GRADE 8: LESSON PLAN
GRADE 8: LESSON PLAN
LEARNING AREA: SOCIAL SCIENCES
CONTENT/ CONTEXT: INDUSTRIAL REVOLUTION & COLONIAL EXPANSION
KEY QUESTIONS:
1. What is a colony?
2. What is colonialism?
3. Why was Africa colonised?
4. How did Industrial Revolution change South Africa?
5. How did Africans experience & respond to colonialism?
6. How did colonialism exploit Africa’s resources?
DURATION:
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|LEARNING OUTCOMES |TEACHING & LEARNING ACTIVITIES |DETAILS OF ASSESSMENT |
|& ASSESSMENT STANDARDS | | |
|HISTORY LO3: |ACTIVITY 1 | |
|HISTORICAL INTERPRETATION | | |
|The learner will be able to interpret aspects of history. |Teacher divides learners into groups, gives out sources (F-H) to each group and the accompanying map of | |
| |Africa after the scramble. | |
|AS1: |Learners guided by the teacher through the questions, observe, examine & interpret the sources. | |
|Examines historical interpretation by asking relevant questions of an|Learners respond verbally to questions asked as per sources. | |
|author |Teacher consolidates by filling in gaps from the responses of the learners. | |
|AS2: | | |
|Identifies and gives reasons for the different ways that the past is| | |
|represented & interpreted | | |
|AS3: | | |
|Explains why history is not objective/ neutral | | |
|AS4: | | |
|Recognises that sense of identity may influence the way events in the| | |
|past are interpreted. | | |
|AS5: | | |
|Describes main features and uses material remains of the past in | | |
|given context | | |
|AS7: | | |
|Explains how and why people’s memories of the past might differ. | | |
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| |ACTIVITY 2 | |
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| |Teacher refers learners to the source. | |
| |Learners read the source | |
| |Learners list the reasons for colonialism in Africa. | |
| |Teacher consolidates by filling in gaps from the responses of the learners by categorizing them into | |
| |humanitarian, political, economic etc. | |
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| |ACTIVITY 3 | |
| | | |
| |Teacher explains how the discovery of gold & diamonds change the lives of the people in South Africa | |
| |like: | |
| | | |
| |Migrant Labour | |
| |Life on the mines | |
| |Life outside the mines | |
| |Development of racially divided economy ( white worker interests) | |
| |Black worker organizations ( trade unions) | |
| |Mixture with other tribal groups & developing a common lingua –franqua. | |
| | | |
| |In the process, the teacher asks questions and gives direction | |
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| |ACTIVITY 4 | |
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| |The teacher provides a map showing Africa’s major exports. | |
| |Learners fill the table based on the map (in groups) | |
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| |Teacher consolidates by filling in gaps from the responses of the learners. | |
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Resources:Maps ,Textbooks ,Cartoons.
Barriers to Learning:
Expanded Opportunities
Refection:
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