Uploaded by DUMISANE MOSES Hadebe

today-grade-8-social-sciences-planning-pack

advertisement
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
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
1
3-4
LO1
Geographical
enquiry
LO2
Geographical
knowledge and
understanding
LO3 Exploring
issues
LO1 Historical
Enquiry
2: Settlement
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
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
Informal and
formal
assessment
1 -2
7-10
LO1
Geographical
enquiry
LO3 Exploring
issues
LO1 Historical
Enquiry
4: Patterns of social inequality in
South Africa
Informal and
formal
assessment
2
11 -12
LO1
Geographical
enquiry
LO3 Exploring
issues
LO1 Historical
Enquiry
5: Natural resources
Informal and
formal
assessment
2
13-16
Revision and examination cycle
2
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
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
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Internet and library
resources
Atlases
Sloping, waterproof
surface
Cotton wool
3
17-18
3
19-22
3
23-24
4
25-26
4
27-28
4
29-32
LO1
Geographical
enquiry
LO1 Historical
Enquiry
LO 2 Historical
Knowledge and
Understanding
LO 3 Historical
Interpretation
LO1 Historical
Enquiry
LO 2 Historical
Knowledge and
Understanding
LO 3 Historical
Interpretation
6: The French Revolution
Informal and
formal
assessment
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Internet and library access
A3 sheets
Koki pens
Scissors, glue
Magazines
7: Industrialisation
Informal and
formal
assessment
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Informal and
formal
assessment
Sources on local
community
A3 paper for posters,
Coloured pens
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
8: Resisting British control
LO1
Geographical
enquiry
LO1 Historical
Enquiry
LO 2 Historical
Knowledge and
Understanding
LO 3 Historical
Interpretation
9: The experience of colonialism
LO1
Geographical
enquiry
LO1 Historical
Enquiry
LO 2 Historical
Knowledge and
Understanding
LO 3 Historical
Interpretation
10: The First World War
LO1 Historical
Enquiry
LO 2 Historical
Knowledge and
Understanding
LO 3 Historical
Interpretation
Revision and examination cycle
Informal and
formal
assessment
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Atlas
Wall map of Africa
Informal and
formal
assessment
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
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.
3
LESSON PLANS – Grade 8
Chapter 1: Mapwork
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome Assessment Standards
G: LO1:
Geographical
enquiry
Grade: 8
Weeks: 1-2
Integration
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
Social Sciences Today
Lesson 1: How to read maps
Activity 1: Getting information from maps and
Grade 8 Learner’s Book
and photographs LB p2
photographs using an atlas and index TG p2
and Teacher’s Guide
Lesson 2: Using map symbols Activity 2: Use map symbols based on photos TG p4
LB p3
Lesson 3: Reading a
Activity 3: Starting to use a topographic map; use map Topographic map of
school area (optional)
topographic map LB p5
conventions to interpret a map TG p5
Atlases
Lesson 4: Identifying features
Activity 4 and 5: Hunt the symbol; identify map
Wall maps
on maps and photographs
symbols TG p6 and p8
Pieces of paper
LB p7
Lesson 5: Measuring
Activity 6: Measuring distance on a map using a paper Pair of dividers
Rulers or measuring
distances on maps LB p13
strip method TG p9
tapes
Lesson 6: Orthophoto maps
Activity 7: Observations using an orthophoto map
LB p16
TG p11
Lesson 7: Assessment LB p18 Assessment activity TG p12
Assessment:
Reinforcement:
Identify map symbols on various maps
Type of assessment:
Formal assessment for Lessons 2, 4, 6 and 7
Expanded opportunities:
Informal assessment: all other activities can be used for informal
Look at orthophoto map and work with
assessment
contours
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
Teacher reflection:
4
LESSON PLANS – Grade 8
Chapter 2: Settlement: where people live
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome Assessment Standards
G: LO1:
Geographical
enquiry
G: LO2:
Geographical
knowledge and
understanding
G: LO3: Exploring
issues
H: LO1: Historical
enquiry
Grade: 8
Weeks: 3-4
Integration
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
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
Languages
LO4, 5
Life Orientation
LO1, 2, 5
Mathematics
LO2, 5
Economic and
Management Sciences
LO1, 2
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
Continues to identify and select
Interprets graphical and statistical sources
Communicates knowledge and understanding
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
Social Sciences Today
Lesson 1: Who lives where?
Activity 1: Looking at settlements; complete a table
Grade 8 Learner’s Book
LB p21
TG p16
and Teacher’s Guide
Activity 2: Finding out about urban and rural living,
using resources TG 17
Dictionaries
Activity 3: Finding out about the world’s biggest cities
Internet access
TG p18
Newspapers
Lesson 2: Functions of cities:
Activity 4: Identify urban activities TG p19
Magazine articles
What do cities offer? LB p24
Telephone directory
Lesson 3: Settlement patterns Activity 5: Compare dispersed and nucleated rural
LB p26
Lesson 4: Rural depopulation
LB p28
Lesson 5: Urban settlement
patterns LB p30
Lesson 6: Urban settlement
location patterns in South
Africa LB p31
Lesson 7: Internal city
structures LB p34
Lesson 8: Changes in urban
settlements LB p36
Lesson 9: How colonialism
and apartheid affected
settlements LB p36
Lesson 10: What is
globalisation and how does it
affect settlements? LB p39
Lesson 7:
Assessment LB p40
Assessment:
Type of assessment:
settlements TG p19
Discuss in your groups the reason rural people are
moving to the cities
Activity 6: Help Gugu! Identify functions of urban
settlements TG p20
Activity 7: Understanding the factors affecting
settlement and complete a table TG p21
Activity 8: Understanding land use zones; give correct
definitions and examples TG p21
Discuss in your group the way urban townships are
growing so fast.
Activity 9: Understanding South Africa’s settlement
patterns; interpret a timeline TG p22
Activity 10: Looking at how globalisation affects you;
discuss branding and globalisation TG p22
Assessment activity TG p23
Reinforcement:
Think of brand names
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
Teacher reflection:
5
Expanded opportunities:
Imagine the impact of the population
increase on a region
LESSON PLANS – Grade 8
Chapter 3: Transport
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome
Assessment Standards
G: LO1: Geographical
enquiry
G: LO2: Geographical
knowledge and
understanding
G: LO3: Exploring
issues
H: LO1: Historical
enquiry
Grade: 8
Weeks: 5-6
Integration
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
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
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
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
Social Sciences Today
Lesson 1: Transport in the
Activity 1: Different kinds of transport networks TG p27
Grade 8 Learner’s Book
past LB p44
and Teacher’s Guide
Lesson 2: Transport gives
Activity 2: Do a survey of different types of transport
access to places and
TG p27
Shopping items in
opportunities LB p46
Activity 3: Draw graphs and discuss transport in
original packaging
different communities TG p28
Wall maps of the world
Activity 4: How did your place begin; collect and
and Africa
present research TG p29
Newspapers/articles
Activity 5: Ring roads and bypasses TG p30
Library
Lesson 3: Transport routes
Activity 6: Do a traffic survey TG p30
Internet
in your area LB p52
Activity 7: Making presentations; interpret bar graphs
Clipboard
TG p31
Observation sheet
Lesson 4: The effect of
Activity 8: Investigate local trade TG p32
Pens
transport on trade LB p54
Activity 9: Interpret data on South Africa’s trading
partners TG p32
Lesson 5: Some problems
Activity 10: Identify the issues and answer questions on
with transport LB p55
photos TG p32
Activity 11: Discuss issues of trucking routes and HIV
TG p33
Lesson 7: Assessment
Assessment activity TG p33
LB p57
Reinforcement:
Assessment:
Source pictures of types of transport
Type of assessment:
Formal assessment for Lessons 2, 3, 5 and 7
Expanded opportunities:
Discuss the taxi industry and the pros
Informal assessment: all other activities can be used for informal
and cons of taxis
assessment
Form of assessment:
Rubric 1 for Lessons 2 and 5; rubric 2 for Lessons 2 and 3; memo (TG
p33) for Lesson 7
Teacher reflection:
6
LESSON PLANS – Grade 8
Chapter 4: Patterns of social inequalities in South Africa
Learning Areas: Social Sciences
Duration: 12 hours
Learning Outcome
Assessment Standards
G: LO1: Geographical
enquiry
G: LO3: Exploring
issues
H: LO1: Historical
enquiry
Grade: 8
Weeks: 7-10
Integration
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
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
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
Activity 1: Using sources to understand inequalities;
Social Sciences Today
inequalities? LB p60
express opinions on a table TG p37
Grade 8 Learner’s Book
and Teacher’s Guide
Lesson 2: The status of
Activity 2: Gender equality; use data to get
women LB p61
information TG p38
Tape recorders or video
Lesson 3: Exploitation of
Activity 3: Interview a worker to find information about
recorders
labour LB p65
working conditions TG p41
Formal letter template
Activity 4: Wage exploitation; discuss issues and
Slips of paper
write a letter TG p42
Newspapers –
Activity 5: Structure and argue a point of view TG p43
Lesson 4: Access to services
Activity 6: Investigating basic services in South Africa: classified section
and resources LB p69
Discuss the lack of basic services TG p43
Activity 7: Investigating the housing shortage in South
Africa: make decisions about housing TG p44
Assessment activity TG p45
Lesson 5:
Assessment LB p71
Assessment:
Reinforcement:
Learners role-play the situation of farm
Type of assessment:
Formal assessment for Lessons 2, 3, 6 and 7
workers
Informal assessment: all other activities can be used for informal
assessment
Expanded opportunities:
Learners investigate the roles of males
Form of assessment:
Rubric 2 for Lesson 3; rubric 3 for Lesson 4; memo (TG p45) for Lesson 5 and females in different contexts
Teacher reflection:
7
LESSON PLANS – Grade 8
Chapter 5: Natural resources
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome Assessment Standards
G: LO1:
Geographical
enquiry
G: LO3: Exploring
issues
H: LO1: Historical
enquiry
Grade: 8
Weeks: 11-12
Integration
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
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
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
Social Sciences Today
Lesson 1: Conserving natural
Activity 1: Identify natural resources TG p47
Grade 8 Learner’s Book
resources LB p74
and Teacher’s Guide
Lesson 2: Marine resources at Activity 2: Understanding how people and nature are
risk LB p76
connected by using facts to get information TG p48
Internet and library
Activity 3: Interpret a graph about fisheries in the
resources
northern hemisphere TG p49
Activity 4: Learning from the Kosi Bay story; discuss a Atlases
A sloping, waterproof
case study TG p50
surface
Lesson 3: The importance of
Activity 5: Reclaiming wetlands; make a model of a
Cotton wool
soil, water, air and forests
wetland TG p50
LB p78
Lesson 4: Conservation areas Activity 6: Finding out about protected areas TG p51
LB p80
Activity 7: Look at different views about protected
areas TG p51
Activity 8: Making the right choices TG p51
Lesson 5: Endangered
Activity 9: Find out more about endangered animals
species LB p84
TG p52
Lesson 6: What you can do
Activity 10: Identify ways of conserving natural
LB p86
resources TG p53
Activity 11: Research and discuss forming action
groups TG p53
Assessment activity TG p54
Lesson 7:
Assessment LB p88
Reinforcement:
Assessment:
Discuss extinction
Type of assessment:
Formal assessment for Lessons 2, 3 and 7
Informal assessment: all other activities can be used for informal
Expanded opportunities:
Debate different views about
assessment
conservation issues
Form of assessment:
Rubric 3 for Lesson 2, rubric 2 for Lesson 3; memo (TG p54) for Lesson 7
Teacher reflection:
8
LESSON PLANS – Grade 8
Chapter 6: The French Revolution
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome Assessment Standards
H: LO1: Historical
enquiry
H: LO2: Historical
Knowledge and
Understanding
H: LO3: Historical
Interpretation
Grade: 8
Weeks: 17-18
Integration
Evaluates the sources used
Interprets graphical and statistical sources
Presents an original idea as part of an answer to questions
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
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
Observes and records information in the field
Presents an original idea as part of an answer to the questions
Mathematics
LO5
Languages
LO2, 3, 4, 5
Life Orientation
LO2
Economic and
Management Sciences
LO1
G: LO1:
Geographical
enquiry
Content/ Knowledge:
Changing worlds:
• The French Revolution
Learning activities
Lesson 1: Revolutions LB p90
Lesson 2: French life in the
1700s LB p91
Lesson 3: French society
LB p92
Lesson 4: The French
revolution LB p95
Lesson 5: The Revolution
continues LB p97
Teaching methods/approach
Activity 1: Understanding revolutions and reactions
today; read text; encourage discussion TG p56
Activity 2: Investigate sources to answer questions
TG p57
Activity 3: Interpret cartoons about the First and
Second Estates TG p58
Activity 4: Understanding the Third Estate TG p58
Activity 5: Understanding the causes of the revolution;
write a letter TG p59
Activity 6: Interpret newspaper articles about Bastille
Day TG p60
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
Assessment activity TG p64
Lesson 6:
Assessment LB p101
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
Teacher reflection:
9
Resources
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Internet and library
access
A3 sheets
Koki pens
Scissors
Glue
Magazines
Reinforcement:
Draw cartoons
Expanded opportunities:
Role play philosophical debates and
ideas
LESSON PLANS – Grade 8
Chapter 7: Industrialisation
Learning Areas: Social Sciences
Duration: 12 hours
Learning Outcome
Assessment Standards
H: LO1: Historical
enquiry
H: LO2: Historical
Knowledge and
Understanding
H: LO3: Historical
Interpretation
Grade: 8
Weeks: 19-22
Integration
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
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
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
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
Lesson 1: The Industrial
Activity 1: Discuss life before the Industrial Revolution
Revolution LB p104
TG p66
Activity 2: Understand peaceful revolution TG p67
Activity 3: Discuss how goods are produced TG p68
Lesson 2: The growth of
Activity 4: Understanding the effects of new inventions
industry LB p106
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
Activity 7: Research historical sources about industry in
housing LB p109
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
Activity 10: Using sources to look at child labour
LB p110
TG p71
Activity 11: Imagining what it was like TG p71
Activity 12: Discuss child labour TG p72
Lesson 5: Workers get
Activity 13: Interpret sources TG p72
organised LB p112
Activity 14: Understand what causes poverty; write a
short story TG p74
Lesson 6: The
Activity 15: Understand capitalism; discuss a cartoon
industrialisation of South
TG p73
Africa LB p114
Lesson 7: Changes in how
Activity 16: Conduct an interview to understand the
people lived LB p116
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
Activity 19: Describe opinions and attitudes TG p76
racially divided economy
Activity 20: Discuss the causes TG p76
TG 119
10
Languages
LO2, 3, 4, 5
Life Orientation
LO1, 2
Economic and
Management Sciences
LO1, 2
Resources
Social Sciences Today
Grade 8 Learner’s Book
and Teacher’s Guide
Sources on local
community
A3 paper for posters
Coloured pens
Lesson 9: Industrial
Activity 21: Listening to points of view; have a debate
developments after gold
TG p77
TG 122
Assessment activity TG p77
Lesson 10:
Assessment LB p125
Assessment:
Reinforcement:
Role play a day in your life without
Type of assessment:
Formal assessment for Lessons 2, 6, 7, 8 and 10
machines
Informal assessment: all other activities can be used for informal
Think of modern inventions
assessment
Expanded opportunities:
Imagining life before the industrial
Form of assessment:
Rubric 3 for Lessons 2, 6; rubric 1 for Lessons 7, 8; memo (TG p77) for revolution
Lesson 10
Interview older members of community
Teacher reflection:
11
LESSON PLANS – Grade 8
Chapter 8: Resisting British control
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome
Assessment Standards
H: LO1: Historical
enquiry
H: LO2: Historical
Knowledge and
Understanding
H: LO3: Historical
Interpretation
G: LO1: Geographical
enquiry
Grade: 8
Weeks: 23 – 24
Integration
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
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
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
Social Sciences
Activity 1: Looking at KwaZulu-Natal TG p80
LB p128
Today Grade 8
Activity 2: Using pictures as sources; develop visual
Learner’s Book and
literacy skills TG p81
Teacher’s Guide
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
Activity 5: Use map work skills TG p82
War LB p130
Activity 6: Understand the South African War (1); give
opinions and justification TG p83
Lesson 3: War is declared
Activity 7: Understand the South African War (2) TG p83
LB p133
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 Activity 11: Compare sources and stories TG p85
policy and concentration
camps LB p137
Lesson 5: Black people in the
Activity 12: Thinking about how history is written TG p86
war LB p139
Activity 13: Discuss reasons for black people’s role in the
war TG p86
Lesson 6: Conclusion: The
Activity 14: Debate sides in a formal debate TG p86
end of the war LB p140
Lesson 7: Assessment
Assessment activity TG p87
LB p142
Assessment:
Reinforcement:
Look at pictures of KwaZulu Natal and discuss
Type of assessment:
Formal assessment for Lessons 1, 4 and 7
how it has changed
Informal assessment: all other activities can be used for informal
Expanded opportunities:
assessment
Write 1 page essay based on Activity 4
Form of assessment:
Rubric 3 for Lesson 1, 4; memo (TG p87) for Lesson 7
Teacher reflection:
12
LESSON PLANS – Grade 8
Chapter 9: The experience of colonialism
Learning Areas: Social Sciences
Duration: 6 hours
Learning Outcome
Assessment Standards
H: LO1: Historical
enquiry
H: LO2: Historical
Knowledge and
Understanding
H: LO3: Historical
Interpretation
G: LO1: Geographical
enquiry
Grade: 8
Weeks: 25-26
Integration
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
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
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
Languages
LO2, 3, 4, 5
Life Orientation
LO2
Economic and
Management Sciences
LO1
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
Social Sciences Today
Lesson 1: Colonialism
Activity 1: Understanding what colonisation means
Grade 8 Learner’s Book
LB p144
TG p89
and Teacher’s Guide
Lesson 2: The link between
Activity 2: Understand economic forces; how colonists
the Industrial Revolution and
made money TG p90
Atlas
colonialism LB p146
Activity 3: Write a paragraph about the past TG p90
Wall map of Africa
Lesson 3: The Scramble for
Activity 4: Dividing Africa up TG p91
Africa LB p148
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
Activity 7: Write and role-play a dialogue TG p93
study LB p151
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
Activity 12: How do we judge colonialism? Discuss
Africa LB p154
different views TG p96
Assessment activity TG p96
Lesson 6:
Assessment LB p156
Assessment:
Reinforcement:
Revise the structure of a paragraph
Type of assessment:
Formal assessment for Lessons 4 and 6
including a topic sentence
Informal assessment: all other activities can be used for informal
Look at issues behind name changes
assessment
Research place names and family
names
Form of assessment:
Rubric 2 for Lesson 4; memo (TG p96) for Lesson 6
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
Duration: 6 hours
Learning Outcome
Assessment Standards
H: LO1: Historical
enquiry
H: LO2: Historical
Knowledge and
Understanding
H: LO3: Historical
Interpretation
G: LO1: Geographical
enquiry
Grade: 8
Weeks: 27 – 28
Integration
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
Languages
LO2, 3, 4, 5
Life Orientation
LO2
Economic and
Management Sciences
LO1
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
Social Sciences
Lesson 1: What was the
Activity 1: Reading maps and a cartoon; answer questions
Today Grade 8
world like in 1914? LB p160
based on sources TG p99
Learner’s Book and
Lesson 2: What happened
Activity 2, Activity 3: War and peace; role-play opinions
Teacher’s Guide
at Sarajevo? p162
TG p100
Activity 4: True or false; test your knowledge TG p100
Atlas
Activity 5: Reading with a purpose; examine the evidence
Template for
TG p101
informal letter
Lesson 3: Britain enters the
Activity 6: Predicting the future TG p101
Large sheets of
war LB p164
Activity 7: Communicating; write a letter TG p102
paper
Activity 8: Use sources to interpret images TG p102
Glue, scissors
Lesson 4: The world at war
Activity 9: Discuss early sentiments about the war TG p103
Materials for
LB p166
Activity 10: Examine propaganda TG p104
making posters
Lesson 5: Life in the
Activity 11: Understanding a modern source TG p104
trenches LB p167
Activity 12: News from the trenches; write a letter TG p105
Lesson 6: Taking to the
Activity 13: The effects of industrialisation; present a written
seas and the air LB p171
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
Activity 16: Women during the war; Understand changing
war LB p172
attitudes using sources TG p107
Lesson 8: The war in brief
Activity 17: What happened, when and where; complete a
1914 -1918 LB p174
time-line TG p108
Lesson 9: The beginning of
group discussion
the end LB p175
Lesson 10: The effect of
Activity 18: Propaganda poster for South Africans; promote
World War 1 on SA LB p176 an idea on a poster TG p108
Lesson 11: Assessment
Assessment activity TG p109
LB p177
Reinforcement:
Assessment:
Draw a trench
Type of assessment:
Formal assessment for Lessons 2, 3, 6, 8, 9, 11
Expanded opportunities:
Make a recruitment poster
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
Teacher reflection:
14
RUBRIC 1: Geography/ History written work
Activity:
Date:
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
Name:
Grade:
Level 5
Level 4
A good
A fair
achievement achievement
meeting most meeting an
of the
adequate
requirements 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:
Date:
Presentation
is:
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
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
Name:
Grade:
Level 5
Level 4
A good
A fair
achievement achievement
meeting
meeting an
most of the
adequate
requirements portion of
the
requirements
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
15
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
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
RUBRIC 3: Geography/ History: Visual data interpretation (map; graph; flow chart;
labelled diagram)
Activity:
Date:
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
Name:
Grade:
Level 5
Level 4
A good
A fair
achievement achievement
meeting
meeting an
most of the
adequate
requirements portion of
the
requirements
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
16
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
Download
Random flashcards
Radioactivity

30 Cards

Nomads

17 Cards

African nomads

18 Cards

Create flashcards