Social Sciences: History
Owned and published by Optimi, a division of Optimi Central Services (Pty) Ltd.
7 Impala Avenue, Doringkloof, Centurion, 0157 info@optimi.co.za www.optimi.co.za
© Optimi
Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without prior written permission from the publisher.
The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
There are instances where we have been unable to trace or contact the copyright holder. If notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity.
Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: History
Grade 4
SAMPLE
CAPS aligned
S Grimsley E van Emmenes
Learning objectives
What learners should know at the end of the lesson according to CAPS requirements.
Lesson elements
Important terminology
New terminology to assist with the understanding of the subject as part of the lesson.
Define
Definitions of concepts to understand the content.
Activity
Questions to complete to test learners’ knowledge of the completed lesson.
Tips
Any information other than the content, to guide learners through the learning process.
SAMPLE
Core content
Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.
Study/Revision
Time spent studying the content at the end of the unit and to prepare for a test or examination.
For the curious Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): Explain the need to complete the basic questions to achieve a pass mark.
Timetable and time management
According to CAPS policy, three hours per week must be allocated to Social Sciences. Therefore, 30 hours are allocated during a 10-week term. The time allocation is then 15 hours per 10-week term for History and 15 hours per 10-week term for Geography.
This means that learners have to devote 1½ hours per week to History, but you will find that some assignments may be completed faster than others.
Lessons are set out as follows:
Term 1: Nine lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week while you also have to spend half an hour working on the History project (this project can be found in the portfolio book).
Term 2: Five lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week.
Term 3: There are 14 lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week and in any four weeks, two lessons during that week.
Term 4: There are 12 lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week and in any two weeks, two lessons during that week. But since Term 4 is very short, it will help a lot if learners could complete two to three lessons per week or, if possible, start with some of the lessons of Term 4 in Term 3.
Assessment requirements
Below is the recommended assessment programme:
Term 1
Term 2
Term 3
Term 4
Geography Assignment
History Assignment + June examination
History Project Continuous assessment
Geography Assignment + June examination
History Term 3 test
Geography Term 3 test
History November examination November examination
Geography November examination
The project is clearly explained in the portfolio book. Assignments can include the following:
● Provide short answers to the questions
● Write paragraphs
● Do research and write a short report
● Read and summarise
● Listen and record
● Write down observations
● Answer questions (shorter and longer answers)
● Pose questions
● Complete question-and-answer sheets
SAMPLE
● Make drawings and add captions
● Match, sort, list, describe and compare texts, graphs, maps, photos, pictures
● Make connections between causes and effects
● Identify similarities and differences
● Read, complete and/or draw maps
● Process data
● Find and/or work with sources
● Compare cross-references and information
● Provide an explanation
● Identify and discuss issues
● Make a model, poster or graph
● Interpret photos and write captions
Study tips and methods
History is like a story and should be studied in the same way. After every lesson/unit, ask learners to relate what they have learned in the form of a story.
At the end of some lessons, there is an activity aimed at ensuring that learners understand the content. It would be good preparation for the exams if you, together with the learners, can work through these activities and they can ask questions about anything that may still be unclear. Lessons that do not include an activity at the end have a revision exercise at the end of the unit.
Each activity and revision exercise should be as complete as possible, and the questions should be answered in complete sentences.
Other useful information
History is about gathering and interpreting information. Please assist learners to collect as much additional information as possible and to read some background material before the start of the lesson. You will notice that there is more or less one lesson scheduled per week, but the time allocation is 1½ hours per week. There is plenty of time for learners’ own research.
Also try to use the internet where possible. Many organisations and projects provide useful information on their websites.
SAMPLE
Learning objectives are guidelines set by the Department of Basic Education to ensure that learners meet certain criteria and gain valuable skills.
A timeline is a useful tool to teach learners the skill of arranging events chronologically. It helps them to keep track of the flow of history and this becomes vital in the further study of History. It also makes it easier for them to follow a thread from the beginning until today. Draw up a timeline after each lesson; it’s a good idea to start this as soon as possible.
Preface
This guide is for the facilitator’s use in conjunction with the Study guide.
The answers to some of the activities are provided, however, some do not have specific answers. If this is the case, it will be mentioned under the activity.
Try to, where possible, discuss the content of the lesson with the learners before you start. Talk in general about the topics to test the learners’ knowledge. In the beginning you may have to ask many leading questions to engage the learners’ interest. Every lesson is preceded by a brief introduction that serves as a guideline; if possible, expand on it.
SAMPLE
G04 ~ Social Sciences: History
Year plan
Keep the following in mind when planning your year:
● Be realistic and flexible
● Keep your other subject timetables in mind
● Allow for enough time to study for tests and examinations
Term Unit and lesson
Unit 1: Local history
Lesson 1: What is happening in your local area today?
Lesson 2: Photos tell stories
Lesson 3: What can we learn from written sources?
1
Lesson 4: Interviews with people
Lesson 5: Objects are pieces of history
Unit 2: The history of a local area
Lesson 6: Photo stories
Lesson 7: Information from written sources
Lesson 8: People tell stories and share experiences
Lesson 9: A piece of history in your hands
Unit 3: What makes a great leader?
Lesson 10: Qualities of good leaders
Lesson 11: Choose a leader
2
Lesson 12: A good leader …
Lesson 13: Nelson Mandela
Lesson 14: Mahatma Gandhi
Lesson 15: Leaders are not always popular
Date started Date completed
3
Unit 4: Transport over time: Land and road transport
Lesson 16: Animals’ contributions towards transport
Lesson 17: Carts, wagons and carriages
Lesson 18: Bicycles
Lesson 19: Steam engines and trains
Lesson 20: Cars
Lesson 21: General transportation of people and goods
Lesson 22: Case study: Damage to the environment
Unit 5: Transport over time: Water and ship transport
Lesson 23: Rafts, canoes and reed boats
Lesson 24: The first sailing vessels
Lesson 25: The first steamships
Lesson 26: Modern water transport
Unit 6: Transport over time: Air transport and aviation
Lesson 27: Hot-air balloons and airships
Lesson 28: The Wright brothers and the first aeroplane
Lesson 29: Modern aviation
Unit 7: The oldest forms of human communication
Lesson 30: Language, symbols, songs, art and dance
Lesson 31: How the San communicate
Unit 8: How do we communicate today?
Lesson 32: Postal system
Lesson 33: Radio
4
Lesson 34: Typewriter
Lesson 35: Telegraph
Lesson 36: Telephone
Lesson 37: Camera
Lesson 38: Television
Lesson 39: Computer
Lesson 40: The internet
Lesson 41: Cellphone
Local history Unit 1
Learning objectives
After completing this unit, learners must be able to do the following:
● Research the past and apply it to local history. They must be able to find a wide variety of information about the past.
● Collect information, for example from texts, visual material (photos, pictures, television and movies), songs, poems and interviews with people.
● Use more than one type of written information such as books, magazines, newspapers and websites.
● Investigate events from the past.
Introduction
In this unit, we will learn how to find and gather information about the past, and then apply these skills to finding information about the present. The unit focuses on the types of information that we can obtain from visual sources, written sources and objects.
SAMPLE
Activities are included for learners to help them understand what types of information can be obtained from the different sources.
Lesson 1
What is happening in your local area today?
The area where you live usually has some form of local publication, for example the Centurion Rekord. Collect a few of these newspapers and read and discuss some reports. Explain that this is current information about their community.
You could also use a photo album to introduce this topic. Use pictures of the learners’ first birthday or their first visit to the zoo. Always try to use the learners’ existing knowledge and build on that. Learners respond better when you use their own experiences.
Lesson 2
Photos tell stories
Activity 1
Study the photo’s and answer the questions. 1.
SAMPLE
The child is using a traditional instrument that is no longer used today.
Lesson 3
What can we learn from written sources?
We can find a lot of information on road signs, billboards and advertisements. Collect some magazines and read through them in class. Tell learners to be on the lookout for information on their way to school, home or an outing to the mall. Ask directed questions, for example what make of car was advertised or what kind of yoghurt was shown in the advert.
Avoid broad and generalised questions such as ‘What was the advert about?’ If questions are too vague it may cause the learners to miss crucial details – it’s important that they learn to think analytically and pay attention to detail.
Activity 2
1. Fence4U
2. Professional swimming pool fences
3. No, the business offers an array of designs and lengths. (1)
4. 081 999 4016
Lesson 4
Interviews with people
Explain to the learners that an interview is similar to a conversation although the questions are prepared beforehand.
An interview is a technique used to obtain information on a certain topic/matter by asking a series of directed questions. An interview should be well structured and flow easily. It usually starts with events from the past and leads up to the present, for example from the interviewees birth to today. Be careful not to get sidetracked with too much detail when doing an interview, stick to your topic and keep in mind that someone is giving you their time, use it wisely.
Activity 3
SAMPLE
This activity will have its own unique answers. Read through the activity with the learners. Explain what is expected, but let the learners ask the questions. Encourage learners to add additional questions. If time allows, learners can also interview you as the facilitator.
Lesson 5
Objects are pieces of history
Discuss the crest of High School D.F. Malan. If time allows, look at other objects that tell us about history. Visit websites with the learners and look at more crests and historical artefacts. Have fun with history!