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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 9
A member of the FUTURELEARN group
Social Sciences Facilitator’s guide: History
1809-E-SOS-FG01
Í2)È-E-SOS-FG01+Î
Grade 9
CAPS aligned
S Windell
Facilitator’s Guide G09 ~ Social Sciences: History
CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 SCHEDULE AND TIME MANAGEMENT ............................................................................ 6 ASSESSMENT REQUIREMENTS .................................................................................... 10 RESOURCES .................................................................................................................... 12 STUDY TIPS AND METHODS .......................................................................................... 14 HOW TO INTERPRET AND ANALYSE RESOURCES .................................................... 15 YEAR PLANNING ............................................................................................................. 18 UNIT 1: World War II (1939 – 1945) ................................................................................. 19 Lesson 1: The rise of Nazi Germany ........................................................ 20 ACTIVITY 1: Memorandum ..................................................... 20 Lesson 2: World War II: Europe ............................................................... 21 ACTIVITY 2: Memorandum ..................................................... 22 Lesson 3: World War II in the Pacific ....................................................... 22 ACTIVITY 3: Memorandum ..................................................... 22 EXERCISE 1: Memorandum ................................................... 23 STUDY / REVISION: ............................................................... 24 UNIT 2: The Nuclear Age and the Cold War................................................................... 25 Lesson 4: Increasing tension between the Allies after the end of World War II in Europe ....................................................................... 26 ACTIVITY 4: Memorandum ..................................................... 26 Lesson 5: End of World War II in the Pacific: atomic bombs and the beginning of the Nuclear Age .................................................. 26 ACTIVITY 5: Memorandum ..................................................... 26 Lesson 6: Definition of the superpowers and the meaning of “Cold War” 27 ACTIVITY 6: Memorandum ..................................................... 27 Lesson 7: Areas of conflict and competition of the superpowers in the Cold War.................................................................................. 27 ACTIVITY 7: Memorandum ..................................................... 27 Lesson 8: The end of the Cold War.......................................................... 28 ACTIVITY 8: Memorandum ..................................................... 28 EXERCISE 2: Memorandum ................................................... 28 STUDY / REVISION: ............................................................... 29 UNIT 3: Turning points in modern South African history since 1948.......................... 30 Lesson 9: The universal declaration of human rights after World War II .. 31 ACTIVITY 9: Memorandum ..................................................... 31 Lesson 10: Definition of racism .................................................................. 31 ACTIVITY 10: Memorandum ................................................... 31 Lesson 11: 1948: National Party and apartheid ......................................... 32 ACTIVITY 11: Memorandum ................................................... 32 Lesson 12: 1950s: Repession and non-violent resistance to apartheid ..... 32 ACTIVITY 12: Memorandum ................................................... 32 © Impaq
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Facilitator’s Guide G09 ~ Social Sciences: History
EXERCISE 3: Memorandum ................................................... 32 STUDY / REVISION: ............................................................... 33 UNIT 4: Turning points in modern South African history: 1960, 1976 and 1990 ........ 34 Lesson 13: 1960: Sharpeville Massacre and Langa March ........................ 35 ACTIVITY 13: Memorandum ................................................... 35 Lesson 14 1976: Soweto uprising ............................................................. 35 ACTIVITY 14: Memorandum ................................................... 35 Lesson 15 1990: Release of Nelson Mandela and the unbanning of the liberation movements .............................................................. 36 ACTIVITY 15: Memorandum ................................................... 36 EXERCISE 4: Memorandum ................................................... 36 STUDY / REVISION: ............................................................... 38 ADDENDUM A: GLOSSARY ............................................................................................ 39 BIBLIOGRAPHY ............................................................................................................... 42
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Facilitator’s Guide G09 ~ Social Sciences: History
YEAR PLANNING UNIT/ TERM 1
2
3
4
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LESSSON
DATE STARTED
Lesson 1: The rise of Nazi Germany Lesson 2: World War II: Europe Lesson 3: World War II in the Pacific Lesson 4: Increasing tension between the Allies after World War II in Europe Lesson 5: End of World War II: Atomic bombs and the beginning of the Nuclear Age Lesson 6: Definition of the superpowers and the meaning of the “Cold War” Lesson 7: Areas of conflict and competition between the superpowers in the Cold War Lesson 8: The end of the Cold War (1989) Lesson 9: The universal declaration of human rights after World War II Lesson 10: Definition of racism Lesson 11: 1948: National Party and apartheid Lesson 12: 1950s: Repression and non-violent resistance to apartheid Lesson 13: 1960: Sharpeville massacre and Langa march Lesson 14: 1976: Soweto uprising Lesson 15: 1990: Release of Nelson Mandela and the unbanning of liberation movements
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DATE COMPLETED
Facilitator’s Guide G09 ~ Social Sciences: History
Unit
1
UNIT 1: World War II (1939 – 1945) LEARNING AIMS: After you have completed this unit, you must be able to do the following: • Give reasons why the Treaty of Versailles led to World War II. • Understand how the failure of the Weimar Republic and the Great Depression led to the rise of Hitler. • Identify which groups Hitler persecuted. • Explain and give reasons why the USA entered World War II.
INTRODUCTION After World War I, harsh punishments were imposed on Germany through the Treaty of Versailles. Many Germans blamed the Weimar Republic for Germany's economic problems. The Great Depression hit Germany hard and its economy was in ruins. Many people turned to Hitler and the Nazi Party to save Germany. The Enabling Act allowed Hitler to turn Germany into a fascist state and Nazi Germany aggression towards Europe led to World War II. World War II lasted for six years. During the war six million Jews were persecuted and many resistance groups formed against the Nazi government. The Americans entered the war after Japan attacked Pearl Harbour in 1941. After World War II the world order would change, just as it did after World War I. IMPORTANT TERMINOLOGY • • • • • • • •
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Weimar Republic Great Depression Enabling Act Nuremberg Laws Fascism Holocaust Resistance Uprising
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Facilitator’s Guide G09 ~ Social Sciences: History
LESSON 1:
Unit
1
THE RISE OF NAZI GERMANY
This activity can be done as a whole activity or it can be completed separately after each subheading of Lesson 1. The cartoon under nr. 1 of Activity 1 can be the basis of the lesson on the Treaty of Versailles. The facilitator can use the basic steps on how to analyse cartoons. The main aim of this activity is to establish how Hitler and the Nazis came to power in Germany. ACTIVITY 1: Memorandum 1.1 1.2
1.3 1.4 1.5.1 1.5.2 1.5.3 1.6
2.1 2.2 2.3.1 2.3.2 2.3.3 2.3.4
3.1 3.2
3.3.1 3.3.2
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USA – President Woodrow Wilson, France – President Clemenceau, Britain – Lloyd George (6) Woodrow Wilson – lasting peace; Clemenceau – to punish Germany; Lloyd George – did not want to punish Germany but the British people demanded punishment for Germany from him. (3) Germany had to take full responsibility for the damage caused during World War I. (1) Weimar Republic. (1) That Germany was forced into signing the peace treaty without having a say in it. (2) Germany (1) Germany, because it shows how Germany is forced to sign the peace treaty and the caption of the cartoon is in German. (2) It was not fair because Germany was not invited to the peace treaty and the punishment was harsh. (2) German Workers Party (1) National Socialist German Workers’ Party or Nazi party. (1) On 8 November 1923 the Beer Hall Putsch took place in Munich with Hitler trying to overthrow the government. The coup failed. (1) Hitler wrote a book called Mein Kampf (“My Struggle”). (1) The swastika was the emblem of the Nazi Party. (1) The SA (also known as stormtroopers or Brownshirts) were instructed to disrupt the meetings of political opponents and to protect Hitler from revenge attacks. (1) Unemployment and weak economy. (1) The Weimar government was politically weak because the government consisted of coalition of different political parties. They argued with each other over what action should be taken to resolve various crises, especially in terms of the economy. (1) 3 000 000 (1) 6 100 000 (1)
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Facilitator’s Guide G09 ~ Social Sciences: History
Unit
1
3.3.3
As the economy weakened, businesses and factories closed down, which created unemployment. (1)
4.1
They did not exist before 1924 and Hitler wanted to overthrow the government. (1) The economy of Germany improved and many people moved away from right wing groups. (1) Germany always had strong armed forces and needed to rearm. Other parties, including the Communist Party, needed to be banned. Germany needed to have Lebensraum to unite all German speaking countries and areas with Germany. The Weimar government was weak and Hitler promised a strong government, which people supported. Hitler believed that Germans were the Aryan master race. Hitler also had the backing of wealthy industrialists to spread his ideas across Germany. (5)
4.2 4.3
5.1 5.2 5.3
6.1 6.2 6.3 6.4 6.5
The Enabling Act allowed the cabinet to introduce legislation without it first going through the Reichstag. (2) Der Führer or The Leader. (1) The Gestapo (secret police) was formed to crush any opposition towards Hitler and the Nazi Party. (2) Jews, gypsies, blacks and Slavs. (2) That Germans were superior to other races/superiority complex/racism/ ancestors were superior. (1) It appears to have been successful because the students wrote about how an Aryan had to look and how others races looked. (2) Short, round face, flat nose, curly dark hair and dark eyes. (2) Aryan and no mixed blood. (2)
TOTAL: 50
LESSON 2:
WORLD WAR II: EUROPE
After this lesson the learner must be able to give reasons why World War II started. Although a sensitive subject, we look at the “Final Solution” and the reasons why Nazis exterminated the Jews. Number 2 of Activity 2 covers basic mapwork skills. The learner must obtain information about the concentration camps. In number 3 of Activity 2 the learner must write a paragraph. He/she must have background knowledge to write about the Warsaw Ghetto Uprising.
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Facilitator’s Guide G09 ~ Social Sciences: History
Unit
1
ACTIVITY 2: Memorandum 1.1 1.2
1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4
Living space. (1) France and Britain followed a policy of appeasement at Munich in September 1938 by allowing Hitler to occupy certain territories because he said he would not take any more/other land. (2) 3 September 1939. (1) Chelmno, Treblinka, Auschwitz Birkenhau, Sobibor, Majdanek and Belzec. 13 Poland Vught in the Netherlands The removal of the Jews from the Ghetto. She is a Jew. The Jewish people did not received enough food/very thin. The answer is open for interpretation. The guideline answer can be found in the study guide under the heading “Warsaw Ghetto Uprising”.
(4) (1) (1) (2) (1) (1) (1)
(5)
TOTAL: 20 LESSON 3:
WORLD WAR II IN THE PACIFIC
ACTIVITY 3: Memorandum In this activity, the learner will use information from the study guide to answer the questions. In this activity we again look at basic map skills to get information about the Japanese Empire’s expansion. The facilitator can use the map as part of the lesson. 1. 2. 3. 4. 5. 6.1 6.2
Very aggressive towards each other. Natural resources and expansion of the Empire. They wanted to be the dominant force in the Pacific and expand the Empire further. It was the Pacific Naval Base of the USA. They declared war on Japan. Manchuria, China, Korea, French Indo-China, Burma, Siam. Malaya, Dutch East Indies, New Guinea, Solomon Islands.
(1) (2) (2) (1) (1) (7) (4)
TOTAL: 18
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Facilitator’s Guide G09 ~ Social Sciences: History
1
Unit
EXERCISE 1: Memorandum In this exercise the learner must read the source material and analyse and interpret the text to answer the questions. The information in the exercise can be used by the facilitator for Lesson 3 as part of the lesson. In this exercise the learner must interpret statistics. 1. 2. 3.
4. 5.
6. 7.
Tenko (1) Burma-Thailand Railway (1) No. They survived on a meagre diet of rice and vegetables. Prisoners were rarely given fat in their diet and all were continuously hungry. The majority survived on barley, green stew, meat or fish once a month and seaweed stew. (3) 48 hours. (1) They were housed in barracks and had to use communal areas for washing, laundry and eating. It was an emotional time for all. Some internees died from inadequate medical care and the high level of emotional stress they suffered. (5) 6 024 533 (1) These two countries had a large Jewish population. They also had a lot of civilians who were killed. (2) The USSR. (2)
8. 9. ALLIED COUNTRIES USSR China Yugoslavia Poland France Great Britain USA Greece Czechoslovakia Netherlands Philippines Belgium Finland Canada Australia Albania India New Zealand TOTAL:
CASUALTIES 27 million 9,3 million 1,66 million 6,27 million 595 000 495 000 413 000 410 000 322 000 249 000 118 000 99 000 80 000 39 000 35 000 30 000 25 000 17 000 17 673 000
AXIS COUNTRIES Germany Italy Japan Bulgaria Romania Hungary Austria
CASUALTIES 5,69 million 430 000 2 million 25 000 915 000 800 000 405 000
6 145 000 (10)
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Facilitator’s Guide G09 ~ Social Sciences: History
10.
Unit
1
Because many countries fought for other countries and most battles during World War II took place in these countries. (2)
TOTAL: 28 The learner must complete TASK 1 in the portfolio book. This task aims to look at how propaganda played a role in Nazi Germany. The learner will use a guide to answer the questions and to interpret visual sources.
STUDY / REVISION: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
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The Treaty of Versailles was signed on 28 June 1919. The Weimar Republic governed Germany from 1919 to 1933. The Great Depression started in 1929 and Germany was the worst affected. Hitler became Chancellor in 1933 and turned Germany into a fascist state. The Enabling Act gave Hitler absolute power and he became the Führer of Germany. The Nuremberg Laws were introduced and took away the Jews’ rights as citizens of Germany. World War II started on 3 September 1939 because of Nazi Germany aggression. The Final Solution – Extermination of Jews. The Warsaw Ghetto is an example of resistance against the Nazis. World War II ended on 8 May 1945 in Europe. Japanese forces attacked Pearl Harbour on 7 December 1941. The USA declared war on Japan on 8 December 1941, and joined the Allied forces to defeat Nazi Germany and Japan.
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Facilitator’s Guide G09 ~ Social Sciences: History
Unit
2
UNIT 2: The Nuclear Age and the Cold War LEARNING AIMS: After you have completed this unit, you must be able to do the following: • • • • • •
Identify the two superpowers after World War II. Understand why the Cold War started. Explain the difference between capitalism and communism. Explain why there was an arms and space race. Give reasons why the Berlin Wall was built. Explain why the Soviet Union came to an end.
INTRODUCTION The Nuclear Age started when the USA developed the atomic bomb during World War II and dropped it on Japan. The USSR sided with the Allies during World War II but after the war the Allies became divided over the Eastern European countries. The USA and the west wanted them to be independent and free of communism but the USSR refused to give up these countries and established communist governments in these countries. The USA wanted to stop the spread of communism. The rivalry and tension between to the two sides led to the Cold War, which lasted from 1945 to 1989. IMPORTANT TERMINOLOGY • • • •
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Capitalism Communism Nuclear bomb Superpowers
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Facilitator’s Guide G09 ~ Social Sciences: History
LESSON 4:
Unit
2
INCREASING TENSION BETWEEN THE ALLIES AFTER THE END OF WORLD WAR II IN EUROPE
ACTIVITY 4: Memorandum In this activity the learner must distinguish between the two ideologies of capitalism and communism. 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 2.
USSR/Communism USA/Capitalism USSR/Communism USA/Capitalism USSR/Communism USA/Capitalism USA/Capitalism USSR/Communism Nazi-Soviet Non-Aggression Pact
(1) (1) (1) (1) (1) (1) (1) (1) (2)
TOTAL: 10 LESSON 5:
END OF WORLD WAR II IN THE PACIFIC: ATOMIC BOMBS AND THE BEGINNING OF THE NUCLEAR AGE
ACTIVITY 5: Memorandum In this activity the learner must analyse and interpret sources and construct an argument by writing a paragraph about whether it was justified to drop the atomic bombs on Japan. 1.
2. 3.
Toshiko Saski – crushed leg and walked with a limp. Other victims – pieces of skin hanging of their arms/hair burnt off. Nakamura – radiation sickness. (6) The whole city was destroyed and it was on fire. (2) The learner must first agree or disagree, then give reasons for their answer by using the table under 5.3 (4)
TOTAL: 12
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Facilitator’s Guide G09 ~ Social Sciences: History
LESSON 6:
2
Unit
DEFINITION OF THE SUPERPOWERS AND THE MEANING OF “COLD WAR”
ACTIVITY 6: Memorandum This activity counts toward the year mark. The learner must use information from the study guide to answer the questions. 1. 2. 3. 4. 5.
A country that has a dominant position internationally and is able to influence events worldwide. Both sides would destroy each other through nuclear warfare. Policy of Containment. The Arms Race, the Space Race, propaganda, sport, espionage, economic aid. 44 years.
(2) (2) (1) (4) (1)
TOTAL: 10 LESSON 7:
AREAS
OF
CONFLICT
AND
COMPETITION
OF
THE
SUPERPOWERS IN THE COLD WAR ACTIVITY 7: Memorandum The learner must use information from the study guide to answer the questions and to get the correct facts for the statements. 1.1 1.2 1.3 1.4 1.5 1.6
2.1 2.2
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On 12 April 1961, cosmonaut Yuri Gagarin became the first man in space. (1) The American president at the time of the moon landing was Richard Nixon. (1) The first animal to orbit the earth was Laika the space dog in 1957. (1) In 1961, President Kennedy said that before the end of the 1960s, the USA would put a man on the moon and return him safely. (1) The American space programme that was launched to send astronauts to the moon was called Apollo 11. (1) On 20 July 1969, three American astronauts (Armstrong, Aldrin and Collins) reached the moon. (1) Berlin Blockade. A – President Truman; B – Joseph Stalin. The USA and the USSR were the superpowers after World War II.
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(3) (2)
Facilitator’s Guide G09 ~ Social Sciences: History
2.3
2.4 2.5
Unit
2
Berlin. The USA wanted to keep West Berlin capitalist and stop the spread of communism. The USSR wanted the whole of Berlin, not just East Berlin. (1) Atomic bomb. (1) Both leaders were afraid that this incident would turn into hot war and Stalin knew that the USA had an atomic bomb. (2)
TOTAL: 15 LESSON 8:
THE END OF THE COLD WAR
ACTIVITY 8: Memorandum This activity counts toward the year mark. This activity consists of using information from the study guide to answer the questions. 1. 2. 3. 4. 5. 6. 7.
Mikhail Gorbachev Glasnost and Perestroika. Glasnost – openness. Perestroika – restructuring. 15 Russia 24 December 1991 Boris Yeltsin
(1) (2) (2) (1) (1) (2) (1)
TOTAL: 10 EXERCISE 2: Memorandum The learner must analyse and interpret sources using knowledge gained in Unit 2. 1. 2. 3. 4. 5.
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Nikita Khrushchev. (1) He encouraged East Germany to isolate West Berlin by building a wall around it. (2) Red is the main colour of the USSR flag and the colour red is always associated with communism. (2) Communism (1) USSR. The hammer and sickle on the head of the octopus, and the face of the octopus looks like Stalin. (2)
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Facilitator’s Guide G09 ~ Social Sciences: History
6. 7. 8. 9. 10. 11. 12.
Unit
2
That communism will spread to other countries and take over the world. (2) Yes, it biased because it was produced in the USA, a country that is against communism. (2) During the crisis in Berlin the threat existed that both sides would launch their nuclear missiles and a nuclear war would break out. (1) To symbolise the tension and conflict between the countries and how each country wanted to dominate the world. (2) That if the tension between the countries did not cease, it would result in nuclear war and the world would be destroyed. (2) The Arms Race. (1) JF Kennedy (2)
TOTAL: 20 STUDY / REVISION: 1. 2. 3. 4. 5. 6. 7. 8.
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After World War II tension developed between the Allies. Atomic bombs were dropped on Japan. World War II ended on 2 September 1945 after Japan surrendered. The Nuclear Age started. A Cold War developed between the USA and the USSR. An Arms Race and Space Race developed between the two superpowers. Berlin became the focal point of the Cold War in Europe. The Cold War ended in 1989. The USSR dissolved in 1991 and became 15 new independent republics.
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