Intermediate Phase Grade 4 • Study Guide
Social Sciences: History CAPS IEB
Social Sciences Study guide: History
1804-E-SOS-SG01
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Grade 4
CAPS aligned
S Grimsley E van Emmenes
Study Guide G04 ~ Social Sciences: History
CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE............................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 6 Unit 1: Local history .......................................................................................................... 8 Lesson 1: Find out what’s happening today in a local area ......................................... 9 Lesson 2: Photos tell a story ..................................................................................... 10 Activity 1 ........................................................................................................... 11 Lesson 3: Information from documents/written sources ............................................ 12 Activity 2 ........................................................................................................... 13 Lesson 4: People tell stories and share experiences ................................................ 13 Activity 3 ........................................................................................................... 14 Lesson 5: Objects are little pieces of history ............................................................. 14 Unit 2: Find out about the history of a local area .......................................................... 16 Lesson 6: Photo stories ............................................................................................. 16 Activity 4 ........................................................................................................... 17 Lesson 7: Information from documents/written sources ............................................ 18 Activity 5 ........................................................................................................... 18 Lesson 8: People tell their stories and share experiences ........................................ 18 Activity 6 ........................................................................................................... 19 Lesson 9: A piece of history in your hand .................................................................. 20 Activity 7 ........................................................................................................... 21 Unit 3: What makes a great leader? ............................................................................... 22 Lesson 10: Ask and answer questions on the lives and attributes of good leaders ... 23 Lesson 11: Choose a leader...................................................................................... 24 ACTIVITY 8 ....................................................................................................... 25 Lesson 12: Characteristics of good leaders.............................................................. 25 Lesson 13: Nelson Mandela ...................................................................................... 26 Activity 9 ........................................................................................................... 33 Lesson 14: Mahatma Gandhi .................................................................................... 33 Activity 10 ......................................................................................................... 38 Lesson 15: Are leaders always popular and perfect? ................................................ 39 Unit 4: Transport through time: land transport ............................................................. 40 Lesson 16: Animals ................................................................................................... 41 Lesson 17: Carts, wagons and carriages .................................................................. 42 Lesson 18: Bicycles ................................................................................................... 44 Lesson 19: Steam engine and the train ..................................................................... 44 Lesson 20: Cars ........................................................................................................ 45 Lesson 21: General transport of people and goods................................................... 46 1
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Study Guide G04 ~ Social Sciences: History
Lesson 22: Case study: damage to the environment ................................................ 47 Activity 11 ......................................................................................................... 48 Revision exercise .............................................................................................. 49 Unit 5: Transport over time (2): water transport/ship transport .................................. 50 Lesson 23: Rafts, canoes and reed boats ................................................................. 50 Lesson 24: The first sailing vessels ........................................................................... 52 Lesson 25: The first steam ships ............................................................................... 53 Lesson 26: Modern water transportation ................................................................... 53 Revision exercise .............................................................................................. 54 Unit 6: Transport over time (3): air transport/aviation .................................................. 55 Lesson 27: Hot air balloons and airships ................................................................... 55 Lesson 28: The Wright brothers and the first aeroplane ............................................ 56 Lesson 29: Modern aviation ...................................................................................... 57 Revision exercise .............................................................................................. 59 Unit 7: The oldest forms of human communication ..................................................... 60 Lesson 30: Language, symbols, songs, art and dance ............................................. 60 Lesson 31: The communication of the San hunter-gatherers .................................... 61 Revision exercise .............................................................................................. 63 Unit 8: How do we communicate today? ....................................................................... 64 Lesson 32: Postal system ......................................................................................... 65 Lesson 33: Radio ...................................................................................................... 66 Lesson 34: Early typewriters before the advent of electricity ..................................... 67 Lesson 35: Telegraph ................................................................................................ 68 Lesson 36: Telephone ............................................................................................... 69 Lesson 37: Camera ................................................................................................... 71 Lesson 38: Television ................................................................................................ 72 Lesson 39: Computer ................................................................................................ 72 Lesson 40: The Internet ............................................................................................ 73 Lesson 41: Cellphone ................................................................................................ 74 Revision exercise .............................................................................................. 75 GLOSSARY....................................................................................................................... 76 BIBLIOGRAPHY ............................................................................................................... 79
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Study Guide G04 ~ Social Sciences: History
LESSON ELEMENTS LEARNING AIMS
What learners should know at the end of the lesson. Taken from CAPS. IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of this 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 learners through the learning process.
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Study Guide G04 ~ Social Sciences: History
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark. ACTIVITY
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed. 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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Study Guide G04 ~ Social Sciences: History
PREFACE What is History? History is the study of change and development in society over time. The study of History will enable you to see how past human actions have had an impact on the present and allow you to evaluate and understand how these actions influence the future. History is a process of investigation and asking questions about the events of the past: •
What happened?
•
When did it happen?
•
Why did it happen?
The specific aim of History is to create and promote the following: •
An interest in and enjoyment of the study of the past.
•
Knowledge, understanding and appreciation of events that happened in the past.
•
The ability to participate in a historical enquiry and to participate in research and projects throughout the year.
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Study Guide G04 ~ Social Sciences: History
YEAR PLAN
TERM
UNIT AND LESSON
DATE
DATE
STARTED
COMPLETED
Unit 1: Local history 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
1
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? Lesson 10: Pose and answer questions about the qualities of good leaders
2
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
3
Lesson 17: Carts, wagons and carriages Lesson 18: Bicycles Lesson 19 Steam engine and the train Lesson 20: Cars
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Study Guide G04 ~ Social Sciences: History
Lesson 21: General transportation of people and goods Lesson 22: Case study: damage to the environment
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
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? Lesson 32: Postal system Lesson 33: Radio
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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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Study Guide G04 ~ Social Sciences: History
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Unit
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 you are going to learn how to obtain information from various sources as well as how to find information about the present. When you know how to look for information that applies to the present, you will be able to use it to find out about the history of your area. Historical places often play an important part in modern society, for example the Town Hall in your area. Important terminology •
Present
•
Written sources
•
Documents
•
Historian
•
Photo
•
Interview
•
Object
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Lesson 1: Find out what’s happening today in a local area Define Present: The current time we live in (today), the here and now. Sources: A place/person/object from which we can obtain information. Documents: Something that is handwritten or printed. Historian: A person who studies, and writes about the past.
Core content We can use different sources to find out about the present. We distinguish between three types of sources: primary, secondary and tertiary sources. •
Primary source: a book/letter that was written by a person who was actually there, e.g. the diary kept by Piet Retief.
•
Secondary source: a person who read the book/letter and writes his/her own interpretation. For example, someone who writes a report after he/she has read Piet Retief’s diary.
•
Tertiary source: a secondary source is used to supplement the existing information. For example, someone uses the report written on Retief’s diary to obtain information.
When historians examine the past, they prefer to use primary sources as they are the most accurate documents that describe what really happened. However, historians must be very careful not to record their own opinions or beliefs when they write about the past. In the next few lessons we are going to look at different ways that we can collect information about the present. We can obtain information from sources including photos, documents, stories and interviews with people as well as objects. In the next four lessons we will discuss each source separately. Once you have completed your lessons, we are going to use the same skills to find out more about the past/history of a local area.
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Important information You have to submit a project at the end of the term for assessment. You are going to make your own museum exhibition. Start looking for pictures, documents, stories and objects that you can use. Lesson 2: Photos tell a story Define Photo: An image captured on a camera that you can look at over and over again. Core content We can collect information by looking at photos and by asking and answering questions. Photos can provide us with information about the weather, events, people’s emotions, etc. Let’s look at a few photos to see what information we can gather. In this photo we can see two men enjoying a meal together. This is not only a social visit, as they appear to be busy with work – the laptop is open. One can draw the conclusion that they are perhaps discussing work; a further observation relates to their clothes – they are both neatly www.bothsidesofthetable.com
dressed in office wear. All the people in the photo are scholars – we can see this because they are all wearing school uniforms. They are not in the same school as their clothes are different. This photo was taken on a cold day; we can see this because all the children
http://www.atkv.org.za/jeuginstituut
are wearing jerseys or blazers. The photo was taken outside.
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Tips When you examine a photo look at the following aspects to help you gather information. •
Quality and colour of the photo.
•
The types of clothing the people are wearing.
•
The location of the photo.
•
What activity is happening in the photo?
•
Even the background can provide clues
If you consider all these points when examining the photo, you will be able to form a good idea of what is happening and who is involved. Activity 1 Study the photos below and answer the questions that follow: Photo A
Photo B
People riding horses. http://perseveranceendurancehorses.files.word press.com
A man playing a traditional musical instrument. http://www.mieliestronk.com
The following questions are based on photo A: 1.
a)
Which natural source of water can be seen in the background ?
b)
What type of transport are the people in the photo using?
c)
What is the weather like in the photo?
The following questions are based on photo B: 2.
a)
Would you say that this is a really old photo?
b)
Give a reason for your answer. [5]
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Study Guide G04 ~ Social Sciences: History
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Lesson 3: Information from documents/written sources
Core content We can also gather information from written or printed documents. Examples of documents are advertisements, newspapers, magazines and road signs. Good examples of a printed source are road signs. Let’s look at the following road signs: This motorway has four lanes. Just past this road sign it will split into two directions. It is important for motorists to know that they must turn left within 150 meters if they want to go to Selby or keep in the left lane if they want to go to Durban. If motorists want to go to Bloemfontein they must veer to the right, however, if they want to go SOURCE 1.5: Motorway information board
to Roodepoort they should turn right within 500 meters. The sign also tells us that the road going to Durban is
http://img2.ph.126.net/POValrcNlKyQ69A
called the M2 whilst the road taking us to Bloemfontein
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is called the M1. We can also see a sign showing a man on a motorcycle with a red line drawn through him – this means that motorcyclists are not permitted to drive on the road leading to Durban. The motorways road sign gives us all this information on a limited space. This sign is also found along a motorway, but gives us a lot of different information. This sign is advertising the new Volvo S60. Therefore we can conclude that not all signs along a road are road signs.
SOURCE 1.6: Motorway billboard http://intouchoutdoor.files.wordpress.com/ 2013/10/1-2013-09-05-installation-photovolvo-g-tsh-0243-sg.jpg?w=470&h=379
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Activity 2 Let’s see what information you can get from a written piece (an advertisement) by answering the following questions:
SOURCE 1.7: A business advertisement www.midrand.signarama.co.za
1.
What company is advertised in this advertisement?
2.
What product or service does this business offer?
3.
Where is the business located?
4.
What is the business telephone number? [4]
Lesson 4: People tell stories and share experiences Define Interview: Is to have a conversation with someone to get specific information.
We can gather information from stories which people wrote and also by conducting an interview with someone. In an interview you ask the other person questions. The questions have to be focused and provide information on your specific topic. When you conduct an interview with someone, you should be very professional. This means you have to prepare your questions before the time, arrive on time for the interview and dress neatly. 13
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Study Guide G04 ~ Social Sciences: History
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Remember, the person who has granted you the interview is giving you his/her time, use it productively. Activity 3 Conduct an interview with one of your parents. Write the question at the top and the answer below to complete this activity. Examples of questions: 1.
What is your full name?
2.
What is your surname?
3.
2. When were you born?
4.
3. Where were you born
5.
Where did you go to school?
6.
Did you study after school? If so, where and what field of study?
7.
What is your occupation?
8.
Are you married?
9.
What was your maiden name? (If it is a married woman.)
10. Do you have children? If so, how many? This will give you a good starting point for your interview; expand your discussion by adding your own questions. [10] Lesson 5: Objects are little pieces of history Define Object: something which you can see and touch. We can gather information by looking at objects. The object we are going to have a look at is the school crest of High School DF Malan There is a variety of information we can obtain by looking at the crest:
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Study Guide G04 ~ Social Sciences: History
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Unit
The sun symbolises hope, positivity, growth and a new life that reaches out to light and health. The three proteas symbolise the South African heritage that should be cherished. The motto: ‘For you South Africa’ refers to patriotism SOURCE 1.8: D.F. Malan High School www.dfmalan.com
and citizenship.
For the curious Each province in South Africa has its own crest. Find your province’s crest and its meaning.
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Study Guide G04 ~ Social Sciences: History
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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 from a variety of different sources. Now we are going to apply these skills to find out more about the history of a local area. Important terminology • Research • Local • Migration Lesson 6: Photo stories Define Research: Finding information to help us learn more about a topic. Local: The particular area where you live. Migration: People or animals that move in a group from one place to another.
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We can use the history of a local area to get to know it better. We can find out about its history by looking for information in photos pictures reading documents and stories, or by conducting interviews, visiting/handling objects and doing research. Activity 4 Look up facts about Pretoria with your facilitator to complete the next activity. Look at the photos, find information and answer the questions that follow. You can do some additional research using books or the Internet. Photo A A Photo of the Union Buildings. This impressive building is the seat of the South African government. President Jacob Zuma’s offices is www.wonderfly.com
also located inside the Union Buildings. Photo B This is a photo of the Pretoria skyline. The trees we see in the bottom left corner have beautiful purple flowers that bloom once a year. These trees are the reason Pretoria is also known as the
www.chessaleeinlondon.wordpress.com
Jacaranda city. Photo C Photo of the Voortrekker Monument, built to honour the Dutch settlers who travelled by foot and ox cart from the Cape to Pretoria in 1835.
www.safarinow.com
1.
Who designed the Union Buildings in Pretoria?
2.
During spring, a certain tree carries very beautiful purple flowers. What is the name of these trees in photo B?
3.
What building do you see in photo C?
4.
Who designed the building in photo C?
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Lesson 7: Information from documents/written sources This was taken from a local newspaper published in Pretoria. Read it and answer the questions: No final agreement has been reached over the name of Pretoria and the 27 new street names, the Freedom Front Plus said on Friday. “Negotiations about the naming of streets are still in the early stages and there is no official bid from the ANC that Pretoria’s name can stay in exchange for 27 new street names”, councillor Conrad Beyers said. He confirmed that the ANC and FF Plus is talking about it, but no agreement has been reached yet. Beeld reported on Friday morning that Pretoria will keep its name, but that 27 street names will change in the city. This is the ‘bid’ from the ANC in the negotiations with regards to the controversial name issue that is currently taking place behind the scenes. Mr Kgosientso Ramokgopa, the executive mayor of Tshwane-metro met with the leaders of the opposition parties yesterday. It is believed that the ANC – after an extended and confusing name battle of eight years, decided to abandon the proposed change of Pretoria to Tshwane.
Activity 5 Answer the following questions based on the passage. 1.
What is the passage about?
2.
Name the councillor who made the statement in the passage?
3.
According to the passage, how many street names will change?
4.
Name the two political parties mentioned in the passage [5]
Lesson 8: People tell their stories and share experiences This extract was taken from the Record and was written by Natalie Grobler.
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During an interview with a couple who have been residing in Pretoria for many years, they said the following: Like expensive perfume and decadent chocolate, the fine nuance which binds people together is still visible after six decades. Jan (83) and Trienie (79) Loubser are still as in love as the day they met in 1950. They worked together and knew that they were meant for each other when they saw one another for the first time. On 28 March 1953, the two love birds decided to start their lives together and the rest is history. The Loubser couple have four children, two boys and two girls of which the youngest boy and girl have passed away. They have nine grandchildren and five great-grandchildren. Jan said that he fell in love with her upbeat personality and she is and was the most beautiful woman he has ever seen. Trienie said that he was always very attractive and that the respect he had for his parents was a bonus. “They say the way in which a man treats his mother, is how he will treat his wife. He was very good to his mother and father, and I knew that he would look after me.”
Activity 6 Answer the questions after you have read the passage. 1.
Who is mentioned in the article?
2.
Where does the couple live?
3.
When did the couple get married?
4.
Who conducted the interview and wrote the article? [4] For the curious Interview your facilitator. Find out where they were born, where they lived as a child, and if they still live in the same city that they were born? Also ask them if they have visited any historical places in the city that they now live in.
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Lesson 9: A piece of history in your hand The following photos of things unique to Pretoria.
http://images.enca.com/enca/000037674.jpg
http://www.eventseeker.com
These photos are of the statue of Paul Kruger on Church Square and his house in Pretoria. Paul Kruger was the first president of the Zuid-Afrikaansche Republic (ZAR or the old Transvaal.) Pretoria was the capital city of the ZAR. The Kruger museum commemorates the life of Paul Kruger.
http://showme.co.za/pretoria/files/2014/10/ www.safarinow.com
Pioniersmuseum.jpg
Pioneer Museum The museum was originally built as a halfway house for the people going to Pilgrim’s Rest. Pilgrim’s Rest was a well-visited destination as gold was discovered there. Silver was later discovered in the vicinity of the Pioneer Museum. Nowadays the museum is used as a farmer’s market – where farmers sell their products.
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Voortrekker Monument This building was built to commemorate the Voortrekkers who took part in the Great Trek to the Transvaal. The monument features paintings and displays that portray the story of their travels. The Great Trek was a mass migration of the Boer (Dutch/Afrikaans) people from the Cape Colony, inland. On the way they fought with Zulus and later had to defend their territory from the British.
Activity 7 Read the information above about the historical figures/buildings and answer these questions. 1.
Why is Paul Kruger’s statue important to Pretoria?
2.
What does the Pioneer Museum remind the residents of Pretoria of?
3.
What is the Pioneer Museum used for nowadays?
4.
The Voortrekker Monument is unique to Pretoria. What does it remind us of? [4]
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Study Guide G04 ~ Social Sciences: History
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Unit
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 In this unit we are going to learn about the characteristics/attributes of leaders. A leader is someone whom you admire and who can provide guidance. We are going to discuss two very important leaders: Nelson Mandela and Mahatma Gandhi. It is important to note the attributes of the two leaders that are discussed in the unit.
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IMPORTANT TERMINOLOGY •
Leader
•
Attributes
•
Characteristics
•
Comrade
•
Unfair
•
Apartheid
•
Protest campaign
•
Races
•
Equal human rights
•
Hindu
•
Non-whites
•
Political campaigner
•
Resistance
•
Challenged
•
Popular
•
Perfect
Lesson 10: Ask and answer questions on the lives and attributes of good leaders Define Leader: a person who gives guidance to another Attributes: qualities that make up a person’s character Core content What is a leader? A leader is someone who sets a good example for others to follow and who we can look up to and ask for guidance. A good leader should have certain attributes. Attributes are characteristics that are unique to a person, some characteristics are good and others are less favourable. A good attribute is to have a lot of patience; it serves no purpose to become angry quickly. 23
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A person’s attributes can make him/her either popular or unpopular. Everyone’s taste is different and people don’t always get along with everyone else. Some people like to talk a lot and craves attention, while others are shy and don’t like it when people look at them, let alone when a big group is staring at them! A good leader must have certain attributes, but we will explore these in the next lesson. Lesson 11: Choose a leader Four learners were asked who they would choose in their community as a good leader and why. These were their answers: I think that Drikus is a good leader. He respects everyone and listens when someone is speaking. He is not scared of saying what is right, even if everyone does not agree. Before he decides what to do, he listens to everyone’s suggestions.
JJ said:
Reuben said:
I think that Franco is a good leader. He is not lazy and is very clever. He participates in sport and has a lot of friends. Most people like Franco.
Natasha is the best! Everyone knows Natasha, and her parents do a lot for the community. Natasha’s dad repaired and painted the tennis courts at the club. Her mom is on the community’s women’s committee. I think that Natasha is a good leader.
Armand said: Rico is the strongest guy in our age group. No one messes with him and he quickly deals with troublemakers. I am sure that he is the best leader I know, because he sees to it that no one fights
Niki said:
with me or any of his friends.
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ACTIVITY 8
You’ve read who JJ, Reuben, Armand and Niki think are good leaders. Explain if you think the leaders they’ve chosen are good or bad. Give a reason for your answer. 1.
Did JJ choose a good leader? Why do you say so?
(2)
2.
Did Reuben choose a good leader: Why do you say so?
(2)
3.
Did Armand choose a good leader: Why do you say so?
(2)
4.
Did Niki choose a good leader: Why do you say so?
(2) [8]
Lesson 12: Characteristics of good leaders Define Characteristic: Special features of a person or object Feature: A distinctive attribute or aspect of someone/an object Core content When we look at the characteristics of a good leader, we look at the features that make people unique. God made each of us in such a way that there can be no one else like us. Here are a few characteristics of a good leader: A good leader… makes sacrifices Is trustworthy
listens
is honest
for the benefit of
is compassionate
others respects others thinks before he/she does something can communicate well with people
is courageous is fair in his/her actions is dedicated
is courteous
is selfless
keeps promises
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is a team player cares about others’ feelings
does what he/she believes is right is hardworking
is willing to take
is calm and not
chances
easily angered
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