Social_Sciences by suiqizheng

VIEWS: 8 PAGES: 38

									Learning Programme Exemplars

             for


    SOCIAL SCIENCES



  Senior Phase Grades 7 – 9

         March 2005
                                              Senior Phase: Exemplar Learning Programmes

A learning programme is a phase-long plan that serves as a framework for planning, organising and managing classroom practice over a three-
year period. As a learning programme is based on the teacher‟s vision of the extent of the learners‟ development at the end of the phase and
how they will achieve the learning outcomes, it is not possible to develop a “provincial” learning programme. However, this exemplar learning
programme is offered during the start-up period of the RNCS in order to provide a model of a comprehensive plan that covers all assessment
standards. Teachers can adapt this learning programme and use it as a template for developing their lesson plans and work schedules for the
year, or use it to evaluate the learning programme they have already compiled. It must be noted that this model contains more than a teacher
would include in a learning programme in that it includes detail designed to give additional support and guidance to teachers. In some respects
this exemplar resembles a work schedule. It is, however, not a work schedule because it does not address itself to the school‟s particular
context. It specifies the scope for teaching, learning and assessment for the phase and provides for the “structured and systematic
arrangement of activities that promote the achievement of learning outcomes and assessment standards for the phase”.
This learning programme is one of a set that has been developed by small teams of practising teachers - together with officials in some cases.
These teams have presented their planning, using a variety of templates. Each team has included different details in their learning programme.
This illustrates that every teacher‟s learning programme can be different but that the plan as a whole must cover each of the required elements.
This exemplar is only an illustration of how planning may be done. It is not prescribed, nor is it perfect. Teachers cannot use these programmes
without adaptating them to suit the needs of the learners. The development process will be taken further in training courses and back at school
as teachers plan together.

Please refer to the Teacher’s Guide for the Development of Learning Programmes for further assistance in using and developing the planning
documents.

We do believe that there is a need for teachers to share their experiences, and especially their best practices. You are therefore invited to
evaluate and respond to these learning programmes and to share your experiences. If teachers do respond to this invitation, we will share the
responses via the website and newsletters.

Best wishes for an exciting and rewarding year of teaching.

Director: Curriculum Development

March 2005



Mail responses, headed “Teacher Comments”, to: hmentz@pgwc.gov.za or fax it to 467-2622.
HOMEWORK FRAMEWORK FOR LEARNING PROGRAMMES

Teachers should strive to maintain homework at a reasonable and appropriate level so that it is not too difficult, too easy, confusing or boring
for the learners. Teachers in the different learning areas must ensure that homework tasks and other assignments are carefully co-ordinated to
avoid overloading learners and teachers and to ensure that demands are balanced and manageable. Homework demands should not place an
unfair burden on learners and parents.

The purpose of the homework task will depend on the learning area and grade or level of competence of the learner in the grade.

      Homework complements and reinforces classroom learning. It also fosters good lifelong learning and study habits. It provides an
       opportunity for learners to be responsible for their own learning.
      Purposeful and appropriate homework activities, and the interest shown by parents, have the potential to improve the learners‟ learning.
      Homework can strengthen the link between home and school by involving parents in a meaningful way in their children‟s education.
      Learners should ultimately develop the knowledge, skills, confidence and motivation to study effectively on their own, which is important
       for lifelong learning.

Examples of some of the recommended tasks are:
 Practice Assignments
   Reading, applying new knowledge to practice, fully investigating topics which were discussed in class.
 Preparation Assignments
   Reading a text in preparation for the next day‟s class, finding research-related articles, preparing for oral assignments.
 Extension Assignments
   Long-term assignments and/or special projects that provide learners with opportunities to develop and refine research skills and the ability
   to work independently, whilst applying previous learning.

Amount of homework
    Teachers must ensure that they set reasonable numbers of homework tasks, which are varied and at an appropriate level considering
     the age, stage of schooling and abilities of students.
    In the Senior Phase the suggested maximum amount of time allocated to homework is 70 to 90 minutes per day.
    Homework must not prevent learners from taking part in extra-curricular activities, which are equally important.

Whole School Management and co-ordination of homework
The School Homework Policy, which ensures the effective management of homework and the development of a common understanding of the
value and importance of homework, will include the following:
   Suitable systems to monitor and control the setting of homework within the grade, phase and school will be developed.
   Tasks will be properly planned and an overload of tasks at any given time will be avoided.
   Guidance regarding the format for homework will be provided – e.g. writing down instructions in a book, allowing time to copy and pack
   the necessary books and materials needed to complete the homework.
   Guidance will be provided to parents regarding the role they are expected to play regarding homework, e.g. learners are to do their
    OWN work OR explicit parental support is to be provided to struggling learners, etc.
    A safe and quiet working area will be provided in the afternoon for learners who do not have suitable working areas at home.
   Teachers will liaise with public and local libraries so that they are able to set aside books and materials for the learners.
                                                          SOCIAL SCIENCES LEARNING PROGRAMME
                                                            GEOGRAPHY / HISTORY : SENIOR PHASE

LEARNING PROGRAMME OVERVIEW



1.    INTRODUCTION

     The Social Sciences Learning Area consists of History and Geography, both of which are of equal importance within the learning area. Social Sciences
     aims to contribute to the development of informed, critical and responsible citizens who are able to play constructive roles in a culturally diverse society. It
     also aims to equip learners to contribute to the development of a just and democratic South African society. When working with History and Geography
     within Social Sciences, issues of environmental injustice, race, gender, class, population growth and movements, resource use, xenophobia and
     genocide and the impact these have had in the past and present should be explored. These are critical issues that need to be explored as part of the
     process of transforming society and the environment. These issues are located strongly in Learning Outcome 3 in both Geography and History.



2.   LEARNING OUTCOMES:

2.1 History:

     Learning outcome 1: ENQUIRY
     The learner will be able to use enquiry skills to investigate the past and the present.

     Learning Outcome 2: KNOWLEDGE AND UNDERSTANDING
     The learner will be able to demonstrate historical knowledge and understanding.

     Learning Outcome 3: EXPLORING ISSUES
     The learner will be able to interpret aspects of history.
2.2 Geography:

     Learning outcome 1: ENQUIRY
     The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.

     Learning Outcome 2: KNOWLEDGE AND UNDERSTANDING
     The learner will be able to demonstrate geographical and environmental knowledge and understanding.

     Learning Outcome 3: EXPLORING ISSUES
     The learner will be able to make informed decisions about social and environmental issues and problems.

3.   RATIONALE FOR THE CONSTRUCTION OF THIS PARTICULAR LEARNING PROGRAMME

     A practical flow to the learning programme has been created by clustering assessment standards to link up with the knowledge focus (content) that will be
     covered creating a sensible learning experience to be facilitated at a recommended pace. The time allocated per knowledge focus is a guideline for
     teachers to maintain a certain pace within a 36-week time frame. (Teachers may choose to teach knowledge foci when suitable). All knowledge foci need
     to be covered. This means making choices about the depth of each topic.

4.   TIME ALLOCATION
     When developing work schedules for the RNCS programme, using the learning programme as a basis, the principles of RNCS should be infused into the
     learning areas so that it empowers the learners to make a constructive contribution to the transformation process, the environment and society as future
     citizens of South Africa. The time allocation below will span over a 10-day cycle in order to allocate even time to both History and Geography per term.
       Grade 7:            6 lessons per 10-day cycle (3 hours and 11 minutes)
       Grade 8 & 9:        6 lessons per 10-day cycle (3 hours and 30 minutes)

              Social Sciences Discipline          Weighting per discipline                    Grade 7                          Grade 8 & 9

                         History                              6%                         1 hour 30 minutes                  1 hour 30 minutes

                       Geography                              6%                         1 hour 30 minutes                  1 hour 30 minutes

                      Total for L.A.                         12%                               3 hours                            3 hours



5.       ASPECTS CONSIDERED IN THE DESIGNING OF THIS LEARNING PROGRAMME

5.1      Teachers may choose to teach knowledge foci when suitable.
5.2      Only where opportunities for integration with other Learning Areas were clearly obvious, these have been indicated as part of the Learning Programme.
5.3.     Continuous Assessment
        Suggestions have been indicated where opportunities exist for the different forms of continuous assessment to be administered as part of the Work
        Schedule for each Grade. These suggestions must be seen as a guideline for teachers and should be chosen depending on the purpose of
        assessment, determined by the cognitive verb in the assessment standard. The form/types chosen must provide a range of opportunities for learners
        to demonstrate attainment of knowledge, skills, values and attitudes. The applicable continuous assessment guideline should be used to determine the
        different forms of assessment.
5.4     Learning Outcomes should be used simultaneously in conjunction with one another, although they will not be assessed all of the time. One or two
        might be fore-grounded for assessment.
5.5     There are many natural links between History and Geography within Social Sciences in their Learning Outcomes, Assessment Standards and content
        within the knowledge content framework. There will also be many natural links between Social Sciences and other Learning Areas. These links will
        enhance the planning of coherent Learning Programmes as well as fieldwork and other activities.

5.6     Suggestions for the following have also been included: Assessment; Resources; Enrichment; Barriers to learning.
                               GEOGRAPHY LEARNING PROGRAMME SUMMARY

                   GRADE 7                        GRADE 8                                           GRADE 9
Mapwork and enquiry skills     Mapwork and enquiry skills                        Mapwork and enquiry skills

Time: 9 weeks                  Time: 9 weeks                                     Time: 9 weeks

LO 1: AS 1,2,3,4,5,6           LO 1: AS 1,2,3,4,5,6,7                            LO 1: AS 1,2,3,4,5,6,7
LO 2: AS 1,2,3                 LO 2: AS 1,2,3                                    LO 2: AS 1,2,3
LO 3: AS 1                     LO 3: AS 1,2,3,4                                  LO 3: AS 1,2,3,4
Natural Hazards                Natural Resources                                 Sustainable Use of Resources

Time: 12 weeks                 Time: 9 weeks                                     Time: 7 weeks

LO 1: AS 1,2,4,5,6             LO 1: AS 1,2,4,5,6,7                              LO 1: AS 1,2,3,4,5,6,7
LO 2: AS 1,2,3                 LO 2: AS 1,2,3                                    LO 2: AS 1,2,3
LO 3: AS 1,2,3,4               LO 3: AS 1,2,3,4                                  LO 3: AS 1,2,3,4
                               Settlement                                        Development Issues

                               Time: 10 weeks                                    Time: 11 weeks

                               LO 1: AS 1,2,3,4,5,6,7                            LO 1: AS 1,2,3,4,5,6,7
                               LO 2: AS 1,2,3                                    LO 2: AS 1,2,3
                               LO 3: AS 1,2,3,4                                  LO 3: AS 1,2,3,4
Population Growth and Change   Patterns of Social Inequalities in South Africa   Social and Environmental Conflicts in South Africa

Time: 15 weeks                 Time: 4 weeks                                     Time: 9 weeks

LO 1: AS 1,2,3,4,5,6           LO 1: AS 1,2,3,4,5,6,7                            LO 1: AS 1,2,3,5,6,7
LO 2: AS 1,2,3                 LO 2: AS 1,2,3                                    LO 2: AS 1,2,3
LO 3: AS 1,2,4,5               LO 3: AS 1,2,3,4                                  LO 3: AS 1,2,3,4
                               Transportation

                               Time: 4 weeks

                               LO 1: AS 1,2,3,4,5,6,7
                               LO 2: AS 1,2,3
                               LO 3: AS 1,2,3,4
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 7                                                                                                                                               TERM 1

WEEKS                                LEARNING OUTCOMES and ASSESSMENT STANDARDS                                                   KNOWLEDGE FOCUS and CONTEXT
        LO 1: AS 1,2,4,5,6                                                                                                    NATURAL HAZARDS
  1     7.1.1    Identifies a variety of geographical and environmental sources relevant to an enquiry [finds sources].       (droughts, floods, earthquakes, volcanoes,
        7.1.2    Organises and interprets information relevant to the enquiry from simple graphs, maps and statistical        tsunamis, tropical cyclones).
                 sources [works with sources].                                                                                (Teach any 3 natural hazards)
  2                                                                                                                           Globally & locally
        7.1.4    Uses local maps and/or orthophoto maps to locate and investigate the issue and its context (compares
                 with field observations) [works with sources].                                                                 simple explanations of how natural hazards
  3     7.1.5    Uses information to suggest answers, propose alternatives and possible solutions [answers the question].        occur - physical processes, climate change,
        7.1.6    Reports on the enquiry using evidence from the sources including maps, diagrams and graphics ;                  poor environmental management;
                 where possible uses computers in the presentation [communicates the answer].                                   the impact of hazards on people‟s lives -
  4                                                                                                                              distinguish between disasters and hazards;
        LO 2: AS 1,2,3
                                                                                                                                why some people are more at risk than
        7.2.1    Describes and explains how natural hazards such as volcanoes, earthquakes and flooding occur, and
  5                                                                                                                              others;
                 their impact on human lives and socio-economic activities [people and places].
                                                                                                                                who is at risk;
        7.2.2    Investigates and explains why some people face a higher risk than others with respect to natural hazards.
                                                                                                                                management of risks and risk reduction -
  6              [people and resources].
                                                                                                                                 preventative measures (e.g. with regard to
        7.2.3    Identifies how risks and hazards can be managed [people and the environment].                                   flooding, measures such as catchment
        LO 3: 1,2,3,4                                                                                                            management to improve the quality of
  7     7.3.1    Identifies challenges to societies and settlements, with a focus on population growth and change                rivers, vleis and wetlands, and reduce risks
                 [identifies the issue].                                                                                         to human life and ecosystems).
  8     7.3.2    Identifies the factors that contribute to population growth and change [factors affecting the issue].
        7.3.2    Identifies processes that affect population growth and change in various places [factors affecting the
                 issue].
  9     7.3.3    Suggests ways of responding to issues associated with population growth and change in a particular
                 context [makes choices].
  

ASSESSMENT:    Test; creative response or research project
RESOURCES:     Newspapers, books, tables, graphs, Internet
INTEGRATION:   LO - health promotion / NS – Earth & beyond / LLC – thinking & reasoning / MATHS – data handling / Arts & Culture – creating, interpreting & presenting
ENRICHMENT:    Further research or creative response
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 7                                                                                                                                             TERM 2

WEEKS                                LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
  10
          Continued…                                                                                                         NATURAL HAZARDS
  11                                                                                                                         (droughts, floods, earthquakes, volcanoes,
                                                                                                                             tsunamis, tropical cyclones).
  12                                                                                                                         Globally & locally
          LO 1: AS 1,2,3,4,5,6                                                                                               MAPWORK
  13      7.1.1   Identifies a variety of geographical and environmental sources relevant to an enquiry [finds sources].
          7.1.2   Organises and interprets information relevant to the enquiry from simple graphs, maps and statistical         extracting information from maps and
                  sources [works with sources].                                                                                  photos;
  14      7.1.3   Measures distances on globes, atlases and maps using line scales [work with sources].                         measuring distances on maps, atlases
          7.1.4   Uses local maps and/or orthophoto maps to locate and investigate the issue and its context (compares           and globes and converting to reality;
                  with field observations) [works with sources].                                                                comparing orthophotos with reality where
  15      7.1.5   Uses information to suggest answers, propose alternatives and possible solutions [answers the question].       possible.
          7.1.6   Reports on the enquiry using evidence from the sources including maps, diagrams and graphics ; where
                  possible uses computers in the presentation [communicates the answer].
  16      LO 2: AS 1,2,3
          7.2.1   Describes and explains how natural hazards such as volcanoes, earthquakes and flooding occur, and
                  their impact on human lives and socio-economic activities [people and places].
  17      7.2.2   Investigates and explains why some people face a higher risk than others with respect to natural
                  hazards [people and resources].
          7.2.3   Identifies how risks and hazards can be managed [people and the environment].
  18      LO 3: 1
          7.3.1   Identifies challenges to societies and settlements, with a focus on population growth and change
                  [identifies the issue].
   


ASSESSMENT: Map work assignment; Research on natural hazards
RESOURCES: Aerial photographs, topographical map, atlases, local maps, physical maps
INTEGRATION: LO – personal development / NS – Earth & beyond / LLC – reading & viewing / MATHS - Measurement / EMS – sustainable growth & development /
             Arts & Culture – creating, interpreting & presenting
ENRICHMENT: Construction of graphs representing the frequency of natural hazards
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 7                                                                                                                                                 TERM 3

WEEKS                                 LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                       KNOWLEDGE FOCUS & CONTEXT
  19
  20      Continued….                                                                                                           MAPWORK

  21
          LO 1: AS 1,2,3,4,5,6
  22      7.1.1    Identifies a variety of geographical and environmental sources relevant to an enquiry [finds sources].         POPULATION GROWTH AND CHANGE
          7.1.2    Organises and interprets information relevant to the enquiry from simple graphs, maps and statistical            factors affecting population growth and
                   sources [works with sources].                                                                                     change (age and gender structures,
  23      7.1.3    Measures distances on globes, atlases and maps using line scales [work with sources].                             population movement, life expectancy,
          7.1.4    Uses local maps and/or orthophoto maps to locate and investigate the issue and its context (compares              mortality, fertility, aging populations)
                   with field observations) [works with sources].                                                                   processes affecting population growth
          7.1.5    Uses information to suggest answers, propose alternatives and possible solutions [answers the question].          and change (disease, poverty, attitudes
  24                                                                                                                                 to birth and death, conflict and war,
          7.1.6    Reports on the enquiry using evidence from the sources including maps, diagrams and graphics ; where
                                                                                                                                     genocide, forced migrations, rural-urban
                   possible uses computers in the presentation [communicates the answer].                                            migration, cause-and-effect relationships
          LO 2: AS 1,2,3                                                                                                             at different scales (e.g. South Africa
  25
          7.2.1    Describes and explains how natural hazards such as volcanoes, earthquakes and flooding occur, and                 compared to Africa; Africa compared to
                   their impact on human lives and socio-economic activities [people and places].                                    world), focus on the impact of HIV/AIDS.
          7.2.2    Investigates and explains why some people face a higher risk than others with respect to natural hazards.
  26               [people and resources].
          7.2.3    Identifies how risks and hazards can be managed [people and the environment].
          LO 3: 1,2,3,4
  27      7.3.1    Identifies challenges to societies and settlements, with a focus on population growth and change
                   [identifies the issue].
          7.3.2    Identifies the factors that contribute to population growth and change [factors affecting the issue].
         7.3.3    Identifies processes that affect population growth and change in various places [factors affecting the issue].
          7.3.4    Suggests ways of responding to issues associated with population growth and change in a particular
                   context [makes choices].

ASSESSMENT: Test; Data analysis assignment; Fieldwork
RESOURCES: Population distribution maps, tables, graphs, books, Internet
INTEGRATION: LO – social development / NS – Earth & beyond / LLC – thinking & reasoning / MATHS – data handling / / EMS – sustainable growth & development /
             Arts & Culture – creating, interpreting and presenting
ENRICHMENT: Research on social and economic impacts of HIV / AIDS on South Africa
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 7                                                                                                                                       TERM 4

WEEKS                                LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                KNOWLEDGE FOCUS & CONTEXT

  28
          Continued …                                                                                                   POPULATION GROWTH AND CHANGE

  29


  30


  31


  32


  33


  34


  35


  36


ASSESSMENT: Test; Data analysis assignment; Writing of essay
RESOURCES: Population distribution maps, tables, graphs, books, Internet
INTEGRATION: LO – social development / NS – Earth & beyond / LLC – thinking & reasoning / MATHS – data handling / EMS – sustainable growth & development /
             Arts & Culture – creating, interpreting & presenting
ENRICHMENT: Research on social and economic impacts of HIV / AIDS on South Africa
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 8                                                                                                                                                 TERM 1

WEEKS                                    LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
          LO 1: AS 1,2,3,4,5,6,7                                                                                                 SETTLEMENT
   1      8.1.1   Identifies and selects a variety of geographical and environmental sources relevant to an enquiry              Globally and locally
                  (uses fieldwork and other enquiry methods) [finds sources].                                                         functions of cities;
          8.1.2   Interprets maps and atlas information, graphical and statistical sources [works with sources].                      settlement patterns (including internal
   2      8.1.3   Measures distances on orthophoto maps and/or maps of local and other areas and compares map                          structures of settlements and location
                  distances with distances in reality [works with sources].                                                            patterns) in South Africa and elsewhere;
   3      8.1.4   Identifies some physical and constructed features from aerial and/or orthophoto maps of local and other             factors affecting settlement patterns,
                  areas [works with sources].                                                                                          including: physical, environmental,
          8.1.5   Observes and records information in the field [works with sources].                                                  social, political and economic (e.g. the
   4      8.1.6   Presents an original idea as part of an answer to questions posed in the enquiry [answers the question].             legacy of colonialism and apartheid,
          8.1.7   Reports on the knowledge gained in the enquiry by constructing an argument based on sources of                       rural depopulation, effects of
                  information, in a variety of ways; uses maps, diagrams and graphics; where possible uses computers in                globalisation).
   5              the presentation [communicates the answer].
          LO 2: AS 1,2,3
   6      8.2.1   Identifies and compares different types of settlement patterns [people and places].
          8.2.2   Identifies factors that influence the formation of settlement patterns (natural, economic, social/political)
                  [people and resources].
   7      8.2.3   Identifies critical factors that have led to changes in settlement patterns in South Africa, Africa and
                  elsewhere [people and the environment]
   8      LO 3: AS 1,2,3,4
          8.3.1   Identifies challenges to societies and settlements associated with the use and abuse of people and natural
                  resources [identifies the issue].
   9      8.3.2   Examines the unequal distribution of, and access to, resources in different contexts [factors affecting the
                  issue].
         8.3.3   Investigates possible ways of reducing resource consumption [makes choices].
          8.3.4   Makes suggestions to guide sustainable living practices in a particular context [makes choices].

ASSESSMENT: Test; Creative response or research project (e.g.Collage); Investigation of environment on distribution of settlements
RESOURCES: Books, maps of settlements, pictures, Internet
INTEGRATION: LO – social development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – space & shape / SS History – historical enquiry /
             Arts & Culture – creating, interpreting & presenting / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research or creative response; Comparison between informal settlements & affluent residential areas
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 8                                                                                                                                                  TERM 2

WEEKS                                  LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                      KNOWLEDGE FOCUS & CONTEXT
                                                                                                                                 SETTLEMENT
  10      Continued…                                                                                                             Globally and locally
          LO 1: AS 1,2,3,4,5,6,7                                                                                                 TRANSPORTATION
  11      8.1.1   Identifies and selects a variety of geographical and environmental sources relevant to an enquiry                 effect on trade;
                  (uses fieldwork and other enquiry methods) [finds sources].                                                       response to demand for trade;
          8.1.2   Interprets maps and atlas information, graphical and statistical sources [works with sources].                    role in providing access to opportunities;
  12      8.1.3   Measures distances on orthophoto maps and/or maps of local and other areas and compares map                       effect on the shape and structure of
                  distances with distances in reality [works with sources].                                                          settlements
          8.1.4   Identifies some physical and constructed features from aerial and/or orthophoto maps of local and other
  13              areas [works with sources].
                                                                                                                                 PATTERNS OF SOCIAL INEQUALITIES IN
          8.1.5   Observes and records information in the field [works with sources].
                                                                                                                                 SOUTH AFRICA
          8.1.6   Presents an original idea as part of an answer to questions posed in the enquiry [answers the question].
  14      8.1.7   Reports on the knowledge gained in the enquiry by constructing an argument based on sources of                   status of women;
                  information, in a variety of ways; uses maps, diagrams and graphics; where possible uses computers in            exploitation of labour, including child
                  the presentation [communicates the answer].                                                                        labour;
  15      LO 2: AS 1,2,3                                                                                                           access to education and training;
          8.2.1   Identifies and compares different types of settlement patterns [people and places].                              housing and other services and
          8.2.2   Identifies factors that influence the formation of settlement patterns (natural, economic, social/political)       resources;
  16                                                                                                                               who gets what;
                  [people and resources].
          8.2.3   Identifies critical factors that have led to changes in settlement patterns in South Africa, Africa and          comparison with other developing and
                  elsewhere [people and the environment]                                                                             developed parts of the world.
  17
          LO 3: AS 1,2,3,4
          8.3.1   Identifies challenges to societies and settlements associated with the use and abuse of people and natural
  18              resources [identifies the issue].
          8.3.2   Examines the unequal distribution of, and access to, resources in different contexts [factors affecting the
                  issue].
         8.3.3   Investigates possible ways of reducing resource consumption [makes choices].
          8.3.4   Makes suggestions to guide sustainable living practices in a particular context [makes choices].

ASSESSMENT: Test; creative response or research project; data analysis (map work)
RESOURCES: Books, interviews, maps, pictures, tables, graphs , Internet
INTEGRATION: LO – social development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – data handling / SS History – historical enquiry /
             Arts & Culture – creating, interpreting & presenting / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research on how transport routes influence the development of the area / changing role of women in society
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 8                                                                                                                                               TERM 3

WEEKS                                    LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                   KNOWLEDGE FOCUS & CONTEXT
          LO 1: AS 1,2,3,4,5,6,7                                                                                                 MAPWORK
  19      8.1.1   Identifies and selects a variety of geographical and environmental sources relevant to an enquiry                extracting information from maps and
                  (uses fieldwork and other enquiry methods) [finds sources].                                                       photos;
  20
          8.1.2   Interprets maps and atlas information, graphical and statistical sources [works with sources].                   identifying features on maps and
          8.1.3   Measures distances on orthophoto maps and/or maps of local and other areas and compares map                       orthophotos;
                  distances with distances in reality [works with sources].                                                        comparing distances on maps and
  21      8.1.4   Identifies some physical and constructed features from aerial and/or orthophoto maps of local and other           orthophotos.
                  areas [works with sources].
          8.1.5   Observes and records information in the field [works with sources].
  22      8.1.6   Presents an original idea as part of an answer to questions posed in the enquiry [answers the question].
          8.1.7   Reports on the knowledge gained in the enquiry by constructing an argument based on sources of
                  information, in a variety of ways; uses maps, diagrams and graphics; where possible uses computers in the
  23              presentation [communicates the answer].
          LO 2: AS 1,2,3
  24      8.2.1   Identifies and compares different types of settlement patterns [people and places].
          8.2.2   Identifies factors that influence the formation of settlement patterns (natural, economic, social/political)
                  [people and resources].
  25      8.2.3   Identifies critical factors that have led to changes in settlement patterns in South Africa, Africa and
                  elsewhere [people and the environment]
  26      LO 3: AS 1,2,3,4
          8.3.1   Identifies challenges to societies and settlements associated with the use and abuse of people and natural
                  resources [identifies the issue].
  27      8.3.2   Examines the unequal distribution of, and access to, resources in different contexts [factors affecting the
                  issue].
         8.3.3   Investigates possible ways of reducing resource consumption [makes choices].
          8.3.4   Makes suggestions to guide sustainable living practices in a particular context [makes choices].

ASSESSMENT: Map work assignment; Building model of functional structure of city
RESOURCES: Maps, atlas, globes, Internet
INTEGRATION: LO – social & personal development / NS –Earth & beyond / LLC – thinking & reasoning / Arts & Culture – creating, interpreting & presenting /
             MATHS – measurement / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further map work practice & propose alternative transport routes to make the CBD accessible
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 8                                                                                                                                                     TERM 4

WEEKS                                    LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                      KNOWLEDGE FOCUS & CONTEXT
          LO 1: AS 1, 2,4, 5, 6, 7                                                                                               NATURAL RESOURCES
  28      8.1.1   Identifies and selects a variety of geographical and environmental sources relevant to an enquiry              Natural resources (such as types of marine
                  (uses fieldwork and other enquiry methods) [finds sources].                                                    life, water, air, forests and soil) in South Africa
          8.1.2   Interprets maps and atlas information, graphical and statistical sources [works with sources].                 and worldwide:
  29
          8.1.4   Identifies some physical and constructed features from aerial and/or orthophoto maps of local and other            how they are being used;
                  areas [works with sources].                                                                                        conservation and protection of resources
  30      8.1.5   Observes and records information in the field [works with sources].                                                   (including wildlife);
          8.1.6   Presents an original idea as part of an answer to questions posed in the enquiry [answers the question].           why conservation is necessary;
          8.1.7   Reports on the knowledge gained in the enquiry by constructing an argument based on sources of                     threats to conservation;
  31              information, in a variety of ways; uses maps, diagrams and graphics; where possible uses computers in the
                                                                                                                                     new opportunities to conserve resources
                  presentation [communicates the answer].
                                                                                                                                        such as community development, eco-
  32      LO 2: AS 1, 2, 3                                                                                                              tourism, ways to share resources
          8.2.1   Identifies and compares different types of settlement patterns [people and places].                                   sustainable manner
          8.2.2   Identifies factors that influence the formation of settlement patterns (natural, economic, social/political)
  33              [people and resources].
          8.2.3   Identifies critical factors that have led to changes in settlement patterns in South Africa, Africa and
  34              elsewhere [people and the environment]
          LO 3: AS 1, 2, 3, 4
          8.3.1   Identifies challenges to societies and settlements associated with the use and abuse of people and natural
  35
                  resources [identifies the issue].
          8.3.2   Examines the unequal distribution of, and access to, resources in different contexts [factors affecting the
  36              issue].
          8.3.3   Investigates possible ways of reducing resource consumption [makes choices].
          8.3.4   Makes suggestions to guide sustainable living practices in a particular context [makes choices].
   

ASSESSMENT: Creative response or research; Oral presentation based on research
RESOURCES: Maps, books, newspapers, Internet
INTEGRATION: LO – social & personal development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – data handling /
             Arts & Culture – creating, interpreting & presenting / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research – sustainability of natural resources / management plan for conservation & preservation of natural resources.
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 9                                                                                                                                         TERM 1

WEEKS                                  LEARNING OUTCOMES & ASSESSMENT STANDARDS                                               KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1, 2,3 ,4 ,5 ,6, 7                                                                                        DEVELOPMENT ISSUES
   1    9.1.1    Carries out independent enquiries about aspects of the interrelationships between people, places and the    approaches to development:
                 environment (uses fieldwork) [finds sources].                                                                   concepts of developing, developed,
        9.1.2    Asks significant questions to evaluate sources, for example, to identify bias and stereotypes, omissions          sustainable development and
   2             and gaps [works with sources]                                                                                     sustainability,
        9.1.3    Analyses and reaches conclusions about information from sources such as photos, maps and atlases,               applicability to South Africa and
                 graphs and statistics [works with sources].                                                                       elsewhere;
   3    9.1.4    Correlates information from various sources with information from maps, atlases, satellite images or        the role of science and technology:
                 orthophoto‟s [works with sources].                                                                              effect on development,
   4
        9.1.5    Observes and records information in the field [works with sources].                                             the Green Revolution,
        9.1.6    Uses the Assessment Standards above to justify the answer, decision or solution relating to the enquiry         modification of crops,
                 [answers the question].                                                                                         use of appropriate technology
   5    9.1.7    Reports on the knowledge gained in the enquiry by constructing an interpretation and argument based on
                 sources of information; uses maps, diagrams and graphics; where possible uses computers in the
                 presentation [communicates the answer].
   6    LO 2: AS 1,2,3
        9.2.1    Provides a reasoned explanation of some approaches to development [people and places].
        9.2.2    Identifies ways in which science and technology have contributed positively and negatively to development
   7             [people and resources].
        9.2.3    Explains how sustainable development could impact positively on people, places and environments
                 [people and the environment].
   8     LO 3: AS 1,2,3,4
        9.3.1    Identifies social and environmental conflicts in South Africa and compares with other contexts
   9             [identifies the issue].
        9.3.2    Identifies factors affecting selected social and environmental disputes including rights, gender, social,
                 economic and political demands in a particular context [factors affecting the issue].
       9.3.3    Analyses the causes of disputes or conflicts [makes choices].
        9.3.4    Makes informed decisions about various solutions to social and environmental conflicts [makes choices]
ASSESSMENT: Test; creative response or research project ; data analysis
RESOURCES: Books, tables, graphs, newspapers, Internet
INTEGRATION: LO – social development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – space & shape / Arts & Culture – expressing & communicating /
               EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research or creative response – how technology can improve your immediate environment / economic geography (farming – machinery &
               fertilizers)
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 9                                                                                                                                           TERM 2

WEEKS                               LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
  10    Continued…                                                                                                           DEVELOPMENT ISSUES



  11



        LO 1: AS 1,2,3,4,5,6,7                                                                                               MAPWORK
  12    9.1.1   Carries out independent enquiries about aspects of the interrelationships between people, places and the         extracting, analysing and comparing
                environment (uses fieldwork) [finds sources].                                                                     information from maps, atlases,
        9.1.2   Asks significant questions to evaluate sources, for example, to identify bias and stereotypes, omissions          satellite images, aerial photographs;
                and gaps [works with sources]                                                                                    correlating information with
  13
        9.1.3   Analyses and reaches conclusions about information from sources such as photos, maps and atlases,                 observations in the field.
                graphs and statistics [works with sources].
        9.1.4   Correlates information from various sources with information from maps, atlases, satellite images or
  14            orthophoto‟s [works with sources].
        9.1.5   Observes and records information in the field [works with sources].
        9.1.6   Uses the Assessment Standards above to justify the answer, decision or solution relating to the enquiry
                [answers the question].
  15
        9.1.7   Reports on the knowledge gained in the enquiry by constructing an interpretation and argument based on
                sources of information; uses maps, diagrams and graphics; where possible uses computers in the
                presentation [communicates the answer].
  16    LO 2: AS 1,2,3
        9.2.1   Provides a reasoned explanation of some approaches to development [people and places].
        9.2.2   Identifies ways in which science and technology have contributed positively and negatively to development
                [people and resources].
  17
        9.2.3   Explains how sustainable development could impact positively on people, places and environments
                [people and the environment].
        LO 3: AS 1,2,3,4
  18    9.3.1   Identifies social and environmental conflicts in South Africa and compares with other contexts [identifies
                the issue].
        9.3.2   Identifies factors affecting selected social and environmental disputes including rights, gender, social,
                economic and political demands in a particular context [factors affecting the issue].
  
        9.3.3   Analyses the causes of disputes or conflicts [makes choices].
        9.3.4   Makes informed decisions about various solutions to social and environmental conflicts [makes choices]
ASSESSMENT: Map work assignment; Design poster on development issue
RESOURCES: Aerial photographs, topographical maps, atlases,
INTEGRATION: LO – social& personal development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – space & shape & measurement / SS History – historical
             enquiry / Arts & Culture – creating, interpreting & presenting / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further map work exercise / further research – alternatives to accessibility of resources to settlement
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 9                                                                                                                                         TERM 3

WEEKS                               LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
  19    Continued …                                                                                                          MAPWORK



  20



        LO 1: AS 1,2,3,4,5,6,7                                                                                               SUSTAINABLE USE OF RESOURCES
  21    9.1.1   Carries out independent enquiries about aspects of the interrelationships between people, places and the       principles of Agenda 21, such as the
                environment (uses fieldwork) [finds sources].                                                                    need for everybody to participate in the
        9.1.2   Asks significant questions to evaluate sources, for example, to identify bias and stereotypes, omissions         management of resources;
                and gaps [works with sources]                                                                                  the dependence of all people on natural
  22
        9.1.3   Analyses and reaches conclusions about information from sources such as photos, maps and atlases,                resources for their livelihood and survival;
                graphs and statistics [works with sources].                                                                    the need for all our actions to ensure
        9.1.4   Correlates information from various sources with information from maps, atlases, satellite images or             future sustainability;
  23            orthophoto‟s [works with sources]                                                                              the need for everybody to be actively
        9.1.5   Observes and records information in the field [works with sources].                                              involved in addressing environmental
        9.1.6   Uses the Assessment Standards above to justify the answer, decision or solution relating to the enquiry          problems (e.g. pollution, waste disposal).
                [answers the question].
  24
        9.1.7   Reports on the knowledge gained in the enquiry by constructing an interpretation and argument based on
                sources of information; uses maps, diagrams and graphics; where possible uses computers in the
                presentation [communicates the answer].
  25    LO 2: AS 1,2,3
        9.2.1   Provides a reasoned explanation of some approaches to development [people and places].
        9.2.2   Identifies ways in which science and technology have contributed positively and negatively to development
                [people and resources].
  26
        9.2.3   Explains how sustainable development could impact positively on people, places and environments
                [people and the environment].
        LO 3: AS 1,2,3,4
  27    9.3.1   Identifies social and environmental conflicts in South Africa and compares with other contexts [identifies
                the issue].
        9.3.2   Identifies factors affecting selected social and environmental disputes including rights, gender, social,
                economic and political demands in a particular context [factors affecting the issue].
  
        9.3.3   Analyses the causes of disputes or conflicts [makes choices].
        9.3.4   Makes informed decisions about various solutions to social and environmental conflicts [makes choices]
ASSESSMENT: Data analysis; creative response or research project
RESOURCES: Books, policy document – Agenda 21, tables, graphs, Internet
INTEGRATION: LO – social & personal development / NS –Earth & beyond / LLC – thinking & reasoning / Arts & Culture – creating, interpreting & presenting /
             MATHS – data handling / SS History – historical enquiry / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research – amount of water used daily & how to reduce the consumption of water; Investigate impact of drought on household budgets
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

GEOGRAPHY GRADE 9                                                                                                                                         TERM 4

WEEKS                                   LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                   KNOWLEDGE FOCUS & CONTEXT
          LO 1: AS 1, 2, 3, 5, 6, 7                                                                                            SOCIAL AND ENVIRONMENTAL CONFLICTS
  28      9.1.1   Carries out independent enquiries about aspects of the interrelationships between people, places and the     IN SOUTH AFRICA
                  environment (uses fieldwork) [finds sources].                                                                   comparison with other countries in Africa
          9.1.2   Asks significant questions to evaluate sources, for example, to identify bias and stereotypes, omissions          and elsewhere;
  29              and gaps [works with sources]                                                                                   the role of power, control and
          9.1.3   Analyses and reaches conclusions about information from sources such as photos, maps and atlases,                 discrimination (including racism and
  30              graphs and statistics [works with sources].                                                                       xenophobia) in shaping access to and
          9.1.5   Observes and records information in the field [works with sources].                                               use of resources such as land, food,
          9.1.6   Uses the Assessment Standards above to justify the answer, decision or solution relating to the enquiry           water, housing and jobs;
  31              [answers the question].                                                                                         use of relevant case studies.
          9.1.7   Reports on the knowledge gained in the enquiry by constructing an interpretation and argument based on
                  sources of information; uses maps, diagrams and graphics; where possible uses computers in the
  32
                  presentation [communicates the answer].
          LO 2: AS 1, 2, 3
  33      9.2.1   Provides a reasoned explanation of some approaches to development [people and places].
          9.2.2   Identifies ways in which science and technology have contributed positively and negatively to development
                  [people and resources].
  34      9.2.3   Explains how sustainable development could impact positively on people, places and environments
                  [people and the environment].
  35      LO 3: AS 1, 2, 3, 4
          9.3.1   Identifies social and environmental conflicts in South Africa and compares with other contexts [identifies
                  the issue].
  36      9.3.2   Identifies factors affecting selected social and environmental disputes including rights, gender, social,
                  economic and political demands in a particular context [factors affecting the issue].
          9.3.3   Analyses the causes of disputes or conflicts [makes choices].
   
          9.3.4   Makes informed decisions about various solutions to social and environmental conflicts [makes choices]

ASSESSMENT: Test ; CTA
RESOURCES: Books, case studies, museums, newspapers, Internet
INTEGRATION: LO – social & personal development / NS –Earth & beyond / LLC – thinking & reasoning / MATHS – data handling /
             Arts & Culture – expressing & communicating / EMS – sustainable growth & development / TECH – technology, society & the environment
ENRICHMENT: Further research – role of Apartheid in distribution of resources
BARRIERS:    Refer to Inclusive Curriculum Resource file
SUMMARY ASSESSMENT TABLE FOR SOCIAL SCIENCES

GEOGRAPHY

                                Grade 7                                             Grade 8                                               Grade 9

 TERM 1     Week 6:    Creative response or project based on     Week 4:    Collage – political and economic          Week 4:    Creative response -Collage on
                       influence of any of the natural hazards              factors influencing settlement patterns              development issues
            Week 8:    Test Natural hazards                      Week 6:    Investigation on factors influence of     Week 6:    Data-analysis assignment –
                                                                            environment on distribution of                       sustainable development
                                                                            settlements                               Week 8:    Test
                                                                 Week 8:    Test on settlements globally and
                                                                            locally

 TERM 2     Week 11:   Research on natural hazards               Week 11:   Data-analysis based on types of           Week 11:   Map work assignment based –
            Week 15:   Map work assignment – extracting                     transportation                                       comparing information from maps
                       information from maps and photo‟s         Week 14:   Creative response – Transportation        Week 14:   Creative response – design a poster
                       Measuring distances; area                 Week 17:   Test on settlements globally and                     on development issues
                                                                            locally                                   Week 17:   Test on map work and development
                                                                                                                                 issues

 TERM 3     Week 21:   Fieldwork assignment                      Week 25:   Map work assignment extracting            Week 21:   Fieldwork assignment
            Week 25:   Test – Map work and population                       information from a map                    Week 25:   Investigation of impacts of water
                       growth and change                         Week 27:   Creative response –Building model of                 consumption
            Week 27:   Data-analysis assignment on                          city                                      Week 27:   Data-analysis assignment on
                       population distribution and growth                                                                        utilization of resources


 TERM 4     Week 29: Writing of essay on impact of               Week 29:   Research based on new                     Week 29:   CTA;
                     HIV/AIDS                                               opportunities to conserve                 Week 32:   Test – Social and environmental
            Week 32: Research project on population                         resources                                            conflicts in South Africa
                     movements                                   Week 32:   Oral presentation based on research
SUMMARY ASSESSMENT TABLE FOR SOCIAL SCIENCES

HISTORY

                              Grade 7                                            Grade 8                                             Grade 9

 TERM 1   Week 6:    Source-based assignment on             Week 4:    Source-based assignment on               Week 4:   Creative response –poem on Nazi-
                     Early hominid discoveries in South                Trade unionism and political rights                Germany
                     and East Africa                        Week 6:    Group project on the French Revolution   Week 6:   Source-based assignment on the
          Week 7:    Extended writing –on human             Week 8:    Extended writing on industrialisation              Truth and Reconciliation Commission
                     evolution                                                                                            and the Holocaust
          Week 9:    Fieldwork on rock art in local area                                                        Week 8:   Extended writing on Africa‟s economic
                                                                                                                          recovery

 TERM 2   Week 11:   Research project on Arab trade links   Week 11: Source-based assignment on                 Week 11: Source-based assignment on
          Week 13:   Creative response – construct model             Early trade union movements                         United Nations Declaration of Civil Rights
                     of slave settlement or slave ship      Week 14: Creative response – Poster on              Week 14: Research on Life of Civil Rights leader
          Week 15:   Source-based assignment –                       striking labourers                                  in the USA
                     Indian Ocean and East Africa links     Week 17: Extended writing on industrialisation      Week 17: Extended writing on Apartheid in
                     with Great Zimbabwe                                                                                 South Africa
          Week 16:   Extended writing on early trading
                     systems

 TERM 3   Week 21:   Creative response –essay on slavery    Week 20: Source-based assignment on                 Week 21: Creative response – Collage
                     at the Cape                                     The South African War resisting                     depicting capitalism/communism/
          Week 25:   Source-based assignment on Africa               British Control                            Week 25: Source-based assignment on
                     and the Atlantic slave trade           Week 25: Extended writing on Colonialism and                 Building new identity in South Africa
          Week 27:   Extended writing on European                    exploitation of resources                  Week 27: Extended writing on the Nuclear
                     trading systems                        Week 27: Research based on types of food that                Age and Cold War
                                                                     are remnants of colonial time

 TERM 4   Week 29:   Creative response –Poster or Model     Week 29: Source-based assignment on                 Week 27: Source-based assignment on
                     of Contact on the Cape frontiers                Growing nationalism in Europe                       Xenophobia and genocide
          Week 32:   Extended writing on systems of         Week 32: Research based Changing roles of           Week 30: CTA;
                     democracy                                       women of WW1                               Week 32: Extended writing on Issues of our time
                                                            Week 34: Extended writing on Impact of WW1
                                                                     on SA
                                      HISTORY LEARNING PROGRAMME SUMMARY

                 GRADE 7                               GRADE 8                                   GRADE 9
Human Evolution                        Changing Worlds: The French Revolution   Human Rights Issues, during & after WW2
Time: 8 weeks                          Time: 6 weeks                            Time: 8 weeks
LO 1: AS 1,2,4,5                       LO 1: AS 2,4, 5                          LO 1: AS 1,2,3,5
LO 2: AS 3                             LO 2: AS 1,2,3                           LO 2: AS 2,3
LO 3: AS 4                             LO 3: AS 4, 5                            LO 3: AS 1,2,4


Early Trading Systems                  Changing Worlds: Industrialisation       End of WW2, struggle for Human Rights
Time: 18 weeks                         Time: 12 weeks                           Time: 4 weeks
LO 1: AS 1,2,4, 5                      LO 1: AS 1,2,3,4,5                       LO 1: AS 1,2,4,5
LO 2: AS 1,2                           LO 2: AS 1,2                             LO 2: AS 1,2,3
LO 3: AS 1,2,4                         LO 3: AS 1,2,3,4,6                       LO 3: AS 1,3,4
Moving Frontiers                       Resisting British Control                Apartheid in South Africa
Time: 8 weeks                          Time: 4 weeks                            Time: 8 weeks
LO 1: AS 3                             LO 1: AS 1,2,4,5                         LO 1: AS 1,2,3,4,5
LO 2: AS 2                             LO 2: AS 2,3                             LO 2: AS 1,2,3,4
LO 3: AS 3,5                           LO 3: AS 4,5,6,7                         LO 3: AS 1,2,3,4
                                                            th      th
Systems of Democracy : The American    Colonialism in the 19 and 20 centuries   Nuclear Age and the Cold War
Revolution                             Time: 6 weeks                            Time: 6 weeks
Time: 2 weeks                          LO 1: AS 3,4,5                           LO 1: AS 1,3,4,5
LO 1: AS 2,4,5                         LO 2: AS 2,3                             LO 2: AS 2,3
LO 2: AS 2                             LO 3: AS 1,2,3                           LO 3: AS 1,2,3
LO 3: AS 5
                                       Changing Ideas & technologies: WW1       Issues of Our Time
                                       Time: 8 weeks                            Time: 6 weeks
                                       LO 1: AS 2,3,5                           LO 1: AS 1,4,5
                                       LO 2: AS 1,2,3                           LO 2: AS 2,4
                                       LO 3: AS 4,6,7                           LO 3: AS 1,2,3,4
                                                                                Africa: A New Vision
                                                                                Time: 4 weeks
                                                                                LO1: AS 1,2,4,5
                                                                                LO 2: AS 1,2,3,4
                                                                                LO 3: AS 1,2,4
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 7                                                                                                                                                      TERM 1

WEEKS                                  LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                          KNOWLEDGE FOCUS & CONTEXT
           LO 1: AS 1,2,4,5                                                                                                           HUMAN EVOLUTION
   1       7.1.1   Identifies and selects a variety of historical and archaeological sources relevant to an inquiry [finds              early hominid discoveries in South Africa
                   sources].                                                                                                             and East Africa;
   2
           7.1.2   Compiles and organises information from a number of sources to obtain evidence about aspects of the                  becoming human in southern Africa;
                   past [works with sources].                                                                                           rock art as an expression of hunter-
           7.1.4   Uses the information from the sources to present well-thought-out answers to questions [answers the                   gatherer society and world-view.
   3               question].                                                                                                           sixteenth to nineteenth centuries.
           7.1.5   Communicates knowledge and understanding by formulating arguments based on evidence from the
                   sources either in a debate, by producing longer pieces of historical writing, through artwork, graphics and
   4               drama; uses information technology where available and appropriate [communicates the answer].
           LO 2: AS 3
   5       7.2.3   Explains why certain aspects of society in different contexts have or have not changed over time
                   [change and continuity].
           LO 3: AS 4
   6       7.3.4   Describes how archaeologists work with material remains of the past, and makes deductions from selected
                   material remains of the past [representation of the past].
   7


   8


   9


   

ASSESSMENT: Extended writing; source-based test & fieldwork.
RESOURCES: Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION: Arts & Culture: visual arts (rock art; create own life story using rock art; Natural science: scientific investigation (rock art ; research the composition of paint
             medium; Languages: reading & viewing
ENRICHMENT: Research symbolism
BARRIERS:    Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 7                                                                                                                                           TERM 2

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,5                                                                                                  A BROAD OVERVIEW OF EARLY TRADING
  10    7.1.1   Identifies and selects a variety of historical and archaeological sources relevant to an inquiry [finds   SYSTEMS
                sources].
        7.1.2   Compiles and organises information from a number of sources to obtain evidence about aspects of the         Indian Ocean and East Africa: Arab trade,
  11            past [works with sources].                                                                                   Swahili coastal communities, and links with
        7.1.3   Uses the information from the sources to present well-thought-out answers to questions [answer               Great Zimbabwe - ninth to sixteenth
  12            the question].                                                                                               centuries;
        7.1.5   Communicates knowledge and understanding by formulating arguments based on evidence from                    West Africa and trans-Saharan trade: salt,
                sources [communicates the answer]                                                                            gold, slaves and ancient trade routes, centres
  13                                                                                                                         of learning, historical reporting - ninth to
        LO 2: AS 1,2
        7.2.1   Develops timelines and creates diagrams to illustrate periods and events in the past [chronology and         sixteenth centuries;
  14            time].
        7.2.2   Describes and makes links between reasons for and results of key events and changes [cause and
                effect].
  15
        LO 3: AS 4
        7.3.4   Describes how archaeologists work with material remains of the past and make deductions from
  16            selected material remains of the past. [representation of the past].


  17


  18


  

ASSESSMENT:    Extended writing; source-based test; project ; model: construct trade or slave settlement/ construct slave ship
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   LO: social development (human rights/slavery; Mathematics – measurement (money); EMS: entrepreneurial knowledge & skills (history of trade)
ENRICHMENT:    Additional research on ancient African trading systems; heritage e.g. Zimbabwe; Visit to Gold of Africa museum
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 7                                                                                                                                                  TERM 3

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                           KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,4,5                                                                                                         A BROAD OVERVIEW OF EARLY TRADING
  19    7.1.1   Identifies and selects a variety of historical and archaeological sources relevant to an inquiry                 SYSTEMS: (continue)
                [finds sources].                                                                                                     European trading systems in the Middle
        7.1.2   Compiles and organises information from a number of sources to obtain evidence about aspects of                       Ages - fourteenth to sixteenth centuries;
  20            the past [works with sources].                                                                                       Dutch settlement, the Indian Ocean slave
        7.1.4   Uses the information from the sources to present well-thought-out answers to questions                                trade and slavery at the Cape -
  21            [answer the question].                                                                                                seventeenth and eighteenth centuries;
        7.1.5   Communicates knowledge and understanding by formulating arguments based on evidence from                             Africa and the Atlantic slave trade
                sources [communicates the answer]
  22    LO 2: AS 2
        7.2.2   Describes and makes links between reasons for and results of key events and changes [cause and
                effect].
  23
        LO 3: AS 1,2,4
        7.3.1   Understands how and why some events in the past have been interpreted differently [source
  24            interpretation].
        7.3.2   Recognises that accounts written some time after the event may differ from contemporary accounts
                [source interpretation]
  25
        7.3.4   Describes how archaeologists work with material remains of the past and make deductions from
                selected material remains of the past. [representation of the past].
  26


  27


  


ASSESSMENT:    Extended writing; 1 source- based test; creative response - essay
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: reading & viewing, listening & speaking
ENRICHMENT:    Enter writing competition based on Creative writing or poetry ; Visit to slave lodge; historical fiction about slavery, tourist brochure
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 7                                                                                                                                            TERM 4

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                     KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 2,3,4,5                                                                                                   MOVING FRONTIERS
  28    7.1.2   Compiles and organises information from a number of sources to obtain evidence about aspects of              contact, conflict and dispossession on the
                the past [works with sources].                                                                                  Cape eastern or northern frontiers in the
        7.1.3   Interprets and finds information from simple graphical and statistical sources (e.g. graphs, population         nineteenth century;
  29            figures, census returns and tables) [works with sources].                                                    contact, conflict and dispossession:
        7.1.4   Uses the information from the sources to present well-thought-out answers to questions [answers the             frontiers in America in the nineteenth
  30            question].                                                                                                      century.
        7.1.5   Communicates knowledge and understanding by formulating arguments based on evidence from the
                sources either in a debate, by producing longer pieces of historical writing, through artwork, graphics    SYSTEMS OF DEMOCRACY: THE AMERICAN
  31            and drama; uses information technology where available and appropriate [communicates the answer].          REVOLUTION.
        LO 2: AS 2
        7.2.2   Describes and makes links between reasons for and results of key events and changes [cause
  32
                and effect].
        LO 3: AS 3,5
  33    7.3.3   Recognises that different value systems and traditions may influence the way events in the past are
                interpreted [influences on interpretation].
        7.3.5   Explains the ways in which people remember events in the past [representation of the past
  34


  35


  36


  


ASSESSMENT:    Extended writing; 1 source-based test; project: model – buildings; poster
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Technology: technological processes & skills (building of models); Languages: reading & viewing (historical concepts- dictionary work)
ENRICHMENT:    Conflict and dispossession today; Action in democracy today; TV , newspaper and radio work on democracy today
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 8                                                                                                                                             TERM 1

WEEKS                               LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                     KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,4,5                                                                                                   CHANGING WORLDS: THE FRENCH
  1     8.1.1   Continues to identify and select a variety of historical and archaeological sources relevant to an inquiry   REVOLUTION.
                [finds sources].
        8.1.2   Evaluates the sources used (e.g. „Who created the source?‟, „Is it reliable?‟, „How useful is the            CHANGING WORLDS: INDUSTRIALISATION
  2             information?‟) [works with sources].                                                                           the Industrial Revolution in Britain:
        8.1.3   Interprets graphical and statistical sources [works with sources].                                               changing technology, agriculture and trade,
        8.1.4   Presents an original idea as part of an answer to questions posed [answers the question].                        exploitation and the new world of work,
  3
        8.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based                   trade unionism, the growth of urban areas,
                on the historical sources (including extended writing, artwork, graphics and drama); uses information            social problems and political rights;
  4             technology where available and appropriate [communicates the answer].
        LO 2: AS 1,2,3
        8.2.1   Begins to make links between historical events and processes in different contexts in the same period
  5             [chronology and time].
        8.2.2   Recognises that causes and effects of events vary in importance [cause and effect].
        8.2.3   Explains changes in a wider historical and environmental context [change and continuity].
  6
        LO 3: AS 1,2,3,4,5,6
        8.3.1   Examines historical interpretation by asking relevant questions about the author of an historical source
  7             [source interpretation].
        8.3.2   Identifies and gives reasons for the different ways that the past is represented and interpreted [source
                interpretation].
  8     8.3.3   Explains why history is not objective or neutral [source interpretation].
        8.3.4   Recognises that sense of identity may influence the way events in the past are interpreted [influences
                on interpretation].
  9
        8.3.5   Describes main features and uses of material remains of the past in a given context [representation of
                the past].
       8.3.6   Explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage
                sites) [representation of the past & source interpretation].

ASSESSMENT:    Extended writing; 1 source-based test/worksheet; Structured group project
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Language: Thinking & reasoning; LO: social development; Technology: technological processes & skills
ENRICHMENT:    Structured drama; Heritage conservation; Visit to heritage site
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAM

HISTORY GRADE 8                                                                                                                                                TERM 2

WEEKS                               LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                        KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,4,5                                                                                                   CHANGING WORLDS: INDUSTRIALISATION:
  10    8.1.1   Continues to identify and select a variety of historical and archaeological sources relevant to an inquiry   (continue)
                [finds sources].                                                                                                   industrialisation in South Africa: diamonds
        8.1.2   Evaluates the sources used (e.g. „Who created the source?‟, „Is it reliable?‟, „How useful is the                   and gold, and changing work and lives in
  11            information?‟) [works with sources].                                                                                South Africa on the mines, the land and in
        8.1.3   Interprets graphical and statistical sources [works with sources].                                                  the cities (including the 1913 Land Act);
  12    8.1.4   Presents an original idea as part of an answer to questions posed [answers the question].                          sugar and labour in Natal;
        8.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based                     early trade union movements
                on the historical sources (including extended writing, artwork, graphics and drama); uses information
  13            technology where available and appropriate [communicates the answer].
        LO 2: AS 1,2
  14    8.2.1   Begins to make links between historical events and processes in different contexts in the same period
                [chronology and time].
        8.2.2   Recognises that causes and effects of events vary in importance [cause and effect].
  15
        LO 3: AS 1,2,3,4,6
        8.3.1   Examines historical interpretation by asking relevant questions about the author of an historical source
  16            [source interpretation].
        8.3.2   Identifies and gives reasons for the different ways that the past is represented and interpreted [source
                interpretation].
  17
        8.3.3   Explains why history is not objective or neutral [source interpretation].
        8.3.4   Recognises that sense of identity may influence the way events in the past are interpreted [influences
  18            on interpretation].
        8.3.6   Explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings)
                [representation of the past & source interpretation].
  

ASSESSMENT:    Extended writing; source-based test/worksheet; creative response- poster (striking labourers)
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: Writing; EMS: sustainable growth & development; Technology: society & environment
ENRICHMENT:    Composition of song/poem
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 8                                                                                                                                         TERM 3

WEEKS                               LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,4,5                                                                                                   RESISTING BRITISH CONTROL
  19    8.1.1   Continues to identify and select a variety of historical and archaeological sources relevant to an inquiry     examples could include the wars
                [finds sources].                                                                                                  between the Zulu and the British, the
        8.1.2   Evaluates the sources used (e.g. „Who created the source?‟, „Is it reliable?‟, „How useful is the                 Pedi and the British, or a regional
                information?‟) [works with sources].                                                                              example;
  20
        8.1.3   Interprets graphical and statistical sources [works with sources].                                             the South African War: who was involved
        8.1.4   Presents an original idea as part of an answer to questions posed [answers the question].                         and how did it affect their lives?
        8.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based
  21            on the historical sources (including extended writing, artwork, graphics and drama); uses information        THE EXPERIENCE OF COLONIALISM IN THE
                technology where available and appropriate [communicates the answer].                                        NINETEENTH AND TWENTIETH CENTURIES:
        LO 2: AS 2,3                                                                                                            the Industrial Revolution and colonial
        8.2.2   Recognises that causes and effects of events vary in importance [cause and effect].                               expansion;
  22
        8.2.3   Explains changes in a wider historical and environmental context [change and continuity].                       how African societies experienced and
        LO 3: AS 1,2,3,4,5,6,7                                                                                                    responded to colonialism: a British,
        8.3.1   Examines historical interpretation by asking relevant questions about the author of an historical source          Belgian or Portuguese colony;
  23            [source interpretation].                                                                                         colonialism and the exploitation of
        8.3.2   Identifies and gives reasons for the different ways that the past is represented and interpreted [source          resources
                interpretation].
        8.3.3   Explains why history is not objective or neutral [source interpretation].
  24
        8.3.4    Recognises that sense of identity may influence the way events in the past are interpreted [influences
                on interpretation].
        8.3.5   Describes main features and uses of material remains of the past in a given context [representation of
  25            the past].
        8.3.6   Explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage
                sites) [representation of the past].
        8.3.7   Explains how and why people‟s memories of the past might differ [representation of the past].
  26
        8.3.8   Recognises that sense of identity may influence the way events in the past are interpreted [influences
                on interpretation].
        8.3.9   Describes main features and uses of material remains of the past in a given context [representation of
  27            the past].
        8.3.10 Explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage
                sites) [representation of the past].
        8.3.11 Explains how and why people‟s memories of the past might differ [representation of the past].
  
ASSESSMENT:    Extended writing; Source-based assignment; research: types of food that are remnants of colonial time
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: reading & viewing; LO: personal development; EMS: sustainable growth & development
ENRICHMENT:    What are the issues around control of resources today – An investigation of a current issue
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 8                                                                                                                                          TERM 4

WEEKS                             LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                  KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 2,3,4                                                                                                  CHANGING IDEAS AND TECHNOLOGIES –
  28    8.1.2   Evaluates the sources used (e.g. „Who created the source?‟, „Is it reliable?‟, „How useful is the       WORLD WAR 1
                information?‟) [works with sources].                                                                        How industrialization, growing nationalism
        8.1.3   Interprets graphical and statistical sources [works with sources].                                           in Europe, and conflict over colonies
  29    8.1.5   Communicates knowledge and understanding by constructing own interpretation and argument                     contributed to the outbreak of WW1.
                based on the historical sources (including extended writing, artwork, graphics and drama); uses             Trench war fare
                information technology where available and appropriate [communicates the answer].                           Changing roles: women of WW1
  30
        LO 2: AS 1,2,3                                                                                                      Impact of WW1 on SA
        8.2.1   Begins to make links between historical events and processes in different contexts in the same period
  31            [chronology and time].
        8.2.2   Recognises that causes and effects of events vary in importance [cause and effect].
        8.2.3   Explains changes in a wider historical and environmental context [change and continuity].
  32    LO 3: AS 2,3,6,7
        8.3.2   Identifies and gives reasons for the different ways that the past is represented and interpreted
  33            [source interpretation].
        8.3.3   Recognises that sense of identity may influence the way events in the past are interpreted
                [influences on interpretation].
  34    8.3.6   Explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings,
                heritage sites) [representation of the past].
        8.3.7   Explains how and why people‟s memories of the past might differ [representation of the past].
  35


  36


  


ASSESSMENT:     Extended writing; 1 source-based assignment/worksheet; research- the changing role of women in WW1
RESOURCES:      Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTERGRATION:   Languages: writing / thinking & reasoning; Technology: society environment; geography- geographical knowledge & understanding
ENRICHMENT:     Oral history project; Investigation on monuments and war graves
BARRIERS:       Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 9                                                                                                                                           TERM 1

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,5                                                                                                    HUMAN RIGHTS ISSUES DURING AND
  1     9.1.1   Investigates a topic by asking key questions and identifies a variety of relevant sources to explore this   AFTER WORLD WAR II
                topic [finds sources].                                                                                         Nazi Germany: How did the Nazis
        9.1.2   Asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and         construct an Aryan identity? How did the
  2             gaps) [works with sources].                                                                                      Nazis use this „identity‟ to define and
        9.1.3   Analyses the information in the sources [works with sources].                                                    exclude others? How and why did the
  3     9.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based                   Holocaust happen? What choices did
                on the historical sources (including extended writing, artwork, graphics and drama); uses information            people have in Nazi Germany?
                technology where available and appropriate [communicates the answer].
  4     LO 2: AS 2,3                                                                                                        ISSUES OF OUR TIME
        9.2.2   Identifies categories of causes and effects (e.g. immediate and long-term, direct and indirect)                dealing with crimes against humanity:
  5             [cause and effect].                                                                                              apartheid and the Truth and
        9.2.3   Explains and analyses the reasons for and results of events in history [cause and effect].                       Reconciliation Commission compared
        LO 3: AS 1,2                                                                                                             with the Holocaust and the Nuremberg
  6                                                                                                                              Trials;
        9.3.1   Understands the contested nature of content, and that historians construct histories when writing about
                events from the past [source interpretation].                                                                  xenophobia and genocide (e.g. Rwanda,
  7     9.3.2   Constructs an interpretation based on sources, giving reasons for own interpretation [source                     the Balkans);
                interpretation].                                                                                               the effects of globalisation on Africa.
  8                                                                                                                         A NEW VISION FOR AFRICA: AFRICA‟S
                                                                                                                            ECONOMIC RECOVERY
  9


  

ASSESSMENT:    Extended writing; 1 source-based assignment; creative response-poem
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: thinking & reasoning; Arts & Culture: participating and collaborating; LO: social development
ENRICHMENT:    Fieldtrip to Holocaust Centre; Create models/ memory boxes
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 9                                                                                                                                          TERM 2

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                    KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,4,5                                                                                                  THE END OF WORLD WAR II AND THE
  10    9.1.1   Investigates a topic by asking key questions and identifies a variety of relevant sources to explore this   STRUGGLE FOR HUMAN RIGHTS
                topic [finds sources].                                                                                         United Nations Universal Declaration of
        9.1.2   Asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and         Human Rights (including crimes against
  11            gaps) [works with sources].                                                                                      humanity);
        9.1.3   Analyses the information in the sources [works with sources].                                                  United States civil rights movement;
  12    9.1.4   Presents an independent line of argument in answering questions posed, and justifies (using evidence)          human rights and anti-colonial struggles
                the conclusions reached [answers the question].                                                                  in Africa.
        9.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based
  13            on the historical sources (including extended writing, artwork, graphics and drama); uses information       APARTHEID IN SOUTH AFRICA
                technology where available and appropriate [communicates the answer].                                         impact of World War II;
        LO 2: AS 2,3                                                                                                          What was apartheid?;
  14
        9.2.2   Identifies categories of causes and effects (e.g. immediate and long-term, direct and indirect)               How did it affect people‟s lives?;
                [cause and effect].
                                                                                                                              repression and resistance to apartheid in
  15    9.2.3   Explains and analyses the reasons for and results of events in history [cause and effect].                      the 1950s (e.g. the Defiance Campaign,
        LO 3: AS 1,2,3,4,5                                                                                                      the Freedom Charter and popular
        9.3.1   Understands the contested nature of content, and that historians construct histories when writing about         culture);
  16
                events from the past [source interpretation].                                                                 repression and the armed struggle in the
        9.3.2   Constructs an interpretation based on sources, giving reasons for own interpretation [source                    1960s
  17            interpretation].
        9.3.3   Explains why history is not objective or neutral [source interpretation].
        9.3.4   Analyses issues, which influence the way history, has been written [influences on interpretation].
  18    9.3.5   Explains the ways in which symbols are used to remember events and people from the past, and how
                oral histories can contribute to our understanding of the symbols [representation of the past].
  


ASSESSMENT:    Extended writing; 1 source-based assignment; research life of a Civil Rights leader in USA; Read a biography of an apartheid leader
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: thinking & reasoning; Mathematics: data handling; EMS: sustainable growth & development; Arts & Culture: expressing & communicating
ENRICHMENT:    Fieldwork- visit museum e.g. District Six museum; Interview family/friends about apartheid experiences; Write a radio drama
BARRIERS:      Refer to Inclusive Curriculum Resource file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 9                                                                                                                                                TERM 3

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                     KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,3,4,5                                                                                                   APARTHEID IN SOUTH AFRICA (continue)
  19    9.1.1   Investigates a topic by asking key questions and identifies a variety of relevant sources to explore this      divide and rule: the role of the
                topic [finds sources].                                                                                           homelands;
        9.1.2   Asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and       repression and the growth of mass
  20            gaps) [works with sources].                                                                                      democratic movements in the 1970s and
        9.1.3   Analyses the information in the sources [works with sources].                                                    1980s: external and internal pressure;
  21    9.1.4   Presents an independent line of argument in answering questions posed, and justifies (using evidence)          building a new identity in South Africa in
                the conclusions reached [answers the question].                                                                  the 1990s: pre-1994 negotiations, the
        9.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based                   first democratic elections and South
  22            on the historical sources (including extended writing, artwork, graphics and drama); uses information            Africa‟s Constitution.
                technology where available and appropriate [communicates the answer].
        LO 2: AS 1,2,3,4                                                                                                     THE NUCLEAR AGE AND THE COLD WAR
  23    9.2.1   Places events, people and changes in the periods of history studied within a chronological framework            Hiroshima and Nagasaki: the changing
                [chronology and time].                                                                                            nature of war;
  24
        9.2.2   Identifies categories of causes and effects (e.g. immediate and long-term, direct and indirect) [cause          ideologies: capitalism and communism;
                and effect].                                                                                                      United States vs. the Soviet Union as
        9.2.3   Explains and analyses the reasons for and results of events in history [cause and effect].                        superpowers: the arms race, conflict over
  25    9.2.4   Recognises that change and development does not always mean progress [change and continuity].                     territory, the space race;
        LO 3: AS 1,2,3,4,5                                                                                                      the collapse of communism;
        9.3.1   Understands the contested nature of content, and that historians construct histories when writing about         the collapse of apartheid.
  26            events from the past [source interpretation].
        9.3.2   Constructs an interpretation based on sources, giving reasons for own interpretation [source
                interpretation].
  27
        9.3.3   Explains why history is not objective or neutral [source interpretation].
        9.3.4   Analyses issues, which influence the way history, has been written [influences on interpretation].
       9.3.5   Explains the ways in which symbols are used to remember events and people from the past, and how
                oral histories can contribute to our understanding of the symbols [representation of the past].

ASSESSMENT:    Extended writing; 1 source-based assignment; creative response- collage of pictures depicting capitalism/communism/apartheid
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: thinking & reasoning; Arts & Culture: creating, interpreting and presenting; Natural Science: science, society and the environment
ENRICHMENT:    Comparative study between Hiroshima after the WW2 bombing and today e.g in Iraq
BARRIERS:      Refer to barriers to learning file
SOCIAL SCIENCE LEARNING PROGRAMME

HISTORY GRADE 9                                                                                                                                         TERM 4

WEEKS                              LEARNING OUTCOMES & ASSESSMENT STANDARDS                                                     KNOWLEDGE FOCUS & CONTEXT
        LO 1: AS 1,2,4,5                                                                                                    ISSUES OF OUR TIME:
  28    9.1.1   Investigates a topic by asking key questions and identifies a variety of relevant sources to explore this      dealing with crimes against humanity:
                topic [finds sources].                                                                                           apartheid and the Truth and
        9.1.2   Asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and         Reconciliation Commission compared
  29            gaps) [works with sources].                                                                                      with the Holocaust and the Nuremberg
        9.1.4   Presents an independent line of argument in answering questions posed, and justifies (using evidence)            Trials;
                the conclusions reached [answers the question].                                                                xenophobia and genocide (e.g. Rwanda,
  30
        9.1.5   Communicates knowledge and understanding by constructing own interpretation and argument based                   the Balkans);
                on the historical sources (including extended writing, artwork, graphics and drama); uses information          the effects of globalisation on Africa.
  31            technology where available and appropriate [communicates the answer].
        LO 2: AS 1,2,3,4                                                                                                    A NEW VISION FOR AFRICA: AFRICA‟S
        9.2.1   Places events, people and changes in the periods of history studied within a chronological framework        ECONOMIC RECOVERY.
  32            [chronology and time].
        9.2.2   Identifies categories of causes and effects (e.g. immediate and long-term, direct and indirect) [cause
                and effect].
  33    9.2.3   Explains and analyses the reasons for and results of events in history [cause and effect].
        9.2.4   Recognises that change and development does not always mean progress [change and continuity].
  34    LO 3: AS 1,2,3,4,5
        9.3.1   Understands the contested nature of content, and that historians construct histories when writing about
                events from the past [source interpretation].
  35    9.3.2   Constructs an interpretation based on sources, giving reasons for own interpretation [source
                interpretation].
        9.3.3   Explains why history is not objective or neutral [source interpretation].
  36
        9.3.4   Analyses issues, which influence the way history, has been written [influences on interpretation].
        9.3.5   Explains the ways in which symbols are used to remember events and people from the past, and how
               oral histories can contribute to our understanding of the symbols [representation of the past].


ASSESSMENT:    Extended writing; 1 source-based test/worksheet; CTA
RESOURCES:     Museums; libraries; newspaper; atlas; television; dictionaries; internet; LTSM
INTEGRATION:   Languages: reading & viewing; LO: social development; EMS: sustainable growth and development
ENRICHMENT:    Research on xenophobia in the Eastern Cape – What happens to refugees there?
BARRIERS:      Refer to Inclusive Curriculum Resource file

								
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