2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 1: SOCIAL SCIENCES (GEOGRAPHY): Grade 9
Term 1
45 days
Week 1
Week 2
Week 3
Week 4
Content and
concepts Skills
and Values
Skills and
values
(CAPS P.14)
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
Week 6
Week 7
Week 8
Week 9
Week 10
Map skills
(Focus: Topographic and orthophoto
CAPS Topic
Orientation of learners
to Grade 9:
Welcome learners to
Grade 9 Geography/
Social Sciences subject.
Allocate the textbooks
to the learners.
Explain the importance
of taking care of the
textbooks.
Explain the programme
of assessment (formal
and informal).
Discuss the class rules
Introduce the topic:
Map skills (Focus:
Topographic and
orthophoto maps)
Explain what will be
learned in this topic – a
brief outline of the topic.
Week 5
maps)
Map skills (Focus:
Topographic and
orthophoto maps)
Map skills (Focus:
Topographic and
orthophoto maps)
Map skills (Focus:
Topographic and
orthophoto maps)
Map skills (Focus:
Topographic and
orthophoto maps)
Map skills (Focus:
Topographic and
orthophoto maps)
Map skills (Focus:
Topographic and
orthophoto maps)
• Contour lines
-- Concept of contour
lines
-- Steep and gentle
slopes (description of
gradient)
-- River valleys and
spurs
• 1: 10 000 Orthophoto
maps
-- Vertical aerial
photographs (Review
Grade 8)
-- Orthophoto images
made from aerial
photographs
• 1: 10 000 Orthophoto
maps
-- How height is shown
on orthophoto maps
-- Contour lines on
orthophoto maps –
identifying features
• 1: 50 000
Topographic maps
-- Read map symbols to
identify:
o natural features on
topographic maps
o constructed features
on topographic maps
• 1: 50 000
Topographic maps
-- Height clues on
topographic maps
-- Contour patterns
showing river valleys,
hills, mountains, ridges
and spurs
• 1: 50 000
Topographic maps
-- Contour patterns
showing river valleys,
hills, mountains, ridges
and spurs
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
• Atlases
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
• Atlases
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions, such as
writing on their books,
reading from their
books, etc.
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Map skills (Focus:
Topographic and
orthophoto maps)
.
Revision and
consolidation
• 1: 50 000
Topographic maps
-- Scale and measuring
distance on topographic
maps - using line and
ratio scales
-- Co-ordinates to locate
features
Information from
maps and
photographs
-- Interpret information
from topographic and
orthophoto maps and
aerial photographs: **
o describe landscape
o identifies land use
o settlement patterns –
identify shape, size,
location
Local and other
topographic and
orthophoto maps and
aerial photos*
• Satellite images (such
as Google
Earth)
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Formal Assessment
Task: Assessment of
map skills: Test.
Assess and give
feedback to learners.
-Mark allocation: 50
marks
-Set map skills
questions on
topographic and
orthophoto maps
-Discuss map skills
task early in the term
and give feedback
after assessment.
2021 Annual Teaching Plan Template
Term 1
45 days
SBA
(Formal
Assessment)
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Formal Assessment
Task: Assessment of
map skills on Topo
and orthophoto: Test.
Assess and give
feedback to learners.
-Mark allocation: 50
marks
Week 8
Week 9
Week 10
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 2: SOCIAL SCIENCES (GEOGRAPHY): Grade 9
Term 2
51 days
Week 1
Week 2
Week 3
Week 4
Skills and
values
(CAPS P.14)
Resources to
enhance
learning
Informal
Assessment
SBA
(Formal
Assessment)
Week 6
Week 7
Week 8
Week 9
Opportunities for
development
Sustainable
development – including
economic, social and
environmental factors
Opportunities for
development
Sustainable
development – including
economic, social and
environmental factors
Atlases, global
statistics and current
events
Revision and
consolidation
Summative
assessment
Week 10
DEVELOPMENT ISSUES
CAPS Topic
Content and
concepts Skills
and Values
Week 5
(Focus: SA and the World)
Development
Meaning of
development – including
economic, social and
environmental aspects
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Development
Ways of measuring
development
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Development
The Human
Development Index
(HDI) – life expectancy,
education, per capita
GDP
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Factors affecting
development
Reasons for differences
in development
Historical factors such
as colonialism
Trade – imbalances –
unfair trade
Technology and
industrialization
Factors affecting
development
Reasons for differences
in development
Health and welfare
Education
Political stability
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Opportunities for
development
More equitable trading
relationships
Alternative development
– particularly
alternatives to
industrialization
Test: Content and data
50 Marks
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines
YouTube channel videos/ Internet (Google Earth)/
Statistics South Africa – Census in brief
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions.
Formative assessment
Controlled Test:
Term 1 content 35 marks
Term 2 Content 40
75 marks
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions, such as
writing on their books,
reading from their
books, etc.
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
- ask questions and identify
issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical knowledge
to solve problems
- discuss and debate issues
- recognise bias and different
points of view
- develop own ideas based on
new knowledges
- suggest solutions to
problems
- devise and frame questions
School closed
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 3: SOCIAL SCIENCES (GEOGRAPHY): Grade 9
Term 3
52 days
Week 1
Week 2
Week 3
Week 4
Weathering
Weathering
Weathering
Erosion and deposition
Erosion and deposition
Erosion and deposition
Concept of weathering
Physical weathering
Chemical weathering
Biological weathering
Impact of human activities
on weathering
Difference between
weathering, erosion and
deposition
Rivers – features of
erosion and deposition
along a river course
Rivers – features of
erosion and deposition
along a river course
Rivers – features of
erosion and deposition
along a river course
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
- ask questions and
identify issues
Skills and
values
(CAPS P.14)
Resources to
enhance
learning
Informal
Assessment
SBA
(Formal
Assessment)
Week 6
Week 7
Week 8
The impact of people on
soil erosion
The impact of people on
soil erosion
Human contributions to
erosion through
agriculture, construction
and mining.
Case study:
agriculture as a
contributor to erosion
- ask questions and
identify issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- discuss and debate
issues
- recognise bias and
different points of view
- develop own ideas
based on new
knowledges
- suggest solutions to
problems
- devise and frame
questions
- ask questions and
identify issues
- discuss and listen with
interest
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- discuss and debate
issues
- recognise bias and
different points of view
- develop own ideas
based on new
knowledges
- suggest solutions to
problems
- devise and frame
questions
Week 9
Week 10
SURFACE FORCES THAT SHAPE THE EARTH
(PHYSICAL GEOGRAPHY)
CAPS Topic
Content and
concepts Skills
and Values
Week 5
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible,
websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines
YouTube channel videos/ Internet (Google Earth)/
Photographs of a range of landforms/ Topographic maps
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions.
Formal assessment
Test: Term 3 Content
50 Marks
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions, such as
writing on their books,
reading from their
books, etc.
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Revision and
consolidation
Summative
assessment
Test: Content and data
50 Marks
Schools closed
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 4: SOCIAL SCIENCES (GEOGRAPHY): Grade 9
Term 4
47 days
Week 1
Week 2
Week 3
Week 4
Skills and
values
(CAPS P.14)
Resources to
enhance
learning
Informal
Assessment
SBA
(Formal
Assessment)
Week 6
Week 7
Week 8
Week 9
Week 10
RESOURCE USE AND SUSTAINABILITY
(Focus: World)
CAPS Topic
Content and
concepts Skills
and Values
Week 5
Resources use
Resources use
-- Uses of natural
resources – renewable
and non-renewable
-- Effects of unwise use
of resources
o Over-fishing the
oceans
- collect and refer to
information (including
newspapers books and,
where possible, websites
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
- ask questions and
identify issues
Sustainable use of
resources
Sustainable use of
resources
-- Ways resources may
be used sustainably
o Sustainable fishing
-- Role of consumers,
individuals, businesses
and governments – in
choosing more
sustainable resource
use – such as
reducing pressure on
resources, lowering
carbon footprint
- collect and refer to
information (including
newspapers books and,
where possible, websites
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
Food resources
Food resources
-- Concept of food
security – local, regional
and global examples
-- Role of science and
technology in food
production
o Factory farming –
raising livestock at high
density
o Genetic modification
of crops
-- appropriate
technologies and
farming techniques
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
- collect and refer to
information (including
newspapers books and,
where possible, websites
- use geographical
knowledge to solve
problems
- devise and frame
questions
Social Sciences textbooks/ Atlas / Globe/ World map/ Newspapers/ magazines
YouTube channel videos/ Internet (Google Earth)/
Photographs of a range of landforms/ Topographic maps
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions.
Formal assessment
Controlled Test:
Term 3 content: 50
Term 4 content:25
Total marks: 75
Oral assessment –
simple question and
answers.
Learners should be able
to follow simple
instructions, such as
writing on their books,
reading from their
books, etc.
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Homework/ Classwork/
Worksheet.
Informal assessment
should be source-based
Revision and
consolidation
Summative
assessment
Revision and
consolidation
Summative
assessment
Revision and
consolidation
Summative
assessment
Test: Content and data
50 Marks
Schools closed
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 1: SOCIAL SCIENCES (HISTORY): Grade 9
Term 1
45 days
CAPS Topic
Core
Concepts,
Skills and
Values
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
Week 1
Orientation of
learners to Grade 9:
Explain the programme
of assessment (formal
and informal).
Discuss the class rules
Briefly begin with
Grade 8: Term 4 work
World War I (1914 –
1918)
Reasons why WWI
broke out:
Nationalism, industrial
economies, control of
seas, colonisation and
empires
History concepts:
o Time and
chronology
o Cause and effect
Skills:
o Bring together
information from
sources
o Decide about what
is important
information to use
from sources
Maps and atlases
Week 2
Week 3
World War I and South
Africa:
o Battle of Delville Wood
1919
o Sinking of Mendi 1917
End of World War I;
Weimar Republic; Treaty
of Versailles 1919 and
brief summary of German
punishments
Grade 8 Term 4 work
serves as a link and
introduction to World War
II (1919 – 1945)
Hitler and the Nazis
1920s
Week 4
Week 5
The Great Depression of
1929 and effects on
Germany
Nuremberg Laws and
loss of basic rights of
Jewish people 1935
Reasons for public support
for Nazi Party and the 1932
and 1933 elections
Persecution of political
opponents; Jehovah’s
Witnesses; Roma
(gypsies);
homosexuals; Slavs;
black people; disabled
People
Enabling Act 1933 and
dictatorship (including
concentration camps for
opponents)
Week 6
World War II: Europe
Nazi’s aggressive,
expansionist foreign policy
for lebensraum (very briefly)
Outbreak of World War II:
Axis vs. Allies
Nazi Germany as an
example of a fascist
state (compared with
democracy)
Historical concepts
Historical concepts
Historical concepts
Historical concepts
Historical concepts
o Cause and effect
o Cause and effect
o Cause and effect
o Multi-perspective
o Cause and effect
o Time and chronology
o Multi-perspective
o Time and chronology
approach
o Multi-perspective
o Change and continuity
approach
o Multi-perspective
Skills:
approach
Skills:
Skills:
approach
o Bring together
Skills:
o Bring together information o Bring together
Skills:
information from
o Bring together information
from sources
information from
o Bring together
sources
from sources
o Decide about what is
sources
information from sources o Investigate where
o Investigate where
important information to
o Decide about what
o Decide about what
information came
information came from
use from sources
information to use from
information to use from
from (check whether o Contrast information from
(important or useful and
sources (important or
sources
information is
sources
trusted or reliable)
useful and trusted or
o Contrast information
accurate)
o Investigate where
o Arrange events
reliable)
from sources (compare o Give reasons why
information came from
chronologically (timeline) o Give reasons why
two or more different
historians, writers,
(check whether
o Write paragraphs (topic
historians, writers, etc.
points of view)
etc. come to differing
information is accurate)
sentence, supporting
come to differing
o Write paragraphs and
conclusions
o Write paragraphs (topic
sentences and evidence;
conclusions
essay (introduction,
o Discuss or debate
sentence, supporting
and concluding sentence/ o Discuss or debate and
relevant information,
and develop points
sentences and evidence;
statement)
develop points of view
logical, coherent and
of view and provide
and concluding sentence/
and provide evidence
chronological way ;and
evidence from
statement)
from sources
conclusion)
sources
Maps and atlases
Maps and atlases
Maps and atlases
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube: pictures,
cartoons, extracts, videos,
documentaries
Learners:
o Respond to oral
questions –
cognitive levels
Classwork/ homework
Learners:
o Answer source- based
questions – cognitive
levels (Written)
o Draw a timeline of
events (1914 -1919)
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and debate…
Sources from websites
including YouTube:
pictures, cartoons, extracts,
videos, documentaries
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions –
cognitive levels
o Discuss and
debate…
Week 7
Extermination camps and
genocide, the Holocaust,
and the ‘Final Solution’
Examples of resistance to
Nazism in Germany:
Warsaw Ghetto Uprising
Week 8
Extermination camps
and genocide, the
Holocaust, and the
‘Final Solution’
Week 9
Revision and
Consolidation
Week 10
Formal
Assessment
Test: 50 Marks:
Examples of resistance
to Nazism in Germany:
Warsaw Ghetto
Uprising
World War II:
The Causes and
outbreak (1919 –
1945)
End of World War II in
Europe
 Sourcebased
questions
 Paragraph
writing
 Essay writing
worth 10
Marks.
Historical concepts
Historical concepts
Multi-perspective
o Cause and effect
approach
o Multi-perspective
Cause and effect
approach
Skills:
o Time and chronology
o Bring together
o Change and
information from
continuity
sources
Skills:
o Decide about what
o Bring together
information to use from
information from
sources (important or
sources
useful and trusted or
o Contrast information
reliable)
from sources
o Contrast information
o Give reasons why
from sources
historians, writers,
o Write paragraphs and
etc. come to differing
essay (…)
conclusions
o Arrange events
chronologically
(Timeline of events:
1919 - 1945)
Maps and atlases
Maps and atlases
Sources from websites
including YouTube: pictures,
cartoons, extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
questions (written)
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
Classwork/ homework
Learners:
o Answer sourcebased questions –
cognitive levels
(Written)
Assess ALL
Skills taught
thus far.
2021 Annual Teaching Plan Template
Term 1
45 days
Week 1
Week 2
o Write paragraphs
Week 3
Week 4
o Answer paragraphs and
essay questions
(written)
Week 5
Week 6
Week 7
o Answer paragraphs
and essay questions
(written)
Week 8
o Draw a timeline of
events (1919 – 1945)
Week 9
Week 10
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 2: SOCIAL SCIENCES (HISTORY): Grade 9
Term 2
51 days
Week 1
World War II in the
Pacific
CAPS Topic
Core
Concepts,
Skills and
Values
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
Week 2
Week 3
Week 4
Week 5
Increasing tension
between the Allies after
the end of World War II
in Europe
Increasing tension
between the Allies after
the end of World War II
in Europe (cont.)
End of World War II in
the Pacific: Atomic
bombs and the
beginning of the Nuclear
Age
o When, where, why
and how did World
War II come to an
end?
End of World War II in
the Pacific: Atomic
bombs and the
beginning of the Nuclear
Age
o Why did the USA
drop the bombs?
o Was it justified?
America in the War vs.
Japan: Pearl Harbour
o Japanese Americans
USSR (communism) vs. USSR (communism) vs.
forcibly moved into
USA and West
USA and West
internment camps in
(capitalism)
(capitalism)
USA
o Japanese prisoner-ofwar camps for Allied
soldiers
History concepts:
Historical concepts
Historical concepts
o Cause and effect
o Cause and effect
o Cause and effect
o Multi-perspective
o Multi-perspective
o Multi-perspective
approach
approach
approach
Skills:
o Change and
Skills:
o Bring together
continuity
o Bring together
information from
Skills:
information from
sources
o Bring together
sources
o Decide about what is
information from
o Decide about what
important information
sources
information to use
to use from sources
o Decide about what is
from sources
o Contrast information
important information
(important or useful
from sources
to use from sources
and trusted or
(compare two or
(important or useful
reliable)
more different points
and trusted or
o Contrast information
of view)
reliable)
from sources
o Write paragraphs
o Give reasons why
(compare two or
(topic sentence,
historians, writers,
more different points
supporting sentences
etc. come to differing
of view)
and evidence; and
conclusions
o Write paragraphs
concluding sentence/ o Discuss or debate
(topic sentence,
statement)
and develop points of
supporting sentences
view and provide
and evidence; and
evidence from
concluding sentence/
sources
statement)
Week 6
Definition of the
Superpowers and the
meaning of ‘Cold War’
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Class work/ homework
Learners:
o Answer sourcebased questions –
cognitive levels
(Written)
o Write paragraphs
(Written)
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer sourcebased questions –
cognitive levels
(Written)
o Write paragraphs
(Written)
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
and essay questions
(written)
Week 8
Week 9
Division of Germany
1946 and the building of
the Berlin Wall 1961
Division of Germany
1946 and the building of
the Berlin Wall 1961
(cont.)
The end of the Cold War
1989
o The fall of the Berlin
Wall 1989
o The fall of the Soviet
Union (very briefly)
1991
Areas of conflict and
competition between the
Superpowers in the
Cold War
Brief definition and
explanation of “arms
and space’ race
Historical concepts
Historical concepts
Historical concepts
o Cause and effect
o Cause and effect
o Cause and effect
o Time and chronology o Time and chronology o Multi-perspective
o Multi-perspective
o Multi-perspective
approach
approach
approach
Skills:
Skills:
Skills:
o Bring together
o Bring together
o Bring together
information from
information from
information from
sources
sources
sources
o Investigate where
o Decide about what
o Decide about what is
information came
information to use
important information
from (check whether
from sources
to use from sources
information is
o Contrast information o Contrast information
accurate)
from sources
from sources
o Give reasons why
(compare two or
(compare two or
historians, writers,
more different points
more different points
etc. come to differing
of view)
of view)
conclusions
o Give reasons why
o Write paragraphs and o Discuss or debate
historians, writers,
essay (introduction,
and develop points of
etc. come to differing
relevant information,
view and provide
conclusions
logical and
evidence from
o Discuss or debate
chronological way
sources
and develop points of
and conclusion)
view and provide
evidence from
sources
Maps and atlases
Maps and atlases
Maps and atlases
Maps and atlases
Week 7
Week 10 & 11
Revision and
consolidation
Controlled test: 75
Marks
Assess Term 1 and 2
Content ONLY
World War II
25 Marks
Historical concepts
o Cause and effect
Skills:
o Bring together
information from
sources
o Decide about what
information to use
from sources
(important or useful
and trusted or
reliable)
o Contrast information
from sources
o Write paragraphs
essay (introduction,
relevant information,
logical and
chronological way
and conclusion)
Historical concepts
o Cause and effect
o Time and chronology
Skills:
o Bring together
information from
sources
o Contrast information
from sources
o Investigate where
information came
from (check whether
information is
accurate)
o Give reasons why
historians, writers,
etc. come to differing
conclusions
o Discuss or debate
and develop points of
view and provide
evidence from
sources
History concepts:
o Time and chronology
o Cause and effect
o Change and
continuity
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
o Contrast information
from sources
o Arrange events in a
chronological way
(timeline)
Maps and atlases
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including you tube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
questions (written)
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Draw a timeline of
events from 1945 –
1991 (Written)
The Nuclear Age and
the Cold War (19451990) This will include
Paragraph writing and 1
Essay worth 8 Marks.
Total Marks for Term
2 = 50 Marks
Assess ALL Skills
taught thus far.
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 3: SOCIAL SCIENCES (HISTORY): Grade 9
Term 3
52 days
CAPS Topic
Core
Concepts,
Skills and
Values
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
Week 1
Week 2
Week 3
Introduction,
guidelines and criteria
for Oral history and
research project:
Suggested topic: How
apartheid affected
people’s lives and how
people responded:
Research any apartheid
law, and interview a
person who was
affected by that law and
determine how he or
she responded.
History concepts:
o Time and chronology
o Cause and effect
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
o Investigate where
information came
from (check whether
information is
accurate)
o Give reasons why
historians, writers,
etc. come to differing
conclusions
o Discuss or debate
and develop points
of view and provide
evidence from
sources
Maps and atlases
The Universal
Declaration of Human
Rights after World War
II
1948 National Party
and Apartheid
o Main apartheid laws
in broad outline
Oral history and
research project:
Monitoring progress
(30 minutes)
Brief biography: Albert
Luthuli, his role in the
ANC and resistance to
apartheid
Brief definition and
explanation of racism
(30 minutes)
o Case study: Group
Areas Act: Sophia
town forced removal
1950s: Repression and
non-violent resistance
to apartheid 4 hours
o SACP banned
o ANC programme of
action
The Defiance Campaign
(including the influence
of Mahatma Gandhi)
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer sourcebased questions –
cognitive levels
(Written)
o Answer paragraphs
questions (written)
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
and essay questions
(written)
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
questions (written)
Historical concepts
Historical concepts
o Cause and effect
o Cause and effect
o Time and chronology o Multi-perspective
o Change and
approach
continuity
o Time and chronology
Skills:
Skills:
o Bring together
o Bring together
information from
information from
sources
sources
o Decide about what is o Decide about what
important information
information to use
to use from sources
from sources
(important or useful
o Contrast information
and trusted or
from sources
reliable)
(compare two or more
different points of view)
o Contrast information
o Write paragraphs
from sources
(topic sentence,
o Write paragraphs
supporting sentences
(topic sentence,
and evidence; and
supporting sentences
concluding sentence/
and evidence; and
statement)
concluding sentence/
statement)
Week 4
Week 5
Week 6
Freedom Charter
Treason Trial
Historical concepts
Historical concepts
Historical concepts
o Cause and effect
o Multi-perspective
o Cause and effect
o Multi-perspective
approach
o Multi-perspective
approach
o Time and chronology
approach
Skills:
Skills:
Skills:
o Bring together
o Bring together
o Bring together
information from
information from
information from
sources
sources
sources
o Decide about what is o Decide about what
o Decide about what
important information
information to use
information to use
to use from sources
from sources
from sources
o Investigate where
o Contrast information
(important or useful
information came
from sources
and trusted or
from (check whether
(compare two or more
reliable)
different points of view) o Investigate where
information is
o Write paragraphs
accurate)
information came
(topic sentence,
o Give reasons why
from (check whether
supporting
historians, writers,
information is
sentences and
etc. come to differing
accurate)
evidence; and
conclusions
o Give reasons why
concluding sentence/
o Discuss or debate…
historians, writers,
statement)
etc. come to differing
conclusions
o Discuss or debate…
Maps and atlases
Maps and atlases
Maps and atlases
Week 7
Women’s March
o Brief biographies:
Helen Joseph OR
Lillian Ngoyi and
their roles in
resistance to
apartheid
Historical concepts
o Multi-perspective
approach
o Cause and effect
o Time and chronology
Skills:
o Bring together
information from
sources
o Decide about what
information to use
from sources
(important or useful
and trusted or
reliable)
o Contrast information
from sources
o Arrange events in
chronological way
(timeline)
Week 8
o 1960: Formation of
PAC 1959
Sharpeville massacre
o Causes, leaders,
events, short-term
and longer-term
consequences
Historical concepts
o Cause and effect
o Multi-perspective
approach
o Time and chronology
Skills:
o Bring together
information from
sources
o Contrast information
from sources
o Investigate where
information came
from (check whether
information is
accurate)
o Give reasons why
historians, writers,
etc. come to differing
conclusions
o Discuss or debate…
Week 9
Sharpeville massacre
o Causes, leaders,
events, short-term
and longer-term
consequences
History concepts:
o Time and chronology
o Cause and effect
o Change and
continuity
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
o Contrast information
from sources
o Write paragraphs
(topic sentence,
supporting sentences
and evidence; and
concluding sentence/
statement)
Maps and atlases
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including you tube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Draw a timeline of
events 1948 – 1950s
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and
debate…
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
questions (written)
Week 10 & 11
Revision and
consolidation
Formal
Assessment:
Project 50 Marks
Turning points in
modern South
African
history since 1948
and 1950s
How apartheid
affected people’s
lives and how
people responded:
Research any
apartheid law and
interview a person
who was affected
by that law and
determine how he
or she responded.
Refer to the Guide
supplied.
2021 Annual Teaching Plan Template
2021 Annual Teaching Plan – Term 4: SOCIAL SCIENCES (HISTORY): Grade 9
Term 4
47 days
Week 1
Langa March
o Causes, leaders,
events, short-term and
longer-term
consequences
CAPS Topic
Core
Concepts,
Skills and
Values
Resources
(other than
textbook) to
enhance
learning
Informal
Assessment
History concepts:
o Cause and effect
o Multi-perspective
approach
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
o Investigate where
information came from
(check whether
information is accurate)
o Give reasons why
historians, writers, etc.
come to differing
conclusions
o Discuss or debate and
develop points of view
and provide evidence
from sources
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Learners:
o Respond to oral
questions – cognitive
levels
o Discuss and debate…
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
1976: Soweto
uprising:
o Causes, leaders,
events of 16 June,
spiralling events
that followed
throughout the
country, longerterm consequences
for resistance and
repression
1976: Soweto
uprising:
o Causes, leaders,
events of 16 June,
spiralling events that
followed throughout
the country, longerterm consequences
for resistance and
repression
1976: Soweto uprising:
o Causes, leaders,
events of 16 June,
spiralling events that
followed throughout
the country, longerterm consequences
for resistance and
repression
1990: Release of
Nelson Mandela and
the unbanning of
liberation movements
o Events leading to
1994 election (in
broad outline)
o Internal resistance
and repression 1980s
o External pressure on
the apartheid regime
1980s
Historical concepts
Historical concepts
o Cause and effect
o Cause and effect
o Multi-perspective
o Multi-perspective
approach
approach
Skills:
Skills:
o Bring together information o Bring together
from sources
information from
o Decide about what is
sources
important information to
o Decide about what
use from sources
information to use
(important or useful and
from sources
trusted or reliable)
(important or useful
o Contrast information from
and trusted or
sources
reliable)
o Write paragraphs and
o Give reasons why
essay (introduction,
historians, writers,
relevant information,
etc. come to
logical, coherent and
differing
chronological way and
conclusions
conclusion)
o Discuss or debate
and develop points
of view and
provide evidence
from sources
Maps and atlases
Maps and atlases
Historical concepts
o Cause and effect
o Time and chronology
o Multi-perspective
approach
Skills:
o Bring together
information from
sources
o Decide about what
information to use
from sources
o Contrast information
from sources
(compare two or more
o Write paragraphs
and essay
(introduction,
relevant information,
logical, coherent and
chronological way
and conclusion)
Historical concepts
o Cause and effect
o Multi-perspective
approach
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
(important or useful
and trusted or
reliable)
o Contrast information
from sources
o Write paragraphs and
essay (introduction,
relevant information,
logical, coherent and
chronological way
and conclusion)
o
Historical concepts
o Cause and effect
o Multi-perspective
approach
Skills:
o Bring together
information from
sources
o Decide about what is
important information
to use from sources
(important or useful
and trusted or
reliable)
o Contrast information
from sources
o Write paragraphs
(topic sentence,
supporting sentences
and evidence; and
concluding sentence/
statement)
1990: Release of
Nelson Mandela and
the unbanning of
liberation movements
o Unbanning of political
movements 1990
o Release of Mandela
and other political
prisoners 1990
o Negotiations and
violence 1990 – 1994
o Democratic election
1994
Historical concepts
o Multi-perspective
approach
o Cause and effect
o Time and chronology
Maps and atlases
Maps and atlases
Maps and atlases
Maps and atlases
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Sources from websites
including YouTube:
pictures, cartoons,
extracts, videos,
documentaries
Classwork/ homework
Learners:
o Answer sourcebased questions cognitive levels
(Written)
o Answer paragraphs
questions (Written)
Classwork/ homework
Learners:
o Answer source-based
questions – cognitive
levels (Written)
o Answer paragraphs
and essay questions
(written)
Classwork/ homework
Learners:
o Answer source-based
questions - cognitive
levels (Written)
o Answer paragraphs
questions (Written)
Classwork/ homework
Learners:
o Answer source-based
questions - cognitive
levels (Written)
o Draw timeline from
1959 – 1994 (Written)
Langa March (cont.)
1976: Soweto uprising
o Causes, leaders, events
of 16 June, spiralling
events that followed
throughout the country,
longer-term
consequences for
resistance and repression
Sources from websites
including YouTube: pictures,
cartoons, extracts, videos,
documentaries
Classwork/ homework
Learners:
o Answer source- basedquestions -cognitive
levels
o Answer paragraphs and
essay questions (Langa
March)
Sources from
websites including
YouTube: pictures,
cartoons, extracts,
videos,
documentaries
Learners:
o Respond to oral
questions –
cognitive levels
o Discuss and
debate…
different points of view)
Skills:
o Bring together
information from
sources
o Decide about what
information to use
from sources
(important or useful
and trusted or
reliable)
o Contrast information
from sources
o Arrange events in
chronological way
Week 8
Revision and
Consolidation
Week 9
Revision and
Consolidation
Week 10 & 11
Formal
Assessment:
November
Controlled Test:
75 Marks
Assess Term 3
and 4 Contents
ONLY
Turning points in
modern South
African
history since
1948 and 1950s
50 Marks
Turning points in
modern South
African history
1960, 1976 and
1994.
25 Marks
Types of
questions
Source-based
Paragraph writing
Essay writing
Assess ALL
Skills taught
thus far.