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SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : HistoryTOPIC: The Industrial Revolution in Britain and Southern Africa from 1860 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___Background: The Mineral Revolution in South Africa began took place after the discovery of diamonds in Kimberley in 1867 and continued with the discovery of deep-level gold on the Witwatersrand in 1886. The British were already colonising parts of Southern Africa at the time of the discovery of diamonds, and the Industrial Revolution in Britain made it a more powerful and determined colonising power. The new diamond wealth in South Africa gradually pulled the British into controlling the whole of South Africa.Focus: Changes during the Industrial Revolution in Britain, and the beginning of the Industrial Revolution in South Africa brought about by diamond mining and Britain’s increasing interests in South AfricaGRADE8TERM1CONTENT / CONCEPTS: Changes during the Industrial Revolution in Britain - 6 hours1. Wealth from slave trade :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Economy before the Industrial Revolution: farming economy, cottage industries :DATE: FROM ____________ TO ___________ NR. OF periods: ____3. What the Industrial Revolution was :DATE: FROM ____________ TO ___________ NR. OF periods: ____4. Social changes during the Industrial Revolution :Urbanisation and changing living conditions – lives of the working class, including overcrowded housing, poverty and workhousesThe mines and factories - child labour in mills and minesDATE: FROM ____________ TO ___________ NR. OF periods: ____5. Labour, resistance, the trade union movement and working class organisations :Swing Riots (agriculture); Luddites (industry)Grand National Consolidated Trades Union (1833)DATE: FROM ____________ TO ___________ NR. OF periods: ____6. Increased power and wealth of Britain and Western European economies :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Wealth from slave trade :(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2. Economy before the Industrial Revolution: farming economy, cottage industries :3. What the Industrial Revolution was : 4. Social changes during the Industrial Revolution : 5. Labour, resistance, the trade union movement and working class organisations :6. Increased power and wealth of Britain and Western European economies :Teacher activities:AIMS SKILLS1. Wealth from slave trade :2. Economy before the Industrial Revolution: farming economy, cottage industries :The History curriculum aims to develop learners who:Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.3. What the Industrial Revolution was :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence4. Social changes during the Industrial Revolution : Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.WHO ASSESSES?5. Labour, resistance, the trade union movement and working class organisations :WealthEconomy before IRWhat was IRSocial ChangesOrganisationsIncreasedTeacher6. Increased power and wealth of Britain and Western European economies :SelfGroupLearner activities:1. Wealth from slave trade :2. Economy before the Industrial Revolution: farming economy, cottage industries :RESOURCESWealthEconomy before IRWhat was IRSocial ChangesOrganisationsIncreasedTextbookMaps/Atlas/GlobeActivity sheet3. What the Industrial Revolution was :Pictures/photo’s/IllustrationsNewspapers& magazines4. Social changes during the Industrial Revolution :OthersEXPANDED OPPORTUNITIES /DIFFERENSIATION5. Labour, resistance, the trade union movement and working class organisations :6. Increased power and wealth of Britain and Western European economies :SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : History TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE8TERM1CONTENT / CONCEPTS: Southern Africa by 1860 - 3 hours1. Map and brief description of political settlement :DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Indentured labour from India to work on sugar plantations in British colony of Natal :India as a British colonyReasons why labour was imported: Zulu kingdom was still independentReasons for demand for sugar in BritainConditions under which indentured labourers lived and workedPassenger Indians 1869 onwardsDATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Map and brief description of political settlement :2.Indentured labour from India to work on sugar plantations in British colony of Natal: India as a British colony :Reasons why labour was imported: Zulu kingdom was still independent:Reasons for demand for sugar in Britain:Conditions under which indentured labourers lived and worked:Passenger Indians 1869 onwards:(Indicate with an x)Formal assessment:TestExamData – handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)AIMS SKILLS1. Map and brief description of political settlement :The History curriculum aims to develop learners who:2.Indentured labour from India to work on sugar plantations in British colony of Natal :India as a British colony:Reasons why labour was imported: Zulu kingdom was still independent:Reasons for demand for sugar in Britain:Conditions under which indentured labourers lived and worked:Passenger Indians 1869 onwards:Learner activities: (Attach worksheets/activities & memorandums)Selecting relevant information.Finding a variety of kinds of information about the past.Selecting relevant informationDeciding about whether information can be trusted.Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation. WHO ASSESSES?1. Map and brief description of political settlement :Political settlementSugar plantations2.Indentured labour from India to work on sugar plantations in British colony of Natal :India as a British colony:Reasons why labour was imported: Zulu kingdom was still independent:Reasons for demand for sugar in Britain:Conditions under which indentured labourers lived and worked:Passenger Indians 1869 onwards:TeacherSelfGroupRESOURCESPolitical settlementSugar plantationsTextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthers EXPANDED OPPORTUNITIES /DIFFERENSIATION:SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : History TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE8TERM1CONTENT / CONCEPTS: Diamond mining in Kimberley 1867 onwards - 3 hours1. Why diamonds are valuable :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. British take-over of diamond-rich land in Griqualand West :DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Diamond-mining and the development of a monopoly: one person one claim; what happened to black claimholders; problems related to digging deeper; the formation of companies; Cecil John Rhodes and Barney Barnato; the formation of De Beers Consolidated Mines Limited; regulating supply and the price of diamondsDATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Why diamonds are valuable :(Indicate with an x)Formal assessment:TestExamData – handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2. British take-over of diamond-rich land in Griqualand West :3. Diamond-mining and the development of a monopoly: Teacher activities: (Attach copied pages out of sources)1. Why diamonds are valuable :AIMS SKILLSThe History curriculum aims to develop learners who:2. British take-over of diamond-rich land in Griqualand West :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.3. Diamond-mining and the development of a monopoly: Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence.Learner activities: (Attach worksheets/activities & memorandums)Writing history in an organised way, with a logical line of argument.1. Why diamonds are valuable :Understanding the importance of heritage and conservation.WHO ASSESSES?2. British take-over of diamond-rich land in Griqualand West :Diamonds valueTake - overMining TeacherSelfGroup 3. Diamond-mining and the development of a monopoly: TeacherRESOURCESDiamonds valueTake - overMining EXPANDED OPPORTUNITIES /DIFFERENSIATION:TextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOtherSOCIAL SCIENCES – SENIOR PHASELESSON PLAN : HistoryTOPIC: The Industrial Revolution in Britain and Southern Africa from 1860 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE8TERM1CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hoursTeacher activities: (Attach copied pages out of sources)ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap SkillsAssessment Tools: Memorandum RubricLearner activities: (Attach worksheets/activities & memorandums)EXPANDED OPPORTUNITIES /DIFFERENSIATION ................
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