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Term Week LOs & ASs Chapter Assessment Resources 1 1-2 LO1
Geographical enquiry
1: Mapwork
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Topographic map of school area (optional) Atlases Wall maps Pieces of paper Pair of dividers Rulers or measuring tapes
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Shopping items in original packaging Wall maps of the world and Africa Newspapers/articles Library Internet Clipboard Observation sheet Pens
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Tape recorders or video recorders Formal letter template Slips of paper Newspapers – classified section
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library resources Atlases Sloping, waterproof surface Cotton wool
2 13-16 Revision and examination cycle
3
3 17-18 LO1
Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation
6: The French Revolution
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library access A3 sheets Koki pens Scissors, glue Magazines
3 19-22 LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation
7: Industrialisation
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Sources on local community A3 paper for posters, Coloured pens
3 23-24 LO1 Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation
8: Resisting British control
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide
4 25-26 LO1 Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation
9: The experience of colonialism
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Wall map of Africa
4 27-28 LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation
10: The First World War
Informal and formal assessment
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide
4 29-32 Revision and examination cycle
Note: You need to complete 2 formal assessment tasks per term for Social Sciences for the Senior Phase. This work schedule shows all the opportunities for formal assessment.
Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Measures distances on orthophoto maps Identifies some physical and constructed features Observes and records information in the field Presents an original idea as part of an answer to the questions
Languages LO4, 5 Mathematics LO2, 5 Natural Sciences LO1
Content/Knowledge: Mapwork:
• Extracting information from maps and photos • Identifying features on maps and orthophotos • Comparing distances on maps and orthophotos
Learning activities Teaching methods/approach Resources Lesson 1: How to read maps and photographs LB p2
Activity 1: Getting information from maps and photographs using an atlas and index TG p2
Lesson 2: Using map symbols LB p3
Activity 2: Use map symbols based on photos TG p4
Lesson 3: Reading a topographic map LB p5
Activity 3: Starting to use a topographic map; use map conventions to interpret a map TG p5
Lesson 4: Identifying features on maps and photographs LB p7
Activity 4 and 5: Hunt the symbol; identify map symbols TG p6 and p8
Lesson 5: Measuring distances on maps LB p13
Activity 6: Measuring distance on a map using a paper strip method TG p9
Lesson 6: Orthophoto maps LB p16
Activity 7: Observations using an orthophoto map TG p11
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Topographic map of school area (optional) Atlases Wall maps Pieces of paper Pair of dividers Rulers or measuring tapes
Assessment: Type of assessment: Formal assessment for Lessons 2, 4, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 2; rubric 3 for Lesson 4; rubric 3 for Lesson 6 and memo (TG p12) for Lesson 7
Reinforcement: Identify map symbols on various maps Expanded opportunities: Look at orthophoto map and work with contours
Teacher reflection:
4
5
LESSON PLANS – Grade 8 Chapter 2: Settlement: where people live Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 3-4 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry
Identifies and selects a variety of geographical and environmental sources relevant to an enquiry Interprets maps and atlas information, graphical and statistical sources Measures distances on orthophoto maps Observes and records information in the field Presents an original idea as part of an answer to the questions Reports on the knowledge gained in the enquiry
G: LO2: Geographical knowledge and understanding
Identifies and compares different types of settlement patterns Identifies factors that influence the formation of settlement patterns Identifies critical factors that have led to changes in settlement patterns
G: LO3: Exploring issues
Identifies challenges to societies and settlements Examines the unequal distribution of, and access to, resources Investigates possible ways of reducing resource consumption Makes suggestions to guide sustainable living practices
H: LO1: Historical enquiry
Continues to identify and select Interprets graphical and statistical sources Communicates knowledge and understanding
Languages LO4, 5 Life Orientation LO1, 2, 5 Mathematics LO2, 5 Economic and Management Sciences LO1, 2
Content/Knowledge: Settlement:
• Functions of cities • Settlement patterns, including internal structures of settlements and location patterns in South Africa • Factors affecting settlement patterns, including physical, environmental, social, political and economic
Activity 1: Looking at settlements; complete a table TG p16 Activity 2: Finding out about urban and rural living, using resources TG 17 Activity 3: Finding out about the world’s biggest cities TG p18
Lesson 2: Functions of cities: What do cities offer? LB p24
Activity 4: Identify urban activities TG p19
Lesson 3: Settlement patterns LB p26
Activity 5: Compare dispersed and nucleated rural settlements TG p19
Lesson 4: Rural depopulation LB p28
Discuss in your groups the reason rural people are moving to the cities
Lesson 5: Urban settlement patterns LB p30
Activity 6: Help Gugu! Identify functions of urban settlements TG p20
Lesson 6: Urban settlement location patterns in South Africa LB p31
Activity 7: Understanding the factors affecting settlement and complete a table TG p21
Lesson 7: Internal city structures LB p34
Activity 8: Understanding land use zones; give correct definitions and examples TG p21
Lesson 8: Changes in urban settlements LB p36
Discuss in your group the way urban townships are growing so fast.
Lesson 9: How colonialism and apartheid affected settlements LB p36
Activity 9: Understanding South Africa’s settlement patterns; interpret a timeline TG p22
Lesson 10: What is globalisation and how does it affect settlements? LB p39
Activity 10: Looking at how globalisation affects you; discuss branding and globalisation TG p22
Lesson 7: Assessment LB p40
Assessment activity TG p23
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Dictionaries Internet access Newspapers Magazine articles Telephone directory
Assessment: Type of assessment: Formal assessment for Lessons 1, 2, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lesson 1; rubric 3 for Lessons 2 and 6; memo (TG p23) for Lesson 7
Reinforcement: Think of brand names Expanded opportunities: Imagine the impact of the population increase on a region
Identifies and selects a variety of geographical sources Interprets maps and atlas information Measures distances Observes and records information in the field Presents an original idea Reports on the knowledge gained in the enquiry
G: LO2: Geographical knowledge and understanding
Identifies and compares different types of settlement patterns Identifies factors that influence the formation of settlement patterns Identifies critical factors that have led to changes in settlement patterns
G: LO3: Exploring issues
Identifies challenges to societies and settlements Examines the unequal distribution of, and access to, resources Investigates possible ways of reducing resource consumption Makes suggestions to guide sustainable living practices
H: LO1: Historical enquiry
Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding
Languages LO2, 4, 5 Mathematics LO2, 5 Life Orientation LO1, 2, 5 Economic and Management Sciences LO1, 2
Content/Knowledge: Transportation:
• Effect on trade • Response to demand for trade • Role in providing access to opportunities • Effect on the shape and structure of settlements • Transport between settlements
Learning activities Teaching methods/approach Resources Lesson 1: Transport in the past LB p44
Activity 1: Different kinds of transport networks TG p27
Lesson 2: Transport gives access to places and opportunities LB p46
Activity 2: Do a survey of different types of transport TG p27 Activity 3: Draw graphs and discuss transport in different communities TG p28 Activity 4: How did your place begin; collect and present research TG p29 Activity 5: Ring roads and bypasses TG p30
Lesson 3: Transport routes in your area LB p52
Activity 6: Do a traffic survey TG p30 Activity 7: Making presentations; interpret bar graphs TG p31
Lesson 4: The effect of transport on trade LB p54
Activity 8: Investigate local trade TG p32 Activity 9: Interpret data on South Africa’s trading partners TG p32
Lesson 5: Some problems with transport LB p55
Activity 10: Identify the issues and answer questions on photos TG p32 Activity 11: Discuss issues of trucking routes and HIV TG p33
Lesson 7: Assessment LB p57
Assessment activity TG p33
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Shopping items in original packaging Wall maps of the world and Africa Newspapers/articles Library Internet Clipboard Observation sheet Pens
Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 5 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lessons 2 and 5; rubric 2 for Lessons 2 and 3; memo (TG p33) for Lesson 7
Reinforcement: Source pictures of types of transport Expanded opportunities: Discuss the taxi industry and the pros and cons of taxis
Teacher reflection:
6
LESSON PLANS – Grade 8 Chapter 4: Patterns of social inequalities in South Africa Learning Areas: Social Sciences Grade: 8 Duration: 12 hours Weeks: 7-10 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry
Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Observes and records information in the field Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry
G: LO3: Exploring issues
Identifies challenges to societies and settlements Examines the unequal distribution of, and access to, resources Investigates possible ways of reducing resource consumption Makes suggestions to guide sustainable living practices
H: LO1: Historical enquiry
Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer to questions Communicates knowledge and understanding
Languages LO2, 3, 4, 5 Mathematics LO2, 5 Life Orientation LO2, 5 Economic and Management Sciences LO1
Content/Knowledge: Patterns of social inequalities in South Africa:
• Status of women • Exploitation of labour (including child labour) • Access to education and training, housing and other services and resources - who gets what • Comparison with other developing and developed parts of the world
Learning activities Teaching methods/approach Resources Lesson 1: What are inequalities? LB p60
Activity 1: Using sources to understand inequalities; express opinions on a table TG p37
Lesson 2: The status of women LB p61
Activity 2: Gender equality; use data to get information TG p38
Lesson 3: Exploitation of labour LB p65
Activity 3: Interview a worker to find information about working conditions TG p41 Activity 4: Wage exploitation; discuss issues and write a letter TG p42 Activity 5: Structure and argue a point of view TG p43
Lesson 4: Access to services and resources LB p69
Activity 6: Investigating basic services in South Africa: Discuss the lack of basic services TG p43 Activity 7: Investigating the housing shortage in South Africa: make decisions about housing TG p44
Lesson 5: Assessment LB p71
Assessment activity TG p45
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Tape recorders or video recorders Formal letter template Slips of paper Newspapers – classified section
Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 3; rubric 3 for Lesson 4; memo (TG p45) for Lesson 5
Reinforcement: Learners role-play the situation of farm workers Expanded opportunities: Learners investigate the roles of males and females in different contexts
Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Observes and records information in the field Presents an original idea as part of an answer to the questions Reports on the knowledge gained in the enquiry
G: LO3: Exploring issues
Identifies challenges to societies and settlements Examines the unequal distribution of, and access to, resources Investigates possible ways of reducing resource consumption Makes suggestions to guide sustainable living practices
H: LO1: Historical enquiry
Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding
Languages LO4, 5 Mathematics LO2, 5 Life Orientation LO1, 2, 5 Economic and Management Sciences LO1
Content/Knowledge: Natural resources in South Africa and worldwide:
• How they are being used • Conservation and protection of resources • Why conservation is necessary • Threats to conservation • New opportunities to conserve resources
Activity 2: Understanding how people and nature are connected by using facts to get information TG p48 Activity 3: Interpret a graph about fisheries in the northern hemisphere TG p49 Activity 4: Learning from the Kosi Bay story; discuss a case study TG p50
Lesson 3: The importance of soil, water, air and forests LB p78
Activity 5: Reclaiming wetlands; make a model of a wetland TG p50
Lesson 4: Conservation areas LB p80
Activity 6: Finding out about protected areas TG p51 Activity 7: Look at different views about protected areas TG p51 Activity 8: Making the right choices TG p51
Lesson 5: Endangered species LB p84
Activity 9: Find out more about endangered animals TG p52
Lesson 6: What you can do LB p86
Activity 10: Identify ways of conserving natural resources TG p53 Activity 11: Research and discuss forming action groups TG p53
Lesson 7: Assessment LB p88
Assessment activity TG p54
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library resources Atlases A sloping, waterproof surface Cotton wool
Assessment: Type of assessment: Formal assessment for Lessons 2, 3 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 2, rubric 2 for Lesson 3; memo (TG p54) for Lesson 7
Reinforcement: Discuss extinction Expanded opportunities: Debate different views about conservation issues
Teacher reflection:
8
LESSON PLANS – Grade 8 Chapter 6: The French Revolution Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 17-18 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry
Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer to questions
H: LO2: Historical Knowledge and Understanding
Begins to make links between historical events and processes Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context
H: LO3: Historical Interpretation
Identifies and gives reasons for the different ways that the past is represented and interpreted Recognises that sense of identity may influence the way events in the past are interpreted
Mathematics LO5 Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1
G: LO1: Geographical enquiry
Observes and records information in the field Presents an original idea as part of an answer to the questions
Content/ Knowledge: Changing worlds:
• The French Revolution Learning activities Teaching methods/approach Resources Lesson 1: Revolutions LB p90 Activity 1: Understanding revolutions and reactions
today; read text; encourage discussion TG p56 Lesson 2: French life in the 1700s LB p91
Activity 2: Investigate sources to answer questions TG p57
Lesson 3: French society LB p92
Activity 3: Interpret cartoons about the First and Second Estates TG p58 Activity 4: Understanding the Third Estate TG p58
Lesson 4: The French revolution LB p95
Activity 5: Understanding the causes of the revolution; write a letter TG p59 Activity 6: Interpret newspaper articles about Bastille Day TG p60
Lesson 5: The Revolution continues LB p97
Activity 7: Understanding the steps to change; answer questions TG p61 Activity 8: Decide whether statements are true or false TG p62 Activity 9: Debate different aspects of the Revolution TG p62 Activity 10: Compare the Declaration of the Rights of Man and the Freedom Charter TG p63
Lesson 6: Assessment LB p101
Assessment activity TG p64
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library access A3 sheets Koki pens Scissors Glue Magazines
Assessment: Type of assessment: Formal assessment for Lessons 3, 5 and 6 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lesson 5; rubric 3 for Lesson 3, memo (TG p64) for Lesson 6
Reinforcement: Draw cartoons Expanded opportunities: Role play philosophical debates and ideas
Continues to identify and select a variety of historical and archaeological sources Evaluates the sources used Presents an original idea as part of an answer to questions posed Communicates knowledge and understanding
H: LO2: Historical Knowledge and Understanding
Begins to make links between historical events and processes Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context
H: LO3: Historical Interpretation
Identifies and gives reasons for the different ways that the past is represented and interpreted Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Describes main features and uses of material remains of the past
Languages LO2, 3, 4, 5 Life Orientation LO1, 2 Economic and Management Sciences LO1, 2
Content/ Knowledge: Changing worlds:
• Industrialisation: The Industrial Revolution in Britain • Changing technology, agriculture and trade • Exploitation and the new world of work, trade unionism • The growth of urban areas, social problems and political rights • Industrialisation in South Africa • Sugar and labour in Natal • Early trade union movements
Activity 1: Discuss life before the Industrial Revolution TG p66 Activity 2: Understand peaceful revolution TG p67 Activity 3: Discuss how goods are produced TG p68
Lesson 2: The growth of industry LB p106
Activity 4: Understanding the effects of new inventions and the impact of e.g. power and bridges TG p68 Activity 5: More about inventions; investigate an invention and its impact TG p68 Activity 6: Using pictures as sources; answer questions about a photo TG p69
Lesson 3: Urbanisation and housing LB p109
Activity 7: Research historical sources about industry in your area TG p69 Activity 8: Assess and discuss how healthy your area is TG p70 Activity 9: Using written sources; discuss TG p71
Lesson 4: Children at work LB p110
Activity 10: Using sources to look at child labour TG p71 Activity 11: Imagining what it was like TG p71 Activity 12: Discuss child labour TG p72
Lesson 5: Workers get organised LB p112
Activity 13: Interpret sources TG p72 Activity 14: Understand what causes poverty; write a short story TG p74
Lesson 6: The industrialisation of South Africa LB p114
Activity 15: Understand capitalism; discuss a cartoon TG p73
Lesson 7: Changes in how people lived LB p116
Activity 16: Conduct an interview to understand the impact of migrant labour on people TG p74 Activity 17: Looking at compound life TG p74 Activity 18: Looking at early Johannesburg TG p75
Lesson 8: Development of a racially divided economy TG 119
Activity 19: Describe opinions and attitudes TG p76 Activity 20: Discuss the causes TG p76
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Sources on local community A3 paper for posters Coloured pens
10
Lesson 9: Industrial developments after gold TG 122
Activity 21: Listening to points of view; have a debate TG p77
Lesson 10: Assessment LB p125
Assessment activity TG p77
Assessment: Type of assessment: Formal assessment for Lessons 2, 6, 7, 8 and 10 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lessons 2, 6; rubric 1 for Lessons 7, 8; memo (TG p77) for Lesson 10
Reinforcement: Role play a day in your life without machines Think of modern inventions Expanded opportunities: Imagining life before the industrial revolution Interview older members of community
Continues to identify and select a variety of historical sources Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding
H: LO2: Historical Knowledge and Understanding
Begins to make links between historical events and processes Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context
H: LO3: Historical Interpretation
Identifies and gives reasons for the different ways Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Explains the importance of conserving our natural and cultural heritage
G: LO1: Geographical enquiry
Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry
Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1
Content/Knowledge: Resisting British control:
• The wars between the Zulu and the British • The Pedi and the British • The South African War: who was involved and how did it affect their lives?
Activity 1: Looking at KwaZulu-Natal TG p80 Activity 2: Using pictures as sources; develop visual literacy skills TG p81 Activity 3: Take a closer look at pictures as sources TG p81 Activity 4: Understand the Anglo-Zulu wars and the impact of the war TG p82
Lesson 2: The South African War LB p130
Activity 5: Use map work skills TG p82 Activity 6: Understand the South African War (1); give opinions and justification TG p83
Lesson 3: War is declared LB p133
Activity 7: Understand the South African War (2) TG p83 Activity 8: Write a report; simulate writing a journalist’s report based on sources TG p84 Activity 9: Looking at sources; develop empathy TG p84 Activity 10: Debate an idea TG p84
Lesson 4: The scorched earth policy and concentration camps LB p137
Activity 11: Compare sources and stories TG p85
Lesson 5: Black people in the war LB p139
Activity 12: Thinking about how history is written TG p86 Activity 13: Discuss reasons for black people’s role in the war TG p86
Lesson 6: Conclusion: The end of the war LB p140
Activity 14: Debate sides in a formal debate TG p86
Lesson 7: Assessment LB p142
Assessment activity TG p87
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide
Assessment: Type of assessment: Formal assessment for Lessons 1, 4 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 1, 4; memo (TG p87) for Lesson 7
Reinforcement: Look at pictures of KwaZulu Natal and discuss how it has changed Expanded opportunities: Write 1 page essay based on Activity 4
Continues to identify and select a variety of historical and archaeological sources Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer to questions posed Communicates knowledge and understanding
H: LO2: Historical Knowledge and Understanding
Begins to make links between historical events and processes Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context
H: LO3: Historical Interpretation
Examines historical interpretation by asking relevant questions Identifies and gives reasons for the different ways that the past is represented and interpreted Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Describes main features and uses of material remains of the past Explains the importance of conserving our natural and cultural heritage Explains how and why people’s memories of the past might differ
G: LO1: Geographical enquiry
Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry
Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1
Content/Knowledge: The experience of colonialism in the nineteenth and twentieth centuries:
• The Industrial Revolution and colonial expansion • How African societies experienced and responded to colonialism • A British, Belgian or Portuguese colony • Colonialism and the exploitation of resources
Activity 1: Understanding what colonisation means TG p89
Lesson 2: The link between the Industrial Revolution and colonialism LB p146
Activity 2: Understand economic forces; how colonists made money TG p90 Activity 3: Write a paragraph about the past TG p90
Lesson 3: The Scramble for Africa LB p148
Activity 4: Dividing Africa up TG p91 Activity 5: Discuss opinions and find information from different sources TG p92 Activity 6: Look at main concepts (the four Cs) behind colonialism TG p92
Lesson 4: Congo: a case study LB p151
Activity 7: Write and role-play a dialogue TG p93 Activity 8: Draw a time-line; place events in chronological order TG p93 Activity 9: Discuss events in the Congo TG p94 Activity 10: Talking about freedom (1) Discuss independence TG p94 Activity 11: Talking about freedom (2) Write a diary TG p95
Lesson 5: Europe needed Africa LB p154
Activity 12: How do we judge colonialism? Discuss different views TG p96
Lesson 6: Assessment LB p156
Assessment activity TG p96
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Wall map of Africa
Assessment: Type of assessment: Formal assessment for Lessons 4 and 6 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 4; memo (TG p96) for Lesson 6
Reinforcement: Revise the structure of a paragraph including a topic sentence Look at issues behind name changes Research place names and family names Expanded opportunities: Draw a cartoon about the Scramble for Africa
Teacher reflection:
13
LESSON PLANS – Grade 8 Chapter 10: The First World War Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 27 – 28 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry
Continues to identify and select a variety of historical sources Evaluates the sources used Presents an original idea as part of an answer Communicates knowledge and understanding
H: LO2: Historical Knowledge and Understanding
Begins to make links Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context
H: LO3: Historical Interpretation
Explains why history is not objective or neutral Recognises that sense of identity may influence Describes main features and uses of material remains Explains how and why people’s memories of the past might differ
G: LO1: Geographical enquiry
Identifies and selects a variety of sources Interprets maps and atlas information Presents an original idea as part of an answer Reports on the knowledge gained
Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1
Content/Knowledge: Changing ideas and technologies – World War I:
• How industrialisation, growing nationalism in Europe, and conflict over colonies led to the outbreak of WW I • Trench warfare • Changing roles • Women in World War I • The impact of World War I on South Africa
Learning activities Teaching methods/approach Resources Lesson 1: What was the world like in 1914? LB p160
Activity 1: Reading maps and a cartoon; answer questions based on sources TG p99
Lesson 2: What happened at Sarajevo? p162
Activity 2, Activity 3: War and peace; role-play opinions TG p100 Activity 4: True or false; test your knowledge TG p100 Activity 5: Reading with a purpose; examine the evidence TG p101
Lesson 3: Britain enters the war LB p164
Activity 6: Predicting the future TG p101 Activity 7: Communicating; write a letter TG p102 Activity 8: Use sources to interpret images TG p102
Lesson 4: The world at war LB p166
Activity 9: Discuss early sentiments about the war TG p103 Activity 10: Examine propaganda TG p104
Lesson 5: Life in the trenches LB p167
Activity 11: Understanding a modern source TG p104 Activity 12: News from the trenches; write a letter TG p105
Lesson 6: Taking to the seas and the air LB p171
Activity 13: The effects of industrialisation; present a written and visual summary TG p105 Activity 14: Considering all sides TG p106 Activity 15: Being a war correspondent TG p106
Lesson 7: Women in the war LB p172
Activity 16: Women during the war; Understand changing attitudes using sources TG p107
Lesson 8: The war in brief 1914 -1918 LB p174
Activity 17: What happened, when and where; complete a time-line TG p108
Lesson 9: The beginning of the end LB p175
group discussion
Lesson 10: The effect of World War 1 on SA LB p176
Activity 18: Propaganda poster for South Africans; promote an idea on a poster TG p108
Lesson 11: Assessment LB p177
Assessment activity TG p109
Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Template for informal letter Large sheets of paper Glue, scissors Materials for making posters
Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 6, 8, 9, 11 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 3, 8; rubric 1 for Lesson 2, 6; rubric 2 for Lesson 9; memo (TG p 109) for Lesson 11
Reinforcement: Draw a trench Expanded opportunities: Make a recruitment poster
Teacher reflection:
14
15
RUBRIC 1: Geography/ History written work Activity: Name: Date: Grade: Level 7
Excellent achievement far exceeding expected requirements
Level 6 A very good achievement where all requirements have been met at a very high standard
Level 5 A good achievement meeting most of the requirements
Level 4 A fair achievement meeting an adequate portion of the requirements
Level 3 A moderate achievement partially satisfying the requirements
Level 2 An elementary achievement marginally satisfying the requirements
Level 1 Unsatisfactory achievement Requirements not met
Look for and select sources Interpret and make use of sources
Identify, present and express knowledge in a clear manner Write structured paragraphs
Understand the significance of the issue Explain cause and effect factors