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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY
Grade 4
A member of the FUTURELEARN group
Social Sciences Facilitator’s guide: History
1804-E-SOS-FG01
Í2$È-E-SOS-FG01!Î
Grade 4
CAPS aligned
S Grimsley E van Emmenes
Facilitator’s Guide G04 ~ Social Sciences: History
CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 Study tips and methods .................................................................................................... 7 Other useful information ................................................................................................... 7 Preface ................................................................................................................................ 8 Year plan............................................................................................................................. 9 Unit 1: Local history ........................................................................................................ 11 Lesson 1: Find out what’s happening today in a local area ....................................... 11 Lesson 2: Photos tell a story ..................................................................................... 12 Activity 1 ........................................................................................................... 12 Lesson 3: Information from documents/written sources ............................................ 12 Activity 2 ........................................................................................................... 12 Lesson 4: People tell stories and share experiences ................................................ 13 Activity 3 ............................................................................................................................................................................ 13
Lesson 5: Objects are a little piece of history ............................................................ 13 Unit 2: Find out about the history of a local area .......................................................... 14 Lesson 6: Photo stories ............................................................................................. 15 Activity 4 ............................................................................................................................................................................ 15
Lesson 7: Information from documents/written sources ............................................ 15 Activity 5 ............................................................................................................................................................................ 15
Lesson 8: People tell their stories and share experiences ........................................ 15 Activity 6 ............................................................................................................................................................................ 15
Lesson 9: A piece of history in your hand .................................................................. 16 Activity 7 ............................................................................................................................................................................ 16
Unit 3: What makes a great leader? ............................................................................... 17 Lesson 10: Ask and answer questions on the life and qualities of good leaders ....... 17 Lesson 11: Choose a leader...................................................................................... 18 Activity 8 ............................................................................................................................................................................ 18
Lesson 12: Characteristics of good leaders .............................................................. 18 Lesson 13: Nelson Mandela ...................................................................................... 18 Activity 9 ............................................................................................................................................................................ 18
Lesson 14: Mahatma Gandhi .................................................................................... 19 Activity 10 .......................................................................................................................................................................... 19
Lesson 15: Are leaders always popular and perfect? ................................................ 19
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit 4: Transport through time: land transport ............................................................. 20 Lesson 16: Animals ................................................................................................... 20 Lesson 17: Carts, wagons and carriages .................................................................. 20 Lesson 18: Bicycles ................................................................................................... 21 Lesson 19: Steam engine and the train ..................................................................... 21 Lesson 20: Cars ........................................................................................................ 21 Lesson 21: General transport of people and goods................................................... 22 Lesson 22: Case study: damage to the environment ................................................ 22 Activity 11 .......................................................................................................................................................................... 22 Revision exercise .............................................................................................................................................................. 23
UNIT 5: Transport over time: water transport/ship transport (2) ................................. 24 Lesson 23: Rafts, canoes and reed boats ................................................................. 24 Lesson 24: The first sailing vessels ........................................................................... 25 Lesson 25: The first steam ships ............................................................................... 25 Lesson 26: Modern water transportation ................................................................... 25 Revision exercise .............................................................................................................................................................. 26
Unit 6: Transport over time (3) air transport/aviation ................................................... 27 Lesson 27: Hot air balloons and airships ................................................................... 27 Lesson 28: The Wright brothers and the first flight .................................................... 27 Lesson 29: Modern aviation ...................................................................................... 28 Revision exercise .............................................................................................................................................................. 28
Unit 7: The oldest forms of human communication ..................................................... 30 Lesson 30: Language, symbols, songs, art and dance ............................................. 30 Lesson 31: The communication of the San hunter-gatherers .................................... 31 Revision exercise .............................................................................................................................................................. 32
Unit 8: How do we communicate today? ....................................................................... 33 Lesson 32: Postal system ......................................................................................... 33 Lesson 33: Radio ...................................................................................................... 34 Lesson 34: The early typewriters before the advent of electricity .............................. 34 Lesson 35: Telegraph ................................................................................................ 34 Lesson 36: Telephone ............................................................................................... 35 Lesson 37: Camera ................................................................................................... 35 Lesson 38: Television ................................................................................................ 35 Lesson 39: Computer ................................................................................................ 36 Lesson 40: The Internet ............................................................................................ 36 Lesson 41: Cellphone ................................................................................................ 36 Revision exercise .............................................................................................................................................................. 37
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Facilitator’s Guide G04 ~ Social Sciences: History
YEAR PLAN TERM
UNIT AND LESSON
DATE
DATE
STARTED
COMPLETED
Unit 1: Local history
1
Lesson 1: Find out what’s happening today in a local area Lesson 2: Photos tell a story Lesson 3: What can we learn from written sources? Lesson 4 People tell their stories and share experiences Lesson 5: Objects are little pieces of history
Unit 2: Find out about the history of a local area Lesson 6: Photo-stories Lesson 7: Information from documents/written sources Lesson 8: People tell their stories and share experiences Lesson 9: A piece of history in your hand
Unit 3: What makes a great leader?
2
Lesson 10: Pose and answer questions about the qualities of good leaders Lesson 11: Choose a leader Lesson 12: Attributes of good leaders Lesson 13: Nelson Mandela Lesson 14: Mahatma Gandhi Lesson 15: Are leaders always popular and perfect?
Unit 4: Transport over time: land transportation (1) Lesson 16: Animals Lesson 17: Carts, wagons and carriages Lesson 18: Bicycles Lesson 19 Steam engine and the train Lesson 20: Cars Lesson 21: General transportation of people and goods Lesson 22: Case study: damage to the environment
3
Unit 5: Transport over time: water transport (2) Lesson 23: Rafts, canoes and reed boats Lesson 24: The first sailing vessels Lesson 25: The first steam ships Lesson 26: Modern water transport
Unit 6: Transport over time: air transport/aviation (3) Lesson 27: Hot air balloons and airships Lesson 28: The Wright brothers and the first aeroplane Lesson 29: Modern aviation
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit 7: The oldest forms of human communication Lesson 30: Language, symbols, songs, art and dance Lesson 31: The communication of the San huntergatherers
Unit 8: How do we communicate today?
4
Lesson 32: Postal system Lesson 33: Radio Lesson 34: Early typewriters before the advent of electricity Lesson 35: Telegraph Lesson 36: Telephone Lesson 37: Camera Lesson 38: Television Lesson 39: Computer Lesson 40: The Internet Lesson 41: Cellphone
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
1
Unit 1: Local history Learning objectives After completing this unit, you must be able to do the following: Research the past and apply it to local history. You 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. Introduction In this unit we look at how to find and gather information about the past, and then apply these skills to finding information about the present. The focus of the unit is on the types of information that we can obtain from visual sources, written sources and objects. Activities are included for learners to help them understand what types of information can be obtained from the different sources. Lesson 1: Find out what’s happening today in a local area The area where you live usually has some form of local publication For example, the Centurion Record. Collect a few of these newspapers and read and discuss some articles. 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.
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
1
Lesson 2: Photos tell a story Activity 1 Study the photos below and answer the questions that follow:
1.
a) b) c)
2.
a) b)
What large natural source of water can be seen in the background? Sea or ocean What type of transport are the people in the photo using? Horseback, or horses What is the weather like in the photo? Clear and sunny, the police aren’t wearing jackets and they are wearing hats and sunglasses. Would you say that this is a really old photo? Yes Give a reason for your answer. The man is using a traditional instrument that is no longer used today. Learners’ own interpretation. [5]
Lesson 3: Information from documents/written sources We can find a lot of information on road signs, billboards and advertisements. Collect some magazines and read through them in class, and tell them 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 the smaller things. Activity 2 Let’s see what information you can get from a written piece (an advertisement) by answering the following questions: 1. 2.
3. 4.
What company is advertised in this advertisement? Signarama What product or service does this business offer? They print signs, logos, reception signs, channel letters, cut letter, LED signs, pylons, corporate, retail and architectural. Where is the business located? Midrand. What is the business telephone number? 011 805-5866 [4]
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
1
Lesson 4: People tell stories and share experiences Explain to the learners that an interview is similar to a conversation although the questions are prepared before the time. 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 get side-tracked with too much detail when doing an interview, stick to your topic and keep in mind that someone is giving you his/her time, use it wisely. Activity 3
Conduct an interview with one of your parents or friends. 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. Examples of questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
What is your full name? What is your surname? When were you born? Where were you born? Where did you go to school? Did you study after school? If so, where and what field of study? What is your occupation? Are you married? What was your maiden name? (If it is a married woman.) Do you have children? If so, how many? [10]
Lesson 5: Objects are a little piece of history Discuss the crest of DF Malan High School. 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!
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Facilitator’s Guide G04 ~ Social Sciences: History
2
Unit
Unit 2: Find out about the history of a local area Learning objectives After completing this unit, you must be able to do the following: Research the past and apply it to local history. You 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 source such as books, magazines, newspapers and websites. Introduction In Unit 1 we saw how to go about gathering information. Now learners can put these skills to good use to find out about the history of a local area. They can use pictures/photos and documents. Other good ideas are to conduct interviews or investigate objects that were found in that specific area. Pretoria was chosen as a local area. The photos, documents, interviews and objects are all from people who live in Pretoria or buildings in the city. Discuss with learners if there are any sources available of their own area and use these sources during this lesson.
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
2
Lesson 6: Photo stories Activity 4 Look at the photos and answer the questions. You can do some additional research using books or the Internet. Internet: 1. 2. 3. 4.
Who designed the Union Buildings in Pretoria? Sir Herbert Baker During spring a certain tree carries beautiful purple flowers. What is the name of the trees in photo B? Jacaranda What building do you see in photo C? Voortrekker Monument Who designed the building in photo C? Gerhard Moerdijk [4]
Lesson 7: Information from documents/written sources Activity 5
1. 2. 3. 4.
What is the passage about? The street names that were changed in Pretoria and the possible name change of Pretoria to Tshwane. Name the councillor who made the statement in the passage. Conrad Beyers According to the passage, how many street names will change? 27 street names Name the two political parties mentioned in the passage. The ANC and the Freedom Front Plus [5]
Lesson 8: People tell their stories and share experiences Activity 6
1. 2. 3. 4.
Who is mentioned in the article? Jan en Trienie Loubser Where do the couple live? Waverley, Pretoria When did the couple get married? 28 March 1953 Who conducted the interview and wrote the article? Natalie Grobler [4]
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
2
Lesson 9: A piece of history in your hand Activity 7
1. 2. 3. 4.
Why is the statue of Paul Kruger important for Pretoria? He was the first president of the Zuid-Afrikaansche Republic. What does the Pioneer museum remind the people of Pretoria of? The discovery of gold in Pelgrimsrus. What is the museum used for today? As a farmers’ market. The Voortrekker Monument is unique to Pretoria. What does it remind us of? The Voortrekkers of the Great Trek between 1835 and 1854. [4]
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
3
Unit 3: What makes a great leader? Learning objectives After completing this unit, you must be able to do the following: Decide whether information is relevant or not. Decide what information is important and what not. This can influence the choice of information for a certain history topic, or more specific, a question that needs to be answered. Distinguish between relevant and important. Some information may not be relevant to the question while other information may be relevant, but not as important or useful. Introduction Important leaders such as Nelson Mandela and Mahatma Gandhi set an example for all people. Both were chosen to lead a country or organisation because they had unique leadership qualities. . We will look at what makes a great leader and more specifically how these two great men influenced our history. Lesson 10: Ask and answer questions on the life and qualities of good leaders Leaders are never only good or bad. Discuss with learners what qualities make a leader “good” or “bad”. Why do we need leaders in the first place? Good leaders can be innovators who inspire and set an example for others to follow. They show the way by hard work, dedication and a willingness to make difficult decisions. However, there are also leaders who abuse their power and oppress their people – think about Adolf Hitler. Discuss why we need to have leaders and what qualities we look for in a good leader. But leaders are not necessarily only the famous ones we see on TV and listen to on the radio – there are leaders in your community, school and home. It could be a pastor, a community leader or even the head of your household.
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
3
Lesson 11: Choose a leader Activity 8
1
2
3
4
Did JJ choose a good leader? Reason: Yes, a good leader respects others and listens when someone is speaking. (2) Did Reuben choose a good leader? Reason: Yes, because he is diligent and clever. (2) Did Armand choose a good leader? Reason: No, because Natasha is not actively involved, but her parents are. It does not mean that she is a good leader if her parents do a lot for the community. (2) Did Niki choose a good leader? Reason: No, it does not mean he is a good leader because he is strong. To fight or be aggressive does not make you a leader. (2) [8]
Lesson 12: Characteristics of good leaders Have a discussion about what you think makes a leader “good”, then have a look at the attributes in the study guide. When you have identified a few leaders discuss or make a list of what qualities they have that make them successful in your opinion. Lesson 13: Nelson Mandela
Activity 9 Answer the questions in complete sentences: 1. 2. 3. 4. 5. 6.
What are Mandela’s full names? Nelson Rolihlahla Mandela (2) When was he born? 18 July 1918 (2) In which small town in the Eastern Cape did he live? Qunu (1) In what city did Nelson Mandela meet Walter and Albertina Sisulu? Johannesburg (1) He joined the ANC in 1944. What does ANC stand for? African National Congress (1) Why was he sent to prison? For his part in the fight against apartheid. (1)
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Facilitator’s Guide G04 ~ Social Sciences: History
7.
Unit
3
Name two examples of good leadership qualities of Nelson Mandela. (Any 2 of the following) (2) 1) His uncle taught him to listen to other people before making a decision. 2) The government could see that Nelson Mandela was a popular leader because he was willing to stand up for what he believed was right. 3) When there were differences between prisoners, he listened to both sides and resolved the issue. 4) Nelson Mandela became the first democratically elected black president of South Africa. [10]
Lesson 14: Mahatma Gandhi Activity 10 Answer the following questions after you have read the story about Gandhi: 1 2 3 4 5 6 7 8 9
What were Gandhi’s full names? Mohandas Karamchand Gandhi (2) In which country was he born? India (1) When was his birthday? 2 October 1869 (2) What did he study? Law/to become a lawyer (1) Why did Gandhi come to South Africa in 1893? He came to South Africa to work at an Indian law firm. (1) What organisation did he establish in Natal? The Indian Congress of Natal (1) What did he call his peaceful and non-violent protest? Satyagraha (1) When, and to what, did Gandhi’s name change? When he arrived in India, everyone called him “Mahatma”. (2) What does his new name mean? It means “big soul or spirit.” (1) [12]
Lesson 15: Are leaders always popular and perfect? Talk again about the leaders you discussed in lesson 12. Ask learners whether they think that everyone necessarily like any or all of these leaders. Ask them whether they always like everyone they meet every day. Have a follow up discussion about Nelson Mandela and Mahatma Gandhi and explain to learners that these two men were not always popular for their viewpoints or political affiliations. This meant that not everyone liked them. There are also various examples of bad leaders who abused their power including Adolf Hitler and Joseph Stalin.
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
4
Unit 4: Transport through time: land transport Learning objectives After completing this unit, you must be able to do the following: Find a variety of information about the past and be able to write about history in an organised manner. Collect information, for example from text, visual material (photos, pictures, television and movies), songs, poems and interviews with people. Use more than one type of written source such as books, magazines, newspapers and websites. Introduction Everyone knows about transport. Millions of people worldwide use transport every day. Transport has a very long history, from the use of animals to transport goods to modern trains and aeroplanes. Transport has completely changed people’s lives. In the following units you will learn more about the different types of transport. There are many interesting video clips concerning transport on YouTube. Lesson 16: Animals Animals have been used for transport since the dawn of time. The Khoikhoi are nomads who move around a lot to find better pasture for their cattle. When they move, they load all their possessions on to the cattle for easier transport. What other animals have been or are still being used for transport? Have a quick class discussion before the start of the lesson. Lesson 17: Carts, wagons and carriages Talk about the Great Trek and how the Voortrekkers had to survive in the mountains. Describe what the wagons looked like: they were big wooden wagons with sails fitted at the back to protect the children and belongings. Oxen pulled the wagons.
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Facilitator’s Guide G04 ~ Social Sciences: History
Unit
4
Lesson 18: Bicycles Ask learners to draw what they think the first bicycle looked like. Have a class discussion about the very first bicycle ever made, out of wood and without pedals and a way to steer it. Next, look at the penny-farthing and finally our modern bicycles as set out in the study guide. Lesson 19: Steam engine and the train Arguably the most important development of the Industrial Revolution, the steam engine facilitated major advancements in the fields of mining, manufacturing, agriculture and transportation. The first practical steam engines were developed to solve a very specific problem: how to remove water from flooded mines. As Europeans of the 17th century switched from wood to coal as their main source of fuel, mines were deepened and, as a result, often became flooded after penetrating underground water sources. Steam locomotives were first developed in Great Britain during the early 19th century and were the main form of railway transport until the middle of the 20th century. Other inventions also relied heavily on the steam engine including the spinning jenny, which was one of the key developments in the industrialisation of weaving. It meant that cloth could be produced faster and an increase in productivity. For visual aids and additional information please consult the study guide. Lesson 20: Cars Where would transport be today without the invention of cars? From the Model T-Ford in 1908 to the sleek modern versions we have today, few inventions have changed history as much as the automobile. Cars replaced horse-drawn carriages and wagons; they shortened the distance between two points and made it convenient to travel. Today’s models make it easier for people to get to work school and travel for pleasure. The large-scale, production-line manufacturing of cars was the first of its kind. In the past items/objects were handmade and very expensive due to low volumes. Mass production meant that more cars could be manufactured; it created employment and became more affordable as the years went by. Although the first cars may have been very simple and not fast at all, they have developed and changed into complex machines that can now reach incredibly high speeds, navigate to destinations and in some instances park themselves! Discuss the development of cars from 1907, how cars have become more luxurious and comfortable, and how they make life easier – or do they? What about traffic congestion, car accidents and pollution. There are always two sides to every story and most inventions come at a price. 21
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