..................................... land use 6............................................ map 1 line map of phoenix area showing how the land is mostly used ACTIVITY 1.3 Study picture 3 carefully. 1. Which part of Mauritius is shown in the picture?..........………………………………………………………………………………………………… 2. Complete the above map to show how land is used in this area. One example has been done for you. 11 1.4 | CHANGES IN LAND USE The way government and people use the land, change over time. Some time ago, the land at Ebène was used for agriculture only. PIC. 4 EBENE SOME TIME AGO PIC. 5 EBENE IN 2016 ACTIVITY 1.4 I REMEMBER With time, the needs change. Why does the use of the land change over time? Think of government and people needing land for other purposes. Let’s find out what could be the reasons. 1. Population increase: more people living on the island. For what purpose will more land be needed due to population increase? 2. Economic development: more activities are carried out on the island. For what purposes will more land be needed due to economic development? 3. Increase in vehicles and traffic congestion: more roads are built on the island. For what purpose will more land be needed due to increase in vehicles causing traffic congestion? 12  unit 1 ACTIVITY 1.5 Land use in Mauritius The pie chart below shows how land is used over the whole island of Mauritius 3% 25% abandoned LANDS 43% 2% agriculture 2% forests roads 25% reservoirs built up areas GRAPH 1 Study the pie chart carefully and answer the following questions. 1. For which purpose is the land mostly used? …………………………………………………………….............................................. 2. Name the two types of land uses occupying 25% of the land area. …………………………………………………………….............................................. …………………………………………………………….............................................. 3. Which of the item above are wastelands? …………………………………………………………….............................................. 13  ACTIVITY 1.6 | Study the grid map carefully and answer the questions below. A B C D 1 Sugar cane Plantation 2 houses RESIDENTIAL r area pe et Su ark m 3 ICT COMMERCIAL CENTRE Shops houses Stadium market ol den gardeni houses 4 o Industries x S ch Diagram 1 1. Identify the types of land use in the following sections. Commercial centre i) A1: ………………………………………………………… ii) B3: ………………………………………………………… iii) C4: ………………………………………………………… iv) D3:………………………………………………………… FIND OUT 2. i. In which sections is the nature park found?...................…………………………… 8 ii. Give 2 reasons why it is important to preserve the area around the nature park. …………………………………………………………………………………………………... …………………………………………………………………………………………………... 3. What is the type of land use in the area marked X? ………………………………………………………………....................................................... 14  unit 1 I CHECK MY PROGRESS At the end of this topic, I can 1. identify the different types of land use. 2. describe the major land uses in Mauritius and Rodrigues. define wasteland and describe how wasteland can be 3. harmful to the environment and people. describe some changes which have taken place in the ways 4. we use the land. give reasons why there have been changes in the ways 5. we use land. 15 TOPIC 2 | Agricultural land use You have learnt that about 43% of the land in Mauritius is used for agricultural purposes. In this topic, you will learn how the land is used for different types of farming in Mauritius and Rodrigues. You will become aware of changes taking place in the agricultural sector. At the end of this unit you will be able to: define terms associated with agriculture / farming; describe the types of farming by interpreting photos, diagrams, sketches and tables; describe some factors influencing farming; describe and explain the changes taking place in the sugar industry today; summarise the changes taking place in land use on former sugar cane land; describe new trends in farming both in Mauritius and in Rodrigues; realise that we need to increase our production of food crops. 16  unit 1 2.1 | Agriculture or farming Agriculture or farming is the growing of crops and the rearing of animals. Think of two reasons why agriculture/farming is important There are four main types of agriculture in Mauritius, Rodrigues and the Outer Islands: Plantation agriculture is the growing of one crop on a large area. Pastoral farming is the rearing of animals only. Market gardening is the cultivation of vegetables, flowers and fruits for sale. Mixed farming is the growing of crops and rearing of animals A B D C Fig 1 Types of agriculture ACTIVITY 2.1 Study Figure 1 which shows the four types of farming. Then answer the following questions. 1. Fill in the empty boxes by choosing the correct letter from Figure 1. Plantation agriculture Pastoral farming Market gardening Mixed farming 17 2. In Mauritius sugar cane is planted on large areas on the sugar estates. What type of farming is it?......................................................................................................................................... 3. In Agaléga, coconuts are planted on most of the land in both islands. What type of farming is it?......................................................................................................................................... 4. In Rodrigues, at Saint François, people plant vegetables for sale. What type of farming are they practising ?......................................................................................................................................... 5. Name two areas in Mauritius where market gardening is practised.. (i)................................................................. (ii).............................................................. 6. Name one area where fruits (for example, pineapples) are planted.......................................................................................................................................... 7. At Camp Pintade in Rodrigues, farmers rear goats and cattle. What type of farming are they practising?......................................................................................................................................... REINFORCEMENT ACTIVITY With the help of your parents, find out the types of farming practised in /near your locality. Collect information and write a short report. You may write a few sentences on what you have observed, and illustrate with photos / drawings. Discuss and share your findings in class. 18  unit 1 2.2 | Factors influencing farming FACTORS INFLUENCING FARMING physical FACTORs HUMAN FACTORs 1. relief 2. climate 3. soil 1. Transport 2. Location 3. labour Transport RELIEF AND CLIMATE “I grow sugar cane on the flat land here” “My lettuces will go bad if I do not get them to market quickly.” “Yes here it is hot and higher up it is cool.On the high and sloping land, people grow tea.” LABOUR SOILS “Young people refuse to work in the fields nowadays.” “Here in Rodrigues, We grow vegetables on alluvial soil.” ACTIVITY 2.2 [GROUP WORK] 1. Explain how the physical factors (relief, climate and soil) influence farming. 2. Explain how the human factors (transport, location and labour) influence farming. In your copybook, write one sentence to describe each factor. 19  REINFORCEMENT ACTIVITY 2.3 | HISTORY OF SUGAR INDUSTRY Sugar cane cultivation started a long time ago, with the beginning of settlement in Mauritius. Let’s trace the events in the history of the sugar cane industry in Mauritius. 18TH CENTURY With the arrival of the French, in the 18th century, Governor Mahé de Labourdonnais established 17TH CENTURY 1694 Sugar cane was first introduced by the first sugar mills at Villebague and Port Sud Est, now known as Ferney. the Dutch in the 17th century. In 1694, sugar was produced for the first time in Mauritius. 4 19TH CENTURY Many other factors contributed to the 4 expansion of the sugar industry. Some The sugar industry expanded in the 19th of them were: energy, transport and century under the governorship of Sir indentured labourers to work in the Robert Farquhar. sugar cane fields. Sugar was exported to Britain. More and more sugar cane was cultivated. More mills were built and sugar production increased 333 5 19TH CENTURY With an increase in sugar production, more land was used for sugar cane cultivation. This led to a significant change in the land use of the island. The number of mills reached its Sugar cane fields replaced most of the peak in the year 1858 with 333 sugar native forests. mills over the island. 5 6 With new technologies (better machines) and 6 20TH CENTURY the idea of reducing the cost of production, big sugar mills gradually took over the This process known as activities of smaller mills. The smaller mills centralisation has been were closed down happening all throughout the twentieth century. How did the cultivation of sugar cane change the environment of Mauritius? Explain the process of centralisation. 20  unit 1 2.4 | The sugar cane sector in mauritius key Areas under the cultivation of sugar cane Terra ALTEO terra F.U.E.L PORT LOUIS belle vue Alteo OMNICANE SAVANNAH (Omnicane) MAP 2 Map of mauritius showing the sugar mills 0 3 6 9 km Scale As at 2023, there are only three sugar mills left: Terra (Belle Vue), Alteo (F.U.E.L), Omnicane (Savannah) The agro-industrial companies carry out different activities. NOTE Nowadays land used for sugar cane cultivation has decreased while more land is being used for other purposes. Hence, the way land is being used over the island has changed. 21  DID you know? In Mauritius, we plant sugar cane on the flat and undulating land of our plains and on the Central Plateau. Our climate is rainy and hot in summer and cool and drier in winter. THINK 1. Where do we plant sugarcane in Mauritius? 2. Why is our climate good to cultivate sugar cane? In recent years the areas under sugar cane cultivation, the sugar produced and the number of people employed in the sugar cane sector have decreased. Study the figures in Table 1 to understand these facts and then answer the questions which follow. 1998 2006 2015 Area under 78 000 70 800 55 371 sugar cane (hectares) Sugar production (tonnes) 628 600 504 850 400 920 TABle 1 1 hectare = 10 000m2 | 1 tonne = 1 000 kg Source: Chamber of Agriculture and Central Statistical Office (C.S.O. ) ACTIVITY 2.4 1. By how many hectares have the areas under sugar cane cultivation decreased from 1998 to 2015? ……………………………………………………………………………………………………… 2. By how many tonnes have our sugar cane production decreased from 1998 to 2015? ……………………………………………………………………………………………………… 3. In your copybook, draw a bar chart to show the decrease in area under sugar cane cultivation between 2006 and 2015. DID you know? The price at which we were selling our raw sugar has fallen. 22  unit 1 ACTIVITY 2.4.1 | Uses of sugar cane With the fall in the selling price of raw sugar, the agro-industrial companies have developed several activities. 1 They produce refined sugar 1 and special sugars for export and local market. PIC. 6 Special sugars - muscovado, demerara and golden caster 2 2 They produce rhum and bioethanol from molasses. PIC. 7 OMNICANE BIOETHANOL DISTILLERY Power plant Sugar mill 3 They use bagasse to 3 generate electricity in thermal power plants PIC. 8 Belle vue sugar factory 1. Apart from manufacturing raw sugar, name the other products produced from sugar cane today. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 2. For which purpose is bagasse used? ………………………………………………………………………........................………………. 3. Find out about the uses of special sugars such as Muscovado and Demerara. In some areas, these agro-industrial companies now use their lands for: 1. the production of fruits and vegetables on a large scale 2. commercial, residential and recreational development BEFORE TODAY EXAMPLE of places which have been developed Bagatelle Shopping Mall, Cascavelle Sugar cane plantation Commercial Shopping Mall Sugar cane plantation Residential Sugar cane plantation Recreational 23  2.5 | Market gardening in mauritius and rodrigues In Mauritius land is also used for the cultivation of crops such as potatoes, vegetables, salads, flowers and fruits. This is known as market gardening. The crops are sold in the local markets, the supermarkets and in the tourist hotels PIC. 9 vegetables at la marie PIC. 10 flowers in a greenhouse PIC. 11 pineapple at les mariannes DID you know? | WHAT IS SUSTAINABLE AGRICULTURE? Today, more and more farmers are engaged in sustainable agriculture. This involves agricultural practices using techniques that protect the environment and public health. For example, to protect the environment and our health, organic farming is encouraged. This method involves choosing not to use pesticides and fertilisers. In some cases, modern technology is also used in farming. For example greenhouses are built. In these greenhouses, temperatures are controlled, sprinklers, sprays and drip irrigation are used for watering and for pest control. High value vegetables like tomatoes and cucumbers are planted. I REMEMBER Sustainable agriculture protects the environment and public health. 24  unit 1 2.5 | Market gardening Rodrigues N Rivière Banane n ane Ba e Saint François Baie Malgache èr i Riv Vainqueur Grande Montagne E CENTRAL RI D G Saint Gabriel I REMEMBER La Ferme Citron Donis La Fouche Corail Mourouk Alluvial deposits Scale : 1: 125 000 are fertile soils Key deposited along Plaine Corail Rivers Sloping lands the river banks and river valleys Central Ridge Plains and near the mouth of rivers. MAP 3 River Valleys and Village Alluvial land Market gardening is carried out on the alluvial deposits of Rivière Mourouk, Rivière Malgache, Rivière Banane and at Saint François. On the Central Ridge at La Ferme, Saint Gabriel and Grande Montagne, farmers plant crops such as vegetables and red beans for sale. On the sloping land in places such as Citron Donis and Vainqueur, farmers plant vegetables, onions and chillies near their houses. On terraces they grow maize, manioc and sweet potatoes. Farmers also rear chicken and pigs. These farmers produce for their own needs and also for sale. DID you know? In Mauritius and Rodrigues, the government is helping farmers to increase the cultivation of food crops and promotes sustainable agriculture. For example, the Government provides: 1. seeds for asparagus bean, cucumber, lettuce, squash and tomato 2. regular fruit fly control on crops 3. veterinary advices and services such as vaccines 4. scheme to promote bio-farming (organic agriculture) THINK How does the government help farmers? 25  2.6 | CASE STUDY: Agriculture IN RODRIGUES A C Garlic C Grazing land Sweet Animals potatoes Bananas 50m Maize 1 Chillies 2 Papaya Carrots 25m Terraces 1 - Electric pump 2 - Water onions tank 3 Lemon 3 - Stream Salads Cabbage C A C 0m 0m 15m 30m 45m 60m 75 m Fig 2 PLAN OF A FARM IN RODRIGUES In Figure 2 part of the land (A) is flat and the soil is mostly alluvial. This is a suitable area for market gardening. The farmer specialises in the growing of food crops such as vegetables and fruits for sale. Observe that on this farm every piece of land is used. ACTIVITY 2.6 Study the plan in Figure 2 and then answer the following questions. 1. List two food crops planted in the area A.............................................................................................................................................. 2. Give two reasons why these food crops are planted in this area.............................................................................................................................................. 3. i) Name the crops planted on the sloping land of area C......................................... ii) What has been done to the sloping land to facilitate cultivation?......................................................................................................................................... 4. Where are the fruit trees planted? Can you name some of them?......................................................................................................................................... 5.How does the farmer obtain water for irrigation?......................................................................................................................................... 6. Apart from the growing of crops, name another agricultural activity of the farmer.......................................................................................................................................... 26  unit 1. ACTIVITY 2.6.1 1. Fill in the blanks with the following words: food crops | sales | needs | mixed farming | terraces plantation agriculture | vegetables | market gardening (a) In Rodrigues, most farmers practise................................................................. (b) On the alluvial deposits of most rivers............................................................... is carried out. (c) In some areas, people plant food crops for their own.......................................... (d) On the sloping land, farmers grow crops on.......................................... (e) On the Central Ridge, farmers grow.......................................... and................................................................. for sale. DID you know? In Mauritius, Rodrigues and Agaléga, there are about 21,000 small planters who are engaged not only in the production of sugar cane and tea but also in the production of food crops. We should respect these women and men as through their hard work they contribute a lot in providing us our daily food requirements. You may either visit a market place or a market gardener working in his field. 2. Give one reason why we should produce more food crops............................................................................................................................................... 3. Name one problem faced by small planters. Discuss in your class.............................................................................................................................................. 27  REINFORCEMENT ACTIVITY Reading and interpreting a poster Future changes in land use Observe and read the poster carefully. Smart City 1. What is it about? Development Scheme......................................................................... A......................................................................... “To deliver a sustainable, 2. Which words used in section A indicate prosperous and inclusive that citizens of Mauritius will benefit from future for citizens.” this project? Smart Infrastructure........................................................................ Smart Mobility Smart Education.......................................................... Smart Living 3. A common word is used in section B to B indicate the different features of the project. Smart Citizen Smart Business a. Which word is it? Smart Government Smart Environment Smart Utility............................................................... b. Define the word. Find a synonym for the word The objective is for the smart cities to be designed as self-sustained towns …………………………………………….. dedicated mainly to knowledge-driven industries, in which employees can 4. Section C indicates how much of land used flourish, businesses can succeed and will change and the benefits of the project. local communities can prosper. a. Find out the estimated area of land 13 Rs12bn allocated to the projects? C ………………………………………….. projects investment b. Give two advantages of these projects. 7,000 1,000s i) ……………………………………………..… arpents of land jobs created ……………………………………………..... ii) …..…………………………………………… ……..……………………………………........ 28  unit 1 I CHECK MY PROGRESS At the end of this topic, I can 1. describe the different types of farming/agriculture. 2. recognise the different types of farming outside in the field. locate and name areas where the different types of 3. farming are practised. 4. name some of the factors influencing farming. describe the changes that have taken place in the 5. sugar cane industry. 6. explain the reasons for these changes. define some terms associated with agriculture such as: 7. (i) centralisation (ii) terraces (iii) sustainable agriculture (iv) organic farming. describe the measures taken by the government to help farmers 8. and promote organic farming. describe the farming activities taking place in some river valleys 9. of Rodrigues. 10. infer some reasons why we should produce more crops. 11. read and interpret a poster. 29 TOPIC 3 | LAND USE FOR TOURISM PURPOSES You have learnt that in Mauritius and Rodrigues, land is also used for recreational purposes. Most of these lands have been developed for tourism activities. In this topic you will learn more about tourism in our islands. You will also find out about the changes in land use due to the development of the tourist industry. At the end of this topic, you will be able to: show an understanding of how land is used for tourism purposes in Mauritius and Rodrigues; recognise the importance of the tourist industry in Mauritius; give reasons why tourists visit Mauritius and Rodrigues; state from which countries tourists come from and how they travel; identify and name places where land is used for tourism purposes; give examples of places where there have been changes in land use for tourism purposes; explain the concepts of ecotourism and heritage tourism. 30  unit 1 3.1 | tourism activities in mauritius and rodrigues Some areas in Mauritius and Rodrigues have been developed for tourism activities. Mauritius In coastal areas, many large hotels have been built which provide services such as rooms, food and leisure to the tourists. Areas such as Grand Baie and Flic en Flac, have become busy tourist resorts. Many high standard hotels have been built along the coasts. The tourists have access to several leisure activities such as boat cruises and sea sports, shopping, eating in restaurants and spending time in night clubs. Beach hawkers, fishermen and fruit sellers also have the opportunity to sell their products and earn a living. [ 1975 ] Grand Baie long ago was a quiet coastal village. hotels hawkers and fruit sellers restaurants and clubs GRAND BAie today shopping centre [ 2016 ] Today it is a busy tourist resort 31  Rodrigues Most of the tourist hotels are found in or near Port Mathurin and also at Anse aux Anglais, Pointe Cotton, Anse Ally and Mourouk. There are also some guest houses in localities such as Saint François, Anse aux Anglais, Caverne Provert and Jeantac. The tourists contribute in the development of small local craft industries such as the making of hats and baskets. They also like the local food products such as honey and pickled chillies and lemons. guest house port mathurin market hotel rodrigues pickles and honey 3.2 | ECOTOURISM and HERITAGE TOURISM Other activities have also been developed inland to attract tourists to visit our islands. Today, ecotourism encourages tourists to visit our most attractive natural sites such as the national park at the Black River Gorges and L’Ile aux Aigrettes in Mauritius and Roche Bon Dieu and Anse Quitor in Rodrigues. Heritage tourism helps in making particular features of our history better known. Ecotourism and Heritage tourism contribute to the preservation and embellishment of our islands. 32  unit 1 FIND OUT 1. Where are most of our hotels found?....................................................................... 2. Give two reasons to explain why. (i)................................................................................................................................................. (ii)................................................................................................................................................. 3. Give two reasons why Grand Baie in Mauritius has become a major tourist resort area. MAP 4 location of hotels in mauritius (i).................................................................................................................................................. (ii).................................................................................................................................................. 4. Give two reasons why many hotels and guest houses are found in or near Port Mathurin? (i).................................................................................................................................................. (ii)........................................................................ MAP 5 location of hotels in rodrigues........................................................................... 5. Explain why tourism is important for the local craft industry in Rodrigues?.............................................................................................................................................. 6. With the help of your teacher, explain what is: I. Ecotourism......................................................................................................................... II. Heritage tourism................................................................................................................. 33 3.2 | Let’s learn more about tourism Tourists come to Mauritius and Rodrigues mainly for the sun, sea and sand. They also enjoy the quality of services offered in our hotels, hospitality of our people and also appreciate the diversity of our cultures. DID you know? Tourism is a very important economic activity for both Mauritius and Rodrigues. Today more and more tourists are visiting our islands. Nowadays, there are many people working in the tourist sector. They look after the needs of the tourists and provide facilities to visit places of interest. PIC.12 FIND OUT 1. Give two reasons why tourists come to Mauritius and Rodrigues............................................................................................................................................... 2. What are the services provided to tourists in the hotels?.............................................................................................................................................. 3. Name two facilities that are provided to the tourists by the people working in the tourist sector. (i).……………………………………………………………. (ii) ……………………………………………………………. 34  unit 1 3.3 | CHANGES in land use for tourism purposes In recent years, there have been many changes in land use for tourism purposes PIC. 13 BEL OMBRE long ago PIC. 14 BEL OMBRE today ACTIVITY 3.3 1. Answer questions (i) and (ii) by choosing from the list of words below. commercial | tourism | agricultural (i) How was the land used in Bel Ombre long ago? The land was used for..................................................................... purposes. (ii) How has the land use changed in part of Bel Ombre today? Today, the land is used for.............................................................. purposes. (iii) Give one reason for the change in land use at Bel Ombre....................................................................................................................................................................... PIC. 15 beau plan long ago PIC. 16 beau plan today 2. Answer questions (iv), (v) and (vi) by choosing from the list of words below. industrial | recreational | sugar | museum | hotel | agricultural (iv) What was the function of Beau Plan Sugar Mill long ago? The Beau Plan Sugar Mill was used to produce...................................................... (v) How is Beau Plan Sugar Mill used today? Today, Beau Plan Sugar Mill has been converted into a...................................................... (vi) The function of Beau Plan Sugar Mill has changed from........................................... to............................................. (vii) Give one reason to explain the change in land use at Beau Plan Sugar Mill.............................................................................................................................................. 35  REINFORCEMENT ACTIVITY reading and interpreting a poster In Mauritius and Rodrigues land is also used for international transportation purposes. This contributes in making our islands accessible and tourists have facilities to travel. Total Tourist Arrivals in 2015 Observe and read the poster carefully. 1,151,725 1. What is the poster about?.......................................................................... 2. Name the two means of transport used by tourists to travel to Mauritius and Rodrigues. FR AN C E 254 , 362 (i).………………………………………………… RE UN I ON 143 , 834 Arrivals UN I T E D K I NGDOM 129 , 796 (ii)………………………………..………………. SOU T H A F R I C A 101 , 954 Top 3. In Mauritius and Rodrigues, land has been International CH I NA 89 , 595 G E R MA N Y 75 , 272 used for international transport purposes. Arrivals I ND I A 72, 145 Name the two features which allow arrivals to and departures from the islands. (i).………………………………………………… (ii)…………………………………………………. 4. Find out: (i) How many tourists came from (a) India (b) China in 2015? 1 AIRPORTS (a)……………………………………..........……… The SSR International The SGD airport is airport is found in the found in the south (b) ………………………………………………… south east of Mauritius. west of Rodrigues. (ii) From which country did most tourists It was built on the flat It was also built on come in 2015? low land of Grand Port the flat low land of plain. In 2014, the Plaine Corail. ………………………………...................…… airport was modernised 5. For which reason were the airports in and enlarged to accommodate more Mauritius and Rodrigues built at their airplanes and tourists. current location? ……………………………………………………… 2 PORTS ……………………………………………………… In the port area in The Mauritius Port Louis, quays have Trochetia also ……………………………………………………… been set up to welcome links Mauritius to ships cruising in the Rodrigues and 6. Which ship links Mauritius to Rodrigues? Indian Ocean. This people can make allows more tourists to trips to Rodrigues............................................................................ visit our island. by sea. 36  unit 1 I CHECK MY PROGRESS At the end of this topic, I can describe how land is used for tourism purposes in Mauritius and 1. Rodrigues. 2. recognise the importance of the tourist industry in Mauritius. 3. give examples of tourists resorts. 4. explain the reasons why tourists visit our islands. 5. explain ecotourism and heritage tourism. identify some places associated with ecotourism 6. and heritage tourism. identify places where there have been changes in land use 7. for tourism purposes. 8. read and interpret a poster. 37 TOPIC 4 | Land use and environmental concerns pollution, loss of natural habitat. You have learnt that people and their activities change the environment around them. Today land is used for different purposes and many changes have occurred. For example, agricultural land has been cleared for commercial and residential purposes. With the development of our islands, more roads have been built and more industries set up. Although these changes are considered necessary, they affect our natural environment. Let’s learn more about how human interactions with the environment may cause further problems such as air and water pollution. PIC. 17 traffic jam and car fumes PIC. 18 factories PIC. 19 dumping of industrial waste PIC. 20 excessive use of pesticides ACTIVITY 4.1 Study and describe the pictures above. 1. What do you observe? 2. Where are these activities taking place? 3. Explain what can be the consequences of these activities. 4. What do you deduce? 38  unit 1 4.1 | Air and water pollution As you have observed, pollution is the most serious problem which affects our environment. It is produced by people’s activities. The table below shows causes of air and water pollution in Mauritius and Rodrigues Natural envIronment affected air sea/river/ground water Type of pollution Air pollution Water Pollution smoke, dust waste water Caused by harmful gases fertilisers and pesticides factories factories From power station agriculture motor vehicles TABLE 2 Water from rain or irrigation dissolves the pesticides and fertilisers and seeps into the ground. It may contaminate groundwater. In some places, factories and industrial estates are located near residential areas. In other places, houses have been built near factories. Bad smell, dirt and noise may affect people. Government has passed many laws to protect the environment against different forms of pollution, for example, the Environmental Protection Act. ACTIVITY 4.1 1. Study Picture 17 on page 38. Write one sentence to say how this form of pollution may affect people’s health................................................................................................................................................ 2. Study Picture 19 on page 38.Write one sentence to say how this form of pollution may affect the natural environment................................................................................................................................................ 3. What can the owner of a factory do to solve the pollution problems shown in Picture 18 on page 38 ? (a)........................................................................................................................................ (b)........................................................................................................................................ 39 4.2 | household waste and our environment Observe Picture 21. What does it show? What do you dislike in it? Why should we not throw waste onto the open ground, in a river or in the sea? PIC. 21 An open dump What is household waste? Household waste is made up of food wastes, garden waste, plastic, paper, textile, metal and glass. What happens to household waste ? Household waste should be kept in a safe place for collection. The waste is collected and transported to special places in order to keep our environment clean. If solid waste is dumped in the local environment, it will cause bad smell, attracts flies and stray animals. It may contaminate the environment and affect our health. Waste dumping is illegal. DID you know? From the 1st of January 2016, the use of plastic bags has been banned in Mauritius. Our island followed the example of Rodrigues where it was banned since 2014. The main objective is not only to contribute to the safeguarding of the environment but also to encourage sustainable development. The regulations prohibit import, manufacture, sale, or supply of non-biodegradable plastic bags which were mostly used to carry goods purchased at points of sale such as wholesale and retail outlets, markets, fairs and from hawkers. FIND OUT Why are non-biodegradable plastic bags harmful to the environment? 40  unit 1 4.3 The real challenge nowadays is to reduce pollution and the impact of human activities on the environment. Let’s find out what we can do to act in I REMEMBER a sustainable manner. sustainability is about maintaining What you can do to: and preserving our environment Help reduce the bad effects of garbage for future generations on the environment? Have you ever heard of the three R’s? The 3R’s are Reduce, Reuse and Recycle ACTIVITY 4.3 1. Give two ways to reduce waste at home. Compare your answer with a friend................................................................................................................................................ 2. Name two objects and the materials they are made of which you can reuse at home or in the school............................................................................................................................................................................................................................................................................................... 3. Have you seen this symbol before ? 4. Garbage such as food waste and garden waste is biodegradable. Garbage from residential areas can be put to good use. It can be used to make compost. Special care should be taken when compost is made. FIND OUT One advantage of composting................................................................................................................................................ 41 Other wastes can be recycled. Figure 3 shows waste materials which can be recycled. ACTIVITY 4.3.1 Match the drawings with the appropriate recycling process material WHAT TO DO Biodegradable Sorted into different colour. food waste, Crushed and processed garden cutting Must be separated from all Plastics other waste. Used to make compost RECYCLING Aluminium, tin, iron and steel are sorted out. They Paper and Card are crushed and sent to recycling plants. Uses large amount of water to soak sorting, for Metal example, newspaper and magazines. Careful sorting of plastic Glass types. Plastic bags/sheets carefully washed and dried. Fig 3 waste materials that can be recycled ACTIVITY 4.3.2 | POSTER MAKING REDUCE, REUSE AND RECYCLE Now that you have learnt about recycling and the 3 Rs, design a poster showing how you can reduce waste everyday. Be creative and use pictures or drawings of your own. You may write one or two sentences to explain each picture/drawing illustrated on your poster. Here are some hints to help you: remember the 3 Rs; reduce, reuse and recycle. sorting of waste materials. transformation of recyclable products into something. new. PIC. 22 EXAMPLE of poster 42  unit 1 I CHECK MY PROGRESS At the end of this topic, I can 1. state and describe human activities that affect our environment. describe some consequences of human activities 2. (air and water pollution). list some measures and actions taken to protect 3. the environment. deduce that household waste can affect the environment 4. and our health. 5. list the actions used to manage waste in a sustainable way. 43  People on the island in the past: settlers, slaves & Immigrants Learning objectives At the end of this unit, you will be able to: identify and locate on maps places where the settlers, the slaves and the immigrants came from; explain the terms settlers, slaves, immigrants and indentured labourers; discuss the reasons why slaves and indentured labourers were brought to the island; list and describe the activities of the slaves and the indentured labourers; describe the living and working conditions of the slaves and the indentured labourers; discuss the contributions of these people in the development of the island; discuss the social and cultural life of these people on the island. 44  unit 2 1.1 | Origin of the people living on the islands You have learnt that when Mauritius and Rodrigues were discovered, they were not inhabited. However, today you find people of different origins on the islands. Let’s find out where these people came from. pic. 1 People of different origins living on the island today Have you ever thought where your ancestors came from ? Where they lived on the island? How were they living? What work they did? What were their leisure activities? How was their life different from the people living today? In this unit, you will learn about the origins of these people. You will also explore how they have worked to make Mauritius and Rodrigues beautiful places where everyone lives together peacefully and happily. 45  1.2 | People on the island: settlers, free workers and slaves 1.2.1 | settlers on the island ACTIVITY 1.2.1 Observe and complete Map 1 provided below.......................................................................... asia europe..................................... india AFRICA Atlantic ocean indian ocean MAP 1 Map showing the countries from where the European settlers came Do you remember that the Dutch, the French and the British made settlements on the island? In the space provided below, write the names of the countries from where they came to settle in the island. The Dutch…………………… The French……………………… The British……………………. A few people from Ile Bourbon (Réunion Island) also came to the island. All these people who came to settle on the island were known as settlers. DID you know? A settler is a person who goes to live in a new place with the aim of staying there. Settlers’ main goal is to set up homes by getting land, building houses, and establishing a settlement. 46  unit 2 At first, the governors, the officials and their families, and the soldiers came in the island. Later, more people came from Europe to settle and work on the island. But these people were few in number. FIND OUT 1. What was the role of the governors, the officials and the soldiers on the island? In the space provided below, write one sentence about the role of each of them. (i) The governors:............................................................................................................... (ii) The officials: ………………………………………………………………………………........ (iii) The soldiers: ………………………………………………………………………………….... 2. What work did the other settlers who came from Europe do? ………………………………………………………………………………………………………… The graph below shows the number of people in Mauritius during the Dutch and French periods. Study the graph and discuss with your friends to answer the questions that follow. Pierre Poivre Labourdonnais settlers The Dutch number of people on 0 1000 5000 10000 15000 20000 the island fig. 1 POPULATION DURING THE DUTCH AND THE FRENCH PERIOD (i) Give the approximate number of people living in the island during (a) the Dutch period:....................................................................................................... (b) the French period: (i) under Labourdonnais......................................................... (ii) under Pierre Poivre......................................................... From the above graph you can notice that the number of people living in the island gradually increased. Can you think why the population increased? Who were the other people who came to the island? …………………………………………………………………………………………………………… 47  ACTIVITY 1.2.1 B Observe the pictures below. Can you see that besides the settlers, there are other people working on the island? PIC. 2 settlers and workers on the island 1. Make a list of the activities shown in the above pictures. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 2. Do you think that it was easy for the settlers to do all the work on the island by themselves? Why? ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 3. What did the settlers do to make their life easy? ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 48  unit 2 1.2.2 | Other people brought to the island: Free workers Can you recall that Governor Labourdonnais brought people from other countries to develop the harbour and town of Port Louis? Who were these people? These people were sailors, artisans and skilled workers. They were brought from Pondicherry and Bengal in India. The French also encouraged more people to come to the island. They were farmers, traders, shopkeepers, ship builders and carpenters. These workers were free people. ACTIVITY 1.2.2 On the map provided below, locate and mark India, Bengal and Pondicherry. asia europe AFRICA Atlantic ocean indian ocean MAP 2 Why did the French bring workers from Bengal and Pondicherry in India? How did these people contribute in the development of the island? Write two sentences about what you have discussed. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 49 1.2.3 | SLAVES ON THE ISLAND Besides these free workers about whom you have learnt, there were also slaves on the island. Do you know how and from where the slaves were brought? Let’s find out. The Dutch settler, Van der Stel, was the first governor to bring slaves on the island. He brought slaves from Madagascar. In the space provided below, write two reasons why you think the Dutch brought slaves on the island............................................................................................................................................................................................................................................................................................................................................................................................................................................................. DID you know? A slave is a person who is not free and is forced to obey and work for his master. PIC. 3 slaves You remember that the Dutch settlers left the island in 1710. Their departure was followed by the arrival and settlement of the French. During their stay, the French governors brought more slaves to work on the island. The French needed people to: clear the forest and to plant sugar cane and other crops; build the port; build the town of Port Louis; and build roads. The French brought slaves from Mozambique, Madagascar and East Africa. A few slaves were also brought from India and the East Indies. 50  unit 2 ACTIVITY 1.2.3 Observe the map below. The numbers marked on the map show the countries/regions where the slaves were brought from 4 3 AFRICA Jakarta (Batavia) INDIAN OCEAN 2 1 Mauritius AUSTRALIA MAP 3 Map showing the slave routes 1.Use your atlas to name these countries/regions. One has been done for you. 1 Madagascar 2........................................................................................................................ 3 4........................................................................................................................ 2.Study Table 1. It shows an increase in population on the island. YEAR French Free (Not French) Slaves 1767 3000 600 15,000 1787 4500 2250 33,000 1797 6000 3500 50,000 1807 6500 6000 65,000 TABLE 1 Population of ile de france * Approximate figures are given Refer to the table above and answer the following questions. (i) How many French settlers were there in the island in 1767?............................................................................................................................................. (ii) Were there only French people in Ile de France?............................................................................................................................................ (iii) Which group was more in number? Why?............................................................................................................................................. 51 THE WORK OF THE SLAVES Study Pictures 4,5,6 and 7. Discuss with your friends and share your findings in class. The questions provided below will help you in your discussion. PIC. 4 PIC. 5 PIC. 6 PIC. 7 Who are the people in the above pictures? How are they dressed? What are they doing? In the space provided below, write a few sentences about what you have discussed. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Many slaves worked on the island. They cleared the forests, tilled the soil and cultivated sugar cane and food crops. They also reared animals and worked in sugar mills. They carried the products by ox cart or boats to the market in Port Louis. Some of them worked as domestic servants. Others built roads and bridges. FIND OUT How have the slaves contributed in the development of the island? 52  unit 2 how were the slaves treated? The slaves lived in small huts in slave compound called Camp des Noirs which were near the homes of their masters. The life of the slaves was very hard. They were not free. They could not buy land and build houses of their own. They could neither leave their masters nor go to other countries. They were not allowed to wear shoes. They were punished even for small mistakes. PIC. 8 A Slave hut Their main food was maize and manioc. Their life was very hard. They had to work for their masters from morning till night. Some women slaves worked in their master’s house as maids. They were punished even for a small mistake. PIC. 9 A Slave being punished PIC. 10 A chain for slaves 53 Some slaves ran away from their masters and hid in the deep forests, caves and gorges. These run away slaves were known as maroon slaves. The maroon slaves used Le Morne Brabant as a hiding place. It was difficult to capture them. At times, they attacked and robbed farmers to get food. Sometimes, they set fire to farms. The settlers were afraid of them. The maroon slaves who were caught were severely punished. Macchabee, Mangalkan and Diamamouve were some well known slaves. Some places in Mauritius still bear their