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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 4
A member of the FUTURELEARN group
Social Sciences Facilitator’s guide: History
2004-E-SOS-FG01
Í4$È-E-SOS-FG01#Î
Grade 4
CAPS aligned
S Grimsley E van Emmenes
G04 ~ Social Sciences: History
Contents
Lesson elements.......................................................................................................................................... 6 Timetable and time management......................................................................................................... 7 Assessment requirements.......................................................................................................................8 Study tips and methods............................................................................................................................ 9 Other useful information......................................................................................................................... 9 Preface......................................................................................................................................................... 10 Year plan......................................................................................................................................................11 Unit 1: Local history.................................................................................................................................13 Lesson 1: What is happening in your local area today?............................................................................... 13 Lesson 2: Photos tell stories.....................................................................................................................................14 Activity 1..................................................................................................................................................................... 14
Lesson 3: What can we learn from written sources?....................................................................................14
Activity 2..................................................................................................................................................................... 15
Lesson 4: Interviews with people.......................................................................................................................... 15 Activity 3..................................................................................................................................................................... 15
Lesson 5: Objects are pieces of history................................................................................................................ 15 Unit 2: The history of a local area.......................................................................................................16
Lesson 6: Photo stories.............................................................................................................................................. 17 Activity 4......................................................................................................................................................................17
Lesson 7: Information from written sources.................................................................................................... 17 Activity 5......................................................................................................................................................................17
Lesson 8: People tell stories and share experiences......................................................................................18 Activity 6.....................................................................................................................................................................18
Lesson 9: A piece of history in your hands........................................................................................................18 Activity 7..................................................................................................................................................................... 18
Unit 3: What makes a great leader?....................................................................................................19 Lesson 10: Qualities of good leaders....................................................................................................................19 Lesson 11: Choose a leader......................................................................................................................................20
Activity 8..................................................................................................................................................................... 20
Lesson 12: A good leader ‌......................................................................................................................................20 Š Impaq
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Facilitator’s Guide
Lesson 13: Nelson Mandela......................................................................................................................................20 Activity 9..................................................................................................................................................................... 20
Lesson 14: Mahatma Gandhi.................................................................................................................................... 21 Activity 10...................................................................................................................................................................21
Lesson 15: Leaders are not always popular...................................................................................................... 21 Unit 4: Transport over time: Land and road transport................................................................23
Lesson 16: Animals’ contributions towards transport................................................................................. 23 Lesson 17: Carts, wagons and carriages.............................................................................................................24 Lesson 18: Bicycles......................................................................................................................................................24 Lesson 19: Steam engines and trains...................................................................................................................24
Lesson 20: Cars.............................................................................................................................................................. 25 Lesson 21: General transportation of people and goods............................................................................. 25 Lesson 22: Case study: Damage to the environment..................................................................................... 26
Activity 11.................................................................................................................................................................. 26 Revision exercise.................................................................................................................................................... 26
Unit 5: Transport over time: Water and ship transport.............................................................. 28
Lesson 23: Rafts, canoes and reed boats............................................................................................................28
Lesson 24: The first sailing vessels.......................................................................................................................29 Lesson 25: The first steamships.............................................................................................................................29 Lesson 26: Modern water transport.....................................................................................................................29 Revision exercise....................................................................................................................................................30
Unit 6: Transport over time: Air transport and aviation.............................................................32 Lesson 27: Hot-air balloons and airships...........................................................................................................32
Lesson 28: The Wright brothers and the first aeroplane............................................................................ 33 Lesson 29: Modern aviation.....................................................................................................................................33 Revision exercise.................................................................................................................................................... 33
Unit 7: The oldest forms of human communication.....................................................................35
Lesson 30: Language, symbols, songs, art and dance................................................................................... 35 Lesson 31: How the San communicate................................................................................................................ 36
Revision exercise.................................................................................................................................................... 37
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G04 ~ Social Sciences: History
Unit 8: How do we communicate today?.......................................................................................... 38
Lesson 32: Postal system...........................................................................................................................................39 Lesson 33: Radio...........................................................................................................................................................39 Lesson 34: Typewriter................................................................................................................................................39 Lesson 35: Telegraph..................................................................................................................................................39
Lesson 36: Telephone.................................................................................................................................................. 41
Lesson 37: Camera....................................................................................................................................................... 41 Lesson 38: Television.................................................................................................................................................. 41 Lesson 39: Computer.................................................................................................................................................. 41 Lesson 40: The internet............................................................................................................................................. 42 Lesson 41: Cellphone.................................................................................................................................................. 42 Revision exercise.................................................................................................................................................... 42
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Facilitator’s Guide
Learning objectives What learners should
know at the end of the
lesson according to CAPS requirements.
Lesson elements
Important terminology
Tips
New terminology to assist
Any information other
with the understanding of the subject as part of the lesson.
than the content, to guide learners through the learning process.
Activity Define Definitions of concepts to understand the content.
Questions to complete to
test learners’ knowledge of the completed lesson.
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
Core content
Study/Revision
Emphasise the core of
Time spent studying the
the content; in-depth
explanation of a specific section of the lesson;
learners must understand
content at the end of the
unit and to prepare for a test or examination.
exercises. For Learners with Special Educational Needs
(LSEN): Explain the need to complete the basic questions to achieve a pass mark.
this content.
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G04 ~ Social Sciences: History
Timetable and time management
According to CAPS policy, three hours per week must be allocated to Social Sciences. Therefore, 30 hours are allocated during a 10-week term. The time allocation is then 15 hours per
10-week term for History and 15 hours per 10-week term for Geography.
This means that learners have to devote 1½ hours per week to History, but you will find that some assignments may be completed faster than others.
Lessons are set out as follows:
Term 1: Nine lessons and some have activities – in a term of 10 weeks learners will have one
History lesson per week while you also have to spend half an hour working on the History project (this project can be found in the portfolio book).
Term 2: Five lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week.
Term 3: There are 14 lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week and in any four weeks, two lessons during that week.
Term 4: There are 12 lessons and some have activities – in a term of 10 weeks learners will
have one History lesson per week and in any two weeks, two lessons during that week. But
since Term 4 is very short, it will help a lot if learners could complete two to three lessons per
week or, if possible, start with some of the lessons of Term 4 in Term 3.
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Facilitator’s Guide
Assessment requirements
Below is the recommended assessment programme: Term 1 Term 2 Term 3 Term 4
History Geography History Geography History Geography History Geography
Project Assignment Assignment + June examination Assignment + June examination Term 3 test Term 3 test November examination November examination
Continuous assessment 75%
November examination 25%
The project is clearly explained in the portfolio book. Assignments can include the following:
●●
Provide short answers to the questions
●●
Write paragraphs
●●
Listen and record
●● ●● ●●
Identify similarities and differences
Write down observations
●●
Find and/or work with sources
Read and summarise
●●
Complete question-and-answer sheets
●●
effects
●●
Answer questions (shorter and longer
●●
Make connections between causes and
Do research and write a short report
●● ●●
●●
answers)
Pose questions
Make drawings and add captions
Match, sort, list, describe and compare texts, graphs, maps, photos, pictures
●● ●● ●●
Read, complete and/or draw maps Process data
Compare cross-references and information
●●
Provide an explanation
●●
Interpret photos and write captions
●● ●●
Identify and discuss issues
Make a model, poster or graph
Codes and percentages for recording and reporting
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Code 7 6 5 4 3 2 1
Description of competence/ability Outstanding achievement Meritorious achievement Substantial achievement Adequate achievement Average achievement Basic achievement Not achieved
Percentage 80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 0 – 29
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G04 ~ Social Sciences: History
Study tips and methods
History is like a story and should be studied in the same way. After every lesson/unit, ask learners to relate what they have learned in the form of a story.
At the end of some lessons, there is an activity aimed at ensuring that learners understand
the content. It would be good preparation for the exams if you, together with the learners, can
work through these activities and they can ask questions about anything that may still be
unclear. Lessons that do not include an activity at the end have a revision exercise at the end of the unit.
Each activity and revision exercise should be as complete as possible, and the questions should be answered in complete sentences.
Other useful information
History is about gathering and interpreting information. Please assist learners to collect as much additional information as possible and to read some background material before the
start of the lesson. You will notice that there is more or less one lesson scheduled per week, but
the time allocation is 1½ hours per week. There is plenty of time for learners’ own research.
Also try to use the internet where possible. Many organisations and projects provide useful information on their websites.
Learning objectives are guidelines set by the Department of Basic Education to ensure that learners meet certain criteria and gain valuable skills.
A timeline is a useful tool to teach learners the skill of arranging events chronologically. It helps
them to keep track of the flow of history and this becomes vital in the further study of History.
It also makes it easier for them to follow a thread from the beginning until today. Draw up a timeline after each lesson; it’s a good idea to start this as soon as possible.
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Facilitator’s Guide
Preface
This guide is for the facilitator’s use in conjunction with the Study guide.
The answers to some of the activities are provided, however, some do not have specific answers. If this is the case, it will be mentioned under the activity.
Try to, where possible, discuss the content of the lesson with the learners before you start. Talk in general about the topics to test the learners’ knowledge. In the beginning you may have to
ask many leading questions to engage the learners’ interest. Every lesson is preceded by a brief
introduction that serves as a guideline; if possible, expand on it.
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G04 ~ Social Sciences: History
Year plan
Keep the following in mind when planning your year:
●● ●● ●●
Be realistic and flexible
Keep your other subject timetables in mind
Allow for enough time to study for tests and examinations
Term
Unit and lesson
Date started
Date completed
Unit 1: Local history
1
Lesson 1: What is happening in your local area today? Lesson 2: Photos tell stories Lesson 3: What can we learn from written sources? Lesson 4: Interviews with people Lesson 5: Objects are pieces of history Unit 2: The history of a local area
Lesson 6: Photo stories
Lesson 7: Information from written sources
Lesson 8: People tell stories and share experiences Lesson 9: A piece of history in your hands Unit 3: What makes a great leader?
2
Lesson 10: Qualities of good leaders Lesson 11: Choose a leader
Lesson 12: A good leader … Lesson 13: Nelson Mandela
Lesson 14: Mahatma Gandhi
Lesson 15: Leaders are not always popular
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Facilitator’s Guide Unit 4: Transport over time: Land and road transport Lesson 16: Animals’ contributions towards transport Lesson 17: Carts, wagons and carriages Lesson 18: Bicycles
Lesson 19: Steam engines and trains
3
Lesson 20: Cars Lesson 21: General transportation of people and goods Lesson 22: Case study: Damage to the environment
Unit 5: Transport over time: Water and ship transport
Lesson 23: Rafts, canoes and reed boats Lesson 24: The first sailing vessels Lesson 25: The first steamships
Lesson 26: Modern water transport
Unit 6: Transport over time: Air transport and aviation
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: How the San communicate Unit 8: How do we communicate today?
4
Lesson 32: Postal system Lesson 33: Radio
Lesson 34: Typewriter 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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Unit 1
Local history
Learning objectives After completing this unit, learners must be able to do the following: ●● ●● ●● ●●
Research the past and apply it to local history. They 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.
Investigate events from the past.
Introduction In this unit, we will learn how to find and gather information about the past, and then apply these
skills to finding information about the present. The unit focuses on the types of information
that we can obtain from visual sources, written sources and objects.
Activities are included for learners to help them understand what types of information can be obtained from the different sources.
Lesson 1 What is happening in your local area today?
The area where you live usually has some form of local publication, for example the Centurion Rekord. Collect a few of these newspapers and read and discuss some reports. Explain that this is current information about their community.
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Facilitator’s Guide
You could also use a photo album to introduce this topic. Use pictures of the learners’ first birthday or their first visit to the zoo. Always try to use the learners’ existing knowledge and build on that. Learners respond better when you use their own experiences.
Lesson 2 Photos tell stories
Activity 1 Study the photo’s and answer the questions.
1.
2.
a)
b) c)
a)
b)
Sea or ocean (1)
Horses (1)
Clear and sunny; the people are wearing shorts. (1) Yes (1)
The child is using a traditional instrument that is no longer used today.
(1)
[5]
Lesson 3 What can we learn from written sources? We can find a lot of information on road signs, billboards and advertisements. Collect some
magazines and read through them in class. Tell learners to be on the lookout for information
on their way to school, home or an outing to the mall. Ask directed questions, for example what
make of car was advertised or what kind of yoghurt was shown in the advert.
Avoid broad and generalised questions such as ‘What was the advert about?’ If questions are
too vague it may cause the learners to miss crucial details – it’s important that they learn to think analytically and pay attention to detail.
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G04 ~ Social Sciences: History Activity 2 1.
Fence4U (1)
4.
081 999 4016 (1)
2.
3.
Professional swimming pool fences (1) No, the business offers an array of designs and lengths. (1) [4]
Lesson 4 Interviews with people Explain to the learners that an interview is similar to a conversation although the questions are prepared beforehand.
An interview is a technique used to obtain information on a certain topic/matter by asking a
series of directed questions. An interview should be well structured and flow easily. It usually starts with events from the past and leads up to the present, for example from the interviewees
birth to today. Be careful not to get sidetracked with too much detail when doing an interview, stick to your topic and keep in mind that someone is giving you their time, use it wisely. Activity 3 This activity will have its own unique answers. Read through the activity with the learners. Explain what is expected, but let the learners ask the questions. Encourage learners to add additional questions. If time allows, learners can also interview you as the facilitator.
[10]
Lesson 5 Objects are pieces of history Discuss the crest of High School D.F. Malan. If time allows, look at other objects that tell us
about history. Visit websites with the learners and look at more crests and historical artefacts.
Have fun with history!
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Unit 2
The history of a local area
Learning objectives After completing this unit, learners must be able to do the following: ●● ●● ●● ●●
Research the past and apply it to local history. They 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.
Investigate events from the past.
Introduction
In Unit 1 we saw how to go about gathering information. Now learners can put these skills
to good use to find out about the history of a local area. They can use pictures/photos and documents. Other good ideas are to conduct interviews or investigate objects that were found
in that specific area.
Pretoria was chosen as a local area. The photos, documents, interviews and objects are all from people who live in Pretoria or buildings in the city.
Discuss with learners if there are any sources available of their own area and use these sources during this lesson.
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G04 ~ Social Sciences: History
Lesson 6 Photo stories
2
Activity 4 1.
2.
3.
4.
5.
6.
Sir Herbert Baker (1)
2013 (1)
Jacaranda trees (1)
Pretoria: administrative
Cape Town: legislative
Bloemfontein: judicial (5) Gerhard Moerdijk (1)
62 m (1) [10]
Lesson 7 Information from written sources Activity 5 1.
The street names that were changed in Pretoria and the possible name change of Pretoria
3.
27 street names (1)
2.
4.
to Tshwane. (2)
Conrad Beyers (1)
The ANC and the Freedom Front Plus (1)
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Facilitator’s Guide
Lesson 8 People tell stories and share experiences
Activity 6 1.
2.
3.
4.
Jan and Trienie Loubser (1)
Waverley, Pretoria (1)
28 March 1953 (1) Natalie Grobler (1) [4]
Lesson 9 A piece of history in your hands Activity 7 1.
He was the first president of the South African Republic (Transvaal). (1)
3.
27 April (1)
2.
4.
18
It commemorates South Africans who died in all the conflicts that South Africa has been
involved in. (1)
The Voortrekkers of the Great Trek between 1835 and 1854. (1) [4]
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Eenheid Unit 3 1 What makes a great leader?
Learning objectives After completing this unit, learners 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 be
irrelevant to the question while other information may be relevant, but not as important or useful.
Introduction Important leaders, such as Nelson Mandela and Mahatma Gandhi set an example for all people. Both were chosen to lead a country or organisation because they had unique leadership
qualities. We will look at what makes a great leader and more specifically how these two great
men influenced our history.
Lesson 10 Qualities of good leaders
Leaders are never only good or bad. Discuss with learners what qualities make a leader ‘good’ or ‘bad’. Why do we need leaders in the first place? Good leaders can be innovators who inspire
and set an example for others to follow. They show the way by hard work, dedication and a
willingness to make difficult decisions. However, there are also leaders who abuse their power and oppress their people – think about Adolf Hitler. Discuss why we need to have leaders and
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Facilitator’s Guide
Leaders are not necessarily only the famous ones we see on TV and listen to on the radio – there are leaders in your community, school and home. It could be a pastor, a community leader or even the head of your household.
Lesson 11 Choose a leader
Activity 8 1.
2.
3.
4.
Yes, a good leader respects others and listens when others are speaking. (2)
Yes, because he is diligent and clever. (2) No, because Mpho is not actively involved, but her parents are. It does not mean that she
is a good leader if her parents do a lot for the community. (2)
No, it does not mean he is a good leader because he is strong. To fight or be aggressive does not make you a leader.
(2)
[8]
Lesson 12 A good leader … Have a discussion about what you think makes a leader ‘good’, then have a look at the attributes
in the Study guide. When you have identified a few leaders discuss or make a list of what qualities they have that make them successful in your opinion.
Lesson 13 Nelson Mandela
Activity 9 1.
Nelson Rolihlahla Mandela (2)
2.
18 July 1918 (2)
5.
African National Congress (1)
3.
4.
6.
20
Qunu (1)
Johannesburg (1)
For his part in the struggle against apartheid. (1)
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