Lesson Plan Grade 8 SS History T3 W1.pdf, Schemes and Mind Maps of History

Download Lesson Plan Grade 8 SS History T3 W1.pdf and more Schemes and Mind Maps History in PDF only on Docsity! Directorate: Curriculum GET: LESSON PLAN TERM 3 SUBJECT and GRADE SOCIAL SCIENCE – GRADE 8 HISTORY TERM 3 Week 1-3: This week will focus on the Scramble for Africa in the late 19th century. The topic is divided into two sections as indicated below The teacher and learners discuss these topics from Grade 7 content to assess the learners ‘prior knowledge o The kind of society existed in the Kingdom of Mali o Trade that took place in Kingdom of Mali o How was trade in the Kingdom of Mali different to the Transatlantic slave trade o The impact of Transatlantic slave on Africa o How the growth of industrialisation in Europe paved the way for the Scramble for Africa. European colonisation of Africa in the late 19th century o European colonization of Africa in the late 19th century: o Berlin conference 1884 European colonisation of Africa in the late 19th century o Map of Africa (showing different colonising countries) o Causes of colonisation LINK TO TEACHING AND ASSESSMENT PLAN FOCUS: The Scramble for Africa: late 19th century Section 1: European colonisation of Africa in the late 19th century Section 2: Berlin Conference 1884 AIMS OF LESSON To understand the Scramble for Africa, we need to look at: How European colonization of Africa occurred. What was the Berlin Conference about? INTRODUCTION • The introduction must be linked to the Aims of the Lesson KEY CONCEPTS AND DEFINITIONS Explain and define core concepts. SKILLS The Scramble for Africa: late 19th century The colonisation of Africa was part of a global European process reaching all the continents of the world. European colonisation and domination changed the world dramatically. The Scramble for Africa took place during the New Imperialism between 1881 and 1914. The focus of this lesson will be on the: The following skills will be addressed in this lesson: • To extract information; interpretation and analysis of information, usefulness and reliability of sources and paragraph writing are important to understand and to apply. Ensure that the questions set in the activities address these skills 1. European colonisation of Africa in the late 19th century Africa before European colonisation Before colonisation, Africa was characterised by widespread flexibility in terms of movement, governance, and daily lifestyles. The colonisation of Africa through Europe brought about many forms of government that are still visible today. Before colonisation, however, there were many forms of government in Africa, ranging from powerful empires to decentralised groups of pastoralists and hunters. Africa before European colonialism Image source Because the iron tools allowed Africans to flourish in their natural environment, they could live in larger communities which led to the formation of kingdoms and states. With this creation came the formation of modern civilizations, common languages, belief and value systems, art, religion, lifestyle and culture. Another unique characteristic of pre- European Africa was the favouring of oral tradition within these societies. Stories were told and handed down generations in verbal form. This poses a threat to the survival of these stories because certain aspects could be forgotten or told in a different way. European countries fought over African countries mainly for their natural resources. Lines were drawn through African communities which had existed for many years, and these lines can presently be seen as national borders. 5. Which country’s leader had control of the Congo before the 1884 Berlin Conference and what was the reason for his tyrant regime of this region? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………(3x1)=3 6. How many countries attended the Berlin Conference of 1884 and why in your opinion were no African leaders welcome to be part of this very important meetings? ……………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………....(3x1)=3 7. Take a close look at the following sources then answer the questions. Source 1 Source 2 “Take your piece of ‘this’ cake now or shall we decide which one you shall have? It’s free and wonderful and delicious too. We shall all eat together in peace and harmony”. Bismarck von Otto: “This tyranny regime in the Congo has got to stop immediately. There must be another way around this” 7.1 The chairperson of this conference is depicting a serious state of affairs. What does he mean when he says ‘take your piece if this cake now’? Refer to Source 1. …………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….(2x1)=2 7.2 Refer to Source 1. If delicious implies treasures, what were so good about it? ………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………(2x1)=2 7.3 Refer to Source 2. Chancellor Bismarck von Otto facing King Leopold of Belgium addresses him sternly at the Berlin Conference. What would you say are the responses from the other gentleman at the conference? Your answer should be diplomatic and reasonable. ………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………….(4x1)=4 CONSOLIDATION To summarise/ Remember the following: • Switch to the goals of the lesson • Learners to write a paragraph of between 8 – 10 lines about the two main topics • Learners can debate with understanding about the topics RESOURCES Paper based resources Digital resources • Learners need to refer to the accompanying power point slides 1 - • Textbooks: Chapter: • Powerpoint slides Refer to the relevant digital resources e.g. links on the WCED ePortal https://www.sahistory.org.za/article/grade-8-term-3-scramble- africa-late-19th-century https://youtu.be/0dXpAVE3frk https://www.thelearningtrust.org/asp-treasure-box NOTES SUBJECT SOCIAL SCIENCE HISTORY TERM 3 TEACHER’S ACTIVITIES GRADE 8 DATE Week 1-3 Skills (WHAT I am going to teach/guide/support…) Source – based and paragraph writing Teaching Methodologies/ Approach (HOW I am going to teach/guide/support…) Resources / LTSM (WHAT I am going to use to teach/guide/support…) Read through the Notes, and answer the activities. The Tutor has been used to provide tips on how to approach the following questions: To extract, give definitions of concepts, analyze sources and comparing sources and the power points for paragraph writing • Identify the concepts that will be covered in the lesson • Use the power point to explain the content • Refer to the sources and questions that will be addressed • Ensure that the learners understood what must be done. • Do the activities • Worksheet and Notes • Refer to the PPT • Refer to the digital resources that can be used PARENT’S ACTIVITIES Please refer to teacher’s activities Parents to help with the understanding of the topic in the textbook; the power points; reading with understanding should also be a focus Check list: • My child knows the content Y/N • My child understands the concepts Y/ N • My child could answer the questions Y / N • Can my child answer the questions? Y/ N Use of the textbook very important and where possible access the digital resources indicated in the lesson LEARNER’S ACTIVITIES Learner activities: step by step, practical, keep it simple. Complete the activities above as indicated. Reflection: At the end of the section I can: • Work with sources Yes / No • Explain the concepts Yes / No • Discuss the content Yes / No I need help with: