PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 3
HISTORY
GRADE 12
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 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 endeavours to improve Teaching, Learning and Assessment.
SUBJECT: HISTORY GRADE: 12 LESSON PLAN 1 TERM 3 TIME: 12Hrs. 00 min.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? (TRC)
LEARNING OUTCOME 1: / LEARNING OUTCOME 2: / LEARNING OUTCOME 3: / LEARNING OUTCOME 4:
HISTORICAL ENQUIRY
Formulate questions to analyse concepts for investigation within the context of what is being studied. / √ / HISTORICAL CONCEPTS
Analyse historical concepts as social constructs. / √ / KNOWLEDGE CONSTRUCTION AND COMMUNICATION
Examine and explain the dynamics of changing power relations within the societies studied. / √ / HERITAGE
Explain ideologies and debate around heritage issues and public representation
Access a variety of relevant sources of information in order to carry out an investigation. / √ / Examine and explain the dynamics of changing power relations within the societies studied. / √ / Synthesise information to construct an original argument using evidence to support the argument. / √ / Compare the ways in which memorials are constructed in different knowledge systems(e.g graves sites ; monuments etc)
Interpret and evaluate information and data from the sources. / √ / Sustain and defend a coherent and balanced argument with evidence provided and independently accessed. / √ / Investigate the relationship between archaeology, palaentology and other knowledge systems in understanding heritage.
Engage with sources of information evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners. / √
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
1. Explain the role of the TRC?
2. What was the work of the TRC? / · Working in groups
Divide the class into two. One group assess the process of TRC. Second group assess the process of Nuremburg trials. The two groups to indicate which of these two processes succeeded in healing the wounds or nation building / Text books, Maps, Newspapers, Graphs, DVD’s, Photographs, Sources, Cartoons / Written work, Interviews, Extended writing,/Letter Oral presentation; Debates, Source-based activities, Paragraph writing
3. How were amnesties granted?
4. Did the TRC succeed in dealing with the past? / · Work individually
Write a letter of apology on behalf of a perpetrator of the apartheid-era atrocities.
5.What was the link between TRC and nation building?
6.Why is it important to develop a new national identity?
7. What were the final outcomes of the TRC?
8. Our inclusive heritage / · Class debate
Oral Presentation-You are Desmond Tutu and you defend TRC process as the solution to heal the nation. Now you interviewed the two victims. One met the killer and has reconciled, the other victim the perpetrator did not come to TRC. Is the nation healed?
Homework: 1. Learners to analyse cartoons and sources
2. Learners to analyse the work of the TRC.
4. Class debate
Integration/Expanded Opportunities: L.O ; English; Geography Economics
Content links between grade
Grade 10:
The quest for liberty and the American Revolution
Grade11;
The impact of pseudo-scientific racism; apartheid; Nationalism and identities in Africa
Knowledge:
Empathize with the process of healing through the TRC hearings i.e. amnesty; reparation payment
Our National symbols
Skills:
Use evidence to formulate an argument
Bill of Rights-Human Rights
Be able to answer level 2 and 3 in extended writing.
Values
The importance of a new symbols
The importance of a new constitution, the idea of forgiving, healing and reconciliation
Appreciate the determination and courage of the country’s leaders to pursue the road to freedom and democracy
Teacher Reflections: 1. Outcomes achieved?
2. Work to be repeated and remediate?
3. Needs of individual learners identified?
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: HISTORY GRADE: 12 LESSON PLAN 2 TERM 3 TIME: 8Hrs. 00 min.CONTENT FOCUS/TOPIC: The impact of the collapse of the USSR in 1989
Key Question: 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: Angola )
LEARNING OUTCOME 1: / LEARNING OUTCOME 2: / LEARNING OUTCOME 3: / LEARNING OUTCOME 4:
HISTORICAL ENQUIRY
Formulate questions to analyse concepts for investigation within the context of what is being studied. / √ / HISTORICAL CONCEPTS
Analyse historical concepts as social constructs. / √ / KNOWLEDGE CONSTRUCTION AND COMMUNICATION
Examine and explain the dynamics of changing power relations within the societies studied. / √ / HERITAGE
Explain ideologies and debate around heritage issues and public representation
Access a variety of relevant sources of information in order to carry out an investigation. / √ / Examine and explain the dynamics of changing power relations within the societies studied. / √ / Synthesise information to construct an original argument using evidence to support the argument. / √ / Compare the ways in which memorials are constructed in different knowledge systems(e.g graves sites ; monuments etc)
Interpret and evaluate information and data from the sources. / √ / Compare and contrast interpretations and perspectives of events people’s actions and changes in order to draw independent conclusions about the actions or events / √ / Investigate the relationship between archaeology, palaentology and other knowledge systems in understanding heritage.
Engage with sources of information evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners. / √
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
1. What factors shaped Angola’s economy and politics in the 1980s and 1990s? / · Working in groups / Text books, Maps, Newspapers, Graphs, DVD’s, Photographs, Sources, Cartoons / Written work, Interviews, Extended writing, Debates, Source-based activities, Paragraph writing
1. What is the world like to day / · Work individually
· Learners to draw Political map of Africa
· Write down mineral resources exploited by Colonial masters
· Class debate
Learners to debate on whether independence of Namibia can be linked to collapse of USSR or the defeat of South African forces by Cuban forces.
Homework: 1. Learners to analyse cartoons and sources
2. Writing an extended writing piece/genre based on source analysis.
3. Paragraph writing
Integration/Expanded Opportunities: Geography; Technology; Science; Life Orientation; Economics
Content links between grades:
Grade10:
Industrial Revolution
Grade11:
Challenges to capitalism
Grade12:
The impart of the Cold War
Knowledge:
Concepts-Cold War; neo-colonialism; democracy; communism and capitalism
Understand the difference between the USA-capitalism; and the USSR-communism
Understand the impact that the collapse of the USSR had on the way that the nation was re-imagined in Africa
Understand the war of proxy and the war in Angola
Skills:
Identify issues related to the world after the Cold War.
Explain historical concepts such as communism; capitalism and democracy
Interpret of source and bias in the source and point of view
Values:
What was the world like in the 1980’s and 1990’s
Violation of Human Rights(e.g indoctrination ;right to life; human dignity; dictatorship)
That even the most powerful states need help from other nations
Teacher Reflections: 1. Outcomes achieved?
2. Work to be repeated and remediate?
3. Needs of individual learners identified?
SIGNATURES:
______
TEACHER DATE HOD/SMT DATE
SUBJECT: HISTORY GRADE: 12 LESSON PLAN 3 TERM 3 TIME: 8Hrs. 00 min.CONTENT FOCUS/TOPIC: The impact of the collapse of the USSR in 1989
Key Question: 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: Congo )
LEARNING OUTCOME 1: / LEARNING OUTCOME 2: / LEARNING OUTCOME 3: / LEARNING OUTCOME 4:
HISTORICAL ENQUIRY
Formulate questions to analyse concepts for investigation within the context of what is being studied. / √ / HISTORICAL CONCEPTS
Analyse historical concepts as social constructs. / √ / KNOWLEDGE CONSTRUCTION AND COMMUNICATION
Examine and explain the dynamics of changing power relations within the societies studied. / √ / HERITAGE
Explain ideologies and debate around heritage issues and public representation
Access a variety of relevant sources of information in order to carry out an investigation. / √ / Examine and explain the dynamics of changing power relations within the societies studied. / √ / Synthesise information to construct an original argument using evidence to support the argument. / √ / Compare the ways in which memorials are constructed in different knowledge systems(e.g graves sites ; monuments etc)
Interpret and evaluate information and data from the sources. / √ / Investigate the relationship between archaeology, palaentology and other knowledge systems in understanding heritage.
Engage with sources of information evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the evidence available to the learners. / √
TEACHER ACTIVITIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
1. What factors shaped Congo’s economy and politics in the 1980s and 1990s? / · Working in groups / Text books, Maps, Newspapers, Graphs, DVD’s, Photographs, Sources, Cartoons / Written work, Interviews, Extended writing, Debates, Source-based activities, Paragraph writing
2. What is the world like to day / · Work individually
· Learners to draw Political map of Africa
· Write down mineral resources exploited by Colonial masters
· Class debate
Learners to debate on whether the resources or ethnic politics played a major role in political instability in Congo
Homework: 1. Learners to analyse cartoons and sources
2. Writing an extended writing piece/genre based on source analysis.
3. Paragraph writing
Integration/Expanded Opportunities: Geography; Technology; Science; Life Orientation; Economics
Content links between grades:
Grade10:
Industrial Revolution
Grade11:
Challenges to capitalism
Grade12:
The impart of the Cold War
Knowledge:
Concepts-Cold War; neo-colonialism; democracy ; capitalism; communism
Understand the difference between the USA-capitalism; and the USSR-communism
Understand the impact that the collapse of the USSR had on the way that the nation was re-imagined in Africa
Understand the war of proxy and the war in Congo
Skills:
Identify issues related to the world after the Cold War.
Explain historical concepts such as communism; capitalism and democracy
Interpret of source and bias in the source and point of view
Values:
What was the world like in the 1980’s and 1990’s
Violation of Human Rights(e.g indoctrination ;right to life; human dignity ; dictatorship ))
That even the most powerful states need help from other nations
Teacher Reflections: 1. Outcomes achieved?
2. Work to be repeated and remediate?
3. Needs of individual learners identified?
SIGNATURES:
______
TEACHER DATE HOD/SMT DATE
Grade 12 History Lesson Plans Term 3 Page 1