Additional resources for LADHSSA.pdf - Teacher Development Workshop Senior Phase Social Sciences 6009701866742 CONTENTS PAGE CONTENTS PAGE 2 ACTIV

Additional resources for LADHSSA.pdf - Teacher Development...

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Unformatted text preview: Teacher Development Workshop Senior Phase Social Sciences 6009701866742 CONTENTS PAGE CONTENTS PAGE ..................................................................................................................................... 2 ACTIVITY A: ................................................................................................................................................................ 3 SOCIAL SCIENCES INTRODUCTION TO CAPS ................................................................................. 5 ACTIVITY B: SOCIAL SCIENCES TEXTBOOKS ......................................................................................................... 5 ACTIVITY C: SOCIAL SCIENCES SENIOR PHASE (GRADE 7) GEOGRAPHY ........................................................ 6 ACTIVITY D: SOCIAL SCIENCES SENIOR PHASE (GRADE 7) HISTORY .......................................................... 10 ACTIVITY E: SOCIAL SCIENCES SENIOR PHASE (GRADE 8) GEOGRAPHY ..................................................... 14 ACTIVITY F: SOCIAL SCIENCES SENIOR PHASE (GRADE 8) HISTORY ........................................................... 18 ACTIVITY G: SOCIAL SCIENCES SENIOR PHASE (GRADE 9) GEOGRAPHY .................................................... 22 ACTIVITY H: SOCIAL SCIENCES SENIOR PHASE (GRADE 9) HISTORY .......................................................... 26 HOW PLATINUM, SPOT ON AND TODAY SOCIAL SCIENCES BOOKS CAN HELP YOUR TEACHING .............................................................................................................................................. 30 2 INTRODUCTION TO CAPS This section is an introductory section to the Senior Phase CAPS. Use your Survival Guide to the Senior Phase CAPS as a resource. Activity A: Topics to be covered: • Generic CAPS information • Assessment • Generic planning Instructions: • Participants should complete this activity in groups of 3. • Use the Survival Guide to the Senior Phase CAPS as a resource to look up the answers. • Read the statement / question and discuss the answer in your group. • Write down the answer in the space that has been left for discussion notes. The questions have been developed to stimulate discussion. The facilitator will discuss the questions at the end and clarify any uncertainties. Answer and Discussion Notes 1. What does CAPS stand for? 2. CAPS is not a new curriculum. State whether the above statement is true or false. 3. The Senior Phase CAPS will be implemented in 2014. State whether the above statement is true or false. 3 4. There are no more Learning Areas in the Senior Phase. State whether the above statement is true or false. 5. The number of subjects in Senior Phase has decreased. State whether the above statement is true or false. 6. The number of assessments in the Senior Phase has increased. State whether the above statement is true or false. 7. Which changes in the Senior Phase will have the greatest impact on planning? Hint: Look at the time allocation in the Survival Guide. 4 SOCIAL SCIENCES INTRODUCTION TO CAPS This section of the workshop focuses on Social Sciences Grades 7-­‐9. It provides a taste of what to expect in the Spot on, Platinum and Today Social Sciences textbooks and how they support teaching CAPS. Activity B: Social Sciences textbooks Topics to be covered: • Generic CAPS information • Criteria for choosing a textbook • Timetabling and planning in Social Sciences • Assessment in Social Sciences Instructions: • Study the list provided. The list consists of 9 criteria that are considered important to most teachers when choosing a textbook. • Rank the importance of the criteria by placing numbers 1 to 9 in the spaces provided. Ranking Sequencing of content according to the CAPS Relevant and up to date content Specific tasks required for Programme of Assessment e.g. tests, projects etc. Annual teaching plan according to the CAPS with term by term overview Teacher’s Guide which provides guidance and answers for Programme of Assessment Variety of revision activities Diagrams and pictures to explain content Remedial activities to support those learners that may need extra support Extension activities to support those learners that need expanded opportunities 5 Activity C: Social Sciences Senior Phase (Grade 7) Geography This activity is taken from a Grade 7 Geography topic in Social Sciences. These examples are from Spot on Social Sciences Grade 7, Platinum Social Sciences Grade 7 and Social Sciences Today Grade 7. Topics to be covered: • Grade 7 Geography map skills • Completion of tasks Instructions: • Participants should complete this activity in pairs. • Study the extracts taken from Spot on Social Sciences Grade 7, Platinum Social Sciences Grade 7 and Social Sciences Today Grade 7. • Answer the questions that follow. Questions: 1. How can you ensure that every learner completes the task and learns the appropriate skills? 2. Which Geography Social Sciences topic do these activities cover? Annual Teaching Plan Grade 7 Geography Term Grade 7 1 Map skills (focus: Local maps) 2 Earthquakes, volcanoes and floods 3 Population growth and change (focus: World) 4 Natural resources and conservation in South Africa 6 Unit 2: Different scales for different maps – small and large scale maps Maps come in different shapes and sizes. Some maps are large and cover a very small area. Other maps are small and cover a very large area. The map scale tells you how much of Earth’s surface a particular map shows. The map of the world below is the same size as the map of the Eastern Cape on page 14. But the map below shows the whole world. The map of the world is a small scale map. The street map of Cape Town on page 5 is a large scale map. Large scale maps show much more detail than small scale maps. Figure 3: World map ACTIVITY 2 Compare map scales 1. 2. 3. Write out the scale of the world map in words. Write out the scale of the map of Cape Town on page 5 in words. Compare the maps on this page as well as the maps on pages 5 and 14. Decide which of these statements are true. Write out only the true statements in your exercise book. a. The world map is a large scale map. b. The map of the world shows the smallest area. c. The map of Cape Town shows the smallest area. d. The map of the Eastern Cape shows the largest area. e. The map of Cape Town is a large scale map. Taken from Platinum Social Sciences Grade 7 (page 15) 7 Topic 1: Map skills Geography Term 1 Week 5.3-8.2 Calculating distances on maps Some maps in tourist road guides do not give a scale but indicate the distances between places on the map. For example on the road map in Mpumalanga, from Mashishing (B2) to Burgersfort (B1) along the road numbered R37 is 58 km. Figure 1.19: A road map of part of Mpumalanga. Adapted from South Africa Touring Atlas Estimating and checking distances Estimate the length of the N3 Freeway on the Pietermaritzburg map. Place a ruler on the freeway and turn the ruler along the freeway. From the line scale you can see it is about 1,6 km. To check how accurate your estimate is use a piece of string or a pencil and paper and measure the exact distance, which is 1,7 km. Figure 1.20: A Pietermaritzburg street map. Adapted from Map Studio Street Guide Durban Activity 1.7 Measuring, estimating and checking distances on a map 15 minutes 1. Study the road map of part of Mpumalanga. a) What is the number of the road from Mashishing to Ohrigstad (B1)? b) How far is it from Mashishing to Pilgrim’s Rest (B2)? 2. Study the map of Pietermaritzburg above. a) Estimate the length of Howick Road from the traffic circle at Athlone Primary School to where it meets Henderson Road. b) Check your estimate by measuring accurately. Taken from Spot on Social Sciences Grade 7 (page 15) Spot On Social Sciences Grade 7 9780796235510_SOSS_SSC_G07_LB Eng.indb 15 (1) (1) (1) (1) [4] 15 8 2012/12/14 12:18 PM Unit 3 Topic 1 Map skills Stretch the string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eofact 5IFMPOHFTUSJWFSJOUIFXPSMEJT UIF/JMF XIJDIGPMMPXTBDPVSTF PGLN#VUUIFTUSBJHIU MJOFEJTUBODFGSPNJUTTPVSDFJO #VSVOEJUPXIFSFJUFOUFSTUIF .FEJUFSSBOFBO4FBJTLN Figure 1.16 Measuring a curved distance on a street map Activity 9 Measure indirect (curved) distances key word globe a ball-shaped model of the Earth on a frame that allows you to spin it around on its axis 14  6TFZPVSBUMBTPSUIFNBQUIBUZPVSUFBDIFSHJWFTZPVUPNFBTVSFUIF EJTUBODFBMPOHUIFDPBTUGSPN%VSCBOUP.BQVUP  6TFBglobeUPNFBTVSFUIFEJTUBODFTCFUXFFOQMBDFT'JSTU NBLFTVSFUIBU UIFHMPCFZPVBSFVTJOHIBTBMJOFTDBMFNBSLFEPOJUTPNFXIFSF5IFO NFBTVSFUIFEJTUBODFTCFUXFFO B  -PT"OHFMFTBOE/FX:PSL C  4ZEOFZBOE$BQF5PXO D  $BJSPBOE$BQF5PXO  *GZPVQBEEMFEBDBOPFGSPN6QJOHUPOUP0SBOKFNVOEPOUIF8FTU$PBTU  IPXGBSXPVMEZPVUSBWFM 8IBUNBKPSOBUVSBMIB[BSEXPVMEZPVIBWFUP BWPJEBMPOHUIFXBZ 6TFZPVSBUMBTUPIFMQZPV Geography Taken from Social Sciences Today Grade 7 (page 14) 9 Activity D: Social Sciences Senior Phase (Grade 7) History This activity is taken from a Grade 7 History topic in Social Sciences. These examples are from Spot on Social Sciences Grade 7, Platinum Social Sciences Grade 7 and Social Sciences Today Grade 7. Topics to be covered: • Grade 7 History • Skills, values and attitudes Instructions: • Participants should complete this activity in pairs. • Study the extracts from Spot on Social Sciences Grade 7, Platinum Social Sciences Grade 7 and Social Sciences Today Grade 7. • Answer the questions that follow. Questions: 1. Discuss the skills, values and attitudes that are developed from these activities. 2. Which History Social Sciences topic do these activities cover? Annual Teaching Plan Grade 7 History Term Grade 7 1 The kingdom of Mali and the city of Timbuktu in the 14th century 2 The Transatlantic slave trade 3 Colonisation of the Cape in the 17th and 18th centuries 4 Co-­‐operation and conflict on the frontiers of the Cape Colony in the early 19th century 10 Most villages in Mali had their own griot or storyteller. Griots told tales and sang of births, deaths, marriages, battles, hunts, and hundreds of other things. History has been shared this same way for generations. ‘Timbuktu, the crossroad where sub-Saharan Africa and the Mediterranean met each other, was not only magnificently rich; it was also a world class centre of learning.’ (Adapted from Gates, Henry Jnr, Wonders of the African World, Alfred A. Knopf, New York, 1999, page 112) Source A: This is written in a history book about Africa. Topic 1: The kingdom of Mali and the city of Timbuktu in the 14th century Source C: These gold coins were used in Mali Source B: This is a drawing of gold traders in Mali long ago. PPS G7 LB.indb 109 long ago. They were found by archaeologists. ‘Long, long ago, when Mali was a powerful kingdom, there was a great king named Mansa Musa. He made Timbuktu into the City of Gold. Walk around Timbuktu today, and you can still see the enormous mosque that the king built.’ (Adapted from: Marissa Moss. Tales from Timbaktu. National Geographic Explorer March 2009, p.12) Source D: A page from a handwritten book in Arabic in the 14th century, from the University of Timbuktu. Source E: Griots talk about the past ACTIVITY 3 Find different kinds of information about the past 1. Name the four different sources of information that historians use to write history. 2. Look at sources A–D above and on page 109. a. Draw a table in your exercise book that looks like the one below and complete it by ticking the correct boxes for each source. b. In the last column, write down what information the source gives us about Mali long ago. Source Written Visual Material Oral What the source tells us A B C D E Taken from Platinum Social Sciences Grade 7 (pages 109 and 110) 110 Term 1 PPS G7 LB.indb 110 2012/10/09 9:45 AM 11 109 2012/1 Topic 5 The kingdom of Mali and the city of Timbuktu 14th century Unit 1 "MPOHTJEFUIFFTUBCMJTINFOUPG*TMBN JO/PSUI"GSJDB USBEFBDSPTTUIF4BIBSB HSFXSBQJEMZ#FDBVTFNBOZUSBEFST XFSF.VTMJN UIF.VTMJNGBJUICFHBO UPTQSFBEJOUP8FTU"GSJDB.VTMJN USBEFSTTFUUMFEBNPOHUIFMPDBMQFPQMF  CVJMUNPTRVFT BOEconvertedNBOZ MPDBMTUP*TMBN*UXBTBUUIJTUJNF  BSPVOEUIFFJHIUIDFOUVSZ UIBU.VTMJN scholarsCFHBOUPXSJUFEPXO8FTU "GSJDBOIJTUPSZ5IFTF.VTMJNTDIPMBST BMTPCFDBNFBEWJTPSTUPMPDBMLJOHTPO USBEF MBX BOEHPWFSONFOUNBUUFST #ZUIFUJNFUIFLJOHEPNPG.BMJXBT FTUBCMJTIFEJO .VTMJNTQMBZFEBO JNQPSUBOUSPMFJOHPWFSONFOUBGGBJST 5IFGPVOEFSPG.BMJ 4VOEJBUB,FJUB  XBTOPUB.VTMJN CVUUIFLJOHTXIP DBNFBGUFSIJNDPOWFSUFEUP*TMBN5IF Figure 5.6 Map showing the spread of Islam into North and West Africa NPTUGBNPVTLJOHPG.BMJXBT.BOTB .VTB XIPSVMFEGSPNUP )FNBEF*TMBNUIFTUBUFSFMJHJPOBOEXFOUPOQJMHSJNBHFGSPN.BMJUP.FDDB key words converted changed from one belief to another scholars people who study a subject and know a lot about it Activity 3 Draw a map  3FESBXUIFNBQBCPWFJOUPZPVSFYFSDJTFCPPLBOEMBCFMUIFGPMMPXJOHQMBDFT B  4BIBSB%FTFSU C  "SBCJBO1FOJOTVMB D  4BIFM E  /JHFS3JWFS F  .BMEJWFT G  .FEJUFSSBOFBO4FB H  .FDDB I  3FE4FB  'JOEUIFQMBDFTPOZPVSNBQXIFSF*TMBNUPPLSPPUBOEXSJUFEPXOUIJT MJTUPGQMBDFTJOZPVSFYFSDJTFCPPL  /FYUUPFBDIQMBDF XSJUFEPXOUIFDFOUVSZJOXIJDI*TMBNXBT FTUBCMJTIFEUIFSF  %SBXBUJNFMJOFPGUIFTQSFBEPG*TMBNJOUP/PSUIBOE8FTU"GSJDB.BSL ZPVSUJNFMJOFJODFOUVSJFTGSPNUP Taken from Social Sciences Today Grade 7 (page 111) 12 History 111 Term 1 Week 8.2-9.3 Extension A similar project was started by the University of Oslo from 2000 to 2007. Their aim was to help Timbuktu preserve their rich heritage. A 2006 survey of 150 young Britons showed that 34 per cent did not believe that Timbuktu existed. On 6 April 2012, Tuareg rebels declared the independence of Timbuktu from Mali. Very few tourists have visited the World Heritage Site since some tourists were killed and others were kidnapped. History Thousands of the old manuscripts that were written over the centuries were buried in caves. Many of them are now in French museums. In 2001, former president Thabo Mbeki visited Timbuktu with a group of government ministers and businessmen from South Africa. They saw that the very old Arabian writings were not well displayed or protected. The president came up with the idea of an “African Renaissance” to encourage renewed interest in Africa’s past. Mbeki wanted Africans to be proud of their roots and culture. He wanted to reclaim the “rightful contribution of Africans to world history and civilisation”. In 2003, supported by the government of South Africa, the University of Cape Town started the Timbuktu Manuscripts Project. In 2005, a plan was proposed to send South Africans to Timbuktu to help rebuild libraries, train librarians and share their knowledge to help preserve the old writings. South African architects and engineers helped to build a new library in Timbuktu which was completed in 2009. It holds about 300 000 old manuscripts. Ancient manuscripts. Many families in Timbuktu keep these valuable documents in their possession. Source: Olybrius Timbuktu as a World Heritage Site In 1988, Timbuktu was declared a World Heritage Site. This means that the rich and fascinating past of its architecture and learning will be protected by certain laws for future generations all over the world. An effort will be made to restore the surviving manuscripts and to recognise the cultural contribution that Timbuktu made to the world. Term 1 Week 8. Activity 1.12 Manuscripts 60 minutes 1. What does it mean to Timbuktu to have been declared a 90 World Heritage Site? Social Sciences Grade 7 (5) 2. Describe the downfall of Mali in a short paragraph. (5) 9780796235510_XXX SSC_ G07_LB_01H_ENG.indd 90 3. Take a large piece of paper and burn the edges to make it look old. Rub brown chalk or sand over the page. Write a few paragraphs on why and how South Africa has become involved in Timbuktu. The first letter of your work should be large and colourfully decorated. (10) [20] Taken from Spot on Social Sciences Grade 7 (Page 90 – 91) 13 2012/10/22 6:46 AM Activity E: Social Sciences Senior Phase (Grade 8) Geography This activity is taken from a Grade 8 Geography topic in Social Sciences. These examples are from Spot on Social Sciences Grade 8, Platinum Social Sciences Grade 8 and Social Sciences Today Grade 8. Topics to be covered: • Grade 8 Geography • Planning and timing Instructions: • Study the extracts from Spot on Social Sciences Grade 8, Platinum Social Sciences Grade 8 and Social Sciences Today Grade 8. • Discuss and answer the questions that follow. Questions: 1. Discuss the amount of content to be covered in this section. How do these activities assist in covering a large amount of content effectively? Annual Teaching Plan Grade 8 Geography Term Grade 8 1 Maps and globes (focus: Global and local) 2 Climate regions (focus: South Africa and world) 3 Settlement (Africa with a focus on South Africa) 4 Transport and trade (focus: South Africa and world) 14 Tundra and high mountain (alpine) climate Tundra climate Tundra climates occur next to the polar climate regions between 60° and 75° north and south. Average summer temperatures are between 2 °C and 12 °C. A tundra climate has at least one month with an average temperature above freezing. In summer there are higher temperatures and the snow melts, which provides the right conditions for the tundra plants to grow. No trees can grow in a tundra climate. Most precipitation occurs in summer as rain. Yearly precipitation is between 100 mm and 400 mm, much of which falls as snow. Figure 8 Tundra and high mountain regions High mountain (alpine) climate High mountain areas have climates that are similar to the tundra and polar climates. These are called alpine climates. Temperatures are low in these areas because of the influence of altitude. Mediterranean climate This is the main kind of climate in the areas around the Mediterranean Sea. You can see from the map that there are other areas that have a Mediterranean climate. The Mediterranean climate is noted for its warm summers and cool wet winters. Average summer temperatures are above 20 °C. Average winters temperatures are between 10 °C and 15 °C. The yearly rainfall is between 400 and 600 mm. FIgure 9 Mediterranean regions ACTIVITY 3 Order and describe climate regions 1. 2. 3. 4. 5. 48 Order the nine kinds of climate in terms of latitude from the equator to the poles. Look at Figure 9. Name the places in the southern hemisphere that have a Mediterranean climate. Match the words ‘humid’, ‘mild’, ‘extreme’, with one of the following kinds of climate: desert, polar, temperate, tropical and subtropical. Look at Figure 6 on page 47. Describe the climate conditions of a continental climate. Give the average precipitation for the following kinds of climate: desert, tundra, tropical and temperate. Term 2 Taken from Platinum Social Sciences grade 8 (page 48) PSS G08 LB - PROMO.indb 48 15 2013/01/08 1:10 PM Term 2 Week 3.3–6.1 Geography Victoria West 15,8 ºC ºC 20 15 10 mm 150 100 50 250 mm J FM AMJ J A S OND Cape Town 8,6 º...
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