Duration: 2 Hrs.30 Min

TERM 2

GRADE 11 HISTORY

LESSON PLAN 1:

Duration: 2 Hrs.30 min.

• The origins of the Great Depression.
• The concept of the Great Depression.
• Understand how a capitalist society works.
• Understand the flaws of a capitalist society
• Understand the economic conditions of the 1920s.

• Extract evidence and organize information from sources to answer questions.
• Interpret and evaluate evidence.
• Use historical concepts to analyse the past
• Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing )

• The need for a balanced economy.
• Understand the need for responsible legislation regarding economic issues
• Appreciate the need to retain a social conscience whilst in the pursuit of personal wealth.
• The impact of totalitarianism on peoples lives
• That all people should be treated equally and enjoy basic human rights

1. What was the Great Depression?
2. What factors led to the Great Depression?
3. What was the impact of the Great Depression?
4. How did the New Deal change the USA economy?

• Working in groups
• Work individually

• Written work
• Extended writing
• Source-based activities

• Source-based activities, p.164- 165, New Generation History, Grade 11
• Write a report on the effects of the Depression on the US economy. Looking into the Past, Grade 11, p.149

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:………………………….

HOD/SMT:………………………….

TEACHER:…………………………

TERM 2

GRADE 11 HISTORY

LESSON PLAN 2:

Duration: 4 Hrs.10 min.

• Roosevelt’s New Deal Policy.
• The factors leading to totalitarianism in Germany.
• The effects of the Great Depression on Germany.
• The rise of Nazism in Germany.
• Understand the economic conditions of the 1920s.

• Extract evidence and organize information from sources to answer questions.
• Interpret and evaluate evidence.
• Use historical concepts to analyse the past
• Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing )

• The need for a balanced economy.
• Understand the need for responsible legislation regarding economic issues
• Appreciate the need to retain a social conscience whilst in the pursuit of personal wealth.
• The impact of totalitarianism on peoples lives
• That all people should be treated equally and enjoy basic human rights

1. How did the New Deal change the USA economy?
2. What was the impact of the Great Depression on Germany?

• Working in groups
• Work individually

• Written work
• Extended writing
• Source-based activities

• Write a short paragraph on the success and failures of the New Deal
• Explain how the Great Depression transform the American economy

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:………………………….

HOD/SMT:………………………….

TEACHER:…………………………

TERM 2

GRADE 11 HISTORY

LESSON PLAN 3:

Duration: 2 Hrs.30 min.

• The rise of totalitarianism in Japan.
• Link the crisis of capitalism to the emergence of fascist economy in Japan.
• The effects of the Great Depression on Japan.

• Extract evidence and organize information from sources to answer questions.
• Interpret and evaluate evidence.
• Use historical concepts to analyse the past
• Construct and communicate historical knowledge and understanding by developing and justifying a line of argument orally (debates and speeches) and in written form (paragraphs, extended pieces of writing )

• The impact of totalitarianism on peoples lives
• That all people should be treated equally and enjoy basic human rights
• The value of social justice

1. What led to the rise of totalitarianism in Japan?
2. How did the people of Japan suffer as a result of totalitarianism?

• Working in groups
• Work individually

• Written work
• Extended writing
• Source-based activities

• Learners to analyse cartoon explaining the role of the military in Japanese industry and politics. (New Generation, Grade 11, p.162), (Looking into the Past, Grade 11, p.161)

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:………………………….

HOD/SMT:………………………….

TEACHER:…………………………

TERM 2

GRADE 11 HISTORY

LESSON PLAN 4:

Duration: 4 Hrs.10 min.

• How to define the following concepts: race, segregation, apartheid, resistance / defiance, Human rights
• The acts discriminating on the grounds of race.
• The reasons why the government adopted a segregationist policy.

• Use historical enquiry skills and analyse quotations, documents, photographs and cartoons.
• Identify bias and points of view, especially in propaganda material.
• Create and communicate historical knowledge and understanding
• Make informed decisions relating to heritage sites and artifacts

• The need to respect other people’s rights.
• The need to work with other people
• Think critically about the morality of segregating a society along racial lines

1. How was segregation a foundation for apartheid?
2. What is neo-colonialism and how does it relate to apartheid?
3. How did apartheid entrench ideas of race?

• Working in groups
• Work individually
• Class debate

• Written work
• Extended writing
• Source-based activities

• Design a poster objecting to the acts discriminating against people on the grounds of race. Remember you are trying to convince the government that the acts passed is against the South African constitution, (New Generation History, Grade 11, p.257)
• Source analyses, (Viva History, Grade 11, pp. 245-250)

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:………………………..

HOD/SMT:……………………………

TEACHER:…………………………..

TERM 2

GRADE 11 HISTORY

LESSON PLAN 5:

Duration: 4 Hrs.10 min.

• The nature of resistance to apartheid.
• How to identify the different forms of resistance.
• How effective resistance was.
• Learn about the leaders in the different resistance groups

• Use historical enquiry skills and analyse quotations, documents, photographs and cartoons.
• Identify bias and points of view, especially in propaganda material.
• Create and communicate historical knowledge and understanding
• Make informed decisions relating to heritage sites and artifacts

• Appreciate and value the opinions and needs of all people.
• Consider the question of resisting unjust laws.
• Value the method of inclusivity
• Appreciate people’s readiness to sacrifice in order to overcome oppression

1. What was the nature of resistance to Apartheid?

• Working in groups
• Work individually
• Class debate

• Written work
• Extended writing/Genres
• Source-based activities
• Debate

• Source analyses, (New Generation, Grade 11, pp.283-285)
• You are an overseas (international) TV reporter in South Africa during the late 1950s and your production manager has asked you for a piece of work regarding opposition to apartheid. Use the information from the sources to write notes for the programme you will produce.

1. The role of women in the liberation struggle
2. The treason trial

• Aims
• Methods
• Results
• End with a short piece summing up how resistance changed during the 1950s.

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:……………………….

HOD/SMT:…………………………..

TEACHER:………………………….

TERM 2

GRADE 11 HISTORY

LESSON PLAN 6:

Duration: 4 Hrs.10 min.

• The nature of resistance to apartheid.
• How to identify the different forms of resistance.
• How effective resistance was.
• Learn about the leaders in the different resistance groups

• Use historical enquiry skills and analyse quotations, documents, photographs and cartoons.
• Identify bias and points of view, especially in propaganda material.
• Create and communicate historical knowledge and understanding
• Make informed decisions relating to heritage sites and artifacts

• Appreciate and value the opinions and needs of all people.
• Consider the question of resisting unjust laws.
• Value the method of inclusivity
• Appreciate people’s readiness to sacrifice in order to overcome oppression

1. How did South Africans resist

• Working in groups
• Work individually
• Class debate

• Written work
• Essay
• Source-based activities
• Debate

• Source analyses, Sharpeville, (Looking into the Past, Grade 11, pp. 245-247)
• Write an essay on the following topic:

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:……………………….

HOD/SMT:…………………………..

TEACHER:………………………….

TERM 2

GRADE 11 HISTORY

LESSON PLAN : 7

Duration: 4Hrs. 10 min.

• Discover how the apartheid government responded to resistance
• Investigate human rights abuse around the world.

• Use historical enquiry skills and analyse quotations, documents, photographs and cartoons.
• Identify bias and points of view, especially in propaganda material.
• Create and communicate historical knowledge and understanding
• Make informed decisions relating to heritage sites and artifacts

• Appreciate and value the opinions and needs of all people.
• Consider the question of resisting unjust laws.
• Value the method of inclusivity
• Appreciate people’s readiness to sacrifice in order to overcome oppression

1. How did the authorities respond to the resistance?

1. How was the resistance in South Africa part of wider resistance in the world to human rights abuses?

• Working in groups
• Work individually
• Class debate

• Written work
• Extended writing/Genres
• Source-based activities
• Debate

• Source analyses, (Viva History, Grade 11, pp. 268-269)

• Extended writing on the following topic:

• Informal assessment
• Written work
• Source-based activities

• Teacher
• Self (rubric)
• Peer

• Reading
• Listening
• Questioning
• Communication

• Outcomes achieved?
• Work to be repeated and remediate?
• Needs of individual learners identified?

DATE OF COMPLETION:……………………….

HOD/SMT:…………………………..

TEACHER:………………………….