Western Cape Education
SUBJECT: SOCIAL SCIENCE
ANNUAL TEACHING PLAN (WORK SCHEDULE)
GRADE 8
2014
NAME OF SCHOOL: …………………………………………....
NAME OF TEACHER: ………………………………………..…
General Geographical Skills and Techniques should be integrated with theory where applicable
This work schedule is based on the CAPS document.
GRADE 8
TERM 1WEEK / START DATE / GRADE 8
GEOGRAPHY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Topic: Maps and globes
(Focus: Global and local) / Recommended texts / resources
• Atlases
• Globe (a model of the world)
• Torch
• Satellite images
Maps and atlases 5 hours
-- Latitude and longitude – degrees and minutes
-- Using the atlas index to find places on a map
-- Kinds of scale in an atlas (world, regional, local)
-- Scale
o Review line and word scales
o Introduce ratio scales (number scales)
o Calculate distances between settlements (global and
South Africa) using different scales
-- Places in the news (ongoing throughout the year)
**News items can include any news that is in the media or of interest to learners. (Items need not be solely geographic in nature, as the emphasis is on locating news items in their geographical contexts.)
• The globe 6 hours
-- Hemispheres (review from Grade 6)
-- The earth’s rotation on its axis – day and night (review)
-- World time, time zones and the international date line
-- South African standard time
-- The earth’s revolution around the sun:
o Angle of axis
o Equinox, solstice and the change in angle of the midday sun
o Seasonal changes in lengths of day and night
o Seasonal temperature changes
• Satellite images 2 hours
-- What satellite images look like
-- Information from satellite images – water, vegetation, land use and cloud patterns
-- How satellite images are used
Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours / Formal Task :
Map skills
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 1
WEEK / START DATE / GRADE 8
HISTORY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
The Industrial Revolution in Britain and Southern Africa from 1860
• Changes during the Industrial Revolution in Britain
6 hours
-- Wealth from slave trade
-- Economy before the Industrial Revolution: farming economy, cottage industries
-- What the Industrial Revolution was
-- Social changes during the Industrial Revolution
o Urbanisation and changing living conditions – lives of the working class, including overcrowded housing, poverty andworkhouses
o The mines and factories - child labour in mills and mines
-- Labour, resistance, the trade union movement and working class organizations
o Swing Riots (agriculture); Luddites (industry)
o Grand National Consolidated Trades Union (1833)
-- Increased power and wealth of Britain and Western European economies
• Southern Africa by 1860 3 hours
-- Map and brief description of political settlement
-- Indentured labour from India to work on sugar plantations in British colony of Natal
o India as a British colony
o Reasons why labour was imported: Zulu kingdom was still independent
o Reasons for demand for sugar in Britain
o Conditions under which indentured labourers lived and worked
o Passenger Indians 1869 onwards
• Diamond mining in Kimberley 1867 onwards 3 hours
-- Why diamonds are valuable
-- British take-over of diamond-rich land in Griqualand West
-- 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 diamonds
Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours / Formal task: Source based, paragraph writing and focused essay.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 2
WEEK / START DATE / GRADE 8
GEOGRAPHY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Climate regions
(Focus: South Africa and world) / Recommended texts/resources
• Atlases
• Pictures/photographs to illustrate
conditions in different climate regions
• Climate statistics – ref. ‘Weather SA’;
‘World Climate statistics’
• Globe
• Factors that influence temperature and rainfall 5 hours
-- Distance from the equator (latitude)
-- Distance from the sea
-- Height above sea level (altitude)
-- Ocean currents
-- Mountains (relief)
• South Africa’s climate 4 hours
-- Physical map of South Africa (review from Grade 5)
-- How each of the above factors influence temperature and rainfall in selected places – such as Beaufort West, Cape Town, Durban, George, Johannesburg, Mbombela, Mmabatho, Mthatha, Port Nolloth, Upington **
Refer to average monthly figures. These centres are selected as a sample of different climates across South Africa.Others may be added or substituted. Learners should also account for the rainfall and temperature statistics of their own area (where these are not covered by the above).
• Climate around the world 4 hours
-- Difference between weather and climate (review from Grade 5)
-- Elements of weather – temperature, humidity, winds and precipitation
-- Kinds of climate: Tropical, subtropical, temperate, desert, semi-desert, continental, polar, Mediterranean, tundra and highmountain (alpine) ***
-- Temperature and rainfall characteristics of different kinds of climate (bar and line graphs)
-- Climate regions of the world:
o Map with climate regions ***
o Links between climate regions and factors that influence temperature and rainfall
***Different atlases and texts may give a variant on the climate regions listed above. This is acceptable as long as a range of six or more climate regions are included.
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours / FORMAL ASSESSMENT: Mid- Year Examination:
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 2
WEEK / START DATE / GRADE 8
HISTORY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Topic: The Mineral Revolution in South Africa
Focus: Changing balance of power in South Africa brought about by gold mining, and the foundations of racial segregation.
• Britain, diamond mining and increasing labour control and land expansionism 2 hours
-- Increasing control over black workers: closed compounds and migrant labour
-- Further land dispossession and defeat of African kingdoms: Xhosa 1878 and Pedi and Zulu 1879
• Deep-level gold mining on the Witwatersrand 1886 onwards
-- Why gold is valuable 1 hour
-- The discovery and mining of deep level gold on the Witwatersrand 7 hours
o How gold is mined
o Conditions underground
o The Randlords and the formation of the Chamber of Mines
o Migrant workers (more systematic control and borrowing of compound system from Kimberley)
o Increasing burden on women in the reserves, erosion of families
o Skilled and unskilled white workers
o Anti-Indian legislation
o Forms of labour resistance
o The city of Johannesburg
-- The Mineral Revolution as a turning point in South African history 2 hours
o The shifting balance of power: defeat of the Boer Republics 1902; African Political Organisation (APO) 1902; Transvaal Indian Congress (TIC) 1903; Bambatha Rebellion 1906; Union 1910; formation of South African Native National Congress (SANNC) 1912 (later renamed ANC); Satyagraha Campaign of 1913 – 1914; Land Act 1913
o Map of Southern Africa in 1913 compared with 1860
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours / FORMAL ASSESSMENT: Mid- Year Examination:
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 3
WEEK / START DATE / GRADE 8
GEOGRAPHY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Settlement (Africa with a focus on South Africa) / Recommended resources
• Land use maps
• Photographs (including aerialphotographs) to illustrate differentkinds of settlement
• Community members/elders –especially for the project
• Stories/case studies to illustrateconditions caused by urbanisation
• Settlement and land use * 3 hours
* Models of land use are not required at this level. Focus only on the characteristics of land use zones. Examples should be drawn from Africa (including South Africa).
-- Urban settlements
o Land use within urban settlements – including the central business district, zones for light and heavy industry,
residential areas (high-, middle- and low-income), shopping centres, services and recreation
-- Rural settlements
o Types of rural settlement – including farming, mining, forestry, fishing
• Land use on aerial photographs and large-scale maps ** 3 hours
-- What aerial photographs look like (oblique and vertical)
-- Information from aerial photos – natural and constructed features
-- Identifying land uses in urban settlements (aerial photographs and large-scale maps *)
** Topographic and orthophoto maps are introduced in Grade 9. The intention here is to use photographs and simple, shaded land use maps.
• Investigation of a settlement (project) *** 2 hours
-- An independent study of a settlement known to the individual learner
o Describe the settlement and the different types of land use.
o Identify specific features or landmarks (natural and/or human-made).
o Suggest reasons for the location of this settlement ****.
o Discuss decline and/or growth of population of the settlement and suggest reasons.
o Identify and discuss one social or environmental issue.
o Include interviews with community members, drawings, a sketch map and any other appropriate illustrative material.
*** This independent study is a project for formal assessment. Introduce this project early in the term for
submission late in the term. It should not absorb much formal classroom time. However, some time for
explaining and monitoring the project is necessary.
• Urbanisation 5 hours
-- Concept of urbanization
-- Why cities are growing – push and pull forces of migration (Africa with focus on South Africa)****
**** Review and extend from Grade 6, ‘Why people live where they do’.
-- Overview of urbanisation in South Africa – including issues associated with apartheid population controls
-- Social issues related to the rapid growth of cities – such as housing and service provision (including health care and
education)
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours / Formal task: Project.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 3
WEEK / START DATE / GRADE 8
HISTORY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Topic: The scramble for Africa
Focus: Causes and results of European colonisation of the African continent, with special focus on the Ashanti kingdom
(colonised by the British as the Gold Coast, and today the independent African country of Ghana).
• European colonisation of Africa in the late 19th century
8 hours
-- Africa before European colonization
o Map of Africa 1800
-- Berlin Conference 1884
o Map of Africa (showing different colonising countries)
-- Causes of colonization
-- Patterns of colonisation: which countries colonised which parts of Africa
-- Why European powers were able to colonise Africa so quickly
-- Results of colonization
• Case Study: The Ashanti kingdom 5 hours
-- The coast of West Africa before the arrival of Europeans
-- The Ashanti and their early contact with European traders and explorers
-- The British and the colonisation of the Gold Coast
-- Results of colonisation for Ashanti kingdom and Britain
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 2 hours / Formal task: Source based, paragraph writing and focused essay.
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 4
WEEK / START DATE / GRADE 8
GEOGRAPHY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Topic: Transport and trade
(Focus: South Africa and the world) / Recommended resources
• Atlases
• Maps of transport routes – South Africa and the
World
• Examples of urban public transport strategies around the world
• Trade and transport around the world 3 hours
-- Reasons for trade (Review from Grade 6)
-- Links between trade and transport – with examples to illustrate
-- Different modes of transport and their uses: sea, air, road, rail and pipeline
• Trade and transport in South Africa * 4 hours
* T he focus here should be on national, as opposed to urban or regional, patterns of transport use.
-- Major roads, railways, airports and harbours in South Africa (map)
-- Case study of a selected South African harbour
o Reasons for location
o Main exports and imports
o Specialised ships – such as container ships, tankers, passenger liners, bulk carriers for specialised cargo
o Links with other transport systems – such as road, rail, pipeline
-- Advantages and disadvantages of road and rail transport
-- Requirements for future transport networks
• People and transport in urban areas ** 5 hours
** The focus in this section is on commuter transport.
-- Public transport systems in urban areas – such as buses and trains
-- Private modes of transport – such as mini-bus taxis, cars and bicycles
-- Transport issues – such as cost for commuters, traffic congestion and pollution
-- Public transit strategies – such as rapid transport systems, subsidised public transport, bus and cycle lanes, park and ride,car-free zones (****** Provide both South African and international examples.)
• Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 3 hours / FORMAL ASSESSMENT:
End of year Examination
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
TERM 4
WEEK / START DATE / GRADE 8
HISTORY
CONTENT & CONTEXT / TEXT BOOKS RESOURCES / ASSESSMENT:
FORMAL & INFORMAL / END DATE / COMMENTS
Topic:
World War I (1914 – 1918)
Focus: Causes of World War I and aspects of people’s experience at home and at war.
• Reasons why World War I broke out 3 hours
-- Overview of long-term causes: Nationalism, industrial economies, control of seas, colonisation and empires
-- Immediate cause: Assassination of Archduke of Austria at Sarajevo
-- Countries in Europe which fought: Allied Powers vs Central Powers
• Aspects of experiences in World War I5 hours
-- Conscription and propaganda in Britain
-- Conscientious objectors
-- Trench warfare on the Western Front
-- Music and poetry
-- World War I and South Africa
o Battle of Delville Wood 1916
o Sinking of the Mendi 1917
• Women in Britain during World War I3 hours
-- Changing roles of women in the workplace in Britain in World War I
-- Emily Pankhurst and the campaign for the vote for women in Britain
• The defeat of Germany and the Treaty of Versailles (to be picked up again in Grade 9) 1 hour / FORMAL ASSESSMENT:
End of year Examination
• Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours
Learners should read and write regularly.
Evidence of learner’s work, including assessments, should be kept in the learner’s notebook.
METRO EAST EDUCATION DEPARTMENTPage 1