PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 4
HISTORY
GRADE 11
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teaching, Learning and Assessment.
SUBJECT: HISTORY GRADE: 11 LESSON PLAN: 1 TERM 4 TIME: 4Hrs. 10 min.CONTENT FOCUS/TOPIC: Responses to colonialism in Africa and Asia (India)
Key Question:1. What were the range of responses to colonialism in Africa and Asia ( India )
2.How did societies in Africa change as a result of colonial rule ?
3.What was the nature of African resistance to colonialism?
LEARNING OUTCOME 1: / LEARNING OUTCOME 2: / LEARNING OUTCOME 3: / LEARNING OUTCOME 4:
HISTORICAL ENQUIRY
Identify issues within the topic under study and ask critical questions about the issues. / √ / HISTORICAL CONCEPTS
Explain historical concepts . / √ / KNOWLEDGE CONSTRUCTION AND COMMUNICATION / HERITAGE
Identify the socio-economic and political power relations operating in societies. / √ / Plan and construct an argument based on evidence. / √
Analyse the information and data gathered from a variety of sources. / √ / Explain why there are different interpretations of historical events, peoples’ actions and changes. / √ / Use evidence to teach a conclusion. / √
Evaluate the sources of information provided to assess the appropriate ness of the sources for the task. / √ / Communicate knowledge and understanding in a variety of ways – written, oral, enactive and visual. / √
TEACHING ACTIVITIES / LEARNERS ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
1. How did societies in Africa change as a result of colonial rule?
2. What was the world like in the 19th century/ / · Work individually
Use sources to answer question on African cities and examine conflict of the sources. / Maps, Text books, Newspapers, DVD’s, Graphs, Photographs. / Written work, Interviews, Debates, Extended writing, Source-based activities.
3. What is African nationalism?
4. In what ways was resistance to colonialism a struggle for human rights and dignity?
5. How did Selassie use diplomacy to protect his country.
6. In what way was culture and identity used as a weapon of resistance?
7. What role did women play in cultural and peasant resistance?
8. What role did trade unions play in resistance to colonialism? / · Work individually: Define African nationalism.
· Answer questions from sources on religion and resistance.
· Class discussion: what sort of solutions would give women a more public role in Africa.
· Source-based activities
Homework:
Content links between grades
Grade 10
Impact of conquest, warfare and early colonialism
Grade 11
Range of responses to colonialism
Grade 12
Uhuru
Integration /Expanded Opportunities: English, Geography , Life Orientation & Economics.
Knowledge
African nationalism
Grievances against colonial rule
Empathy
Skills:
Extract evidence
Analysis
Interpretation
Teacher Reflections: 1. Outcomes achieved?
2. Work to be repeated and mediate?
3. Needs of individual learners identified?
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: HISTORY GRADE: 11 LESSON PLAN: 2 TERM 4 TIME: 8Hrs. 20 min.CONTENT FOCUS/TOPIC: The transformation in the world between 1850 and 1950
Key Question: How did the world change between 1850 and 1950?
LEARNING OUTCOME 1: / LEARNING OUTCOME 2: / LEARNING OUTCOME 3: / LEARNING OUTCOME 4:
HISTORICAL ENQUIRY
Identify issues within the topic under study and ask critical questions about the issues. / √ / HISTORICAL CONCEPTS
Explain historical concepts . / √ / KNOWLEDGE CONSTRUCTION AND COMMUNICATION / HERITAGE
. / Identify the socio-economic and political power relations operating in societies. / √ / Plan and construct an argument based on evidence. / √ / Explain what is meant by knowledge systems, including indigenous knowledge systems. / √
nalyse the information and data gathered from a variety of sources. / √ / Explain why there are different interpretations of historical events, peoples’ actions and changes. / √ / Use evidence to teach a conclusion. / √
Evaluate the sources of information provided to assess the appropriate ness of the sources for the task. / √ / Communicate knowledge and understanding in a variety of ways – written, oral, enactive and visual. / √
TEACHING ACTIVITIES / LEARNERS ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
1. What was the world like in the 19th century?
2. What was the nature of the formation of new states in Africa (Zambia/Egypt)?
3. What changes took place in the Americas during the 19th century? / · Working in groups
· Working individually
· Class debate / Maps, Text books, Newspapers, DVD’s, Graphs, Photographs. / Written work, Interviews, Debates, Extended writing, Source-based activities.
4. How did Europe influence the rest of the world in the 19th century?
5. What impact did Asia have on the rest of the world in the 19th century? / · Work individually
· Working in groups
· Class debate
Integration/Expanded Opportunities: English, Geography, Life Orientation, Business studies and Economics
Content links between grades
Grade 10
Impact of conquest, warfare and early colonialism
Grade 11
Range of responses to colonialism
Grade 12
Uhuru
Knowledge
The world in the 19th century
African state formation
Skills
Analysis
Critical evaluation
Historical concepts
Teacher Reflections: 1. Outcomes achieved?
2. Work to be repeated and mediate?
3. Needs of individual learners identified?
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
Grade 11 History Lesson Plans Term 4 Page1