ࡱ> ^`YZ[\]q` wbjbjqPqP IC::o$hhhhT$SSSjllllll$mhRi1"SiiMiBjijjػ <~h 20 J'('d'.SeMTSSS SSSiiii$$$Dh$$$h$$$  PROVINCE OF THE EASTERN CAPE EDUCATION DIRECTORATE: CURRICULUM FET PROGRAMMES LESSON PLANS TERM 2 HISTORY FOREWORD The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March 13 March 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy/ Guidelines. Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies. It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load. Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and/or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc). Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans. Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and Assessment. TERM 1 GRADE 11 HISTORY LESSON PLAN 1: Duration: 2 Hrs.30 min. Content focus / Topic: Challenges to capitalism Key Questions: What were the challenges to capitalism: The Russian Revolution and the establishment of the Communist state (Marxism-Leninism and Stalinism)? What is communism and why is it an attractive alternative to capitalism? Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4; LO4: AS 2 Knowledge You will be able to Discuss communism and how it successfully challenged capitalism in Russia. Explain key concepts: capitalism, communism, Marxism, socialism, Leninism Understand the causes of the Russian Revolution  Skills You will be able to Analyse sources in order to extract historical information. Interpret and understand cartoons Extract information from sources Categorise sources and information Explain historical concepts such as communism, capitalism and democracy Synthesise information from sources Hold a debate Write an essay Values and attitudes You will appreciate Realise that there are good and bad aspects to both capitalism and communism. Understand that exploitation and suppression of a group can lead to a revolution. Understand the impact that a revolution can have on a society. Understand that democracy and authoritarianism are not compatible. Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: What were the causes of the Russian revolution? How did Tsarist rule end in Russia? How did the Provincial government replace the Tsarist regime? What was the alternative approach to Marxism?  Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate  Brief explanation: Learners to analyse sources explaining what is communism and why it is an attractive alternative to capitalism. (Shuters History, Grade 11, pp. 112-113) Learners to analyse sources dealing with the uprisings in Russia in 1905. (New Generation, History, Grade 11, pp.119-120) Learners to debate advantages and disadvantages of communism vs. democracy  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 2: Duration: 4 Hrs. 10 min. Content focus / Topic: Challenges to capitalism Key Questions: What were the challenges to capitalism: The Russian Revolution and the establishment of the Communist state (Marxism-Leninism and Stalinism)? How was the communist state under Lenin established? Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4; LO4: AS 2 Knowledge You will know about The economic changes that took place in Russia as a result of the Russian revolution. The emergence of a new world political order. The transformation of Russian society Evaluate the ways that Leninism challenged capitalism in practice  Skills You will be able to Analyse sources in order to extract historical information. Interpret and understand cartoons Extract information from sources Categorise sources and information Use historical enquiry skills to analyse quotations and documents. Identify bias points of view, especially in propaganda material Synthesise information from sources Hold a debate Write an essay Values and attitudes You will appreciate Realise that there are good and bad aspects to both capitalism and communism. Understand that exploitation and suppression of a group can lead to a revolution. Understand the impact that a revolution can have on a society. Understand that democracy and authoritarianism are not compatible. Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: How was the communist state under Lenin established? What were Lenins economic policies and to what extent did they follow a socialist model?  Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate  Brief explanation: Learners to analyse sources in an attempt to understand whether Lenin was a dictator or not. (Looking into the Past, Grade 11, pp.110 -111), as well as p.113, same book Learners to have a class debate on the topic: repression or revolution. Essay writing  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 3: Duration: 4 Hrs.10 min. Content focus / Topic: Challenges to capitalism Key Questions: What were the challenges to capitalism: The Russian Revolution and the establishment of the Communist state (Marxism-Leninism and Stalinism)? How was the communist state under Stalin consolidated? What impact did the Russian revolution have on other nations? Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4 Knowledge You will know about Assess the reasons for the rise of Stalin and Stalinism. Understand how Stalinism challenged capitalism. The global impact of the Russian revolution  Skills You will be able to Analyse sources in order to extract historical information. Interpret and understand cartoons Extract information from sources Categorise sources and information Use historical enquiry skills to analyse quotations and documents. Identify bias points of view, especially in propaganda material Synthesise information from sources Hold a debate Write an essay Values and attitudes You will appreciate The value of equity The effects that Stalinism had on the Soviet people Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: How did Stalin consolidated the communist economy? What impact did the Russian revolution have on other nations?  Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate  Brief explanation: Learners to analyse sources in an attempt to understand the cost of progress under Stalin.(Looking into the Past, Grade 11, pp.123 -124) Learners to write a short essay in which they discuss whether Stalin was necessary or not. In other words, if there were no Stalin, would Russia have modernized and would Russia have been able to withstand Hitler during the Second World War. OR The end justified the means With Stalins challenge to capitalism in mind, do you agree with the above statement. Discuss the period 1928 to 1940 in the history of Russia  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 4: Duration: 4 Hrs.10 min. Content focus / Topic: The crisis of capitalism Key Questions: What was the crisis of capitalism the Great Depression in USA and Its wider impact in terms of the emergence of fascist economies and states (e.g. Nazi Germany and Japan)? What was the wider impact of the Great Depression in terms of the emergence of Fascist economies and states Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4 Knowledge You will know about The origins of the Great Depression. The concept of the Great Depression. Understand how a capitalist society works. Understand the flaws of a capitalist society Understand the economic conditions of the 1920s.  Skills You will be able to Extract evidence and organize information from sources to answer questions. Interpret and evaluate evidence. Use historical concepts to analyse the past Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing and essays)  Values and attitudes You will appreciate The need for a balanced economy. Understand the need for responsible legislation regarding economic issues Appreciate the need to retain a social conscience whilst in the pursuit of personal wealth. The impact of totalitarianism on peoples lives That all people should be treated equally and enjoy basic human rights Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: What were the causes of the Great Depression in the USA? What was the impact of the Great Depression? How did the New Deal change the USs economy? Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate  Brief explanation: Source-based activities, p.164- 165, New Generation History, Grade 11 Write a report on the effects of the Depression on the US economy. Looking into the Past, Grade 11, p.149  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 5: Duration: 4 Hrs.10 min. Content focus / Topic: The crisis of capitalism Key Questions: What was the crisis of capitalism the Great Depression in USA and Its wider impact in terms of the emergence of fascist economies and states (e.g. Nazi Germany and Japan)? What was the wider impact of the Great Depression in terms of the emergence of Fascist economies and states Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4 Knowledge You will know about Roosevelts New Deal Policy. The factors leading to totalitarianism in Germany. The effects of the Great Depression on Germany. The rise of Nazism in Germany. Understand the economic conditions of the 1920s.  Skills You will be able to Extract evidence and organize information from sources to answer questions. Interpret and evaluate evidence. Use historical concepts to analyse the past Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing and essays)  Values and attitudes You will appreciate The need for a balanced economy. Understand the need for responsible legislation regarding economic issues Appreciate the need to retain a social conscience whilst in the pursuit of personal wealth. The impact of totalitarianism on peoples lives That all people should be treated equally and enjoy basic human rights Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: How did the New Deal change the USs economy? What was the impact of the Great Depression on Germany? Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate  Brief explanation: Write a short paragraph on the success and failures of the New Deal Explain how the Great Depression transform the American economy  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 6: Duration: 4 Hrs.10 min. Content focus / Topic: The crisis of capitalism Key Questions: What was the crisis of capitalism the Great Depression in USA and Its wider impact in terms of the emergence of fascist economies and states (e.g. Nazi Germany and Japan)? What was the wider impact of the Great Depression in terms of the emergence of Fascist economies and states. Outcomes and Assessment: LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4 Knowledge You will know about The rise of totalitarianism in Japan. Link the crisis of capitalism to the emergence of fascist economy in Japan. The effects of the Great Depression on Japan.  Skills You will be able to Extract evidence and organize information from sources to answer questions. Interpret and evaluate evidence. Use historical concepts to analyse the past Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing and essays)  Values and attitudes You will appreciate The impact of totalitarianism on peoples lives That all people should be treated equally and enjoy basic human rights The value of social justice Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: What led to the rise of totalitarianism in Japan? Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate Brief explanation: Learners to analyse cartoon explaining the role of the military in Japanese industry and politics. (New Generation, Grade 11, p.162), (Looking into the Past, Grade 11, p.161)  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN 7: Duration: 4 Hrs.10 min. Content focus / Topic: Apartheid and resistance, 1948-1960. Key Questions: Was segregation a foundation for apartheid? How did apartheid entrench ideas of race? What was the nature of resistance to apartheid during these decades and how was this resistance part of wider resistance in the world to human rights abuse? Outcomes and Assessment: LO1: AS1-3 ; LO2: AS1-3; LO3: AS1-4; LO4: AS 1- 3 Knowledge You will know about How to define the following concepts: race, segregation, apartheid, resistance / defiance, Human rights The acts discriminating on the grounds of race. The reasons why the government adopted a segregationist policy.  Skills You will be able to Use historical enquiry skills and analyse quotations, documents, photographs and cartoons. Identify bias and points of view, especially in propaganda material. Create and communicate historical knowledge and understanding Make informed decisions relating to heritage sites and artifacts  Values and attitudes You will appreciate The need to respect other peoples rights. The need to work with other people Think critically about the morality of segregating a society along racial lines Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: How was segregation a foundation for apartheid? What is neo-colonialism and how does it relate to apartheid? How did apartheid entrench ideas of race? Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate Brief explanation: Design a poster objecting to the acts discriminating against people on the grounds of race. Remember you are trying to convince the government that the acts passed is against the South African constitution, (New Generation History, Grade 11, p.257) Source analyses, (Viva History, Grade 11, pp. 245-250)  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN : 8 Duration: 4 Hrs.10 min. Content focus / Topic: Apartheid and resistance, 1948-1960. Key Questions: Was segregation a foundation for apartheid? How did apartheid entrench ideas of race? What was the nature of resistance to apartheid during these decades and how was this resistance part of wider resistance in the world to human rights abuse? Outcomes and Assessment: LO1: AS1-3 ; LO2: AS1-3; LO3: AS1-4; LO4: AS 1- 3 Knowledge You will know about The nature of resistance to apartheid. How to identify the different forms of resistance. How effective resistance was. Learn about the leaders in the different resistance groups  Skills You will be able to Use historical enquiry skills and analyse quotations, documents, photographs and cartoons. Identify bias and points of view, especially in propaganda material. Create and communicate historical knowledge and understanding Make informed decisions relating to heritage sites and artifacts  Values and attitudes You will appreciate Appreciate and value the opinions and needs of all people. Consider the question of resisting unjust laws. Value the method of inclusivity Appreciate peoples readiness to sacrifice in order to overcome oppression Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: Who opposed apartheid? How did South Africans resist apartheid? Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate Brief explanation: Source analyses, (New Generation, Grade 11, pp.283-285) You are an overseas (international) TV reporter in South Africa during the late 1950s and your production manager has asked you for a piece of work regarding opposition to apartheid. Use the information from the sources to write notes for the programme you will produce. The programme should comprise two sections: The role of women in the liberation struggle The treason trial In your notes write down your thoughts under the following Headings: Aims Methods Results End with a short piece summing up how resistance changed during the 1950s. Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN : 9 Duration: 4 Hrs.10 min. Content focus / Topic: Apartheid and resistance, 1948-1960. Key Questions: Was segregation a foundation for apartheid? How did apartheid entrench ideas of race? What was the nature of resistance to apartheid during these decades and how was this resistance part of wider resistance in the world to human rights abuse? Outcomes and Assessment: LO1: AS1-3 ; LO2: AS1-3; LO3: AS1-4; LO4: AS 1- 3 Knowledge You will know about The nature of resistance to apartheid. How to identify the different forms of resistance. How effective resistance was. Learn about the leaders in the different resistance groups  Skills You will be able to Use historical enquiry skills and analyse quotations, documents, photographs and cartoons. Identify bias and points of view, especially in propaganda material. Create and communicate historical knowledge and understanding Make informed decisions relating to heritage sites and artifacts  Values and attitudes You will appreciate Appreciate and value the opinions and needs of all people. Consider the question of resisting unjust laws. Value the method of inclusivity Appreciate peoples readiness to sacrifice in order to overcome oppression Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: Why did the Africanist break with the ANC and with what results?  Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate Brief explanation: Source analyses, Sharpeville, (Looking into the Past, Grade 11, pp. 245-247) Write an essay on the following topic: Was apartheid South Africa unique? Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. TERM 1 GRADE 11 HISTORY LESSON PLAN : 10 Duration: 3Hrs. 20 min. Content focus / Topic: Apartheid and resistance, 1948-1960. Key Questions: Was segregation a foundation for apartheid? How did apartheid entrench ideas of race? What was the nature of resistance to apartheid during these decades and how was this resistance part of wider resistance in the world to human rights abuse? Outcomes and Assessment: LO1: AS1-3 ; LO2: AS1-3; LO3: AS1-4; LO4: AS 1- 3 Knowledge You will know about Discover how the apartheid government responded to resistance Investigate human rights abuse around the world.  Skills You will be able to Use historical enquiry skills and analyse quotations, documents, photographs and cartoons. Identify bias and points of view, especially in propaganda material. Create and communicate historical knowledge and understanding Make informed decisions relating to heritage sites and artifacts  Values and attitudes You will appreciate Appreciate and value the opinions and needs of all people. Consider the question of resisting unjust laws. Value the method of inclusivity Appreciate peoples readiness to sacrifice in order to overcome oppression Possible links with other Learning Fields: English, Geography, Life OrientationQuestions: What role did resistance in South Africa play regarding human rights abuses in other parts of the world?  Learning activities: Working in groups Work individually Class debate  Assessment Activities Written work Essay Source-based activities Debate Brief explanation: Source analyses, (Viva History, Grade 11, pp. 268-269) Write an essay on the following topic: External pressure on the apartheid government was more effective than internal pressure Critically discuss.  Planned Assessment: Informal assessment Written work Source-based activities  Evaluators: Teacher Self (rubric) Peer Data collection method: Reading Listening Questioning Communication Expanded opportunity Teacher reflection: Outcomes achieved? Work to be repeated and remediate? Needs of individual learners identified?  DATE OF COMPLETION: HOD/SMT: TEACHER:.. 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