GRADE 12 - Curriculum



TERM 2:

GRADE 12 HISTORY

LESSON PLAN 1:

Duration: 2Hrs.30min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989 on |

|South Africa? |

|Outcomes and Assessment: |

|LO1: AS 1-3; 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 world before the collapse of the USSR |Identify issues related to the world after |What the world was like in the 1980s and 1990s |

|Gorbachev’s reforms in the USSR |the Cold War |How economic wealth and political power determine |

|South Africa’s position regarding the Cold |Extract relevant information and data from |history |

|War |sources |How our world has been shaped by the collapse of |

|The impact of the collapse of the USSR on |Explain historical concepts such as |the USSR and the end of the Cold War |

|South Africa |communism, capitalism and democracy |What challenges confronted the world after the |

| |Categorise appropriate sources |collapse of the USSR |

| |Analyse, interpret and evaluate information |How the history of South Africa was influenced by |

| |and data gathered from a variety of sources |the Cold War |

| |

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

|Questions: | |

|What was the world like before 1989? |Learning activities: |

|Why did Gorbachev’s reforms lead to the collapse of the USSR? |Working in groups |

|What reforms did Gorbachev implement in the USSR? |Work individually |

|What was Soviet reaction to Gorbachev’s reforms? |Class debate |

|What were the reasons for the collapse of the Soviet Union? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing a paragraph on Gorbachev’s reforms / reasons for the collapse of the Soviet Union |

|Source-based activities |Writing an essay based on source analysis |

|Debate |Debating the opposing systems (Looking into the Past, p.175) |

| | | |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 2:

Duration:4Hrs.10min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|How did the end of the Cold War impact on South Africa? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Explain how the treat of communism was used |Identify issues related to the world after |How the history of South Africa was influenced by |

|by the apartheid government to justify its |the Cold War |the Cold War |

|policies to white voters and win the support |Extract relevant information and data from |That indoctrination is a violation of human rights|

|of Allies in the West |sources |That accurate, reliable information about the |

|Examine how white school children were |Explain historical concepts such as |world is a human right |

|indoctrinated against communism in South |communism, capitalism and democracy |That democracy is a fundamental human right |

|African schools |Categorise appropriate sources |That repressive states such as dictatorships have |

|Reflect upon how the USSR’s collapse placed |Analyse, interpret and evaluate information |to be challenged |

|pressure on both the NP and the ANC to |and data gathered from a variety of sources |That even the most powerful states need help from |

|negotiate with one another |Identify bias and point of view |other nations |

|Consider how the fall of the USSR influenced |Communicate historical knowledge and |That cultural and national symbols must be |

|the economic policies of the democratic South|understanding |protected and valued |

|Africa | | |

| |

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

|Questions: | |

|What happened in 1989 that changed the course of South African |Learning activities: |

|History? |Working in groups |

|How did the fall of the Berlin Wall influenced the situation in |Work individually |

|South Africa? |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 3:

Duration:2Hrs. 30min.

| |

|Content focus / Topic: SOUTH AFRICA’S ROAD TO DEMOCRACY (1980s to 2000) |

| |

|Key Questions: How did South Africa emerge as a democracy from the crisis |

|of the 1990s? |

|Outcomes and Assessment: |

|LO1: AS2-4; LO2: AS1,2; LO3: AS 1-3 |

| | | |

|Knowledge |Skills |Values and attitudes |

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

|How the collapsed of communism paved the way |Identify issues that led to the end of |The sacrifice of South Africa’s people in the |

|for negotiations in South Africa |apartheid and the birth of a new South Africa|fight for justice and equality |

|How violence and conflict nearly derailed the|Analyse, interpret and evaluate information |The importance of compromise in negotiation |

|negotiation process. |and data gathered from a variety of sources | |

| |Extract relevant evidence and data from | |

| |sources | |

| |Explain historical concepts such as | |

| |resistance, state of emergency, armed | |

| |struggle, sanctions, negotiations, democracy | |

| |etc. | |

| |Categorise sources of information | |

| |

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

| | |

|Questions: |Learning activities: |

|How and why did South Africa move to a negotiated settlement? |Working in groups |

|How were the crisis of violence and conflict managed? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Analysing an editorial (Looking into the Past, p.197) |

|Source-based activities |Writing an essay based on source analysis |

|Debate |Write a paragraph explaining why apartheid was in crisis |

| |Using a satire as political comment (Shuter, p.224) |

| | | |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 4:

Duration: 4Hrs.10min.

| |

|Content focus / Topic: SOUTH AFRICA’S ROAD TO DEMOCRACY (1980s to 2000) |

| |

|Key Questions: How did South Africa emerge as a democracy from the crisis |

|of the 1990s? |

|How did apartheid collapse in South Africa? |

|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 process of negotiations that led to the |Identify issues that led to the end of |The sacrifice of South Africa’s people in the |

|unfolding of democracy |apartheid and the birth of a new South Africa|fight for justice and equality |

|The formation of the GNU and the new |Analyse, interpret and evaluate information |The importance of compromise in negotiation |

|constitution |and data gathered from a variety of sources |Appreciate the determination and courage of the |

| |Extract relevant evidence and data from |country’s leaders to pursue the road to freedom |

| |sources |and democracy |

| |Explain historical concepts such as | |

| |resistance, state of emergency, armed | |

| |struggle, sanctions, negotiations, democracy | |

| |etc. | |

| |Categorise sources of information | |

| |

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

|Questions: | |

|How did negotiations take a step forward towards democracy? |Learning activities: |

|How was democracy finally achieved with the GNU and the new |Working in groups |

|constitution? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Design a pamphlet or poster protesting against the imposition of the state of emergency.(New |

|Source-based activities |Generation, p.231) |

|Debate |Writing an essay based on source analysis |

| |Write a paragraph explaining the role of students and workers in the struggle |

| |Learners to explain how representative of the struggle are anti-apartheid posters? (Shuters, |

| |p.229-230) |

| | | |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 5:

Duration: 4Hrs.10min.

| |

|Content focus / Topic: CIVIL SOCIETY PROTEST BETWEEN 1960 AND 1990 |

| |

|Key Questions: What forms of civil society protest emerged from the 1960s |

|up to 1990? |

|What is meant by civil society protest? |

|How did civil society protest bring about change in the 1960s? |

| |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

| |Extract relevant information and data from |The reasons why civil society protest is necessary|

|Define civil society |sources |The impact of peace movements |

|Political and social changes that resulted |Analyse the information and data gathered |How African American overcame discrimination and |

|from protest in the 1960s |from a variety of sources |injustice |

|How Black people struggled for and won civil |Evaluate the sources of information provided | |

|rights in the USA |to assess the appropriateness of the sources | |

|Explain what Black Power was and how its aims|for the task | |

|differed from the aims of the Civil Rights |Interpret and evaluate information and data | |

|Movement |from sources | |

| | | |

| |

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

| | |

|Questions: |Learning activities: |

|What are civil rights and what is civil protest? | |

|What was the civil rights movement and what did it achieve? |Working in groups |

|What was Black Power and how did its aims differ from the aims of |Work individually |

|the Civil Rights Movement? |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analysing cartoons and sources |

|Essay |Using poetry to examine the social context of African Americans |

|Source-based activities |Analysing photographs |

|Debate |Writing an essay |

| | | |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 6:

Duration:4Hrs.10min

| |

|Content focus / Topic: CIVIL SOCIETY PROTEST BETWEEN 1960 AND 1990 |

| |

|Key Questions: How did civil society protest bring about change in the 1960s? |

| |

|What was the range of tactics used by the civil rights movement and how effective were they? |

|Outcomes and Assessment: |

|LO1: AS1-3; LO2: AS2,3; LO3: AS 1,3 |

| | | |

|Knowledge |Skills |Values and attitudes |

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

|How Black people struggled for and won civil |Extract relevant information and data from |The reasons why civil society protest is necessary|

|rights in the United States of America. |sources |The impact of peace movements |

|Explain how the Black Power Movement emerged |Analyse the information and data gathered |How African American overcame discrimination and |

|in the USA |from a variety of sources |injustice |

|Comment on the relationship between Black |Evaluate the sources of information provided | |

|Power and Black Consciousness |to assess the appropriateness of the sources | |

| |for the task | |

| |Interpret and evaluate information and data | |

| |from sources | |

| |

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

| | |

|Questions: |Learning activities: |

|What was the Civil Rights Movement? |Working in groups |

|What role did Rosa Parks play in the Civil Rights Movement? |Work individually |

|The struggle for equal education. |Class debate |

|What was the role of Martin Luther King in the Civil Rights | |

|Movement? | |

|Mass marches, freedom rides, voter education | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Analysing cartoons and sources |

|Essay |Using poetry to examine the social context of African Americans |

|Source-based activities |Analysing photographs |

|Debate |Writing an essay |

| | | |

|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 2:

GRADE 12 HISTORY

LESSON PLAN 7:

Duration: 4Hrs.10min

| |

|Content focus / Topic: CIVIL SOCIETY PROTEST BETWEEN 1960 AND 1990 |

| |

|Key Question: What was the role of Black Consciousness in South Africa during |

|the 1970s? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Understand the concept of Black Consciousness|Extract relevant information and data from |The reasons why civil society protest is necessary|

|Explore the impact of Black Consciousness |sources |The challenges that the majority of South Africans|

|ideas |Analyse the information and data gathered |faced in the 1970s and 1980s |

|Discuss the role of Steve Biko in the B/C |from a variety of sources |How Black Consciousness contributed to the |

|movement. |Evaluate the sources of information provided |establishment of a democratic South Africa |

|Evaluate the role of Black Consciousness in |to assess the appropriateness of the sources |The impact of the struggle against apartheid |

|the Soweto uprising of 1976 |for the task |The role of civil society protest in changing |

| |Interpret and evaluate information and data |political and economic dynamics |

| |from sources | |

| |

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

| | |

|Questions: |Learning activities: |

|What was Black Consciousness? |Working in groups |

|What changes were happening in South Africa in the early 1970s? |Work individually |

|What was the role of Steve Biko in the B/C movement? |Class debate |

|What were the students of Soweto protesting about? | |

|What were the consequences of 16 June 1976? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Learners to comparing Black Power and Black Consciousness |

|Source-based activities |Conducting an oral interview (Looking into the Past, p.157) |

|Debate |Writing an essay |

| |Evaluate cartoons as a form of civil protest (Shuter, p.141-142) |

| | | |

|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? |

|Enrichment: Learners to watch the film Cry|Work to be repeated and remediate? |

|Freedom and answer the questions, (New |Needs of individual learners identified? |

|Generation, p.149) | |

DATE OF COMPLETION:…………………………

HOD/SMT:………………………

TEACHER:……………………..

TERM 2:

GRADE 12 HISTORY

LESSON PLAN 8:

Duration:4Hrs.10min

| |

|Content focus / Topic: CIVIL SOCIETY PROTEST BETWEEN 1960 AND 1990 |

| |

|Key Questions: What was the role of Black Consciousness in South Africa during |

|the 1970s? |

|What was the impact of Black Consciousness on South African politics? |

|Outcomes and Assessment: |

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

| | | |

|Knowledge |Skills |Values and attitudes |

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

|Evaluate the role of Black Consciousness in |Extract relevant information and data from |The reasons why civil society protest is necessary|

|the Soweto uprising of 1976 |sources |The challenges that the majority of South Africans|

|Civil protest against apartheid in South |Analyse the information and data gathered |faced in the 1970s and 1980s |

|Africa during the 1980s |from a variety of sources |How Black Consciousness contributed to the |

| |Evaluate the sources of information provided |establishment of a democratic South Africa |

| |to assess the appropriateness of the sources |The impact of the struggle against apartheid |

| |for the task |The role of civil society protest in changing |

| |Interpret and evaluate information and data |political and economic dynamics |

| |from sources | |

| |

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

| | |

|Questions: |Learning activities: |

|What were the students of Soweto protesting about? |Working in groups |

|What were the consequences of 16 June 1976? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Learners to interpret and assess political posters (In Search of History, p.156) |

|Source-based activities |Writing an essay based on source analysis |

|Debate |Write a paragraph to evaluate the role of community organisations |

| | | |

|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 3:

GRADE 12 HISTORY

LESSON PLAN 1:

DATE: 20 – 24 JULY 2009 Duration:4Hrs.10min.

| |

|Content focus / Topic: SOUTH AFRICA’S ROAD TO DEMOCRACY (1980s to 2000) |

| |

|Key Question: How did the new South Africa deal with the past and face the |

|future? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Empathize with the process of healing through|Analyse, interpret and evaluate information |Appreciate the determination and courage of the |

|the TRC hearings |and data gathered from a variety of sources |country’s leaders to pursue the road to freedom |

|Investigate accountability |Extract relevant evidence and data from |and democracy |

|Discuss the implications and significance of |sources |The importance of a new constitution, the idea of |

|the TRC. |Categorise sources of information |forgiving, healing and reconciliation |

|Our new flag, national anthem and coat of |Compare and contrast the various |The value of our new symbols |

|arms |interpretations and perspectives and draw | |

|Our inclusive heritage |independent conclusions | |

| |Use evidence to formulate an argument | |

| |

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

|Questions: | |

|What was the TRC? |Learning activities: |

|Did the TRC succeed in dealing with the past? |Working in groups |

|What was the link between the TRC and nation-building? |Work individually |

|What were the final outcomes of the TRC? |Class debate |

|Why is it important to develop a new national identity? | |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Learners to analyse the work of the TRC.(Looking into the Past,p. 236-237) |

|Source-based activities |Writing an essay based on source analysis |

|Debate |Class debate (Viva History, p.252-253) |

| |Research Assignment |

| | | |

|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? |

TERM 2:

GRADE 12 HISTORY APRIL 2009

LESSON PLAN 1:

DATE: 15 – 17 APRIL 2009 Duration: 2Hrs.30min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989 on |

|South Africa? |

|Outcomes and Assessment: |

|LO1: AS 1-3; 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 world before the collapse of the USSR |Identify issues related to the world after |What the world was like in the 1980s and 1990s |

|Gorbachev’s reforms in the USSR |the Cold War |How economic wealth and political power determine |

|South Africa’s position regarding the Cold |Extract relevant information and data from |history |

|War |sources |How our world has been shaped by the collapse of |

|The impact of the collapse of the USSR on |Explain historical concepts such as |the USSR and the end of the Cold War |

|South Africa |communism, capitalism and democracy |What challenges confronted the world after the |

| |Categorise appropriate sources |collapse of the USSR |

| |Analyse, interpret and evaluate information |How the history of South Africa was influenced by |

| |and data gathered from a variety of sources |the Cold War |

| |

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

|Questions: | |

|What was the world like before 1989? |Learning activities: |

|Why did Gorbachev’s reforms lead to the collapse of the USSR? |Working in groups |

|What reforms did Gorbachev implement in the USSR? |Work individually |

|What was Soviet reaction to Gorbachev’s reforms? |Class debate |

|What were the reasons for the collapse of the Soviet Union? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing a paragraph on Gorbachev’s reforms / reasons for the collapse of the Soviet Union |

|Source-based activities |Writing an essay based on source analysis |

|Debate |Debating the opposing systems (Looking into the Past, p.175) |

| | | |

|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? |

TERM 3:

GRADE 12 HISTORY JULY 2008

LESSON PLAN 2:

DATE: 21 JULY – 25 JULY 2008 Duration:4Hrs.10min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|How did the end of the Cold War impact on South Africa? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Explain how the treat of communism was used |Identify issues related to the world after |How the history of South Africa was influenced by |

|by the apartheid government to justify its |the Cold War |the Cold War |

|policies to white voters and win the support |Extract relevant information and data from |That indoctrination is a violation of human rights|

|of Allies in the West |sources |That accurate, reliable information about the |

|Examine how white school children were |Explain historical concepts such as |world is a human right |

|indoctrinated against communism in South |communism, capitalism and democracy |That democracy is a fundamental human right |

|African schools |Categorise appropriate sources |That repressive states such as dictatorships have |

|Reflect upon how the USSR’s collapse placed |Analyse, interpret and evaluate information |to be challenged |

|pressure on both the NP and the ANC to |and data gathered from a variety of sources |That even the most powerful states need help from |

|negotiate with one another |Identify bias and point of view |other nations |

|Consider how the fall of the USSR influenced |Communicate historical knowledge and |That cultural and national symbols must be |

|the economic policies of the democratic South|understanding |protected and valued |

|Africa | | |

| |

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

|Questions: | |

|How did the end of the Cold War impact on South Africa? |Learning activities: |

|What was South Africa’s position regarding the Cold War? |Working in groups |

|How real was the communist treat to South Africa? |Work individually |

|How did the National Party go about implementing reforms? |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|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? |

TERM 3:

GRADE 12 HISTORY JULY 2008

LESSON PLAN 3:

DATE: 28 JULY – 01 AUG. 2008 Duration:4Hrs.10min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|How did the end of the Cold War impact on South Africa? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Explain how the treat of communism was used |Identify issues related to the world after |How the history of South Africa was influenced by |

|by the apartheid government to justify its |the Cold War |the Cold War |

|policies to white voters and win the support |Extract relevant information and data from |That indoctrination is a violation of human rights|

|of Allies in the West |sources |That accurate, reliable information about the |

|Examine how white school children were |Explain historical concepts such as |world is a human right |

|indoctrinated against communism in South |communism, capitalism and democracy |That democracy is a fundamental human right |

|African schools |Categorise appropriate sources |That repressive states such as dictatorships have |

|Reflect upon how the USSR’s collapse placed |Analyse, interpret and evaluate information |to be challenged |

|pressure on both the NP and the ANC to |and data gathered from a variety of sources |That even the most powerful states need help from |

|negotiate with one another |Identify bias and point of view |other nations |

|Consider how the fall of the USSR influenced |Communicate historical knowledge and |That cultural and national symbols must be |

|the economic policies of the democratic South|understanding |protected and valued |

|Africa | | |

| |

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

|Questions: | |

|What was the reaction of the liberation movements to government’s |Learning activities: |

|reforms? |Working in groups |

|How did foreign pressures affect the situation in South Africa? |Work individually |

|What happened in 1989 that changed the course of South African |Class debate |

|history? | |

|What was the impact of Namibian independence on South Africa? | |

|How did the fall of the Berlin Wall impact on South Africa? | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|Source-based activities |Paragraph writing |

|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? |

TERM 3:

GRADE 12 HISTORY AUG. 2009

LESSON PLAN 4:

DATE: 10 AUG – 14 AUG. 2009 Duration:4Hrs.10min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|What was the impact of the collapse of the USSR on Africa? |

|Reflection and re-imagining in the 1990s |

|Case study: Nigeria |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Understand the impact that the collapse of |Identify issues related to the world after |That indoctrination is a violation of human rights|

|the USSR had on the way that the nation was |the Cold War |That accurate, reliable information about the |

|re-imagined in Africa |Extract relevant information and data from |world is a human right |

|Analyse how the fall of the USSR influences |sources |That democracy is a fundamental human right |

|states such as Nigeria to reflect upon the |Explain historical concepts such as |That repressive states such as dictatorships have |

|nation in new ways, resulting in a |communism, capitalism and democracy |to be challenged |

|“re-imagination” of the nation |Categorise appropriate sources |That even the most powerful states need help from |

| |Analyse, interpret and evaluate information |other nations |

| |and data gathered from a variety of sources |That cultural and national symbols must be |

| |Identify bias and point of view |protected and valued |

| |Communicate historical knowledge and | |

| |understanding | |

| |

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

|Questions: | |

|What factors shaped Nigeria’s economy and politics in the 1980s |Learning activities: |

|and 1990s? |Working in groups |

| |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|Source-based activities |Paragraph writing |

|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? |

TERM 3:

GRADE 12 HISTORY AUG. 2009

LESSON PLAN 5:

DATE: 17 AUG – 21 AUG. 2009 Duration:4Hrs.10min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|What was the impact of the collapse of the USSR on Africa? |

|Reflection and re-imagining in the 1990s |

|Case study: Nigeria |

|What is the world like today? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Understand the impact that the collapse of |Identify issues related to the world after |That indoctrination is a violation of human rights|

|the USSR had on the way that the nation was |the Cold War |That accurate, reliable information about the |

|re-imagined in Africa |Extract relevant information and data from |world is a human right |

|Analyse how the fall of the USSR influences |sources |That democracy is a fundamental human right |

|states such as Nigeria to reflect upon the |Explain historical concepts such as |That repressive states such as dictatorships have |

|nation in new ways, resulting in a |communism, capitalism and democracy |to be challenged |

|“re-imagination” of the nation |Categorise appropriate sources |That even the most powerful states need help from |

| |Analyse, interpret and evaluate information |other nations |

| |and data gathered from a variety of sources |That cultural and national symbols must be |

| |Identify bias and point of view |protected and valued |

| |Communicate historical knowledge and | |

| |understanding | |

| |

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

|Questions: | |

|What factors shaped Nigeria’s economy and politics in the 1980s |Learning activities: |

|and 1990s? |Working in groups |

|What is the world like today? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|Source-based activities |Paragraph writing |

|Debate |Test under controlled conditions (CASS) |

| | |

| | | |

|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? |

TERM 3:

GRADE 12 HISTORY AUG. 2009

LESSON PLAN 6:

DATE: 24 AUG – 27 AUG. 2009 Duration: 3Hrs.20min.

| |

|Content focus / Topic: THE IMPACT OF THE COLLAPSE OF THE USSR IN 1989 |

| |

|Key Questions: What was the impact of the collapse of the USSR in 1989? |

|What was the impact of the collapse of the USSR on Africa? |

|Reflection and re-imagining in the 1990s |

|Case study: Nigeria |

|What is the world like today? |

|Outcomes and Assessment: |

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

|Knowledge |Skills |Values and attitudes |

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

|Understand the impact that the collapse of |Identify issues related to the world after |That indoctrination is a violation of human rights|

|the USSR had on the way that the nation was |the Cold War |That accurate, reliable information about the |

|re-imagined in Africa |Extract relevant information and data from |world is a human right |

|Analyse how the fall of the USSR influences |sources |That democracy is a fundamental human right |

|states such as Nigeria to reflect upon the |Explain historical concepts such as |That repressive states such as dictatorships have |

|nation in new ways, resulting in a |communism, capitalism and democracy |to be challenged |

|“re-imagination” of the nation |Categorise appropriate sources |That even the most powerful states need help from |

| |Analyse, interpret and evaluate information |other nations |

| |and data gathered from a variety of sources |That cultural and national symbols must be |

| |Identify bias and point of view |protected and valued |

| |Communicate historical knowledge and | |

| |understanding | |

| |

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

|Questions: | |

|What factors shaped Nigeria’s economy and politics in the 1980s |Learning activities: |

|and 1990s? |Working in groups |

|What is the world like today? |Work individually |

| |Class debate |

| | |

| | |

|Assessment Activities |Brief explanation: |

| | |

|Written work |Learners to analyse cartoons and sources |

|Essay |Writing an essay based on source analysis |

|Source-based activities |Paragraph writing |

|Debate |Test under controlled conditions (CASS) |

| | |

| | | |

|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? |

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