SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860
15 hours
DATE: FROM ____________ TO ___________
GRADE
8
TERM
1
NR. OF periods: ___
Background: The Mineral Revolution in South Africa began took place after the discovery of diamonds in Kimberley in 1867 and continued with
the discovery of deep-level gold on the Witwatersrand in 1886. The British were already colonising parts of Southern Africa at the time of the
discovery of diamonds, and the Industrial Revolution in Britain made it a more powerful and determined colonising power. The new diamond
wealth in South Africa gradually pulled the British into controlling the whole of South Africa.
Focus: Changes during the Industrial Revolution in Britain, and the beginning of the Industrial Revolution in South Africa brought about by
diamond mining and Britain’s increasing interests in South Africa
CONTENT / CONCEPTS: Changes during the Industrial Revolution in Britain - 6 hours
1. Wealth from slave trade :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2. Economy before the Industrial Revolution: farming economy, cottage industries :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
3. What the Industrial Revolution was :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
4. Social changes during the Industrial Revolution :
 Urbanisation and changing living conditions – lives of the working class, including overcrowded housing, poverty and
workhouses
 The mines and factories - child labour in mills and mines
DATE: FROM ____________ TO ___________
JA Strydom
History Grade 8 Term 1
NR. OF periods: ____
1
5. Labour, resistance, the trade union movement and working class organisations :
 Swing Riots (agriculture); Luddites (industry)
 Grand National Consolidated Trades Union (1833)
DATE: FROM ____________ TO ___________
NR. OF periods: ____
6. Increased power and wealth of Britain and Western European economies :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
1. Wealth from slave trade :
2. Economy before the Industrial Revolution: farming economy, cottage industries :
3. What the Industrial Revolution was :
ASSESSMENT
(Indicate with an x)
 Map skills
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual - analysis
 Investigation/Research
 Case Study
 Creative Response
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
4. Social changes during the Industrial Revolution :
5. Labour, resistance, the trade union movement and working class organisations :
6. Increased power and wealth of Britain and Western European economies :
JA Strydom
History Grade 8 Term 1
2
Assessment Tools:
Memorandum
Rubric
TEACHER ACTIVITIES:
AIMS
1. Wealth from slave trade :
2. Economy before the Industrial Revolution: farming economy, cottage industries :
SKILLS
The History curriculum aims to develop learners who:
Finding a variety of kinds of information about the past.
Selecting relevant information.
Deciding about whether information can be trusted.
3. What the Industrial Revolution was :
4. Social changes during the Industrial Revolution :
Seeing something that happened in the past from more than
one point of view.
Explaining why events in the past are often interpreted
differently.
Debating about what happened in the past on the basis of the
available evidence
Writing history in an organised way, with a logical line of
argument.
Understanding the importance of heritage and conservation.
WHO ASSESSES?
5. Labour, resistance, the trade union movement and working class organisations :
Wealth
Economy
before IR
What was IR
Social
Changes
Organisations
Increased
Teacher
Self
6. Increased power and wealth of Britain and Western European economies :
Group
LEARNER ACTIVITIES:
1. Wealth from slave trade :
RESOURCES
JA Strydom
History Grade 8 Term 1
3
2. Economy before the Industrial Revolution: farming economy, cottage industries :
Wealth
Economy
before IR
What was IR
Social
Changes
Organisations
Increased
Textbook
Maps/Atlas/
Globe
Activity sheet
3. What the Industrial Revolution was :
Pictures/photo
’s/Illustrations
Newspapers&
magazines
4. Social changes during the Industrial Revolution :
Others
EXPANDED OPPORTUNITIES /DIFFERENSIATION
5. Labour, resistance, the trade union movement and working class organisations :
6. Increased power and wealth of Britain and Western European economies :
JA Strydom
History Grade 8 Term 1
4
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860
15 hours
DATE: FROM ____________ TO ___________
CONTENT / CONCEPTS:
NR. OF periods: ___
Southern Africa by 1860
- 3 hours
1. Map and brief description of political settlement :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2.Indentured labour from India to work on sugar plantations in British colony of Natal :
 India as a British colony
 Reasons why labour was imported: Zulu kingdom was still independent
 Reasons for demand for sugar in Britain
 Conditions under which indentured labourers lived and worked
 Passenger Indians 1869 onwards
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
ASSESSMENT
1. Map and brief description of political settlement :
JA Strydom
History Grade 8 Term 1
5
GRADE
8
TERM
1
2.Indentured labour from India to work on sugar plantations in British colony of
Natal:


India as a British colony :
Reasons why labour was imported: Zulu kingdom was still independent:

Reasons for demand for sugar in Britain:

Conditions under which indentured labourers lived and worked:

Passenger Indians 1869 onwards:
TEACHER ACTIVITIES:
JA Strydom
History Grade 8 Term 1




Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
Contextual – analysis
Investigation/Research
Case Study
Creative Response
Assessment Tools:
Memorandum
AIMS
(ATTACH COPIED PAGES OUT OF SOURCES)
1. Map and brief description of political settlement :
 Map skills
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data – handling
The History curriculum aims to develop learners who:
6
Rubric
SKILLS
2.Indentured labour from India to work on sugar plantations in British colony of
Natal :
 India as a British colony:

Selecting relevant information.
Finding a variety of kinds of information about the past.
Selecting relevant information
Deciding about whether information can be trusted.
Seeing something that happened in the past from more
than one point of view.
Explaining why events in the past are often interpreted
differently.
Debating about what happened in the past on the basis of
the available evidence.
Writing history in an organised way, with a logical line of
argument.
Reasons why labour was imported: Zulu kingdom was still independent:
Understanding the importance of heritage and
conservation.

Reasons for demand for sugar in Britain:

Conditions under which indentured labourers lived and worked:

Passenger Indians 1869 onwards:
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
WHO ASSESSES?
JA Strydom
History Grade 8 Term 1
7
1. Map and brief description of political settlement :
Political settlement
Sugar plantations
Teacher
2.Indentured labour from India to work on sugar plantations in British colony of Natal
:
 India as a British colony:
Self
Group
RESOURCES
Political settlement


Sugar plantations
Reasons why labour was imported: Zulu kingdom was still independent:
Textbook
Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/Illustrations
Reasons for demand for sugar in Britain:
Newspapers& magazines
Others

Conditions under which indentured labourers lived and worked:

Passenger Indians 1869 onwards:
JA Strydom
History Grade 8 Term 1
EXPANDED OPPORTUNITIES /DIFFERENSIATION:
8
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860
15 hours
DATE: FROM ____________ TO ___________
NR. OF periods: ___
GRADE
8
TERM
1
CONTENT / CONCEPTS: Diamond mining in Kimberley 1867 onwards - 3 hours
1. Why diamonds are valuable :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2. British take-over of diamond-rich land in Griqualand West :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
3. Diamond-mining and the development of a monopoly:
one person one claim; what happened to black claimholders; problems related to digging deeper; the formation of companies;
Cecil John Rhodes and Barney Barnato; the formation of De Beers Consolidated Mines Limited; regulating supply and the price of diamonds
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
ASSESSMENT
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data – handling
1. Why diamonds are valuable :
JA Strydom
History Grade 8 Term 1
9
 Map skills
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
2. British take-over of diamond-rich land in Griqualand West :
 Contextual – analysis
 Investigation/Research
(ATTACH COPIED PAGES OUT OF SOURCES)
1. Why diamonds are valuable :
AIMS
SKILLS
The History curriculum aims to develop
learners who:
2. British take-over of diamond-rich land in Griqualand West :
Finding a variety of kinds of information about the past.
3. Diamond-mining and the development of a monopoly:
Selecting relevant information.
Deciding about whether information can be trusted.
Seeing something that happened in the past from more
than one point of view.
Explaining why events in the past are often interpreted
differently.
Debating about what happened in the past on the basis
of the available evidence.
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
Writing history in an organised way, with a logical line of
argument.
Understanding the importance of heritage and
conservation.
1. Why diamonds are valuable :
WHO ASSESSES?
JA Strydom
History Grade 8 Term 1
Rubric
 Case Study
 Creative Response
3. Diamond-mining and the development of a monopoly:
TEACHER ACTIVITIES:
Assessment Tools:
Memorandum
10
Diamonds value
Take - over
Mining
2. British take-over of diamond-rich land in Griqualand West :
Teacher
Self
Group
Teacher
3. Diamond-mining and the development of a monopoly:
RESOURCES
Diamonds value
Take - over
Mining
Textbook
EXPANDED OPPORTUNITIES /DIFFERENSIATION:
Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/
Illustrations
Newspapers&
magazines
Other
JA Strydom
History Grade 8 Term 1
11
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: The Industrial Revolution in Britain and Southern Africa from 1860
15 hours
DATE: FROM ____________ TO ___________
CONTENT / CONCEPTS:
NR. OF periods: ___
GRADE
8
TERM
1
Revision , formal assessment etc. - 3 hours
TEACHER ACTIVITIES:
ASSESSMENT
(ATTACH COPIED PAGES OUT OF SOURCES)
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual - analysis
 Investigation/Research
 Case Study
 Creative Response
 Map Skills
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
EXPANDED OPPORTUNITIES /DIFFERENSIATION
JA Strydom
History Grade 8 Term 1
12
Assessment Tools:
Memorandum
Rubric