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What is History Page 3
Activity 1 (45 minutes) Page 5
Activity 2 (30 minutes) Page 6
Activity 3 (90 minutes) Page 7
Activity 4 (60 minutes) Page 8
Annexures A: Page 10
Annexure B: Page 12
Annexure C: Page 15
Annexure D: Page 17
Annexure E: Page 20
Annexure F: Page 22
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History is a process of enquiry based on evidence from the past. The study of History, therefore, requires learners to ask and answer questions about the past using information contained in different historical sources. Sources of evidence can be physical, visual, landscape, archaeological, written and/or oral.
The historian is able to interpret these forms of evidence, which help to identify different points of view and to gain insight into historical content and concepts. The aim of working with historical sources is to enable learners to o Extract and interpret information from different sources o Evaluate and analyse the information given in each source o Understand and explain why there is usually more than one perspective of a historical event or process. o Organise the information from sources as evidence which can be used to answer questions about the past, support a line of argument and to construct an original piece of historical writing.
Learners are asked to use their historical knowledge and skills to think critically about the information (historical evidence) contained in the sources. They need to determine what information is believable and support conclusions and statements with reliable information. We call this process ‘historical thinking’ or ‘thinking like a historian’.
Without thinking, history is meaningless. If you add thinking, especially the specific skills of
‘thinking historically’, the past comes to life. This is what reading, and thinking and teaching like a historian is all about.
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VISUAL ARCHAEOLOGICAL WRITTEN
Photographs Ruined or buried sites Documents
Cartoons and buildings Records, letters,
Maps and plans stone walls, pottery Newspapers
Satellite photograph beads, bones, glass beads Pamphlets
Paintings and drawings Coins and tools Magazines
Internet sources Policies, Acts
LANDSCAPE PHYSICAL ORAL
Settlements Objects surviving Oral testimonies
Buildings and sites from the past such as: Interviews
Roads, tracks and paths Statues, carvings, Oral traditions
Bridges and harbours furniture, clothing, Poems
Effects of activity on the jewelry, vehicles, Songs
Environment historical building Stories
Aerial photographs and monuments
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ACTIVITY 1: 45 MINUTES
In groups:
1. Consult and study the different sources of the respective grades in Annexure A-D
(taken from the Social Sciences CAPS topics for Grades 4-7).
2. Contextualise and reference each source . Remember the contextualization and referencing of sources is very important in order to construct a view of the past by using what has survived for gleaning of information/evidence.
3. In order to analyse a source, you need information about the document itself and the era from which it comes. There should be sufficient information within the source and its contextualisation to be able to ask a range of questions at all 3 cognitive levels.
4. Contextual thinking of a source offers clues that help understand:

When, Where, How?

Why it took place

Who wrote/created it?

To whom it was written?
SOURCE (NUMBER A, B, C ETC)
CONTEXTUALISATION
REFERENCING

Feedback by participants

Reflection and consolidation by facilitator
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ACTIVITY 2: 30 MINUTES
In groups:
1. Study the relevant historical sources of the respective grades, Annexure A-D.
2. Any historical enquiry begins with a clear concise question .
3. Formulate a relevant key question to narrow down the historical enquiry. The sources that you are selecting should always support the key question. Sources are evidence which is being used to answer the key question.
4. For example a focus on ‘Learning from leaders’ would cover a large area to explore, but if it is narrowed down to the qualities of a good leader it will be more manageable in any enquiry.
5. All historical key questions should include the historical period.
KEY QUESTION: SOURCES, ANNEXURE A-D
Topic: An African Ancient Society Egypt
Example: Key question: Sources, Annexure B
Key question: What was the way of life in the early Egyptian society?

Feedback by participants

Reflection and consolidation by facilitator
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ACTIVITY 3: 90 MINUTES
‘A Historical inquiry takes on the persona of a detective to examine the evidence’
In groups:
Detectives have a question that they would like to answer.
They also have some observations and some preliminary evidence. With that in hand, they go in search of evidence and start collecting clues. They then use each piece of evidence to find other clues, ultimately following a string of individual bits of information to solve the mystery. Historians investigate the events of history in a similar manner: they collect evidence, make observations and inferences, and arrive at conclusions which are the best possible answers that they can about an event in question.
1. Study the relevant historical sources, Annexure A-D that you have properly contextualised and referenced.
2. Analyse the source externally i.e. look at the author (was the author the direct observer of the event), time frame, place (where was the document produced/), authenticity of document, how and why was it constructed? What was the purpose and intended audience? etc.
3. Analyse the source internally i.e. content of the document (what does the author argue/information provided), given the external analysis and the content, how credible is the source/corroboration with other sources) etc.
4. Use the following categories of inquiry :

Cause and effect: What were the causes/effects? Who made the change happen?

Change and continuity: What has changed/remained the same?

Turning points: How did decisions narrow/eliminate choices or transform lives?

Using the past: How is the past similar/different? What can we learn?

Through their eyes: How did people in the past view their world/ affect their choices?
5. Analyse the information:

What is the source about? What is it saying/depicting?

Circle the definitions or concepts

Underline explanations (clarifications, reasons etc.)

Identify the different perspectives within the source

Feedback by participants

Reflection and consolidation by facilitator
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ACTIVITY 4: 60 MINUTES
In groups:
Cognitive level
Level 1
30%
Level 2
50%
1. Study the relevant historical sources of the respective grades, Annexure A-D.
2. The following steps need to be followed when questioning takes place:

Select sources that are linked to the specific topic and with multiple perspectives.

Develop a key question which is clear and concise.

Decide on the chronology of sources i.e. those that contain definitions and explanations should always be first, those that include different perspectives should be second, a picture can be placed last etc.
3. Develop questions based on the sources according to the different cognitive levels:
Level 3
20%
Source-based questions G 4 G 5 G 6 G 7

Extract evidence from sources o What information in the Source tells us about…? o According to Source A….?

Straightforward interpretation of sources o What does the illustration depict
(show) about the hierarchy (social
(8)
(13)
(9)
(15)
(12)
(20)
(15)
(25) structure) in ancient Egypt?

What is being said by the author or creator of the source? o What did the photographer capture in the photograph of the huntergatherers?

What are the views and opinions on an issue expressed by a source? o What does the graph tell us about…?

Interpret and evaluate information from sources o To what extent does the information tell us…?

Use information to construct own piece of history o Writing a paragraph
(4) (6) (8) (10)
25 30 40 50
MARK ALLOCATION:
 1X1 = Level 1 (List, mention, name, extraction from the source etc.)
 1X2 = Level 2 (Explanation of concepts or definitions)
 2X2 = Level 2 (Explanations and interpretations)
 Writing of a paragraph = Level 3

Feedback by participants

Reflection and consolidation by facilitator
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Source A
www.sahistory.org.za/ (accessed 16 April 2015)
Nelson and Winnie Mandela on his release from prison. 11 Feb 1990
Source B www.sahistory.org.za/ (accessed 16 April 2015 )
Nelson Mandela dances at a victory party after the South African election in 1994
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Source C
Extract, a short biography of Nelson Mandela, from 1918 to 1994 when he became president of South Africa.
Nelson Mandela was born into the royal family of the Tembu at Qunu, near
Umtata, on 18 July 1918. After receiving a primary education at a local mission school, Nelson Mandela was sent to Healdtown, a Wesleyan secondary school of some repute (status) where he matriculated. He then enrolled at the University
College of Fort Hare for the Bachelor of Arts Degree where he was elected onto the Student's Representative Council. He was suspended from college for joining in a protest boycott.
In 1962, Mandela was convicted and sentenced to five years imprisonment.(detention) His statement from the dock in the Rivonia Trial ends with these words:
"I have fought against white domination (power), and I have fought against black domination (power). I have cherished (valued) the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities
(chances). It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die."
Released (free) on 11 February 1990 and in 1991, at the first national conference of the ANC held inside South Africa after being banned for decades, Nelson
Mandela was elected President of the ANC while his lifelong friend and colleague,
Oliver Tambo, became the organisation's National Chairperson. At the first national conference of the ANC held inside South Africa after being banned
(forbidden) for decades, Nelson Mandela was elected (chosen) President of the
ANC. In 1994 Nelson Mandela became the President of South Africa.
Taken from http://www.places co.za/html/bio_n_mandela.html,10 February 2012
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Source A
www.history.com (16 April 2015)
The Pharaoh in Egyptian Society
During the third and fourth dynasties of the Old Kingdom, Egypt enjoyed tremendous economic prosperity (success) and stability. Kings held a unique position in Egyptian society. Somewhere in between human and divine (godly), they were believed to have been chosen by the gods to serve as mediators between them and the people on earth. Because of this, it was in every one’s interest to keep the king’s majesty intact even after his death, when he was believed to become Osiris, god of the dead. The new pharaoh, in turn, became Horus, the falcon-god who served as protector of the sun-god, Ra.
The pyramid's smooth, angled sides symbolized the rays of the sun and were designed to help the king's soul ascend (rise) to heaven and join the gods, particularly the sun god Ra.
Ancient Egyptians believed that when the king died, part of his spirit (known as “ka”) remained with his body. To properly care for his spirit, the corpse was mummified
(preserved), and everything the king would need in the afterlife was buried with him, including gold vessels, food, furniture and other offerings. The pyramids became the focus of a cult of the dead king that was supposed to continue well after his death.
Their riches would provide not only for him, but also for the relatives, officials and priests who were buried near him.
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Source B
The pyramid below shows that everyone worked under the pharaoh in Ancient Egypt 5000 years ago www.ushistory.com
(accessed 03 June 2014)
Source C www.historylink101.com/n/egypt (accessed 19 May 2015)
The bodies of the pharaohs were preserved after death in the early Egyptian society.
Magnificent funeral golden mask were placed over the head of the bandaged mummy before being placed in the coffin.
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Source D
This is an adapted extract about the discovery of the tomb of Tutankhamen in 1922
The ancient Egyptians saw their pharaohs as gods and they carefully preserved their bodies after death, burying them in elaborate tombs containing rich treasures to accompany the rulers into the afterlife. In the 19 th century, archaeologists from all over the world flocked to Egypt where they uncovered a number of these tombs.
When Howard Carter arrived in 1891, he became convinced there was at least one undiscovered tomb – that of the little known Tutankhamen, who lived around 1400 BC and died when he was still a teenager. Backed by a rich Brit, Lord Carnarvon, Carter searched for five years without success.
In November 1922, the wait paid off, when Carter’s team found steps hidden in the debris
(remains) near the entrance of another tomb. The steps led to an ancient sealed doorway bearing the name Tutankhamen. When Carter and Lord Carnarvon entered the tomb’s interior chambers (halls) on November 26, they were thrilled to find it virtually intact, with its treasures untouched after more than 3000 years. The men began exploring the four rooms of the tomb, and on February 16 1923, under the watchful eyes of a number of important officials, Carter opened the door of the last chamber. The mummified body of the King Tut was found in a solid gold coffin. Among the riches found in the tomb – golden shrines, jewelry, statues, weapons, clothing- the perfectly preserved mummy (body) was the most valuable.
www.history.com
(accessed 04 June 2014)
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Source A
Social Sciences Grade 6, P. Ranby and A Zimmerman, page 83.
Voyages of discoveries from Europe which took place since the 15th century.
Source B
The life of the sailors, during the voyages of discoveries, since the 15 th century.
Ships were usually cramped (restricted), crowded and airless with next to no privacy. Sailors slept below decks in hammocks (hanging bed) and occasionally on deck if it was particularly hot, although someone was always steering the ship and someone else was on guard. Personal belongings like razors, snuff boxes were used instead of pipes, because of the fire hazard (firetrap). Extra clothing was kept in a sea chest.
Much of life at sea consisted of waiting for something interesting to happen. To keep crew form entertaining themselves with gambling or fighting, rigorous
(difficult) work, which was often needed although repetitive, was a constant part of life at sea. http://europe1600s.wikispaces.com
(accessed 14 March 2014)
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Source C
Antonio Pigafetta 1500s – a sailor abroad the Megellan
‘We ate only old biscuit reduced to powder, all full of worms and stinking of the urine that the rats made on it. And we drank water that was yellow and stinking’. It rotted all my gums, which gave out a black and putrid blood. My thighs and lower legs were black, and I was forced to use my knife each day to cut into the flesh, to release this black and foul blood’ www.slideshare.net
(accessed 16 April 2015)
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THE LEGACY OF SLAVERY
Source A
L egacy of slaves from an online article titled ‘Let them Speak’ by AM van Rensburg.
The slaves’ contributions to the culture, history and genealogy (family) of South Africa are far more significant than has been given credit. The food of countries of slaves’ origin has become an integral (vital) part of South African cuisine (food) with curries and spices adding to the variety of flavours…
The physical features of the people from where the slaves were taken are present and reflected in the population of South Africa today. The beautiful handcrafted Cape furniture is a reminder of the master of craftsmen who were slaves. These ancestors built many of the
Cape buildings with their distinctive gables (triangular portion of a wall), which form part of the distinctive Cape heritage…
[The] Dutch had more successes stamping out French than they had on the language of the slaves…
There were two main languages of the slaves which influenced Afrikaans: non-standard
Malay and Creole-Portuguese
From: http://www.stamouers.com (April 2012)
Source B
Some historians believe that Afrikaans developed as the result of slaves trying to communicate with their mainly Dutch-speaking owners. There is evidence that Afrikaans was spoken in mosques. The first Afrikaans was written in Arabic script (writing). These manuscripts were all Muslim religious texts. Afrikaans also contains many words that came from the eastern languages spoken by the slaves. Examples of these words are:
Baie : many baklei : to fight baadjie : jacket blatjang : chutney koejawel : guava sjambok : whip piering : saucer piesang : banana soebat : to plead bredie :stew tronk : jail spanspek : sweet melon tjommel : to talk a lot
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tjap : to stamp
The slaves had a big influence on the kind of food South Africans eat. People refer to the
Indian and Indonesian influences on South African cuisine (food). The origin of some South
African recipes can be seen in the names of food, for example sosaties, bredie, curry, bobotie, koeksisters and tameletjie.
From: http://media1.mweb.co.za/iziko/sh/resources/slavery/slavery_legacy.html
(accessed 30
April 2015)
Source C
The so-called Malay slaves imported into the Cape by the Dutch East India company in
1658, came from Indonesia, Malaysia and Madagascar. Indonesia was a Dutch colony at the time. They brought with them their cooking traditions, which were characterized by the use of a large variety of spices. Many of them, particularly the women, were employed in the households and kitchens of the settler families.
Their ability to adapt their recipes to locally available ingredients soon became apparent and their cooking talents, using the aromatic spices from the Far East, greatly enhanced the local settler cuisine (food). This was an important development in the South Africa food history.
The Cape Dutch cuisine (food) that has emerged from this culinary fusion (food combination), owes at least as much to the cooking traditions of the slaves, as it does to the
European styles of cooking imported by the settlers http://www.south-africa-tours-and-travel.com/south-africa-food.html (30 April 2015)
Source D
Cape Coast Castle was rebuilt in the late 18th c. by the British
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Source E
One of the most famous slave "castles," the Cape Coast Castle, was built in 1653. Initially a wooden building, the Castle was constructed for trade in timber and gold by the Swedish
Africa Company, under the direction of Hendrik Carloff, for the King of Sweden. Later rebuilt in stone, the Castle, along with its surrounding area, was the site of the European struggle for domination of the major sea ports along the Atlantic coast of Africa. Seized by the
Danish in 1663, the Cape Coast Castle was quickly transferred to English control one year later http://www.ultimatehistoryproject.com/cape-castle.html (30 April 2015)
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HOW TO STRUCTURE A SOURCE-BASED HISTORY LESSON:
Step 1: Establish relevant background knowledge and pose the key question.
Establishing background knowledge is the first step in the inquiry process. You can present background knowledge in a range of different ways. Your choice of method will depend of the resources available in your school.

Write the key question on your board. As you give your background lecture write topic headings important dates and details on the board for the learners to copy into their classwork books. You can use visual images such as flow charts, Venn diagrams or mind-maps to organise the content and highlight the historical concepts.

Use a Powerpoint presentation to give learners an overview of the topic.

If you have access to ICT you could show learners a short, relevant film clip to establish the historical context of the key question.

Ask learners to read the relevant section from their textbooks and begin the lesson with questions, answers and discussion.

Give learners a timeline of events and have them pose their own questions.
This background knowledge frames the key question, and encourages learners to pose questions which require greater depth of understanding about the topic. Learners will then be prepared to investigate the sources that accompany the lesson in order to find the answers to their questions.
Step 2: Learners read sources, answer guiding questions or complete a graphic organizer.

Select sources which address the key question.

Construct your lesson around three or four sources with multiple perspectives; accounts of ‘before’ and ‘after’ an event; sources which show continuity and change etc.

Every lesson should involve some form of written exercise which allows learners to construct knowledge (a paragraph or essay). It may be necessary to complete the written task for homework.

Depending on the lesson plan, learners will engage in different activities as they read and interpret the documents.
Step 3: Whole-class discussion about a central historical question.
The final segment of a source-based History lesson, the whole-class discussion, is the most important. Too often, however, it is dropped due to time constraints. If lesson time is running out, it might be better to eliminate one of the documents, than cut such a valuable opportunity to
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practice historical thinking skills, articulate claims and defend them with evidence from the documents. Only in whole-class discussion can learners see that history is open to multiple interpretations, and that the same piece of evidence can support conflicting claims. learners often find this activity foreign and uncomfortable at first. But through practice they gain an understanding of their role as knowledge-makers in the history classroom.
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THE FOLLOWING WEBSITES MAY BE CONSULTED TO SELECT RELEVANT SOURCES
ON THE TOPICS IN GRADES 4-7
1. African Activist Archive http://www.africanactivist.msu.edu/
Michigan State University African Studies Center
This site provided remembrances, interviews, historical documents, political art, and other material about U.S. and international solidarity with African political struggles, with strong collections about South Africa.
2. African National Congress http://www.anc.org.za/
The document section of this website contains a large collection of Historic Documents,
Speeches and Books.
3. African National Congress – Political and Liberation Organisations http://www.sahistory.org.za/pages/governance-projects/organisations/anc-history/ancframeset.htm
.
4. AllAfrica.com http://allafrica.com/
AllAfrica Global Media
Searching for articles on the country of South Africa provides access to contemporary news coverage from dozens of media outlets.
5. Country Profile: South Africa http://news.bbc.co.uk/2/hi/africa/country profiles/107 1886 stm
BBC News
The BBC provides a timeline of South African history, from which selected BBC audio broadcasts can be played, includes coverage about Walter Sisulu, Steve Biko, Nelson
Mandela, and F.W. de Klerk.
6. Cradle of Humankind http://www.cradleofhumankind.co.za/
World Heritage Site
The Cradle of Humankind site contains 13 excavated caves with 500 hominid fossils that are more than four million years old. The ‘Learners and kids’ section of the website provides educational information.
7. District Six Museum
This website of the District Six Museum in Cape Town includes a timeline of South
African history, including District Six.
8. Gandhi-Luthuli Documentation Centre http://scnc.ukzn.ac.za/
K. Chetty
University of KaZulu natal
Documentation on this site contains a particular focus on the role of Indians in South
Africa. The Voices of Resistance collection contains 12 audio interviews with Indians active in the anti-apartheid struggle.
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9. Images of Human Rights: The Birth of the Bill of Rights http://www.durbanet.co.za/hr/index.htm
Artists for Human Rights
A portfolio of prints by 27 South African artists depicting the clauses of South Africa’s Bill of Rights.
Each clause is listed, with a statement of the artist’s interpretation. An introduction by Bishop Desmond Tutu and essay about the birth of the Bill of Rights also are included.
10. Mandela: An Audio History http://www.radiodiaries.org/mandela/mstories.html
Deborah George and Ben Shapiro
Radio diaries.Inc.
This series of radio broadcasts is just about Nelson Mandela; it tells the story of resistance to apartheid through interviews with many people involved in that struggle.
11. Nordic Africa Institute http://www.liberationafrica.se/
Nordic documentation on the Liberation struggle in South Africa
A collection of books, posters and interviews document the southern African liberation struggle, particularly the role of Nordic countries. It includes transcripts of interviews on this topic with Walter Sisulu, Thabo Mbeki, Beyers Naude, Tazamile Botha and Dennis
Goldberg.
12. Posters from the Melville J. Herskovits Library of African Studies of Northwestern
University http://www.library.nothwestern.edu/african/acollections/posters/index.html
This digital collection of more than 360 posters about Africa includes many about South
Africa, produced both in South Africa and in other countries.
13. South Africa History Online http://www.sahistory.org.za/pages/index/menu.htm
South African History Online contains a large selection of biographies, time-lines, on-line books, and photo galleries. Established in 1999, South African History Online (SAHO) is a non-partisan pe ople’s history project.
14. South African Yearbook
Http://www.gcis.gov.za/docs/publications/yearbook/index.html
Government Communications and Information System
Annual publication of the South African government about the country’s economy, education and social development with background about its land, people and history.
15. Southern African Freedom Struggles, 1950-1994 http://www.disa.ukzn.ac.za/index pho?option=com ibrowse
Digital Imaging South Africa (DISA)
University of KwaZulu-Natal
The full text of articles from 44 South African periodicals is available here, reporting on anti-apartheid struggles from a variety of political perspectives.
16. Stats Online http://www.statssa.gov.za
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The Digital Face of Stats SA
Statistics South Africa
The official source of statistics from the national government of the Republic of South
Africa.
17. The heart of Hope http://www.omalley.co.za
South Africa’s Transition from Apartheid to Democracy
Padraig O’Malley
It contains transcripts of more than 100 interviews with South African political figures.
Also contains numerous documents. This site is somewhat complicated to navigate;
Contents page provides one useful overview.
18. The South African Truth and Reconciliation Commission Videotape Collection http://www.law.yale.educ/trc/
South African Broadcasting Cooperation
Yale Law School Lilian Goldman Library
This site contains the 86 episodes of “Truth Commission Special Report” produced by the South African Broadcasting Corporation and shown in South Africa during the hearings of the TRC, from April 1996 to March 1998. Episodes with useful summaries and highlights are listed in “Possible Good Teaching Episodes” at: http://www.law.yale.educ/trc/helplinks/helpfulepiso.htm
.
19. Traces of Truth: Documents Relating to the South African Truth and
Reconciliation Commission http://truth.wwl.wits.ac.za/
Historical papers (The Library of University of Witwatersrand) and the South African
History Archives
The digital archive includes documentation by many individuals and organisations about the Truth and Reconciliation Commission as well as records from some state agencies.
20. Truth and Reconciliation Commission http://www.doi.gov.za/trc/
This official website of the TRC contains transcripts of proceedings of the Human Rights
Violations Committee and Amnesty Committee. “Read more about the TRC and its
Committees” and bottom of homepage to access these materials.
21. Truth and Reconciliation Commission of South Africa Final Report http://www.doi.gov.za/trc/report/index.htm
Volumes One – Five, Forward to Volumes Six and Seven, and Executive Summary
(Guide to contents)
The Truth and Reconciliation Commission submitted seven reports to the President, the last in 2002. The Guide to Contents provides a summary of the topics of each report by chapter.
22. The Institution for Justice and Reconciliation (IJR) http://www.ijr.org.za
In fulfilling its mandate to promote reconciliation, transitional justice and democratic nation-building, the Institute is committed to sharing the lessons derived from research, analysis and selective interventions through the publication of books and other
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multimedia outputs. IJR publications are targeted at political actors, civil society organisations, academics and the general population.
23. www.historyworld.net
24. www.history.com
25. www.bbc.co.uk
26. www.everyculture.com
27. www.mapsofworld.com
28. www.historyonthenet.com
29. www.ancient-egypt.info
30. www.rmg.co.uk
31. www.africanhistory.about.com
32. www.historyold.net
33. www.bbc.co.uk/history/ancient/egyptians/mummies
34. www.kidspast.com/world-history
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