Gr 9 social sciences facilitator’s guide history by Impaq

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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

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

Facilitatorâ&#x20AC;&#x2122;s Guide G09 ~ Social Sciences: History

LESSON ELEMENTS These icons facilitate your mastering of the knowledge in each unit in preparation for the examination.

LEARNING AIMS: What the learner should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY: New terminology to extend understanding of the subject as part the lesson.

DEFINE: Definitions of concepts to understand the content.

IMPORTANT: Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS: Any information other than the content, to guide the learner through the learning process.

FOR THE CURIOUS: Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

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Facilitatorâ&#x20AC;&#x2122;s Guide G09 ~ Social Sciences: History

ACTIVITY: Questions that must be done in order to test the knowledge of the completed lesson.

EXERCISE: In conclusion of the specific unit. Formative assessment.

CORE CONTENT: Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION: Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

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Facilitator’s Guide G09 ~ Social Sciences: History

PREFACE PRESCRIBED BOOK Supplementary textbooks to this study guide: For enrichment, the following text books are recommended, but not required. All required information is in the study guide. 1. Spot on Social Sciences Grade 9 2. Platinum Social Science Grade 9 3. Viva Social Sciences Grade 9 4. Via Afrika Social Sciences Grade 9 INTRODUCTION Welcome to the History course for Grade 9. We trust you will find the study material interesting and enriching. This course is designed in accordance with the South African National Curriculum Statement (NCS) in terms of CAPS (Curriculum and Assessment Policy Statement) for Geography in the Senior Phase (Grades 7 to 9). The NCS contains new learning material which promises to be very challenging and relevant to our day-to-day lives. Social Sciences consists of Geography and History. Although it is one subject, each section has its own study guide and facilitator’s guide, but one combined portfolio book. What is history? History is the study of change and development in society over time. The study of history enables people to understand and evaluate how past human action has an impact on the present and how it influences the future. History is about learning how to think about the past, and by implication the present, in a disciplined way. History is a process of enquiry and involves asking questions about the past: What happened? When did it happen? Why did it happen then? It is about how to think analytically about the stories people tell us about the past and how we internalise that information. The study of history also supports citizenship within a democracy, like in South Africa, by: • explaining and encouraging the values of the South African Constitution; • encouraging civic responsibility and responsible leadership, including raising current social and environmental concerns; • promoting human rights and peace by challenging prejudices involving race, class, gender, ethnicity and xenophobia; and

Facilitator’s Guide G09 ~ Social Sciences: History

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preparing young people for local, regional, national, continental and global responsibility. Source: http://www.education.gov.za/LinkClick.aspx?fileticket=RGnHZvQyYtI%3D&tabid=672&mid=1885

The following topics will be covered in Grade 9: 1. World War II (1939 – 1945) 2. The Nuclear Age and the Cold War (1945 – 1990) 3. Turning points in South African history (1948 and 1950s) 4. Turning points in South African history (1960, 1976 and 1990) Learners should read and write regularly. Evidence of learner’s work, including assessments, should be kept in the learner’s workbook (script with lined paper).

SCHEDULE AND TIME MANAGEMENT

GRADE 9 HISTORY CONTENT

END DATE

WEEK

START DATE

This a generic work schedule and can be adapted by the facilitator.

COMMENTS

Unit 1: World War II (1939 – 1945) Focus: Why the Weimar Republic failed as a democracy, the rise of Nazi Germany, the outbreak of World War II in Europe and in the Pacific and people’s experiences. Lesson 1: The rise of Nazi Germany 5 hours End of World War I; Weimar Republic; Treaty of Versailles and a brief summary of German punishments Hitler and the Nazis (1920s) The Great Depression of 1929 and effects on Germany Failure of democracy in the Weimar Republic 1 and Reasons for public support for Nazi Party 2 and the 1932 and 1933 elections Enabling Act (1933) and dictatorship (including concentration camps for opponents) Nuremberg Laws and loss of basic rights of Jewish people (1935) Persecution of political opponents and “Undesirables” Nazi Germany as an example of a fascist state (compared to democracy)

END DATE

COMMENTS

Lesson 2: World War II: Europe 5 hours The Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) Outbreak of World War II: Axis vs. Allies Extermination camps and genocide, the Holocaust, and the “Final Solution” Examples of resistance to Nazism in Germany End of World War II in Europe Lesson 3: World War II in the Pacific 2 hours America in the War vs. Japan: Pearl Harbour Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours

3 and 4

START DATE

5 and 6

WEEK

GRADE 9 HISTORY CONTENT

END DATE

WEEK

START DATE

Facilitator’s Guide G09 ~ Social Sciences: History

COMMENTS

Unit 2: The Nuclear Age and the Cold War Focus: The change in the balance of power after World War II and rivalry between the new superpowers during the Cold War. Lesson 4: Increasing tension between the Allies after the end of World War II in Europe 2 hours

Lesson 6: End of World War II in the Pacific: Atomic bombs and the beginning of the Nuclear Age 2 hours When, where, why and how did World War II come to an end? Why did the USA drop the bombs? Was the dropping of the atomic bombs justified?

Facilitator’s Guide G09 ~ Social Sciences: History

Lesson 6: Definition of the superpowers and the meaning of “Cold War” 1 hour

Lesson 7: Areas of conflict and competition between the superpowers in the Cold War 6 hours Arms Race 10 Space Race Division of Germany (1946) and the construction of the Berlin Wall (1961) Lesson 8: The end of the Cold War 1 hour The fall of the Berlin Wall (1989) 11 The fall of the USSR (Soviet Union) (1991) and (very briefly) 12 Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours Unit 3: Turning points in modern South African history since 1948 Focus: Some of the key turning points in South African history, including the coming of apartheid in 1948 and non-violent resistance to apartheid in the 1950s. Lesson 9: The Universal Declaration of Human Rights after World War II 1 hour 14

14 and 15

17 and 18

Lesson 10: Definition of racism 2 hours Human evolution and our common ancestry Apartheid and the myth of “race” Lesson 11: 1948: National Party and apartheid 4 hours Racial segregation before apartheid Main apartheid laws Lesson 12: 1950s: Repression and non-violent resistance to apartheid 4 hours The SACP banned The ANC’s programme of action The Defiance Campaign (including the influence of Mahatma Gandhi) Freedom Charter and Treason Trial Women’s March to the Union Buildings (1956) Revision, assessment (formal and informal) and feedback should be done on an ongoing basis 2 hours

Facilitator’s Guide G09 ~ Social Sciences: History

Unit 4: Turning points in South African history 1960, 1976 and 1990 Focus: Some of the key turning points in modern South African history, including the Sharpeville massacre, the Soweto uprising and the 1994 election. Lesson 13: 1960: Sharpeville massacre and Langa march 5 hours Formation of PAC (1959) Causes and leaders of the Sharpeville massacre 19 Events of Sharpeville The Langa march Short term and long term causes of Sharpeville Lesson 14: 1976: Soweto uprising 5 hours Steve Biko and the Black Consciousness Movement as a cause of the Soweto uprising Grievances of the Soweto school children 20 as the cause of the Soweto uprising Leaders of the Soweto uprising Events of 16 June 1976 Spiralling events after the Soweto uprising Long term consequences for resistance and repression Lesson 15: 1990: Release of Nelson Mandela and the unbanning of liberation movements 2 hours Internal resistance

21 and 22

External pressure on the apartheid regime in the 1980s End of Cold War (1990) Unbanning of political movements (1990) Release of Mandela and other political prisoners (1990) Negotiations and violence (1990 – 1994) The democratic election in 1994 Revision, assessment (formal and informal) and feedback should take place on an ongoing basis 3 hours

Facilitator’s Guide G09 ~ Social Sciences: History

ASSESSMENT REQUIREMENTS Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thus assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (assessment for learning) and formal (assessment of learning). In both cases regular feedback should be provided to learners to enhance the learning experience. 1.

Informal or daily assessment

Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. The CAPS document stipulates that informal assessments don't need to be recorded for promotion but the facilitator needs to provide feedback for the learners on how they answered the activities. This is important, as it allows learners to learn from and reflect on their own performance. Evidence of learner’s work, including assessments, should be kept in the learner’s workbook. 2.

Formal assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the facilitator for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides facilitators with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances etc. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject. 3.

Formal assessment requirements of Social Sciences

History and Geography must be assessed separately. Learners must complete formal assessments each term for History and for Geography. Formal assessments include formally assessed tasks, along with projects and examinations. All formal assessment tasks can be found in the portfolio book of Social Sciences © Impaq

Facilitatorâ&#x20AC;&#x2122;s Guide G09 ~ Social Sciences: History

Types of formal assessment for Social Sciences

Projects Learners complete one project in Social Sciences in each grade. In Grade 9, learners will complete a History project (see portfolio book). Tests and examinations Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions. Each test and examination must cater for a range of cognitive levels. Cognitive Level Low order: Knowledge and recall Middle order: Comprehension and application High order: Analysis, evaluation and synthesis

Percentage 30 50 20

Tasks Tasks should be designed to cover the content and concepts of the subject and include a variety of activities selected to assess the identified aims and skills. Before handing out assessments facilitators must make sure that they are able to answer the questions themselves. Facilitators should mark assessment tasks without delay. Learners should receive continuous, constructive feedback both informally and formally. Feedback should acknowledge strengths and identify areas of weakness for learnersâ&#x20AC;&#x2122; developmental needs. Action plans on how learners will be supported should accompany this feedback. It is important that the feedback provided to learners encourages them to do better, and builds their self-confidence.

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Facilitator’s Guide G09 ~ Social Sciences: History

RESOURCES The following additional resources are recommended when discussing the work: Unit 1: World War II (1939 – 1945) Additional resources: • World atlas and world map. • Dictionary and thesaurus. • Google search engine on a computer or cell phone. •

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Books for teenagers about World War II - The Diary of a Young Girl by Anne Frank. Bantam, 1993 - The Boy in the Striped Pyjamas by John Boyne. David Fickling Books, 2006 (The feature film is also acceptable.) - I am David by Anne Him, Sandpiper, 2004 (The feature film is also acceptable.) DVD documentaries - The World At War – Complete TV series (11 disc box set) Films and TV series - Triumph of the Will (1935) (This is the single greatest propaganda film ever made.) - Saving Private Ryan (1998) - Enemy at the Gates (2001) - Band of Brothers (TV miniseries) (2001) - Schindler’s List (1993) - Empire of the Sun (1937)

Unit 2: The Nuclear Age and the Cold War (1945 – 1990) Additional resources: A comprehensive reference book. (There are often illustrated reference books on aspects of the Cold War.) •

•

Poetry: When We Say ‘Hiroshima’ contains a selection of the poems Kurihara Sadako wrote between 1942 and 1989. University of Michigan; Center for Japanese Studies, Publications TV series - Cold War, BBC series (1998) - There are also many clips on YouTube.

Facilitator’s Guide G09 ~ Social Sciences: History

Unit 3: Turning points South African history since 1948 Additional resources: A comprehensive reference book. • Giliomee, H. and Mbenga B.K. (eds). 2007. New History of South Africa, Tafelberg: Cape Town • Wilson, F. 2009. Dinosaurs, Diamonds and Democracy: A Short, Short History of South Africa, Umuzi •

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Websites - South African History Online at http://www.sahistory.org.za/ - Apartheid Museum at http://www.apartheidmuseum.org/ - Overcoming apartheid at hup://overcomingapartheid.msu.edu/ (An extraordinary collection of multimedia sources on the history of apartheid.) Books - Cry the Beloved Country by Alan Paton (1948) - A Dry White Season by Andre Brink (2007) - The ANC Youth League by Clive Glaser (2012) Museums to visit - http://www.museumsonline.co.za (This website will give you details about museums and heritage sites in your area.)

Unit 4: Turning points in South African history – 1960, 1976 and 1990 Additional resources: A comprehensive reference book. • Giliomee, H. and Mbenga B.K. (eds). 2007. New History of South Africa, Tafelberg: Cape Town • Wilson, F. 2009. Dinosaurs, Diamonds and Democracy: A Short, Short History of South Africa, Umuzi • Books - Learning African History – Freedom Fighters, series 1, 2 and 3 (Awareness Publishing). This series has been written in straightforward English. It is easy to read and understand, and is beautifully illustrated with rare photographs in full colour. This series will assist learners in projects and research. - If I Could Sing: Selected Poems by Keorapetse Kgositsile (2010) - Love, David by Diane Case (1986) - South Africa’s Struggle for Human Rights by Saul Dubow (2012) • Films - Skin (2008) - Cry Freedom (1987) - Catch a fire (2007)

Facilitator’s Guide G09 ~ Social Sciences: History

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Documentaries - A Country Imagined. SABC2 TV series (5 DVD box set) - CNN – Miracle rising. It can be viewed on Youtube. Other - Story of Mark Mathabane http:/www.youtube.comiwatch?vgh6grpxYOqQ Author of Kaffir Boy, Mark Mathabane, Speaks at Schools - Dr Mark Mathabane lectures at high schools and colleges nationwide about his bestseller, Kaffir Boy, and what it was like growing up under apartheid in South Africa. He escaped apartheid by going to the US on a tennis scholarship. - Overcoming apartheid at hup://overcomingapartheid.msu.edu/ (An extraordinary collection of multimedia sources on the history of apartheid.)

STUDY TIPS AND METHODS The following are study tips for the learner: • Understand your study topics: Explain to yourself, in your own words, what you have learned. • Write down facts and notes in your own words. • Don’t be afraid to ask questions. If you don’t understand a word, a concept or an explanation, ask for it to be explained. • Quiz yourself: Once you understand something, test yourself on it. Write down your answer. While doing this, keep as close to examination conditions as possible – turn off your cellphone, don’t talk to anybody, time yourself, etc. You can set yourself a study quiz or practise answering exam questions. • As long as you approach it with the right attitude, you can get a very good idea of how much you know and where you stand in relation to what you have studied so far. Also, testing yourself will be valuable exam preparation. • Be creative with different study methods. Don’t feel obliged to just sit in front of a book with a highlighter; there are many other ways to study. Try using as many study methods as possible to help you study better, and then choose what works best for you. For example: Flashcards are ideal for improving your memory and helping you to recall theory. • Set your study goals and know what you want to achieve. It is extremely important to set your study goals now and outline to yourself what you need to do. • Early on, your plan should be a guide to make sure you cover all of your subjects. However, it should be broad enough to allow you to add and change aspects. It should be clear enough so you know at any point that you are covering each subject or topic as best you can. The earlier you start learning for exams, the more time you will have to revise. This will help you to remember better and you will have less stress.

Facilitator’s Guide G09 ~ Social Sciences: History

HOW TO INTERPRET AND ANALYSE RESOURCES BASIC RULES Determine whether a document is a primary or secondary source. Historians use both kinds of sources in their research to answer questions about the past. •

Primary sources are records and evidence that have survived from the past. o Some primary documents are materials produced by people who were directly involved, either as participants or witnesses in the event or topic that you are studying. o These can be diaries, letters, newspaper articles from the time, speeches, interviews, photographs, or film or videotape recordings. o Official records such as census data, marriage records, and police and court records are also primary documents. o Material objects such as furniture, clothing, and toys are also primary sources and can yield important evidence about the culture and attitudes of the past. • Secondary sources are books and scholarly articles that interpret and explain primary sources. Secondary works are extremely helpful in trying to understand primary evidence, but you should examine the original materials themselves whenever possible in order to draw your own conclusions. • Sometimes secondary sources can be used as primary evidence. o For example, US history textbooks written in the 1950s are secondary works; they collect primary evidence to tell a story of the past. o However, they also reflect the biases and assumptions of the 1950s, when the fear of communism pervaded American society. o If you are interested in the ways Cold War anticommunism shaped Americans’ views of the past, you could use those textbooks as primary documents. Written sources To understand the value and limitations of a source, try to answer the following questions: • • •

• • • •

Is this source a first-hand account, written by a witness or participant? Was it written at the time of the event or later? Is the account based on interviews or evidence from those directly involved? o Be alert to the biases imbedded in primary sources. o Every document is biased, whether deliberately or unconsciously, by the point of view of the person who wrote it. Determine as much as possible about the author of the document and his or her relationship to the events and issues described. Did the author have a stake in how an event was remembered? Did he or she want this issue to be perceived in a particular way? Also consider for whom the document was created. Was the author writing for a specific audience? Was the document meant to be private, like a diary; to communicate with a

Facilitator’s Guide G09 ~ Social Sciences: History

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small audience, like a letter or internal report; or to reach a larger audience, like a speech or a published autobiography? Take note of the author’s vocabulary. What judgments or assumptions are embedded in his or her choice of words? Compare the accounts of one event provided by different primary sources to evaluate the reliability of each document. o When sources conflict, consider possible explanations for the differences. o When they concur, the account provided may be more accurate – especially if the authors have different points of view. Do not assume that one type of document is necessarily more reliable than another. A published newspaper article, for example, may reflect the biases of a reporter or editor, while an impassioned speech may contain kernels of factual information.

Guidelines for evaluating visual documents To best evaluate visual evidence, ask some or all of the following questions: •

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Note the identity and any biographical details about the artist who created the image. o Record the date of its creation and the medium. o The medium – whether paint, sketch, or photograph – can reveal aspects of the image’s message: Is the image realistic (like a photograph), fantastic (like a painting of an imagined place), or expressive (like a sketch or caricature)? Carefully examine the entire image. Note the central subject. Then, create a list or table of all the items you see. o Do any details stand out? o Are others obscured or peripheral to the main action? Consider the overall setting of the picture, for example, an urban street scene, a room in a private residence, or a factory. o What is the time of day, the season, or the ambiance of the scene? o How might the needs of the artist and the restrictions of the medium have affected the choice of setting? What is the central message or story of the image? What was the artist’s purpose or point of view? o The message of an image can be literal (a picture of a government building) or metaphorical (the architectural style of the building alludes to the democracy of ancient Greece). o Always be aware of both levels. For what audience might the image have been intended? o Where would the image have been seen? o Was it made for private viewing, as with a family portrait, or for public commentary, as with a political cartoon? o Sometimes the intended audience or viewer will be suggested by the content of the image; at other times, an image’s purpose will reveal itself first. Explore the historical context. Images are historical productions often made in conversation with or in reaction to the very subject the picture depicts.

Facilitator’s Guide G09 ~ Social Sciences: History

A strategy for analysing political cartoons This is one strategy you can use with learners for analysing political cartoons. B.A.S.I.C.: This is a helpful method for analysing political cartoons • Background – What time period is the cartoon from? What was going on at the time? Think specifically about what historical background we would need to know about in order to understand what is going on in the political cartoon. • Argument – What claim or argument is the author trying to make? What is the overall message or thesis of the cartoon? • Symbolism – What are the symbols? What does each symbol represent? Remember it is also important to identify key figures or people and what they represent in the cartoon. • Irony – What is ironic (or humorous) about this cartoon? How does the cartoonist use irony to make his argument? • Caricature – What parts of the cartoon or people are exaggerated? Why are these parts emphasised or exaggerated? How does the artist use exaggeration to make his overall argument? APPARTTS: A strategy for analysing sources • Author: Who created the source? What do you know about the author? What is the author’s point of view/perspective? • Place and time: When and where was the source produced? How might this effect the meaning of the source? • Prior knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? • Audience: For whom was the source created and how might this affect the reliability of the source? • Reason: Why was the source produced at the time it was produced? • The main idea: What point is the source trying to convey? • Tone: What underlying emotion is being communicated? • Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “so what?” in relation to the question asked.

Facilitator’s Guide G09 ~ Social Sciences: History

YEAR PLANNING UNIT/ TERM 1

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

DATE COMPLETED

Facilitator’s Guide G09 ~ Social Sciences: History

Unit

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 • • • • • • • •

Weimar Republic Great Depression Enabling Act Nuremberg Laws Fascism Holocaust Resistance Uprising

Facilitator’s Guide G09 ~ Social Sciences: History

LESSON 1:

Unit

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

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)

Facilitator’s Guide G09 ~ Social Sciences: History

Unit

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.

Facilitator’s Guide G09 ~ Social Sciences: History

Unit

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

Facilitatorâ&#x20AC;&#x2122;s Guide G09 ~ Social Sciences: History

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)

ÂŠ Impaq

Facilitator’s Guide G09 ~ Social Sciences: History

10.

Unit

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.

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.

Facilitator’s Guide G09 ~ Social Sciences: History

Unit

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 • • • •

Capitalism Communism Nuclear bomb Superpowers

Facilitator’s Guide G09 ~ Social Sciences: History

LESSON 4:

Unit

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

Facilitator’s Guide G09 ~ Social Sciences: History

LESSON 6:

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

CONFLICT

AND

COMPETITION

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

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.

(3) (2)