GRADE 12 - Curriculum



PROVINCE OF THE

EASTERN CAPE

EDUCATION

DIRECTORATE: CURRICULUM FET PROGRAMMES

LESSON PLANS

TERM 2

HISTORY

FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy/ Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and/or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavors to improve Teaching, Learning and Assessment.

TERM 1

GRADE 12 HISTORY

LESSON PLAN 1:

Duration: 2Hrs. 30min

| |

|Content focus / Topic: History as a subject in the New Curriculum |

| |

|Key Question: How does history as a subject fit into the New Curriculum? |

| |

|Outcomes and Assessment: |

|LO1: AS1-4; LO2: AS1-2; LO3: AS 2-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know … |You will be able to… |You will be able to… |

|The definition of history. |Develop high knowledge and high skills |Understand the world |

|The purpose of history. |Develop inquiry skills and motor-skills |How different political and economic systems |

|The scope of history. |Develop life skills and ethnical skills |operate in the world. |

|Educational and career links in history. | |Why different ideologies and beliefs breed |

| | |mistrust and tension in the world. |

| | | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Maths, Maths Literacy, Tourism, Life Sciences, Economics, |

|Business Studies, Accounting |

| | |

|Questions: |Learning activities: |

| | |

|What is History? |Working in groups |

|What is the purpose of History? |Work individually |

|What is the scope of History? |Class debate |

|What careers can you follow with history? | |

| | |

| | |

TERM 1

GRADE 12 HISTORY

LESSON PLAN 2:

Duration: 4Hrs. 10min

| |

|Content focus / Topic: History as a subject in the New Curriculum |

| |

|Key Question: What is the History Content focus for Grade 12? |

|What are the Learning Outcomes and Assessment standards in the study of History in Grade 12? |

| |

|Outcomes and Assessment: |

|LO1: AS1-4; LO2: AS1-3; LO3: AS 1-4; LO4: AS1-3 |

| | | |

|Knowledge |Skills |Values and attitudes |

|The learner will know … |The learner will be able to… |The learner will be able to… |

|The content focus for Grade 12 |Acquire and apply historical enquiry and |Understand social transformation |

|The Learning Outcomes. |apply historical enquiry skills. |Outcomes-based education |

|The Assessment Standards |Use historical concepts in order to analyse |High knowledge and high skills. |

| |the past. |Integration and applied competence. |

| |Construct and communicate historical |Progression |

| |knowledge and understanding. |Articulation and portability. |

| |Engage critically with issues around heritage|Human rights, inclusivity, environmental and |

| | |social justice. |

| | |Valuing indigenous knowledge systems |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Maths, Maths Literacy, Tourism, Life Sciences, Economics, |

|Business Studies, Accounting |

| | |

|Questions: |Learning activities: |

| | |

|What is LO 1? |Working in groups |

|How do you know that learners understands LO1? |Work individually |

|What are the assessment standards for LO1? |Class debate |

| | |

| | |

TERM 1

GRADE 12 HISTORY

LESSON PLAN 3:

Duration: 4Hrs. 10min

| |

|Content focus / Topic: The impact of the Cold War in forming the world in |

|the 1960s. |

|Key Question: What was the impact of the Cold War in forming the world |

|in the 1960s? |

| |

|Outcomes and Assessment: |

|LO1: AS1-3; LO2: AS1-3; LO3: AS1-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know about… |You will be able to… |You will appreciate… |

|The world in the 1960s |Interpret issues related to the Cold War. |What the world was like in the 1960s |

|The origins of the Cold War |Engage with appropriate sources of |How economic wealth and political power shape |

|The reasons for the mistrust and tension |information |history |

|between West and East |Extract information from sources |Why different ideologies and beliefs breed |

| |Categorise sources and information |mistrust and tension. |

| |Explain historical concepts such as | |

| |communism, capitalism and democracy | |

| |Compare and contrast various interpretations | |

| |and perspectives of East-West relations | |

| |during the Cold War | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation |

| | |

|Questions: |Learning activities: |

| | |

|What was the Cold War? |Working in groups |

|What was the world like in the 1960s? |Work individually |

|What were the origins of the Cold War? |Class debate |

|What were the reasons for the tension and mistrust between the USA| |

|and USSR? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse sources depicting tension between USA and USSR |

|Essay |Learners to make a summary on the reasons for the mistrust between the USA and USSR |

|Source-based activities |Learners to debate advantages and disadvantages of communism vs. democracy |

|Debate |Learners to discuss and write a paragraph on the different perspectives on the Cold War. |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1

GRADE 12 HISTORY

LESSON PLAN 4:

Duration: 4 Hrs. 10min

| |

|Content focus / Topic: The impact of the Cold War in forming the world in |

|the 1960s. |

|Key Question: Why did two different spheres of interest emerge after World |

|War Two? |

|How did the Cold War lead the world to be divided into two |

|clear ideological camps? |

|Outcomes and Assessment: |

|LO1: AS1-4; LO2: AS1-3; LO3: AS 2,3 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will be able to: |You will be able to… |You will appreciate… |

|Understand how and why the USA and USSR |Interpret issues related to the Cold War. |That human dignity was violated by the Cold War |

|created spheres of interest in Germany, |Use evidence to communicate an independent |That the environment was degraded during Cold War |

|Europe and central and southern Africa during|point of view |conflicts. |

|the Cold War. |Extract information from sources |That human life was threatened by the Cold War. |

| |Categorise sources and information | |

| |Identify bias, stereotypes and gaps in | |

| |sources. | |

| |Analyse various sources and reflect | |

| |critically upon their strength and weaknesses| |

| |Compare and contrast various interpretations | |

| |and perspectives of East-West relations | |

| |during the Cold War | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

|Questions: | |

|How did World War Two intensify the Cold War? |Learning activities: |

|How and why did the USA and USSR create spheres of interest? | |

|What decisions were made at the wartime conferences? |Working in groups |

| |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse sources depicting Berlin as focal point in the Cold War. |

|Essay |Learners to make a summary on America’s Policy of Containment. |

|Source-based activities |Learners to debate: Who was to blame for the Cold War? |

|Debate |Learners to discuss and write a paragraph on NATO and Warsaw. |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1

GRADE 12 HISTORY

LESSON PLAN 5:

Duration: 4Hrs. 10min

| |

|Content focus / Topic: The impact of the Cold War in forming the world in |

|the 1960s. |

| |

|Key Question: How and why did Berlin become a focal point of the Cold War? |

|Outcomes and Assessment: |

|LO1: AS1-4; LO2: AS1-3; LO3: AS:1, 2,3 |

|Knowledge |Skills |Values and attitudes |

|You will be able to: |You will be able to… |You will appreciate… |

|Understand how and why the USA and USSR |Interpret issues related to the Cold War. |That human dignity was violated by the Cold War |

|created spheres of interest in Germany, |Use evidence to communicate an independent |That the environment was degraded during Cold War |

|Europe and central and southern Africa during|point of view |conflicts. |

|the Cold War. |Extract information from sources |That human life was threatened by the Cold War. |

| |Categorise sources and information |Why different ideologies and beliefs breed |

|Examine Germany as a case study of Cold War |Identify bias, stereotypes and gaps in |mistrust and tension |

|politics. |sources. | |

| |Analyse various sources and reflect | |

|Discuss US policy by examining the Truman |critically upon their strength and weaknesses| |

|Doctrine, the policy of containment and the |Compare and contrast various interpretations | |

|Marshall Plan. |and perspectives of East-West relations | |

| |during the Cold War | |

| | | |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

|Questions: |Learning activities: |

| | |

|How did Cold War tensions play out in Germany after the war? |Working in groups |

|The division of Germany |Work individually |

|The division of Berlin |Class debate |

|How did America extend her influence over Germany and Western | |

|Europe? | |

|The Truman Doctrine | |

|The Marshall Plan | |

|Nato | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to select one of the uprisings for research purposes. |

|Essay |Design a pamphlet for an underground resistance movement whose aim is to rid the country of Soviet|

|Source-based activities |control |

|Debate |Analyse sources on Sino-Soviet relationship |

|Research |Research assignment on the Vietnam war. |

| |Write an essay explaining why the United States failed to win the Vietnam war |

| |Class discussion: Discuss to what extent the US invasion of Iraq in 2003 was similar to its |

| |earlier involvement in Vietnam. |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1

GRADE 12 HISTORY

LESSON PLAN 6:

Duration: 4Hrs.10min.

| |

|Content focus / Topic: The impact of the Cold War in forming the world in |

|the 1960s. |

| |

|Key Question: How did Cold War tensions play out in Germany after the war? |

|Outcomes and Assessment: |

|LO1: AS2,3; LO2: AS1-3; LO3: AS 2-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know.. |You will be able to… |You will appreciate… |

|The story of the Berlin Blocade and the |Analyse sources in order to extract |That human dignity was violated by the Cold War |

|Berlin Airlift |historical information |That the environment was degraded during Cold War |

|The second Berlin crisis, 1953. |Synthesise information from sources and |conflicts. |

|The third Berlin crisis, 1958. |construct an argument |That human life was threatened by the Cold War. |

|Why the Berlin Wall was built |Interpret and understand cartoons |Why different ideologies and beliefs breed |

|The impact of the building of the Berlin |Take part in class discussion |mistrust and tension |

|Wall. |Write a letter showing empathy |Realise the importance of negotiation and |

| | |compromise |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

| | |

|Questions: |Learning activities: |

|Why did Stalin decide to introduce the Berlin Blocade? | |

|How did the Western powers respond to the Berlin Blocade? |Working in groups |

|What were the consequences of the Berlin Blocade for the Cold War?|Work individually |

|Why was the Berlin Wall built and how did it reflect the situation|Class debate |

|between the superpowers? | |

|What were the consequences of the building of the Berlin Wall? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analyse cartoons and sources |

|Essay |Write an essay on the reasons for the building of the Berlin Wall. |

|Source-based activities |Design a poster to protest against the building of the Wall. |

|Debate |Map work |

|Research |Write a paragraph on the differences in lifestyle between East-and West Berliners. |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1:

GRADE 12 HISTORY

LESSON PLAN 7:

Duration:4Hrs.10min.

| |

|Content focus / Topic: THE DECOLONISATION OF AFRICA |

| |

|Key Question: How was uhuru realised in Africa in the 1960s and 1970s? |

|Outcomes and Assessment: |

|LO1: AS1-3; LO2: AS 2-3; LO3: AS 1,2 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know about… |You will be able to… |You will appreciate… |

|The concept uhuru. |Extract relevant information and data from |How Africa has responded to challenges and |

|The process of decolonisation |sources |constraints |

|The aspirations of African leaders and the |Categorise the information and data gathered |How the legacy of colonialism hampered the |

|expectations of African people. |from a variety of sources |sustainable development in African states |

| |Analyse the information and data gathered |The effects of changing political and economic |

| |from a variety of sources |dynamics on people |

| |Interpret and evaluate information and data |The values of democracy and equality |

| |from sources | |

| |Explain the dynamics of changing power | |

| |relationships within societies | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

| | |

|Questions: |Learning activities: |

|What was uhuru and why was it favoured? | |

|What were the ideas that influenced the emergence of independent |Working in groups |

|states? |Work individually |

|(African nationalism, Pan Africanism, World War Two, Process of |Class debate |

|decolonisation) | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analyse cartoons and sources |

|Essay |Analysing maps |

|Source-based activities |Guided paragraph |

|Debate |Understanding concepts |

|Research |Examine posters |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1:

GRADE 12 HISTORY

LESSON PLAN 8:

Duration:4Hrs.10min.

| |

|Content focus / Topic: THE DECOLONISATION OF AFRICA |

| |

|Key Questions: How was uhuru realised in Africa in the 1960s and 1970s? |

|What types of states were set up? |

|What were the possibilities and constraints? |

|Outcomes and Assessment: |

|LO1: AS1-4; LO2: AS 2-3; LO3: AS 1-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know about… |You will be able to… |You will appreciate… |

|The concept uhuru. |Extract relevant information and data from |How Africa has responded to challenges and |

|The process of decolonisation |sources |constraints |

|The aspirations of African leaders and the |Categorise the information and data gathered |How the legacy of colonialism hampered the |

|expectations of African people. |from a variety of sources |sustainable development in African states |

|Possibilities and constraints with regard to |Analyse the information and data gathered |The effects of changing political and economic |

|independence |from a variety of sources |dynamics on people |

|Different types of states set up in |Interpret and evaluate information and data |The values of democracy and equality |

|post-independent Africa |from sources |The values of tolerance, human rights and peaceful|

| |Explain the dynamics of changing power |co-operation |

| |relationships within societies |The values of respecting differences and |

| |Compare and contrast different |individual rights |

| |interpretations and perspectives of events, |The value of symbols in creating a sense of |

| |peoples’ actions and changes |nationhood |

| |Reach conclusions based on the data examined | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

|Questions: |Learning activities: |

|What types of independent states were set up? | |

|2. What were the political possibilities and constraints which |Working in groups |

|the new states faced? |Work individually |

| |Class debate |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analyse cartoons and sources |

|Essay |Analysing maps |

|Source-based activities |Guided paragraph |

|Debate |Understanding concepts |

|Research |Examine posters |

| |Newspaper reports |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1

GRADE 12 HISTORY

LESSON PLAN 9:

Duration:4Hrs.10min.

| |

|Content focus / Topic: THE DECOLONISATION OF AFRICA |

| |

|Key Questions: How was uhuru realised in Africa in the 1960s and 1970s? |

|What were the possibilities and constraints? |

|What was the impact of internal and external factors on Africa |

|during this time? |

|Outcomes and Assessment: |

|LO1: AS1-3; LO2: AS 2-3; LO3: AS 2-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know about… |You will be able to… |You will appreciate… |

|The concept uhuru. |Extract relevant information and data from |How Africa has responded to challenges and |

|The process of decolonisation |sources |constraints |

|The aspirations of African leaders and the |Categorise the information and data gathered |The values of democracy and equality |

|expectations of African people. |from a variety of sources |The values of tolerance, human rights and peaceful|

|Possibilities and constraints with regard to |Analyse the information and data gathered |co-operation |

|independence |from a variety of sources |The values of respecting differences and |

|Different types of states set up in |Interpret and evaluate information and data |individual rights |

|post-independent Africa |from sources |The value of symbols in creating a sense of |

|Explore the impact of internal and external |Explain the dynamics of changing power |nationhood |

|factors on independent Africa during this |relationships within societies | |

|period | | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

| | |

|Questions: |Learning activities: |

|What were the economic possibilities and constraints which the new| |

|states faced? |Working in groups |

|What new cultural possibilities did independence bring? |Work individually |

|What major internal and global factors helped shape Africa’s |Class debate |

|political development after colonialism ended? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analyse cartoons and sources |

|Essay |Analysing maps |

|Source-based activities |Guided paragraph |

|Debate |Understanding concepts |

|Research |Examining military rule |

| |Newspaper reports |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

TERM 1:

GRADE 12 HISTORY

LESSON PLAN 10:

Duration:4Hrs.10min.

| |

|Content focus / Topic: THE DECOLONISATION OF AFRICA |

| |

|Key Questions: How was uhuru realised in Africa in the 1960s and 1970s? |

|What was the impact of internal and external factors on Africa |

|during this time? |

|Outcomes and Assessment: |

|LO1: AS1-3; LO2: AS 2-3; LO3: AS 2-4 |

| | | |

|Knowledge |Skills |Values and attitudes |

|You will know about… |You will be able to… |You will appreciate… |

|The concept uhuru. |Extract relevant information and data from |How Africa has responded to challenges and |

|The process of decolonisation |sources |constraints |

|The aspirations of African leaders and the |Categorise the information and data gathered |The values of democracy and equality |

|expectations of African people. |from a variety of sources |The values of tolerance, human rights and peaceful|

|Possibilities and constraints with regard to |Analyse the information and data gathered |co-operation |

|independence |from a variety of sources |The values of respecting differences and |

|Different types of states set up in |Interpret and evaluate information and data |individual rights |

|post-independent Africa |from sources |The value of symbols in creating a sense of |

|Explore the impact of internal and external |Explain the dynamics of changing power |nationhood |

|factors on independent Africa during this |relationships within societies | |

|period | | |

| |

|Possible links with other Learning Fields: English, Geography, Life Orientation, Economics |

| | |

|Questions: |Learning activities: |

|What major internal and global factors helped shape Africa’s | |

|political development after colonialism ended? |Working in groups |

|What role did the OAU play in Africa? |Work individually |

|What was the impact of foreign military involvement on African |Class debate |

|countries? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analyse cartoons and sources |

|Essay |Analysing maps |

|Source-based activities |Guided paragraph |

|Debate |Understanding concepts |

|Research |Examining military rule |

| |Newspaper reports |

| |Case study of civil war |

| | | |

|Planned Assessment: |Evaluators: |Data collection method: |

|Informal assessment |Teacher |Reading |

|Written work |Self (rubric) |Listening |

|Source-based activities |Peer |Questioning |

| | |Communication |

| | |

|Expanded opportunity |Teacher reflection: |

| |Outcomes achieved? |

| |Work to be repeated and remediate? |

| |Needs of individual learners identified? |

DATE OF COMPLETION:………………………

HOD/SMT:…………………….

TEACHER:……………………

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download