Grade 11 - 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 11 HISTORY

LESSON PLAN 1:

Duration: 2 Hrs.30 min.

| |

|Content focus / Topic: Challenges to capitalism |

| |

|Key Questions: What were the challenges to capitalism: The Russian Revolution |

|and the establishment of the Communist state (Marxism-Leninism and |

|Stalinism)? |

|What is communism and why is it an attractive alternative to |

|capitalism? |

|Outcomes and Assessment: |

|LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4; LO4: AS 2 |

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Discuss communism and how it successfully |Analyse sources in order to extract |Realise that there are good and bad aspects to |

|challenged capitalism in Russia. |historical information. |both capitalism and communism. |

|Explain key concepts: capitalism, communism, |Interpret and understand cartoons |Understand that exploitation and suppression of a |

|Marxism, socialism, Leninism |Extract information from sources |group can lead to a revolution. |

|Understand the causes of the Russian |Categorise sources and information |Understand the impact that a revolution can have |

|Revolution |Explain historical concepts such as |on a society. |

| |communism, capitalism and democracy |Understand that democracy and authoritarianism are|

| |Synthesise information from sources |not compatible. |

| |Hold a debate | |

| |Write an essay | |

| | | |

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

|Questions: | |

| |Learning activities: |

|What were the causes of the Russian revolution? | |

|How did Tsarist rule end in Russia? |Working in groups |

|How did the Provincial government replace the Tsarist regime? |Work individually |

|What was the alternative approach to Marxism? |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse sources explaining what is communism and why it is an attractive alternative |

|Essay |to capitalism. |

|Source-based activities |(Shuters History, Grade 11, pp. 112-113) |

|Debate |Learners to analyse sources dealing with the uprisings in Russia in 1905. (New Generation, |

| |History, Grade 11, pp.119-120) |

| |Learners to debate advantages and disadvantages of communism vs. democracy |

| | | |

|Planned Assessment: |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 11 HISTORY

LESSON PLAN 2:

Duration: 4 Hrs. 10 min.

| |

|Content focus / Topic: Challenges to capitalism |

| |

|Key Questions: What were the challenges to capitalism: The Russian Revolution |

|and the establishment of the Communist state (Marxism-Leninism and |

|Stalinism)? |

|How was the communist state under Lenin established? |

|Outcomes and Assessment: |

|LO1: AS1,3,4; LO2: AS1-3; LO3: AS1-4; LO4: AS 2 |

| | | |

|Knowledge |Skills |Values and attitudes |

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

|The economic changes that took place in |Analyse sources in order to extract |Realise that there are good and bad aspects to |

|Russia as a result of the Russian revolution.|historical information. |both capitalism and communism. |

|The emergence of a new world political order.|Interpret and understand cartoons |Understand that exploitation and suppression of a |

|The transformation of Russian society |Extract information from sources |group can lead to a revolution. |

|Evaluate the ways that Leninism challenged |Categorise sources and information |Understand the impact that a revolution can have |

|capitalism in practice |Use historical enquiry skills to analyse |on a society. |

| |quotations and documents. |Understand that democracy and authoritarianism are|

| |Identify bias points of view, especially in |not compatible. |

| |propaganda material | |

| |Synthesise information from sources | |

| |Hold a debate | |

| |Write an essay | |

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

|Questions: | |

| |Learning activities: |

|How was the communist state under Lenin established? | |

|What were Lenin’s economic policies and to what extent did they |Working in groups |

|follow a socialist model? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse sources in an attempt to understand whether Lenin was a dictator or not. |

|Essay |(Looking into the Past, Grade 11, pp.110 -111), as well as p.113, same book |

|Source-based activities |Learners to have a class debate on the topic: repression or revolution. |

|Debate |Essay writing |

| | | |

|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 11 HISTORY

LESSON PLAN 3:

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: Challenges to capitalism |

| |

|Key Questions: What were the challenges to capitalism: The Russian Revolution |

|and the establishment of the Communist state (Marxism-Leninism and |

|Stalinism)? |

|How was the communist state under Stalin consolidated? |

|What impact did the Russian revolution have on other nations? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Assess the reasons for the rise of Stalin and|Analyse sources in order to extract |The value of equity |

|Stalinism. |historical information. |The effects that Stalinism had on the Soviet |

|Understand how Stalinism challenged |Interpret and understand cartoons |people |

|capitalism. |Extract information from sources | |

|The global impact of the Russian revolution |Categorise sources and information | |

| |Use historical enquiry skills to analyse | |

| |quotations and documents. | |

| |Identify bias points of view, especially in | |

| |propaganda material | |

| |Synthesise information from sources | |

| |Hold a debate | |

| |Write an essay | |

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

|Questions: | |

| |Learning activities: |

|How did Stalin consolidated the communist economy? | |

|What impact did the Russian revolution have on other nations? |Working in groups |

| |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse sources in an attempt to understand the cost of progress under Stalin.(Looking|

|Essay |into the Past, Grade 11, pp.123 -124) |

|Source-based activities |Learners to write a short essay in which they discuss whether Stalin was necessary or not. In |

|Debate |other words, if there were no Stalin, would Russia have modernized and would Russia have been able|

| |to withstand Hitler during the Second World War. |

| |OR |

| |“The end justified the means” |

| |With Stalin’s challenge to capitalism in mind, do you agree with |

| |the above statement. |

| |Discuss the period 1928 to 1940 in the history of Russia |

| | | |

|Planned Assessment: |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 11 HISTORY

LESSON PLAN 4:

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: The crisis of capitalism |

| |

|Key Questions: What was the crisis of capitalism the Great Depression in USA and |

|Its wider impact in terms of the emergence of fascist economies |

|and states (e.g. Nazi Germany and Japan)? |

|What was the wider impact of the Great Depression in terms of the |

|emergence of Fascist economies and states |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|The origins of the Great Depression. |Extract evidence and organize information |The need for a balanced economy. |

|The concept of the Great Depression. |from sources to answer questions. |Understand the need for responsible legislation |

|Understand how a capitalist society works. |Interpret and evaluate evidence. |regarding economic issues |

|Understand the flaws of a capitalist society |Use historical concepts to analyse the past |Appreciate the need to retain a social conscience |

|Understand the economic conditions of the |Construct and communicate historical |whilst in the pursuit of personal wealth. |

|1920s. |knowledge and understanding by developing and|The impact of totalitarianism on peoples lives |

| |justifying a line of argument orally (debates|That all people should be treated equally and |

| |and speeches) and in written form |enjoy basic human rights |

| |(paragraphs, extended pieces of writing and | |

| |essays) | |

| | | |

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

|Questions: | |

| |Learning activities: |

|What were the causes of the Great Depression in the USA? | |

|What was the impact of the Great Depression? |Working in groups |

|How did the New Deal change the USs economy? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Source-based activities, p.164- 165, New Generation History, Grade 11 |

|Essay |Write a report on the effects of the Depression on the US economy. Looking into the Past, Grade |

|Source-based activities |11, p.149 |

|Debate | |

| | | |

|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 11 HISTORY

LESSON PLAN 5:

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: The crisis of capitalism |

| |

|Key Questions: What was the crisis of capitalism the Great Depression in USA and |

|Its wider impact in terms of the emergence of fascist economies |

|and states (e.g. Nazi Germany and Japan)? |

|What was the wider impact of the Great Depression in terms of the |

|emergence of Fascist economies and states |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Roosevelt’s New Deal Policy. |Extract evidence and organize information |The need for a balanced economy. |

|The factors leading to totalitarianism in |from sources to answer questions. |Understand the need for responsible legislation |

|Germany. |Interpret and evaluate evidence. |regarding economic issues |

|The effects of the Great Depression on |Use historical concepts to analyse the past |Appreciate the need to retain a social conscience |

|Germany. |Construct and communicate historical |whilst in the pursuit of personal wealth. |

|The rise of Nazism in Germany. |knowledge and understanding by developing and|The impact of totalitarianism on peoples lives |

|Understand the economic conditions of the |justifying a line of argument orally (debates|That all people should be treated equally and |

|1920s. |and speeches) and in written form |enjoy basic human rights |

| |(paragraphs, extended pieces of writing and | |

| |essays) | |

| | | |

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

|Questions: | |

| |Learning activities: |

|How did the New Deal change the USs economy? | |

|What was the impact of the Great Depression on Germany? |Working in groups |

| |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Write a short paragraph on the success and failures of the New Deal |

|Essay |Explain how the Great Depression transform the American economy |

|Source-based activities | |

|Debate | |

| | | |

|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 11 HISTORY

LESSON PLAN 6:

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: The crisis of capitalism |

| |

|Key Questions: What was the crisis of capitalism the Great Depression in USA and |

|Its wider impact in terms of the emergence of fascist economies |

|and states (e.g. Nazi Germany and Japan)? |

|What was the wider impact of the Great Depression in terms of the |

|emergence of Fascist economies and states. |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|The rise of totalitarianism in Japan. |Extract evidence and organize information |The impact of totalitarianism on peoples lives |

|Link the crisis of capitalism to the |from sources to answer questions. |That all people should be treated equally and |

|emergence of fascist economy in Japan. |Interpret and evaluate evidence. |enjoy basic human rights |

|The effects of the Great Depression on Japan.|Use historical concepts to analyse the past |The value of social justice |

| |Construct and communicate historical | |

| |knowledge and understanding by developing and| |

| |justifying a line of argument orally (debates| |

| |and speeches) and in written form | |

| |(paragraphs, extended pieces of writing and | |

| |essays) | |

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

|Questions: | |

| |Learning activities: |

|What led to the rise of totalitarianism in Japan? | |

| |Working in groups |

| |Work individually |

| |Class debate |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoon explaining the role of the military in Japanese industry and politics.|

|Essay |(New Generation, Grade 11, p.162), (Looking into the Past, Grade 11, p.161) |

|Source-based activities | |

|Debate | |

| | | |

|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 11 HISTORY

LESSON PLAN 7:

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: Apartheid and resistance, 1948-1960. |

| |

|Key Questions: Was segregation a foundation for apartheid? |

|How did apartheid entrench ideas of race? |

|What was the nature of resistance to apartheid during these decades and how |

|was this resistance part of wider resistance in the world to human rights |

|abuse? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|How to define the following concepts: race, |Use historical enquiry skills and analyse |The need to respect other people’s rights. |

|segregation, apartheid, resistance / |quotations, documents, photographs and |The need to work with other people |

|defiance, Human rights |cartoons. |Think critically about the morality of segregating|

|The acts discriminating on the grounds of |Identify bias and points of view, especially |a society along racial lines |

|race. |in propaganda material. | |

|The reasons why the government adopted a |Create and communicate historical knowledge | |

|segregationist policy. |and understanding | |

| |Make informed decisions relating to heritage | |

| |sites and artifacts | |

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

|Questions: | |

| |Learning activities: |

|How was segregation a foundation for apartheid? | |

|What is neo-colonialism and how does it relate to apartheid? |Working in groups |

|How did apartheid entrench ideas of race? |Work individually |

| |Class debate |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Design a poster objecting to the acts discriminating against people on the grounds of race. |

|Essay |Remember you are trying to convince the government that the acts passed is against the South |

|Source-based activities |African constitution, (New Generation History, Grade 11, p.257) |

|Debate |Source analyses, (Viva History, Grade 11, pp. 245-250) |

| | | |

|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 11 HISTORY

LESSON PLAN : 8

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: Apartheid and resistance, 1948-1960. |

| |

|Key Questions: Was segregation a foundation for apartheid? |

|How did apartheid entrench ideas of race? |

|What was the nature of resistance to apartheid during these decades and how |

|was this resistance part of wider resistance in the world to human rights |

|abuse? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|The nature of resistance to apartheid. |Use historical enquiry skills and analyse |Appreciate and value the opinions and needs of all|

|How to identify the different forms of |quotations, documents, photographs and |people. |

|resistance. |cartoons. |Consider the question of resisting unjust laws. |

|How effective resistance was. |Identify bias and points of view, especially |Value the method of inclusivity |

|Learn about the leaders in the different |in propaganda material. |Appreciate people’s readiness to sacrifice in |

|resistance groups |Create and communicate historical knowledge |order to overcome oppression |

| |and understanding | |

| |Make informed decisions relating to heritage | |

| |sites and artifacts | |

| | | |

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

|Questions: | |

| |Learning activities: |

|Who opposed apartheid? | |

|How did South Africans resist apartheid? |Working in groups |

| |Work individually |

| |Class debate |

| | |

|Assessment Activities | |

| |Brief explanation: |

|Written work | |

|Essay |Source analyses, (New Generation, Grade 11, pp.283-285) |

|Source-based activities |You are an overseas (international) TV reporter in South Africa during the late 1950s and your |

|Debate |production manager has asked you for a piece of work regarding opposition to apartheid. Use the |

| |information from the sources to write notes for the programme you will produce. |

| | |

| |The programme should comprise two sections: |

| |The role of women in the liberation struggle |

| |The treason trial |

| | |

| |In your notes write down your thoughts under the following |

| |Headings: |

| |Aims |

| |Methods |

| |Results |

| |End with a short piece summing up how resistance changed during the 1950s. |

| | | |

|Planned Assessment: |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 11 HISTORY

LESSON PLAN : 9

Duration: 4 Hrs.10 min.

| |

|Content focus / Topic: Apartheid and resistance, 1948-1960. |

| |

|Key Questions: Was segregation a foundation for apartheid? |

|How did apartheid entrench ideas of race? |

|What was the nature of resistance to apartheid during these decades and how |

|was this resistance part of wider resistance in the world to human rights |

|abuse? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|The nature of resistance to apartheid. |Use historical enquiry skills and analyse |Appreciate and value the opinions and needs of all|

|How to identify the different forms of |quotations, documents, photographs and |people. |

|resistance. |cartoons. |Consider the question of resisting unjust laws. |

|How effective resistance was. |Identify bias and points of view, especially |Value the method of inclusivity |

|Learn about the leaders in the different |in propaganda material. |Appreciate people’s readiness to sacrifice in |

|resistance groups |Create and communicate historical knowledge |order to overcome oppression |

| |and understanding | |

| |Make informed decisions relating to heritage | |

| |sites and artifacts | |

| | | |

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

|Questions: | |

| |Learning activities: |

|Why did the Africanist break with the ANC and with what results? | |

| |Working in groups |

| |Work individually |

| |Class debate |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Source analyses, Sharpeville, (Looking into the Past, Grade 11, pp. 245-247) |

|Essay |Write an essay on the following topic: |

|Source-based activities |Was apartheid South Africa unique? |

|Debate | |

| | | |

|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 11 HISTORY

LESSON PLAN : 10

Duration: 3Hrs. 20 min.

| |

|Content focus / Topic: Apartheid and resistance, 1948-1960. |

| |

|Key Questions: Was segregation a foundation for apartheid? |

|How did apartheid entrench ideas of race? |

|What was the nature of resistance to apartheid during these decades and how |

|was this resistance part of wider resistance in the world to human rights |

|abuse? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Discover how the apartheid government |Use historical enquiry skills and analyse |Appreciate and value the opinions and needs of all|

|responded to resistance |quotations, documents, photographs and |people. |

|Investigate human rights abuse around the |cartoons. |Consider the question of resisting unjust laws. |

|world. |Identify bias and points of view, especially |Value the method of inclusivity |

| |in propaganda material. |Appreciate people’s readiness to sacrifice in |

| |Create and communicate historical knowledge |order to overcome oppression |

| |and understanding | |

| |Make informed decisions relating to heritage | |

| |sites and artifacts | |

| | | |

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

|Questions: | |

| |Learning activities: |

|What role did resistance in South Africa play regarding human | |

|rights abuses in other parts of the world? |Working in groups |

| |Work individually |

| |Class debate |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Source analyses, (Viva History, Grade 11, pp. 268-269) |

|Essay | |

|Source-based activities |Write an essay on the following topic: |

|Debate | |

| |“External pressure on the apartheid government was more effective than internal pressure” |

| |Critically discuss. |

| | | |

|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