LESSON PLAN GENERAL INFORMATION TERM: 2 Grade: 6 History: VOC – DUTCH TRADE WITH ASIA - LIFE ON TRADE SHIP Time allocation: 1 hour (2 periods) OBJECTIVES (Learners) Learners will understand that the Dutch traded with Asia via Africa Learners will use map to familiarise themselves with different countries and continents. Learners will understand what life was like as a sailor aboard a VOC ship LESSON AIM (Teacher) To further introduce children to trade routes – some of which are used even today – and how the world has changed and evolved. To give learners a sense of how South Africa and other countries were shaped by influences from across the world. TEACHING STRATEGIES/APPROACHES Constructive: using social interaction as a means of learning Inquiry-based: using questions as a way of inquiring what is known and guide towards new knowledge. Learning Styles: video and discussions – auditory/linguistic/visual Game – kinesthetic Map – visual Introduction Phase – Getting learners ready for what I want them to learn – Time _5 mins_ Take out history workbooks and textbooks Recap previous lesson Questions: Who were the two Portuguese explorers that we talked about last time? Where did they sail from? Where did they sail to? What famous part of South Africa was named by Dias? Main part of lesson Activity One: Dutch oust the Portuguese Time: Teacher activity: Hand out A3 laminated world maps Ask learners questions Show them where Netherlands is on map Tell them that Dutch pushed the Portuguese back from Asia Tell them that Dutch sent 30 ships to trade in the East. Questions I ask: *Were the Portuguese the only Europeans that passed or came to Southern Africa? *Can you find the Netherlands on the world map? *What are the people from Netherlands known as? *Why do you think that the Dutch also wanted to get to Asia? *Do you think they were willing to share Asia with Portuguese? *Why is it not wise to threaten another nation? Learner activity: Learners will answer questions. Learners will use map to find country. Method: Inquiry (questions); visual (map); and auditory (discussion) ________________________________ Activity Two: Life on a VOC ship & Game Time: Teacher activity: *Ask questions *Show video *Tell them to make notes as they listen *Hand out materials to make game *Hand out notes Questions I ask: *What do you think life was like on board a ship? Learner activity: *Learners will answer questions. *Learners will make notes. *Learners will watch video *Learners will construct game *Learners will paste notes and game in book. Method: Social interaction / Hands-on Construction / Visual and auditory stimulation ______________________________________ Conclusion Quizz for a prize Teacher activity: Ask questions while learners are busy constructing a game for a prize. Questions I ask: *Which country ousted Portugal out of Asia? *Why did the Dutch want Portugal out of Asia? *What type of illnesses were prevalent on the ships? *Why did the sailors get scurvy? *How did the sailors sleep? *What material were the boats made of? *What must nature provide for the boats to move through the water? *What other negative things could make the sea journey terrible? *How do you think the sailors felt living in such small quarters crammed together? *Learners will each answer a question to enable them to get a prize *Learners will stick worksheets in workbooks *Learners will complete game construction Learner activity: Method: Time: Motivation: learners to answer questions to receive prize Assessment *Continuous throughout lesson by way of asking questions. Adjustments can be made if necessary to accommodate learners: re-phrasing of questions or discussions. (Problem solving with teacher guidance) *Quizz will give an indication of level of understanding. (Problem solving based on new knowledge with teacher standing by) If learners can answer question in their own words in a logical manner, then it indicates that they have assimilated new knowledge into previous. *Game construction (Problem solving on own with teacher available if they have questions) If learners put bad things at top of snake and good things at bottom of ladder, then it shows understanding of sailor life. Good things: Winds blowing in the right direction; temperate weather; calm seas; good sleep; avoiding a pirate attack; recovering from illness; had fresh fish for dinner; fixed leak successfully; captain praised my work; and so on. Accept all plausible ideas from learners. Bad things: No wind; fierce storm; heavy rains; terrible heat; bubonic plague; best friend drowned; mutiny; no fresh food left; no fresh water left; fighting on board; pirate attack; half the crew sick; sails tore in a storm; and so on. Accept all plausible ideas from learners. Homework Learners must complete game at home if they do not manage to do so in class. Enrichment Enrichment discussion for those learners who finish work quickly and correctly or for those whom teacher identifies as I walk around and assess work. Language Scurvy Mutiny Voyage Hygiene Bubonic plague LTSM Maps Video – youtube White board Worksheets (notes and game – carboard) Workbooks Computer Projector Study and Master Social Science textbook – teacher and learner LESSON DETAILS AND PROCEDURE - TEACHER TERM: 2 Grade: 6 History: VOC – DUTCH TRADE WITH ASIA - LIFE ON TRADE SHIP Time allocation: 1 hour (2 periods) Introduction Phase – Getting learners ready for what I want them to learn – Time _5 mins_ Take out history workbooks and textbooks Recap previous lesson If you recall the last lesson we did, we spoke about Europeans who wanted to go and explore the world. Who were the two Portuguese explorers that we talked about last time? Da Gama and Dias Where did they sail from? Portugal Where did they sail to? Asia What famous part of South Africa was named by Dias? Or, where did Dias die? Cape of Good Hope Main part of lesson Activity One: Dutch oust the Portuguese Time: 10 Give: A3 world maps Ask: *Were the Portuguese the only Europeans that passed or came to Southern Africa? Who else do you know of? No, America/Netherlands/Asians *Can you find the Netherlands on the world map? Allow learners to find where Netherlands is on the world map. *What are the people from Netherlands known as? Dutch *Why do you think that the Dutch also wanted to get to Asia? To trade *Do you think they were willing to share Asia with Portuguese? No, they wanted all the trade and profit for themselves *Why is it not wise to threaten another nation? They might be stronger than you and war could cripple your nation; you might need them later on and then they won’t want to help; it’s not ethical or just behaviour __________________________________ Activity Two: Ask: Life on a VOC ship & Game Time: 45 *What do you think life was like on board a ship? Guide learners to try and imagine and answer Hard/cold/lonely/hungry/angry/sickly/storms/rats/food spoilt/no water/cramped/no privacy/no wind/boring/pirates/dirty/hygiene Show: Video of life at sea – learners to make notes of what life was like https://www.youtube.com/watch?v=JAguGvySMo4 Give: Materials to make game and summary to stick in – explain what to do ______________________________________ Conclusion Quizz for a prize Explain: Learners can win a sweetie for answering a question. Questions: *Which country ousted Portugal out of Asia? Netherlands / The Dutch *Why did the Dutch want Portugal out of Asia? To have all the trade and profit for themselves *What type of illnesses were prevalent on the ships? Scurvy / Bubonic plague *Why did the sailors get scurvy? Lack of vitamin C / fruit & veg *How did the sailors sleep? Hammocks all together *What material were the boats made of? Wood/sails *What must nature provide for the boats to move through the water? Good winds *What other negative things could make the sea journey terrible? Pirates/Mutiny/Storms/Heat *How do you think the sailors felt living in such small quarters crammed together? Allow for own experiences to speak Assessment *Continuous throughout lesson by way of asking questions. Adjustments can be made if necessary to accommodate learners: re-phrasing of questions or discussions. (Problem solving with teacher guidance) *Quizz will give an indication of level of understanding. (Problem solving based on new knowledge with teacher standing by) If learners can answer question in their own words in a logical manner, then it indicates that they have assimilated new knowledge into previous. *Game construction (Problem solving on own with teacher available if they have questions) If learners put bad things at top of snake and good things at bottom of ladder, then it shows understanding of sailor life. Good things: Winds blowing in the right direction; temperate weather; calm seas; good sleep; avoiding a pirate attack; recovering from illness; had fresh fish for dinner; fixed leak successfully; captain praised my work; and so on. Accept all plausible ideas from learners. Bad things: No wind; fierce storm; heavy rains; terrible heat; bubonic plague; best friend drowned; mutiny; no fresh food left; no fresh water left; fighting on board; pirate attack; half the crew sick; sails tore in a storm; and so on. Accept all plausible ideas from learners. Homework Learners must complete game at home if they do not manage to do so in class. Enrichment Enrichment discussion for those learners who finish work quickly and correctly or for those whom teacher identifies as I walk around and assess work. * You are Jan von Drak on your third trip to the East. Your younger sibling wants to join you on the next voyage. What would you say to encourage him/her to do so? Give him/her convincing reasons for your advice. * You are Jan von Drak on your third trip to the East. Your younger sibling wants to join you on the next voyage. What would you say to discourage him/her to do so? Give him/her convincing reasons for your advice. Language Scurvy Mutiny Voyage Hygiene Bubonic plague Of all the sea trading companies during the 17th and 18th centuries, the Dutch East India Company (Verenigde Oost Indische Compagnie or VOC) was the most successful. Created in 1602, the VOC managed to force back the Portuguese, who had started trading in Asia a century earlier. Every year, the VOC sent about thirty ships to trade in the East. Life on board Life on board the VOC ships was tough. The sailors were given strict rules to follow as soon as they boarded. Sea voyages took months and even years. Sailors could never be sure when they would actually reach their destination. The crew faced many hardships. •Fierce storms could blow the ships off their route. •Pirates could attack the boats and steal the cargo. •Rats, which often carry diseases like bubonic plague, sometimes infested the ships. Rats and beetles could eat the food and make the sailors ill. •Sailors depended on sails and the wind blowing in the right direction. •The crew sometimes became frightened or tired. They could mutiny and refuse to sail any further. •The crew stayed in cramped and unhygienic living conditions below the deck. There were no dormitories or private rooms for the sailors. Often they slept where they worked: for example, the cook lived near his galley and the carpenter in his workshop. There was no privacy at all. •Food was of a poor quality and there wasn’t enough fresh water and food. Fresh food quickly went rotten in hot weather. Because the voyages took so long, the sailors had to eat a lot of nonperishable foods. This lack of a healthy diet made a lot of men ill. •In those days people didn’t know how to prevent communicable diseases. Unhygienic living conditions led to diseases like typhus. Scurvy and dysentery were common and typhoid fever sometimes broke out. •The men’s personal hygiene suffered, as they were hardly ever able to wash themselves or their clothes and bedding. •The crew’s time was split between periods of boredom when there wasn’t much to do, and then stretches of working really hard. •They were exposed to all kinds of weather: sun, wind, rain, storms. •Fights sometimes broke out on board and the sailors were then harshly punished. •Each ship had a surgeon on board, but he was usually too busy to offer adequate care to the sick. Game Activity: You are going to invent your own game, similar to snakes and ladders, to show what long voyages at sea were like. a) Write a list of good things that sailors might experience, like winds blowing in the right direction. b) Write a list of bad things that could happen, like a terrible storm that could blow the ship in the wrong direction. c) Paste your game into your book. Write a bad thing at the top of each snake. Write a good thing at the bottom of each ladder. “A smooth sea never made a skilled sailor” Game Activity: You are going to invent your own game, similar to snakes and ladders, to show what long voyages at sea were like. a) Write a list of good things that sailors might experience, like winds blowing in the right direction. b) Write a list of bad things that could happen, like a terrible storm that could blow the ship in the wrong direction. c) Paste your game into your book. Write a bad thing at the top of each snake. Write a good thing at the bottom of each ladder. “A smooth sea never made a skilled sailor” Game Activity: You are going to invent your own game, similar to snakes and ladders, to show what long voyages at sea were like. a) Write a list of good things that sailors might experience, like winds blowing in the right direction. b) Write a list of bad things that could happen, like a terrible storm that could blow the ship in the wrong direction. c) Paste your game into your book. Write a bad thing at the top of each snake. Write a good thing at the bottom of each ladder. “A smooth sea never made a skilled sailor”
