senior phase – grade 8 today planning pack social sciences...

M780636110250

Senior Phase – Grade 8

Today Planning Pack

SOCIAL SCIENCES

Contents:

Work Schedule: Page

Grade 8 …………………………………………………………… 2

Lesson Plans:

Grade 8 …………………………………………………………… 4

Rubrics:

Rubric 1……………………………………………………………14 Rubric 2……………………………………………………………15 Rubric 3……………………………………………………………16

2

Work schedule for Social Sciences Today – Grade 8

Term Week LOs & ASs Chapter Assessment Resources 1 1-2 LO1

Geographical enquiry

1: Mapwork

Informal and formal assessment

Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Topographic map of school area (optional) Atlases Wall maps Pieces of paper Pair of dividers Rulers or measuring tapes

1 3-4 LO1 Geographical enquiry LO2 Geographical knowledge and understanding LO3 Exploring issues LO1 Historical Enquiry

2: Settlement


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Dictionaries Internet access Newspapers Magazine articles Telephone directory

1 5-6 LO1 Geographical enquiry LO2 Geographical knowledge and understanding LO3 Exploring issues LO1 Historical Enquiry

3: Transport


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Shopping items in original packaging Wall maps of the world and Africa Newspapers/articles Library Internet Clipboard Observation sheet Pens

1 -2 7-10 LO1 Geographical enquiry LO3 Exploring issues LO1 Historical Enquiry

4: Patterns of social inequality in South Africa


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Tape recorders or video recorders Formal letter template Slips of paper Newspapers – classified section

2 11 -12 LO1 Geographical enquiry LO3 Exploring issues LO1 Historical Enquiry

5: Natural resources


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library resources Atlases Sloping, waterproof surface Cotton wool

2 13-16 Revision and examination cycle

3

3 17-18 LO1

Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation

6: The French Revolution


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library access A3 sheets Koki pens Scissors, glue Magazines

3 19-22 LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation

7: Industrialisation


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Sources on local community A3 paper for posters, Coloured pens

3 23-24 LO1 Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation

8: Resisting British control


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide

4 25-26 LO1 Geographical enquiry LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation

9: The experience of colonialism


Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Wall map of Africa

4 27-28 LO1 Historical Enquiry LO 2 Historical Knowledge and Understanding LO 3 Historical Interpretation

10: The First World War



4 29-32 Revision and examination cycle

Note: You need to complete 2 formal assessment tasks per term for Social Sciences for the Senior Phase. This work schedule shows all the opportunities for formal assessment.

LESSON PLANS – Grade 8 Chapter 1: Mapwork Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 1-2 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry

Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Measures distances on orthophoto maps Identifies some physical and constructed features Observes and records information in the field Presents an original idea as part of an answer to the questions

Languages LO4, 5 Mathematics LO2, 5 Natural Sciences LO1

Content/Knowledge: Mapwork:

• Extracting information from maps and photos • Identifying features on maps and orthophotos • Comparing distances on maps and orthophotos

Learning activities Teaching methods/approach Resources Lesson 1: How to read maps and photographs LB p2

Activity 1: Getting information from maps and photographs using an atlas and index TG p2

Lesson 2: Using map symbols LB p3

Activity 2: Use map symbols based on photos TG p4

Lesson 3: Reading a topographic map LB p5

Activity 3: Starting to use a topographic map; use map conventions to interpret a map TG p5

Lesson 4: Identifying features on maps and photographs LB p7

Activity 4 and 5: Hunt the symbol; identify map symbols TG p6 and p8

Lesson 5: Measuring distances on maps LB p13

Activity 6: Measuring distance on a map using a paper strip method TG p9

Lesson 6: Orthophoto maps LB p16

Activity 7: Observations using an orthophoto map TG p11

Lesson 7: Assessment LB p18 Assessment activity TG p12

Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Topographic map of school area (optional) Atlases Wall maps Pieces of paper Pair of dividers Rulers or measuring tapes

Assessment: Type of assessment: Formal assessment for Lessons 2, 4, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 2; rubric 3 for Lesson 4; rubric 3 for Lesson 6 and memo (TG p12) for Lesson 7

Reinforcement: Identify map symbols on various maps Expanded opportunities: Look at orthophoto map and work with contours

Teacher reflection:

4

5

LESSON PLANS – Grade 8 Chapter 2: Settlement: where people live Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 3-4 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry

Identifies and selects a variety of geographical and environmental sources relevant to an enquiry Interprets maps and atlas information, graphical and statistical sources Measures distances on orthophoto maps Observes and records information in the field Presents an original idea as part of an answer to the questions Reports on the knowledge gained in the enquiry

G: LO2: Geographical knowledge and understanding

Identifies and compares different types of settlement patterns Identifies factors that influence the formation of settlement patterns Identifies critical factors that have led to changes in settlement patterns

G: LO3: Exploring issues

Identifies challenges to societies and settlements Examines the unequal distribution of, and access to, resources Investigates possible ways of reducing resource consumption Makes suggestions to guide sustainable living practices

H: LO1: Historical enquiry

Continues to identify and select Interprets graphical and statistical sources Communicates knowledge and understanding

Languages LO4, 5 Life Orientation LO1, 2, 5 Mathematics LO2, 5 Economic and Management Sciences LO1, 2

Content/Knowledge: Settlement:

• Functions of cities • Settlement patterns, including internal structures of settlements and location patterns in South Africa • Factors affecting settlement patterns, including physical, environmental, social, political and economic

Learning activities Teaching methods/approach Resources Lesson 1: Who lives where? LB p21

Activity 1: Looking at settlements; complete a table TG p16 Activity 2: Finding out about urban and rural living, using resources TG 17 Activity 3: Finding out about the world’s biggest cities TG p18

Lesson 2: Functions of cities: What do cities offer? LB p24

Activity 4: Identify urban activities TG p19

Lesson 3: Settlement patterns LB p26

Activity 5: Compare dispersed and nucleated rural settlements TG p19

Lesson 4: Rural depopulation LB p28

Discuss in your groups the reason rural people are moving to the cities

Lesson 5: Urban settlement patterns LB p30

Activity 6: Help Gugu! Identify functions of urban settlements TG p20

Lesson 6: Urban settlement location patterns in South Africa LB p31

Activity 7: Understanding the factors affecting settlement and complete a table TG p21

Lesson 7: Internal city structures LB p34

Activity 8: Understanding land use zones; give correct definitions and examples TG p21

Lesson 8: Changes in urban settlements LB p36

Discuss in your group the way urban townships are growing so fast.

Lesson 9: How colonialism and apartheid affected settlements LB p36

Activity 9: Understanding South Africa’s settlement patterns; interpret a timeline TG p22

Lesson 10: What is globalisation and how does it affect settlements? LB p39

Activity 10: Looking at how globalisation affects you; discuss branding and globalisation TG p22

Lesson 7: Assessment LB p40

Assessment activity TG p23

Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Dictionaries Internet access Newspapers Magazine articles Telephone directory

Assessment: Type of assessment: Formal assessment for Lessons 1, 2, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lesson 1; rubric 3 for Lessons 2 and 6; memo (TG p23) for Lesson 7

Reinforcement: Think of brand names Expanded opportunities: Imagine the impact of the population increase on a region

Teacher reflection:

LESSON PLANS – Grade 8 Chapter 3: Transport Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 5-6 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry

Identifies and selects a variety of geographical sources Interprets maps and atlas information Measures distances Observes and records information in the field Presents an original idea Reports on the knowledge gained in the enquiry

G: LO2: Geographical knowledge and understanding

Identifies and compares different types of settlement patterns Identifies factors that influence the formation of settlement patterns Identifies critical factors that have led to changes in settlement patterns




Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding

Languages LO2, 4, 5 Mathematics LO2, 5 Life Orientation LO1, 2, 5 Economic and Management Sciences LO1, 2

Content/Knowledge: Transportation:

• Effect on trade • Response to demand for trade • Role in providing access to opportunities • Effect on the shape and structure of settlements • Transport between settlements

Learning activities Teaching methods/approach Resources Lesson 1: Transport in the past LB p44

Activity 1: Different kinds of transport networks TG p27

Lesson 2: Transport gives access to places and opportunities LB p46

Activity 2: Do a survey of different types of transport TG p27 Activity 3: Draw graphs and discuss transport in different communities TG p28 Activity 4: How did your place begin; collect and present research TG p29 Activity 5: Ring roads and bypasses TG p30

Lesson 3: Transport routes in your area LB p52

Activity 6: Do a traffic survey TG p30 Activity 7: Making presentations; interpret bar graphs TG p31

Lesson 4: The effect of transport on trade LB p54

Activity 8: Investigate local trade TG p32 Activity 9: Interpret data on South Africa’s trading partners TG p32

Lesson 5: Some problems with transport LB p55

Activity 10: Identify the issues and answer questions on photos TG p32 Activity 11: Discuss issues of trucking routes and HIV TG p33



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Shopping items in original packaging Wall maps of the world and Africa Newspapers/articles Library Internet Clipboard Observation sheet Pens

Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 5 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lessons 2 and 5; rubric 2 for Lessons 2 and 3; memo (TG p33) for Lesson 7

Reinforcement: Source pictures of types of transport Expanded opportunities: Discuss the taxi industry and the pros and cons of taxis

Teacher reflection:

6

LESSON PLANS – Grade 8 Chapter 4: Patterns of social inequalities in South Africa Learning Areas: Social Sciences Grade: 8 Duration: 12 hours Weeks: 7-10 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry

Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Observes and records information in the field Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry




Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer to questions Communicates knowledge and understanding

Languages LO2, 3, 4, 5 Mathematics LO2, 5 Life Orientation LO2, 5 Economic and Management Sciences LO1

Content/Knowledge: Patterns of social inequalities in South Africa:

• Status of women • Exploitation of labour (including child labour) • Access to education and training, housing and other services and resources - who gets what • Comparison with other developing and developed parts of the world

Learning activities Teaching methods/approach Resources Lesson 1: What are inequalities? LB p60

Activity 1: Using sources to understand inequalities; express opinions on a table TG p37

Lesson 2: The status of women LB p61

Activity 2: Gender equality; use data to get information TG p38

Lesson 3: Exploitation of labour LB p65

Activity 3: Interview a worker to find information about working conditions TG p41 Activity 4: Wage exploitation; discuss issues and write a letter TG p42 Activity 5: Structure and argue a point of view TG p43

Lesson 4: Access to services and resources LB p69

Activity 6: Investigating basic services in South Africa: Discuss the lack of basic services TG p43 Activity 7: Investigating the housing shortage in South Africa: make decisions about housing TG p44



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Tape recorders or video recorders Formal letter template Slips of paper Newspapers – classified section

Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 6 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 3; rubric 3 for Lesson 4; memo (TG p45) for Lesson 5

Reinforcement: Learners role-play the situation of farm workers Expanded opportunities: Learners investigate the roles of males and females in different contexts

Teacher reflection:

7

LESSON PLANS – Grade 8 Chapter 5: Natural resources Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 11-12 Learning Outcome Assessment Standards Integration G: LO1: Geographical enquiry

Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Observes and records information in the field Presents an original idea as part of an answer to the questions Reports on the knowledge gained in the enquiry




Continues to identify and select a variety of historical and archaeological sources Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding

Languages LO4, 5 Mathematics LO2, 5 Life Orientation LO1, 2, 5 Economic and Management Sciences LO1

Content/Knowledge: Natural resources in South Africa and worldwide:

• How they are being used • Conservation and protection of resources • Why conservation is necessary • Threats to conservation • New opportunities to conserve resources

Learning activities Teaching methods/approach Resources Lesson 1: Conserving natural resources LB p74

Activity 1: Identify natural resources TG p47

Lesson 2: Marine resources at risk LB p76

Activity 2: Understanding how people and nature are connected by using facts to get information TG p48 Activity 3: Interpret a graph about fisheries in the northern hemisphere TG p49 Activity 4: Learning from the Kosi Bay story; discuss a case study TG p50

Lesson 3: The importance of soil, water, air and forests LB p78

Activity 5: Reclaiming wetlands; make a model of a wetland TG p50

Lesson 4: Conservation areas LB p80

Activity 6: Finding out about protected areas TG p51 Activity 7: Look at different views about protected areas TG p51 Activity 8: Making the right choices TG p51

Lesson 5: Endangered species LB p84

Activity 9: Find out more about endangered animals TG p52

Lesson 6: What you can do LB p86

Activity 10: Identify ways of conserving natural resources TG p53 Activity 11: Research and discuss forming action groups TG p53



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library resources Atlases A sloping, waterproof surface Cotton wool

Assessment: Type of assessment: Formal assessment for Lessons 2, 3 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 2, rubric 2 for Lesson 3; memo (TG p54) for Lesson 7

Reinforcement: Discuss extinction Expanded opportunities: Debate different views about conservation issues

Teacher reflection:

8

LESSON PLANS – Grade 8 Chapter 6: The French Revolution Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 17-18 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry

Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer to questions

H: LO2: Historical Knowledge and Understanding

Begins to make links between historical events and processes Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context

H: LO3: Historical Interpretation

Identifies and gives reasons for the different ways that the past is represented and interpreted Recognises that sense of identity may influence the way events in the past are interpreted

Mathematics LO5 Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1

G: LO1: Geographical enquiry

Observes and records information in the field Presents an original idea as part of an answer to the questions

Content/ Knowledge: Changing worlds:

• The French Revolution Learning activities Teaching methods/approach Resources Lesson 1: Revolutions LB p90 Activity 1: Understanding revolutions and reactions

today; read text; encourage discussion TG p56 Lesson 2: French life in the 1700s LB p91

Activity 2: Investigate sources to answer questions TG p57

Lesson 3: French society LB p92

Activity 3: Interpret cartoons about the First and Second Estates TG p58 Activity 4: Understanding the Third Estate TG p58

Lesson 4: The French revolution LB p95

Activity 5: Understanding the causes of the revolution; write a letter TG p59 Activity 6: Interpret newspaper articles about Bastille Day TG p60

Lesson 5: The Revolution continues LB p97

Activity 7: Understanding the steps to change; answer questions TG p61 Activity 8: Decide whether statements are true or false TG p62 Activity 9: Debate different aspects of the Revolution TG p62 Activity 10: Compare the Declaration of the Rights of Man and the Freedom Charter TG p63



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Internet and library access A3 sheets Koki pens Scissors Glue Magazines

Assessment: Type of assessment: Formal assessment for Lessons 3, 5 and 6 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 1 for Lesson 5; rubric 3 for Lesson 3, memo (TG p64) for Lesson 6

Reinforcement: Draw cartoons Expanded opportunities: Role play philosophical debates and ideas

Teacher reflection:

9

LESSON PLANS – Grade 8 Chapter 7: Industrialisation Learning Areas: Social Sciences Grade: 8 Duration: 12 hours Weeks: 19-22 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry

Continues to identify and select a variety of historical and archaeological sources Evaluates the sources used Presents an original idea as part of an answer to questions posed Communicates knowledge and understanding




Identifies and gives reasons for the different ways that the past is represented and interpreted Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Describes main features and uses of material remains of the past

Languages LO2, 3, 4, 5 Life Orientation LO1, 2 Economic and Management Sciences LO1, 2

Content/ Knowledge: Changing worlds:

• Industrialisation: The Industrial Revolution in Britain • Changing technology, agriculture and trade • Exploitation and the new world of work, trade unionism • The growth of urban areas, social problems and political rights • Industrialisation in South Africa • Sugar and labour in Natal • Early trade union movements

Learning activities Teaching methods/approach Resources Lesson 1: The Industrial Revolution LB p104

Activity 1: Discuss life before the Industrial Revolution TG p66 Activity 2: Understand peaceful revolution TG p67 Activity 3: Discuss how goods are produced TG p68

Lesson 2: The growth of industry LB p106

Activity 4: Understanding the effects of new inventions and the impact of e.g. power and bridges TG p68 Activity 5: More about inventions; investigate an invention and its impact TG p68 Activity 6: Using pictures as sources; answer questions about a photo TG p69

Lesson 3: Urbanisation and housing LB p109

Activity 7: Research historical sources about industry in your area TG p69 Activity 8: Assess and discuss how healthy your area is TG p70 Activity 9: Using written sources; discuss TG p71

Lesson 4: Children at work LB p110

Activity 10: Using sources to look at child labour TG p71 Activity 11: Imagining what it was like TG p71 Activity 12: Discuss child labour TG p72

Lesson 5: Workers get organised LB p112

Activity 13: Interpret sources TG p72 Activity 14: Understand what causes poverty; write a short story TG p74

Lesson 6: The industrialisation of South Africa LB p114

Activity 15: Understand capitalism; discuss a cartoon TG p73

Lesson 7: Changes in how people lived LB p116

Activity 16: Conduct an interview to understand the impact of migrant labour on people TG p74 Activity 17: Looking at compound life TG p74 Activity 18: Looking at early Johannesburg TG p75

Lesson 8: Development of a racially divided economy TG 119

Activity 19: Describe opinions and attitudes TG p76 Activity 20: Discuss the causes TG p76

Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Sources on local community A3 paper for posters Coloured pens

10

Lesson 9: Industrial developments after gold TG 122

Activity 21: Listening to points of view; have a debate TG p77



Assessment: Type of assessment: Formal assessment for Lessons 2, 6, 7, 8 and 10 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lessons 2, 6; rubric 1 for Lessons 7, 8; memo (TG p77) for Lesson 10

Reinforcement: Role play a day in your life without machines Think of modern inventions Expanded opportunities: Imagining life before the industrial revolution Interview older members of community

Teacher reflection:

11

LESSON PLANS – Grade 8 Chapter 8: Resisting British control Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 23 – 24 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry

Continues to identify and select a variety of historical sources Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer Communicates knowledge and understanding




Identifies and gives reasons for the different ways Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Explains the importance of conserving our natural and cultural heritage


Identifies and selects a variety of geographical and environmental sources Interprets maps and atlas information Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry

Languages LO2, 3, 4, 5 Life Orientation LO2 Economic and Management Sciences LO1

Content/Knowledge: Resisting British control:

• The wars between the Zulu and the British • The Pedi and the British • The South African War: who was involved and how did it affect their lives?

Learning activities Teaching methods/approach Resources Lesson 1: British-Zulu wars LB p128

Activity 1: Looking at KwaZulu-Natal TG p80 Activity 2: Using pictures as sources; develop visual literacy skills TG p81 Activity 3: Take a closer look at pictures as sources TG p81 Activity 4: Understand the Anglo-Zulu wars and the impact of the war TG p82

Lesson 2: The South African War LB p130

Activity 5: Use map work skills TG p82 Activity 6: Understand the South African War (1); give opinions and justification TG p83

Lesson 3: War is declared LB p133

Activity 7: Understand the South African War (2) TG p83 Activity 8: Write a report; simulate writing a journalist’s report based on sources TG p84 Activity 9: Looking at sources; develop empathy TG p84 Activity 10: Debate an idea TG p84

Lesson 4: The scorched earth policy and concentration camps LB p137

Activity 11: Compare sources and stories TG p85

Lesson 5: Black people in the war LB p139

Activity 12: Thinking about how history is written TG p86 Activity 13: Discuss reasons for black people’s role in the war TG p86

Lesson 6: Conclusion: The end of the war LB p140

Activity 14: Debate sides in a formal debate TG p86




Assessment: Type of assessment: Formal assessment for Lessons 1, 4 and 7 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 3 for Lesson 1, 4; memo (TG p87) for Lesson 7

Reinforcement: Look at pictures of KwaZulu Natal and discuss how it has changed Expanded opportunities: Write 1 page essay based on Activity 4

Teacher reflection:

12

LESSON PLANS – Grade 8 Chapter 9: The experience of colonialism Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 25-26 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry

Continues to identify and select a variety of historical and archaeological sources Evaluates the sources used Interprets graphical and statistical sources Presents an original idea as part of an answer to questions posed Communicates knowledge and understanding




Examines historical interpretation by asking relevant questions Identifies and gives reasons for the different ways that the past is represented and interpreted Explains why history is not objective or neutral Recognises that sense of identity may influence the way events in the past are interpreted Describes main features and uses of material remains of the past Explains the importance of conserving our natural and cultural heritage Explains how and why people’s memories of the past might differ


Presents an original idea as part of an answer Reports on the knowledge gained in the enquiry


Content/Knowledge: The experience of colonialism in the nineteenth and twentieth centuries:

• The Industrial Revolution and colonial expansion • How African societies experienced and responded to colonialism • A British, Belgian or Portuguese colony • Colonialism and the exploitation of resources

Learning activities Teaching methods/approach Resources Lesson 1: Colonialism LB p144

Activity 1: Understanding what colonisation means TG p89

Lesson 2: The link between the Industrial Revolution and colonialism LB p146

Activity 2: Understand economic forces; how colonists made money TG p90 Activity 3: Write a paragraph about the past TG p90

Lesson 3: The Scramble for Africa LB p148

Activity 4: Dividing Africa up TG p91 Activity 5: Discuss opinions and find information from different sources TG p92 Activity 6: Look at main concepts (the four Cs) behind colonialism TG p92

Lesson 4: Congo: a case study LB p151

Activity 7: Write and role-play a dialogue TG p93 Activity 8: Draw a time-line; place events in chronological order TG p93 Activity 9: Discuss events in the Congo TG p94 Activity 10: Talking about freedom (1) Discuss independence TG p94 Activity 11: Talking about freedom (2) Write a diary TG p95

Lesson 5: Europe needed Africa LB p154

Activity 12: How do we judge colonialism? Discuss different views TG p96



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Wall map of Africa

Assessment: Type of assessment: Formal assessment for Lessons 4 and 6 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 4; memo (TG p96) for Lesson 6

Reinforcement: Revise the structure of a paragraph including a topic sentence Look at issues behind name changes Research place names and family names Expanded opportunities: Draw a cartoon about the Scramble for Africa

Teacher reflection:

13

LESSON PLANS – Grade 8 Chapter 10: The First World War Learning Areas: Social Sciences Grade: 8 Duration: 6 hours Weeks: 27 – 28 Learning Outcome Assessment Standards Integration H: LO1: Historical enquiry

Continues to identify and select a variety of historical sources Evaluates the sources used Presents an original idea as part of an answer Communicates knowledge and understanding


Begins to make links Recognises that causes and effects of events vary in importance Explains changes in a wider historical and environmental context


Explains why history is not objective or neutral Recognises that sense of identity may influence Describes main features and uses of material remains Explains how and why people’s memories of the past might differ


Identifies and selects a variety of sources Interprets maps and atlas information Presents an original idea as part of an answer Reports on the knowledge gained


Content/Knowledge: Changing ideas and technologies – World War I:

• How industrialisation, growing nationalism in Europe, and conflict over colonies led to the outbreak of WW I • Trench warfare • Changing roles • Women in World War I • The impact of World War I on South Africa

Learning activities Teaching methods/approach Resources Lesson 1: What was the world like in 1914? LB p160

Activity 1: Reading maps and a cartoon; answer questions based on sources TG p99

Lesson 2: What happened at Sarajevo? p162

Activity 2, Activity 3: War and peace; role-play opinions TG p100 Activity 4: True or false; test your knowledge TG p100 Activity 5: Reading with a purpose; examine the evidence TG p101

Lesson 3: Britain enters the war LB p164

Activity 6: Predicting the future TG p101 Activity 7: Communicating; write a letter TG p102 Activity 8: Use sources to interpret images TG p102

Lesson 4: The world at war LB p166

Activity 9: Discuss early sentiments about the war TG p103 Activity 10: Examine propaganda TG p104

Lesson 5: Life in the trenches LB p167

Activity 11: Understanding a modern source TG p104 Activity 12: News from the trenches; write a letter TG p105

Lesson 6: Taking to the seas and the air LB p171

Activity 13: The effects of industrialisation; present a written and visual summary TG p105 Activity 14: Considering all sides TG p106 Activity 15: Being a war correspondent TG p106

Lesson 7: Women in the war LB p172

Activity 16: Women during the war; Understand changing attitudes using sources TG p107

Lesson 8: The war in brief 1914 -1918 LB p174

Activity 17: What happened, when and where; complete a time-line TG p108

Lesson 9: The beginning of the end LB p175

group discussion

Lesson 10: The effect of World War 1 on SA LB p176

Activity 18: Propaganda poster for South Africans; promote an idea on a poster TG p108



Social Sciences Today Grade 8 Learner’s Book and Teacher’s Guide Atlas Template for informal letter Large sheets of paper Glue, scissors Materials for making posters

Assessment: Type of assessment: Formal assessment for Lessons 2, 3, 6, 8, 9, 11 Informal assessment: all other activities can be used for informal assessment Form of assessment: Rubric 2 for Lesson 3, 8; rubric 1 for Lesson 2, 6; rubric 2 for Lesson 9; memo (TG p 109) for Lesson 11

Reinforcement: Draw a trench Expanded opportunities: Make a recruitment poster

Teacher reflection:

14

15

RUBRIC 1: Geography/ History written work Activity: Name: Date: Grade: Level 7

Excellent achievement far exceeding expected requirements

Level 6 A very good achievement where all requirements have been met at a very high standard

Level 5 A good achievement meeting most of the requirements

Level 4 A fair achievement meeting an adequate portion of the requirements

Level 3 A moderate achievement partially satisfying the requirements

Level 2 An elementary achievement marginally satisfying the requirements

Level 1 Unsatisfactory achievement Requirements not met

Look for and select sources Interpret and make use of sources

Identify, present and express knowledge in a clear manner Write structured paragraphs

Understand the significance of the issue Explain cause and effect factors

RUBRIC 2: Geography/ History visual presentation (poster; pamphlet) Activity: Name: Date: Grade: Level 7







Level 1 Unsatisfactory achievement, Requirements not met

Presentation is:

Exceptionally eye-catching; outstandingly creative; expresses excellent evidence of topic; factually accurate; shows maturity and great insight

Eye-catching; creative; good clear evidence of topic; factually correct knowledge; shows some maturity and insight

Attractive; fairly creative; some reasonable ideas and evidence of topic; mostly correct knowledge; shows partial maturity and insight

Merely presentable; little creative; some evidence of topic; merely adequate presentation of knowledge; shows little maturity and insight

Visually unappealing; no clear ideas; little factual knowledge presented; no evidence of insight or maturity

Slapdash presentation; no clear ideas expressed; inaccurate knowledge; no insight or evidence of care or thoughtfulness

Activity misunderstood or incomplete

16

RUBRIC 3: Geography/ History: Visual data interpretation (map; graph; flow chart; labelled diagram) Activity: Name: Date: Grade: Level 7







Level 1 Unsatisfactory achievement Requirements not met

Follow instructions

Understand the meaning of symbols, signs and other conventions

Describe the information shown in words and sentences

Interpret and analyse the visual information

Make comparisons using the data

Offer explanations for the information shown in the visual data

senior phase – grade 8 today planning pack social sciences...

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