ediate Phase Grade 4 • Study Guide Social Sciences: History by Impaq

Grade 4 • Study Guide

Social Sciences: History

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Social Sciences

Study 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.

Preface

What is History?

History is the study of change and development in society over time. The study of History will enable you to see how past human actions have had an impact on the present and allow you to evaluate and understand how these actions influence the future.

History is a process of investigation and asking questions about the events of the past:

● What happened?

● When did it happen?

● Why did it happen?

The specific aim of History is to create and promote the following:

● An interest in and enjoyment of the study of the past.

● Knowledge, understanding and appreciation of past events.

● The ability to participate in a historical enquiry and to participate in research and projects throughout the year.

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?

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

Lesson 12: A good leader …

Lesson 13: Nelson Mandela

Lesson 14: Mahatma Gandhi

Lesson 15: Leaders are not always popular

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

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 Eenheid 1 Unit 1

Learning objectives

After completing this unit, you should be able to do the following:

● Research the past and apply it to local history. You must be able to find a variety of information about the past.

● Collect information, for example from texts, visual material (photos, pictures, television and movies), songs, poems and interviews.

● Use more than one type of written source such as books, magazines, newspapers and websites.

● Investigate events from the past.

Introduction

In this unit, we will learn how to find information on the present and also how to use information from various sources. What is in the news today?

When you know how to look for information that applies to today (the present), you can use that information to find out more about the history of the area. Historical places often play an important part in modern society, e.g. the town/city hall, old church or school in your town/ city.

Present

Important terminology

Written sources

Documents

Historian

Define

Photo

Interview Object

Lesson 1

What is happening in your local area today?

Historian: someone who studies and writes about the past

Present: today, the here and now

Source: a person/place/object that can provide us with information

Written source: material that was written by hand or printed

Core content

SAMPLE

We use different sources to find out about the present. The present is the here and now, in order words, today. Sources contain information and can include written materials, an object or even a person. We can distinguish between three types of sources: primary sources, secondary sources and tertiary sources.

● Primary source: A book or letter that was written by someone who experienced/ witnessed something. Example: Anne Frank’s diary which she wrote over two years while she and her family were hiding from the Nazis. The diary is Anne’s first-hand account of the war.

● Secondary source: Someone who uses a primary source to convey their interpretation thereof. Example: An historian reads Anne Frank’s diary and writes an historical report on the diary’s content.

● Tertiary source: When someone uses secondary sources to supplement the existing information they have. Example: You use an historic report on Anne Frank’s diary to obtain more information for your History assignment on Anne Frank.

When historians examine the past, they prefer to use primary sources, as they are the most accurate documents that describe what had really happened.

However, historians must be careful not to record their own opinions or beliefs when writing about the past.

SAMPLE

In the next few lessons we will look at different ways in which we can collect information about the present. We can obtain information from sources, such as photos, documents, stories, objects and interviews.

We are going to discuss each type of source separately. Once you have completed the lessons, we will use the same skills to find out more about the past or history of a local area.

Important

You must submit an assessment project at the end of the term. For the project, you must set up your own museum exhibition. Start looking for interesting pictures, documents, stories and objects that you can use for your exhibition.

Image 1.1: Anne Frank’s original diary. This is an example of a primary source.

Lesson 2

Photos tell stories

Define

Photo: an image captured on camera

Core content

We can collect information by looking at photos and by asking and answering questions. Photos can provide us with information about the weather, events, people’s emotions, etc.

Let’s look at two photos to see what information is portrayed.

SAMPLE

In this photo there are three people; two men and a woman. They sit at a restaurant, talking, and drinking tea or coffee. They are formally dressed. The laptop and papers on the table tell us that they are busy working or having a meeting. We can therefore conclude that these people aren’t friends and that this is not a social meeting.

In this photo there are a group of learners and a teacher. They are working on an art project. The learners are all wearing the same clothes (school uniform), which means they’re in the same school. The photo was taken in summer, as everyone is wearing short-sleeved shirts.

Image 1.2.1

Image 1.2.2

Tips

When you examine a photo, consider the following aspects to help you gather information:

● The quality and colour of the photo.

● The type of clothing people are wearing.

● The location of the photo.

● What activities can you observe?

● Even the background can provide clues.

If you consider all these factors, you will be able to form a good idea of what is happening and who is involved. Activity 1

Study the photos and answer the questions.

SAMPLE

The questions below are based on Photo A:

1. a) W hich natural source of water can be seen in the background? (1)

b) W hat type of transport are the people using? (1) c) W hat is the weather like in the photo? (1)

The questions below are based on Photo B:

2. a) Would you say that this is a really old photo? (1) b) Give a reason for your answer.

Photo A

Photo B

Image 1.3.1: People riding horses.

Image 1.3.2: A child playing a traditional musical instrument.

Lesson 3

What can we learn from written sources?

Core content

We can also gather information from written or printed documents. Examples include newspapers, magazines, advertisements and road signs.

A good example of a printed source is a road sign.

Look at the picture below. This motorway has four lanes. Just past this road sign it will split into two directions. It is important for motorists to know that they must turn left within 1 kilometer if they want to go to Muizenberg or Maitland or keep in the right lane if they want to go to Cape Town or Milnerton. The sign also tells us the name of the roads: M5 and N1.

SAMPLE

Image 1.5: Information sign on the N1 highway in Cape Town

This sign is also found along a motorway but gives us different information. It is a billboard which advertises a course at IMM.

Activity 2

Let’s see what information you can get from a written piece (an advertisement) by answering the following questions:

Image 1.6: A billboard next to a busy road. The advert is aimed at motorists.

Lesson 4

Interviews with people

Define

Interview: to ask someone questions to obtain information

We can gather information from stories which people wrote and also by conducting an interview with someone. 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

Conduct an interview with one of your parents. Write down your questions and the answers.

Examples of questions:

1. What is your full name?

2. What is your surname?

3. When were you born?

4. Where were you born?

5. What school did you attend?

6. Did you study after school? If so, where and what field of study?

7. What is your occupation?

8. Are you married?

9. What is your maiden name? (If it is a married woman.)

10. Do you have children? If so, how many?

This will give you a good starting point for your interview; expand the discussion by adding your own questions.

Lesson 5

Objects are pieces of history

Define

Object: something that you can touch and see

We can gather information by looking at objects. Look at the school crest of High School D.F. Malan. We can obtain a variety of information by studying the crest:

SAMPLE

For the curious

The sun symbolises hope, positivity, growth and a new life that reaches out to light and health.

The three proteas symbolise South Africa’s heritage that should be cherished.

The motto – For you South Africa refers to patriotism and citizenship.

Each province in our country has its own crest. Do research on your province’s crest and the meaning of each symbol on the crest. Also watch the YouTube video on South Africa’s provinces.