Marked SDHISTV#2.pdf - 1 Tracey-Lee Alexander 57142971 Assignment 02 Unique Number 715956 CONTENTS page number QUESTION 1 Page 3 6 Time Page 3 5 Change

Marked SDHISTV#2.pdf - 1 Tracey-Lee Alexander 57142971...

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Tracey-Lee Alexander 57142971 Assignment 02 Unique Number: 715956
CONTENTS page number: QUESTION 1 Page 3 6 Time Page 3 - 5 Change Page 5 Empathy Page 6 QUESTION 2 Page 7 8 2.1 What is History? Page 72.2 Requirements of successful groupwork Page 72.3 Group roles Page 82.4 Practical example of a groupwork activity Page 8QUESTION 3 Page 9 Poster for Writing an explanation Page 9 BIBLIOGRAPHY Page 10 DECLARATION Page 10
3 Question 1 There are a few structural concepts which are fundamental in History and which give meaning and structure to History. I will discuss how three of these structural concepts can be taught in a History class. Time Time is a very important historical concept for learners to understand as it helps them to understand the past and the present. They learn concepts such as “now”, “then”, long ago”, “after”, before, past”, “present” and “recent”, “generation”, “decade”, “century”, “millennium” and “Neanderthal”. By understanding all these concepts, learners will have developed a sense of time. Learners will know what happened in a certain time in history and this can be linked with the concept of change in history, another abstract concept: over time, we see how changes have taken place. It is important that learners know dates of significant events in history because they allow learners to be able to group certain events according to time, for example, the death of Hector Pieterson in 1976; The Pass Laws Act of 1952; The imprisonment of Nelson Mandela of 1962; etc. All these events occurred during the time of Apartheid (1948-1991). A few ways of how I would teach the concept of time are through visual representations by comparing pictures to show changes over time. Learners in Grade 11, Term 2, are learning about Capitalism in the USA. One may compare the lifestyle of the people living in the 1920s to those living in the 1930s to show the different circumstances in the different time periods. Learners will be asked to explain what happened between these time periods that made the situation in the 1930s so much different to that of the 1920s. Learners can compare all the differences between the two time periods. This type of activity can be used with all kinds of events to explain “then” and “now”, “past” and “present”.I would also teach the concept of time through time and chronology activities where learners would have to list a sequence of events in chronological order or by matching events with its dates: (Grade 10, Term 2) 1920s 1930s
4 Complete the table below by matching up the event with its respective date. Event Date 1. Women’s march of Versaillesa. August 26, 1789 2. Reign of Terror b. June 20, 1789 3. Execution of King Louis XVI c. October 5, 1789 4. Declaration of the rights of man and of citizen d. January 21, 1793 5. Tennis Court Oath e. October 16, 1793 6. Storming of the Bastille f. July 28, 1794 7. Flight of the king g. September 5, 1793 July 28, 1794 8. Execution of the queen h. June 20, 1791 9. Execution of Robespierre i. August 10, 1792 10. Storming of Tuileries Palace and Overthrow of

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