phase intermediate work schedules · ⇒ explain who the g8 countries are and the role of the g8...
TRANSCRIPT
Inte
rmed
iate
Pha
se
Wor
k Sc
hedu
les
Grade
6
Natural Sciences
FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.
Dr. S. Naicker, Chief Director: Curriculum Development
WORK SCHEDULES SOCIAL SCIENCES
GRADES 4 to 6 INTRODUCTION The Social Sciences learning area consists of History and Geography, both of which are of equal importance within the learning area. Social Sciences aims to contribute to the development of informed, critical and responsible citizens who are able to play constructive roles in a culturally diverse society. NOTE TO TEACHERS ON HOW TO USE THIS WORK SCHEDULE These work schedules have been written to give substance to the learning outcomes and assessment standards. As a teacher using these work schedules, you should be in a position to teach this learning area with greater clarity and confidence. The work schedules are aimed at • ensuring that teachers have a common understanding of the learning outcomes and
assessment standards; • ensuring that teachers address the prescribed knowledge focus framework in the National
Curriculum Statement; and • achieving a common work pace within the province.
The content of the work schedules is carefully scaffolded to avoid duplication and to allow for an increased level of complexity across the phase. Teacher guides, which explain the content and suggest teaching methods, accompany the work schedules. When planning for the year ahead, the relevant page numbers from textbooks can be indicated in the right-hand column of the work schedule. Also note that the work schedules are designed for 40 weeks and that the content is carefully spread over a period of 10 weeks per term. Teachers should consult the National Curriculum Statement Policy Document as a reference to the learning outcomes, assessment standards and knowledge focus framework. We hope that this document will be of assistance. ACKNOWLEDGEMENTS Sincere thanks to the teachers and curriculum advisers who have developed the work schedules for the Intermediate Phase. Directorate Curriculum: GET
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WORK SCHEDULE GEOGRAPHY
GRADE 6
TERM 1
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
1
LO 1, 2 &
3
Introduction: The Social Sciences Learning Area – Geography ⇒ Revision of Grade 5:
o What is Geography on global scale? o How can you apply Geography in real life? o What is a Geographer?
⇒ Explain the concepts: o Global scale o Geographer
⇒ Revise the enquiry process (LO 1), focusing on different types of sources.
⇒ Use information to propose solutions to problems and to report on
enquiries. ⇒ Identify/arrange different types of geographical sources under given
headings ⇒ Briefly explain why more people live in some places than others; how
access to resources influences development in different places; ways in which society has changed the environment. (LO 2)
⇒ Briefly explain the inequalities within and between societies; factors
leading toward social and environmental inequality; actions that lead to the sharing of resources and reducing poverty. (LO 3)
Wk 1
2
LO 1
AS
[6.1.1] [6.1.3] [6.1.5] [6.1.8]
Introduce Map work
⇒ Revise Grade 5 map work skills, e.g. using the index of an Atlas, location of physical features, the concept of scale, cross-referencing information on different maps, field sketches and drawing maps.
⇒ Explain the concept ‘map projection’ ⇒ Illustrate how a globe can be projected onto a flat surface - show an
example of a Mercator projection using atlases and Global maps. ⇒ Discuss the necessity of projecting maps in such a way.
Introduction to: ‘Latitude and longitude’
⇒ Explain and identify the following concepts:
o Latitude o Longitude
Wk 2
- 2 -
3
o Hemisphere o Equator o Greenwich Meridian o International date- line o Degree measurements o Co-ordinates o Artic and Antarctic circles o Tropic of Cancer and Capricorn
⇒ Revise work on ’direction’ (Grade 4 & 5) ⇒ Introduce new terminology
o Northern and Southern Hemisphere o Eastern and Western Hemisphere
⇒ Explain the concept co-ordinates (where latitude and longitude cross) ⇒ Explain the concept ‘degrees and minutes’ ⇒ Identify places from given co-ordinates and give the co-ordinates of
given places ⇒ Locate places on maps using latitude and longitude
Wk 3
4
LO 1 & 2
AS
[6.1.1] [6.1.3] [6.1.5] [6.1.8] [6.2.1]
Population distribution and density on a Global scale Context: Identify key cities Key Question: Why do more people live in some places than others do? or Why are certain places more populated than others?
⇒ Explain concepts: o Population distribution o population density o migration o map scale.
⇒ Identify sources such as statistics about social and environmental problems and challenges which influence population distribution.
⇒ Record information on these problems and challenges on a mind
map. Use the facts selected from the sources. ⇒ Locate the most densely populated cities using latitude and longitude
using a global population map. ⇒ Record the different key cities on a blank world map (template).
⇒ Explain why more people live in some places than others do. ⇒ Record information on the reasons for the dense population of a
specific city
Wk 4
- 3 -
5
6
LO1, 2 & 3
AS
[6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.3]
Population distribution and density on a Global scale Context: Identify key climatic regions: Polar, Arid, Middle latitude, Tropical, Mountains, Sub-tropical Key Question: How does climate influence population distribution and density?
⇒ Explain concepts: Climate regions, focusing, e.g. on Polar, Arid, Middle latitude, Tropical, Mountains, and Sub-tropical.
⇒ Identify sources with information on climatic regions and explain how
environmental problems and challenges which will influence population distribution.
⇒ Select and record information, including statistics, to explain why
more people live in some places than others do.
⇒ Locate relevant climatic regions on maps using latitude and longitude (use atlases)
⇒ Use information to propose solutions for e.g. overpopulation in a
specific region. ⇒ Identify inequalities within and between societies. ⇒ Evaluate actions that lead to the sharing of resources and reducing
poverty in a particular context
⇒ Report on enquiries through structured writing – use graphs, tables, maps and diagrams to support solution to the problem of over population.
Wk 5
Wk6
7
LO: 1, 2 &
3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.3]
Population distribution and density on a global scale Context: Countries Key Question: Why are some countries more densely populated than others?
⇒ Explain concepts: o Countries o Borders o Developed o Developing o Wealth o Energy o Technology
⇒ Identify sources on social and environmental issues which may
influence population distribution and density in various countries ⇒ Select and record information from sources by drawing a bar graph
to compare the population densities of the ten most populated countries.
Wk 7
- 4 -
8
⇒ Locate these areas on maps using latitude and longitude (degrees
and minutes) Use atlases.
⇒ Investigate the characteristics of developing countries and compare with developed countries.
⇒ Compare developing and developed countries with regard to their
percentage of the world’s wealth, their percentage of the world’s population and what percentage of the world’s energy resources they use.
⇒ Represent the data on population, wealth and use of energy in a
graph.
⇒ Identify and explain the inequalities within and between developed and developing countries in a table.
⇒ Evaluate actions that lead to the sharing of resources and reducing
poverty in a particular context.
⇒ Explain who the G8 countries are and the role of the G8 summit in supporting developing countries. Evaluate the delivery of promises made by the G8 summit. Record findings.
Wk 8
9
LO 1
AS
[6.1.3] [6.1.5] [6.1.7] [6.1.8]
Map work: Context: Location of trade and air routes
⇒ Explain concepts: o Trade o Communication o Products o Export o Raw materials o Industrial o Manufacture o Fluctuate o Transport routes.
⇒ Locate relevant trade and air routes on maps using latitude and longitude (degrees and minutes). Use atlases.
⇒ Do revision on scale and measurement on maps. ⇒ Use a map of South Africa and a map of the world and piece of string
+/- 60cm to measure distances on the map. ⇒ Measure as the crow flies e.g. from Cape Town to Johannesburg or
an indirect route e.g. following the coastline of South Africa. Convert cm to km on the line scale.
⇒ Compare air routes to sea routes between the same two cities.
Wk 9
- 5 -
10
LO 1, 2 & 3
Formal Assessment Task 1: Test
Wk10
- 6 -
WORK SCHEDULE GEOGRAPHY
GRADE 6
TERM 2
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
11
LO 1
AS
[6.1.1] [6.1.3] [6.1.5] [6.1.8]
Climate and vegetation regions of the world Context: Introduction to the various biomes Key Question: What is a biome?
⇒ Identify different sources on climate and vegetation regions of the world.
⇒ Explain the following concepts: o Biomes o Tropical and subtropical o Rain forests o Deciduous forests o Grasslands o Savannah o Temperature o Seasons o Climate zones o Ecosystems
⇒ Explain the meaning and location of biomes ⇒ Locate biomes on maps using latitude and longitude (degrees and
minutes) Use atlases. ⇒ Use co-ordinates to locate the positions of biomes on World map.
(North / South / East and West) ⇒ Shade the different biomes on a blank template of a world map. ⇒ Record new knowledge in workbooks
Wk 11
12
LO 1, 2 & 3
AS
[6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.3] [6.3.1] [6.3.3]
Climate and vegetation regions of the World - Context: Tropical Rainforests, Temperate forests and Coniferous forests Key Question: Why is it important to save Rainforests?
• Explain the following concepts: o Tropical o Temperate, o Coniferous forests
⇒ Select and record information on tropical, temperate and coniferous
forests from sources. ⇒ Investigate various climatic conditions and the vegetation found in
different biomes from written sources, pictures, videos, DVDs and maps.
Wk 12
- 7 -
13
⇒ Locate tropical, temperate and coniferous forests in atlases.
⇒ Use the resource information and tabulate it under the following
headings: climate, vegetation and animals, etc.
⇒ Use the information from the tables and explain why more people live in some places than others do.
⇒ Discuss the challenges faced by inhabitants of various biomes.
⇒ Describe ways in which society has changed the environment
(deforestation) and about the negative impact of human activities in regions.
⇒ Record ideas on how to prevent further negative impact / destruction
of the natural environment.
WK 13
14
15
LO 1, 2 & 3
AS
[6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Climate and Vegetation regions of the World - Context: Subtropical Savannahs, Mediterranean, Temperate grasslands and Mountains Key Question: Does the climate influence vegetation?
⇒ Explain the following concepts: o Subtropical savannah o Mediterranean o Grasslands o Mountains
⇒ Investigate various climatic conditions and vegetation found in
different biomes from written sources, pictures, videos, DVDs and maps.
⇒ Locate subtropical savannahs, Mediterranean regions, grasslands
and mountains in atlases.
⇒ Use the resource information and tabulate it under the following headings: climate, vegetation and animals, etc.
⇒ Use the information from the tables and explain why more people
live in some places than others
⇒ Discuss the challenges faced by inhabitants of various biomes ⇒ Describe ways in which society has changed the environment and
the negative impact of human activities in regions. ⇒ Record ideas on how to prevent further negative impact / destruction
of the natural environment.
Wk 14
WK 15
- 8 -
16
17
LO 1, 2 & 3
AS
[6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Climate and Vegetation regions of the World - Context: deserts, semi-deserts, tundra and Ice cap Key Question: Does the climate influence vegetation?
⇒ Explain the following concepts: o Deserts o Tundra
⇒ Investigate various climatic conditions and vegetation found in different biomes from written sources, pictures, videos, DVDs and maps.
⇒ Locate deserts, semi-deserts, tundra and the ice caps in atlases.
⇒ Use the resource information and tabulate it under the following
headings: climate, vegetation and animals, etc.
⇒ Use the information from the tables and explain why more people live in some places than others
⇒ Discuss the challenges faced by inhabitants of various biomes
⇒ Describe ways in which society has changed the environment and
the negative impact of human activities in regions.
⇒ Record ideas on how to prevent further negative impact / destruction of the natural environment.
Wk 16
Wk 17
18
19
LO 1, 2 & 3
AS
[6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Climate and vegetation regions of the World - Context: Link biomes to countries and population. Key Question: Is there a link between biomes, countries and population?
⇒ Explain concepts: o Density o Resources
⇒ Compare population, climate and vegetation maps. ⇒ Use sources to tabulate information under different headings: e.g.
country, population size, vegetation, climate region and resources. ⇒ Identify how access to different kinds of resources influences
development in different places.
⇒ Investigate two countries e.g. Japan (developed country) and India
(developing country) to identify social inequalities (e.g. cast system in India,) and environmental inequalities (e.g. harsh climates – Monsoon in India, Tsunami’s, etc.) and access to resources
Wk 18
Wk 19
- 9 -
⇒ Identify inequalities within and between societies
⇒ Analyse factors that lead toward social and environmental
inequality at different geographical scale and different places.
20
LO: 1, 2 &
3
Formal Assessment: Task 3 – Project (Research Assignment / Creative Response)
Wk 20
- 10 -
WORK SCHEDULE GEOGRAPHY
GRADE 6
TERM 3
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
21
22
23
LO 1, 2 &
3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Trade and Development Context: Ways in which primary products and exploitation of resources and labour in developing countries support economies of the rich, developed countries. Key Question: How do primary products from developing countries support economies of developed countries?
⇒ Identify sources on Trade and Development ⇒ Revise the following concepts:
o Latitude o Longitude o Hemispheres o Continents
⇒ Discuss the characteristics of a rich country and poor country. ⇒ Identify and select all the rich and poor countries on an atlas ⇒ Tabulate the countries under the headings: rich/ poor. ⇒ Discuss in which hemispheres/ continents most of the poorer
countries and in which hemispheres/ continents most of the richer countries can be found on a map.
⇒ Discuss the effect poverty has on a country’s: education, health,
crime, technology, etc. ⇒ Record information on where South Africa fits in - rich or poor? ⇒ Explain concepts:
o Developed and developing countries.
⇒ Determine which activities are characteristic of developed and developing countries?
⇒ Design a brochure to inform and encourage our citizens about the
importance of safety measures in our country.
Wk 21
WK 22
Wk 23
- 11 -
24
25
LO 1, 2 &
3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.2] [6.2.3] [6.3.1] [6.3.2]
Trade and Development Context: Trade of raw materials and finished products Key Question: Why do countries need raw materials?
⇒ Explain concepts: o Exploitation o Colonisation, o Raw material o Economies o Industries o Labourer o Agriculture o Services o Process o Manufacturing
⇒ Explain how trade takes place between different countries. ⇒ Compare two countries with regard to the percentage of people
who work in: Agriculture, industries and services. E.g. Tanzania and USA.
⇒ Draw a map highlighting the trade route between England and
South Africa. ⇒ Identify how their trading affects people’s lives on this specific
route. ⇒ Answers questions: Where and why did the most development take
place in the world?
Wk 24
Wk 25
26
LO 1, 2 &
3
Formal Assessment Task 4: Map Work and Data Handling Assignment
Wk 26
27
LO: 1, 2 &
3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
.
Development Issues: Causes of poverty Context: Exploitation Key Question: Why does exploitation still take place in a world where every person is supposed to be aware of human rights?
⇒ Explain concepts: o Exploitation o Poverty o Child labour o Child abuse o Poverty o Opportunities o Environment o Colonialism o Unemployment o Production
Wk 27
- 12 -
28
29
30
o Poverty-line (bread line) o Sustainable o Overpopulation.
⇒ Discuss the Causes of Poverty. ⇒ Use the information above to draw a mind map. Identify on a map/
atlas those countries, which are wealthy, and those who are poor. ⇒ Select an African country and use it as a case study to illustrate the
concepts colonialism and exploitation. ⇒ Discuss the factors contributing to poverty and what strategies can
be put in place to reduce poverty? ⇒ Draw a graph that shows how certain areas are affected by
exploitation. ⇒ Analyse possible factors that will reduce poverty in affected areas. ⇒ Record own opinion about the above topic. ⇒ Discuss why statistics show that children at the age of 15 are
exposed to child labour. Development Issues: Causes of poverty Context: Disrespect for Human rights
⇒ Explain concepts: o Disrespect o Human rights o Starvation o Dignity o Empowerment o Redistribution o Capacity building o Gender equity. Refer to week 8 History.
⇒ Discuss how families and communities can contribute to the improvement of the standard of living.
⇒ Identify steps that can be taken by the government to redress
historic imbalances and poverty. Development Issues: Causes of poverty Context: Environmental destruction and lack of access to resources and other opportunities Key question: How has Africa been affected by the exploitation of resources?
Wk 28
Wk 29
Wk 30
- 13 -
⇒ Draw a map of Africa showing the African countries negatively
affected by European exploitation. ⇒ Discuss what can be done by the world to address the
environmental destruction that took place over the years in Africa.
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WORK SCHEDULE GEOGRAPHY
GRADE 6
TERM 4
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
31
LO 1, 2
& 3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Development Issues: Causes of poverty Context: Unemployment Key Question: How does unemployment affect the economy?
⇒ Compare the bread-line statistics of e.g. South Africa and any other African country.
⇒ Discuss and report what the above statistics mean to the people of these
countries. ⇒ Discuss what children can do to prevent them from being unemployed
adults ⇒ Record findings
Wk 31
32
33
LO 1, 2
& 3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Development Issues: Case study Context: Positive development projects that exemplify ways of sharing resources and reducing poverty Key Question: Can development projects eradicate or reduce poverty in South Africa?
⇒ Explain concepts: o Poverty o Basic needs o Economic growth o Opportunities o Employment opportunities o Environment o Build wealth o Masakhane (building together)
⇒ Obtain information from the local council/ municipality. ⇒ Explain RDP and GEAR
⇒ Provide information on the RDP/GEAR
⇒ Extract facts from the sources
⇒ Discuss the success of the RDP/ GEAR process. ⇒ Write a report on personal opinion/ findings.
Wk 32
Wk 33
- 15 -
34
35
LO 1, 2
& 3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.2.1] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Environmental Issues: The contribution of societies to the loss of biodiversity Context: Disappearing wetlands Key Question: Why is it important to conserve our wetlands?
⇒ Explain concepts: o Wetlands o Conserve o Conservation o Saturated o Swamps o Marshes o Bogs o Fens o Vernal pools o Puddles o Lakes o Adaptation o Estuary o Fresh water o Salt water o Bird life o Ecology o Eco-tourist o World heritage site (Lake St Lucia)
⇒ Investigate environmental issues relating to wetlands. ⇒ Discuss wetland model on pages15 to17 of GET Assessment Guidelines
for Social Sciences (Intermediate and senior phase)
Wk 34
Wk 35
36
LO 1, 2
& 3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Environmental Issues: The contribution of societies to the loss of biodiversity Context: Soil erosion Key Question: Why is environmental conservation important?
⇒ Explain concepts: o Soil erosion o Deforestation o Drought o Overgrazing o Over farming/ cultivation o Top soil o Extinction o Destruction of vegetation
⇒ Introduce the concepts related to soil erosion using pictures, videos, DVDs, etc.
⇒ Investigate environmental issues relating to soil erosion.
Wk 36
- 16 -
⇒ Tabulate the causes and effects of soil erosion under the following
headings: cause; description of cause, consequences, solutions
37
LO 1, 2
& 3 AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Environmental issues: The contribution of societies to the loss of biodiversity Context: Deforestation KEY QUESTION: Why do trees matter and how does deforestation occur?
⇒ Explain concepts: o Valuable material o Bio-fuel o Rain forests o Ecosystem o Atmosphere o Oxygen o Carbon-dioxide o Temperature o Over-population o Destruction o Water cycle
⇒ Identify places in the world where deforestation occurs. ⇒ Research and debate deforestation and how it is related to the
greenhouse effect.
Wk 37
38
39
LO 1, 2
& 3
AS [6.1.1] [6.1.3] [6.1.5] [6.1.7] [6.1.8] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Environmental issues: The contribution of societies to the loss of biodiversity Context: Extinction of plants Key Question: Why is it important to conserve our indigenous plants?
⇒ Explain concepts: o Endangered o Species o Fauna o Flora o Alien
⇒ Identify sources such on endangered plants nearest your area. ⇒ Investigate any endangered plant. ⇒ Select facts under the headings: causes, what is already being done and
possible solutions. ⇒ Design an awareness poster/ collage/ artwork, highlighting the plight of
these plants. Environmental issues: The contribution of societies to the loss of biodiversity
Wk 38
Wk 39
- 17 -
Context: Extinction of animals
⇒ Explain concepts: o Endangered o Species o Extinction
⇒ Identify sources such on endangered animals nearest your area. ⇒ Investigate any endangered animal. ⇒ Select facts under the headings: causes, what is already being done and
possible solutions. ⇒ Design an awareness poster/ collage/ artwork, highlighting the plight of
these animals.
40
LO 1, 2
& 3
Formal Assessment: Task 6 – Final Examination
Wk 40
- 1 -
WORK SCHEDULE HISTORY
GRADE 6
TERM 1
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
1
LO1 LO2 LO3
Introduction: The Social Sciences Learning Area - History
⇒ Revision of Grade 5, e.g. What is History ⇒ Explain the 3 Learning outcomes in History:
o Enquiry route o Historical knowledge and understanding o Historical interpretation
⇒ Identify different types of sources and organise them under given
headings, e.g. written, visual, oral, etc. ⇒ Explain the following concepts:
o Cause and effect, o Change and continuity.
⇒ Discuss aspects from the past (e.g. in the town/local area) that have
changed/developed and aspect, which are still the same. ⇒ Discuss the interpretation of sources (opinions, facts, information) and
how to present and record information of the past.
Wk 1
2
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2]
Organisation of African Societies Context: Origin of these African Societies Key Question: Where, when and how did these Southern African societies developed?
⇒ Introduce the three Southern African societies Mapungubwe, Thulamela & Great Zimbabwe and relate the importance of cattle, gold, ivory and iron in these societies
⇒ Determine the location of the Early Southern African societies and
draw a time line showing the development of these societies using the Map of Africa.
⇒ Introduce the role of archaeologist in the enquiry process. Explain
what an archaeologist is. ⇒ Discuss the role of an archaeologist in obtaining evidence from the
past.
Wk 2
- 2 -
3
LO 1 & 2
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2]
Organisation of African Societies – Mapungubwe: Cattle, Gold, Ivory and Iron Context: Origin of Mapungubwe Key Question: Where, when and how did this Southern African society develop?
⇒ Identify different types of sources about the origin and life of the people of Mapungubwe and communicate answers to questions.
⇒ Study pictures of remains/artefacts that were found by archaeologist
near Mapungubwe and in groups discuss e.g. their life styles and other facts and explain your answers.
⇒ Draw a time line on the origin and development of Mapungubwe.
Wk 3
4
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2]
Organisation of African Societies - Mapungubwe: Cattle, Gold, Ivory and Iron Context: Technology and Trade Key Question: How did people obtain minerals and what was it used for?
⇒ Introduce the concepts technology and trade. ⇒ Identify and select different types of sources on gold, ivory and iron
and record information about the use of natural resources to make useful objects like farming tools, weapons jewellery, household equipment, clothing, etc.
⇒ List and explain what happened in each of the following three stages:
mining, smelting and forging. ⇒ Discuss trading of Mapungubwe with other societies and
communicate findings.
Wk 4
5
LO 1 & 3
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.3.3]
Organisation of African Societies - Mapungubwe: Cattle, Gold, Ivory and Iron Context: Belief systems Key Question: Why do you think the Mapungupwe kingdom had a belief system and what was it all about?
⇒ Introduce the concepts: belief systems and religion. ⇒ Select and record information from sources on the belief system of the
Mapungubwe people. ⇒ Discuss the belief system of Mapungubwe
⇒ Identify any interesting symbol representing this society and make
own drawing/poster/model of it for a class display/school museum/ community archive.
Wk 5
- 3 -
6
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.3]
Organisation of African Societies - Mapungubwe: Cattle, Gold, Ivory and Iron Context: Farming Key Question: What was farming like in the Mapungubwe society?
⇒ Select and record information from sources on the farming methods of the Mapungubwe people.
⇒ Compare our farming methods with those of the Mapungubwe people.
⇒ Identify similarities and differences and indicate which aspects of
farming are still being used today.
⇒ Discuss the paying of a tribute to the king from their harvest/gold/cattle/ivory and compare it with our system of paying taxes.
Wk 6
7
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.3.1] [6.3.2]
Organisation of African Societies - Mapungubwe: Cattle, Gold, Ivory and Iron Context: Co-operation and conflict Key Question: What role did cattle, gold, ivory and iron play during trade and relations with other people?
⇒ Select and record information from sources on the role that cattle, gold, ivory and iron play during trade with other people.
⇒ Give reasons and explanations for co-operation and conflict with other
people.
⇒ Organise a debate: focus on the hierarchy of the kingdom of Mapungubwe. Two opposing viewpoints on how the kingdom was governed.
⇒ Communicate the importance that cattle, gold, ivory and iron played
during trade and relations with other people.
Wk 7
8
LO 1 & 2
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2]
Organisation of African Societies –: Thulamela Cattle, Gold, Ivory and Iron Context: Origin of Thulamela Key Question: Where, when and how did this Southern African society develop?
⇒ Identify and read different type of sources on the origin and life of the people of Thulamela (where, when and how this society developed).
⇒ Discuss information in groups.
Wk 8
- 4 -
⇒ Study pictures of remains/artefacts that were found by archaeologist
near Thulamela and discuss e.g. their lifestyles, and explain your answers.
⇒ Record information on the origin and development of Thulamela on a
timeline.
9
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2]
Organisation of African Societies - Thulamela: Cattle, Gold, Ivory and Iron Context: Technology and Trade Key Question: How did people obtain minerals and what was it used for?
⇒ Record information from the sources on gold, ivory and iron and the use of natural resources.
⇒ Discuss how trade with other societies has taken place. ⇒ Communicate findings.
Wk 9
10
LO 1, 2 &
3
Formal Assessment Task 1: Test
Wk 10
- 5 -
WORK SCHEDULE HISTORY
GRADE 6
TERM 2
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
11
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.3.3]
Organisation of African Societies - Thulamela: Cattle, Gold, Ivory and Iron Context: Belief systems Key Question: Why do you think the Thulamela kingdom had a belief system and what was it all about?
⇒ Introduce the concept: belief systems, religions (refer to week 5). ⇒ Select and record information from different sources on the belief
system of the Thulamela people. ⇒ Discuss the belief system of Thulamela ⇒ Record information on the belief system of Thulamela e.g. the burial
rituals. ⇒ Identify any interesting symbol representing this society and make
own drawing/poster/model of it for a class display/school museum/ community archive.
Wk 11
12
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.3] [6.3.2] [6.3.3]
Organisation of African Societies - Thulamela: Cattle, Gold, Ivory and Iron Context: Farming Key Question: What was farming like in the Thulamela society?
⇒ Select and record information from different types of sources on the farming methods of the Thulamela people.
⇒ Compare our farming methods with the Thulamela society - identify
similarities and differences and indicate which aspects of farming are still being used today.
⇒ Discuss the paying of a tribute to the king from their
harvest/gold/cattle/ivory and compare with Mapungubwe. ⇒ Communicate answers by drawing/ poster/ model on any interesting
farming tool.
Wk 12
- 6 -
13
13
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.2.3] [6.3.1] [6.3.2]
LO 1, 2 & 3
Organisation of African Societies - Thulamela: Cattle, Gold, Ivory and Iron Context: Co-operation and conflict Key Question: What role did cattle, gold, ivory and iron play during trade and relations with other people?
⇒ Identify different types of sources to determine co-operation and conflict among themselves but also with other societies.
⇒ Select and record information on the role that cattle, gold, ivory and
iron played during trade with other people. ⇒ Give reasons and explanations for co-operation and conflict with
other people. ⇒ Compare the handling of conflict of Thulamela with any other
society in Southern Africa.
Formal Assessment Task 2: Source Based and Extended Writing Assignment
Wk 13
Wk 13
14
LO 1 & 2
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2]
Organisation of African Societies – Great Zimbabwe: Cattle, Gold, Ivory and Iron Context: Origin of Great Zimbabwe Key Question: Where, when and how did this Southern African society developed?
⇒ Identify and read different types of sources and answer questions about the origin and life of the people of Great Zimbabwe.
⇒ Draw a time line of Great Zimbabwe. ⇒ Give reasons and explanations for the results of events and
changes in more than one context – Cause and effect ⇒ Study pictures of remains/artefacts that were found by archaeologist
near Great Zimbabwe and discuss e.g. their life styles and explain your answers.
Wk 14
15
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2]
Organisation of African Societies – Great Zimbabwe: Cattle, Gold, Ivory and Iron Context: Technology and Trade Key Question: How did people obtain minerals and what was it used for?
⇒ Record information from the sources on gold, ivory and iron and the use of natural resources.
Wk 15
- 7 -
⇒ Discuss how trade with other societies has taken place. ⇒ Communicate findings.
16
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.3.3]
Organisation of African Societies - Great Zimbabwe: Cattle, Gold, Ivory and Iron Context: Belief systems Key Question: Why do you think the Great Zimbabwe kingdom had a belief system and what was it all about?
⇒ Select different types of sources and record information on the belief system of the Great Zimbabwe people.
⇒ Discuss the belief system of the people of Zimbabwe. ⇒ Record information on the belief system of the people from Great
Zimbabwe. ⇒ Identify any interesting symbol representing this society and make
your own drawing/poster/model of it for a class display/school museum/ community archive.
⇒ Represent the past for class display, school museum or community
archive.
Wk 16
17
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.3]
Organisation of African Societies - Great Zimbabwe: Cattle, Gold, Ivory and Iron Context: Farming Key Question: What was farming like in the Great Zimbabwe society?
⇒ Identify different types of sources and select and record information on the farming methods of the Great Zimbabwe people.
⇒ Compare the farming methods of the three African kingdoms - write
at least three paragraphs /make a summary identifying similarities and differences between the three and indicate which aspects of farming are still being used today.
⇒ Discuss information and communicate findings.
Wk 17
18
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2]
Organisation of African Societies - Great Zimbabwe: Cattle, Gold, Ivory and Iron Context: Co-operation and conflict Key Question: What role did cattle, gold, ivory and iron play during trade and relations with other people?
⇒ Select and record information on the role that cattle, gold, ivory and iron play during trade with other people.
Wk 18
- 8 -
[6.2.3] [6.3.1] [6.3.2]
⇒ Give reasons and explanations for co-operation and conflict with
other people. ⇒ Discuss the reasons and explain the decline of the three kingdoms –
focus on the distinction between facts, opinions and information.
19
20
LO 1 & 2
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.2.3]
Exploration and Exploitation from the fourteenth century onwards Context: Early mapping of the Representation of Africa Key Question: Why do you think it is important for explorers to use maps?
⇒ Explain the concepts, mapping and representation. ⇒ Identify different types of sources and explain why and how people
started to explore the world – focus on trade and development, to fulfill the needs of people, to become rich, etc.
⇒ Explain new concepts:
o Exploration o Exploitation o Early mapping o Representation of Africa o Development.
⇒ Discuss the reasons why people needed different commodities. Compare answers.
⇒ Compare Modern map of Africa with earliest maps of Africa. Record
similarities and differences and identify some aspects in modern day maps, which are still the same.
⇒ Explain the concept early cartographers and how they perceived the
world.
Wk 19
Wk 20
- 9 -
WORK SCHEDULE HISTORY
GRADE 6
TERM 3
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
21
22
LO1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2] [6.2.3] [6.3.3]
Exploration and Exploitation from the fourteenth century onwards Context: Development of Science and Technology Key question: What effect did the development of new inventions have on explorations?
⇒ Explain the concepts: o Navigation o Instruments o Science o Scientific
⇒ Select and record information from different sources on how maps, ships, navigation instruments, etc. were improved.
⇒ Draw or make any navigation instrument, which was used in the
fourteenth century, by the explorers.
⇒ Identify different types of sources and discuss/debate the reasons why these improvements were important.
⇒ Timeline of different navigation instruments. ⇒ Identify any interesting scientific or technological invention from the
past and make your own drawing/poster/model of it for a class display/school museum/ community archive.
Wk 21
Wk 22
23
LO 1,2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2] [6.3.1] [6.3.2]
Exploration and Exploitation from the fourteenth century onwards. The impact of these explorations on the indigenous people. Context: Contributions from Europe Key Question: What happened when the Europeans started to use new inventions?
⇒ Select and record information from sources and focus on the impact of European explorations on indigenous people in various parts of the world, e.g. Africa and the slave trade, the treatment of people, the taking of land, the exporting of raw materials, spreading of diseases, etc.
⇒ Distinguish between opinions and facts. ⇒ Draw a time line of any European explorer and draw a map of route
taken, e.g. Prince Henry the Navigator, Marco Polo, Vasco Da Gama, Bartholomew Dias, Christopher Columbus, etc.
Wk 23
- 10 -
⇒ Describe what life was like on an expedition ship – write at least
3 paragraphs / role play.
24
LO 1,2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.3.1] [6.3.2] [6.3.3]
Exploration and Exploitation from the fourteenth century onwards. The impact of these explorations on the indigenous people from: Context: Contributions from Asia Key Question: Why do you think the Chinese and Arabs were far more advanced in new inventions and technology than the Europeans were?
⇒ Select and record information from sources and focus on the impact of Asian explorations and exploitation, e.g. The Chinese, Arabs
⇒ Distinguish opinions from facts. ⇒ Draw a time line of Chinese explorations and draw a map of route/s
taken OR make a drawing or model of any outstanding navigation invention of the Chinese.
Wk 24
25
LO 1, 2 &
3 AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.3.1] [6.3.2]
Exploration and Exploitation from the fourteenth century onwards. The impact of these explorations on the indigenous people. Context: Contributions from The Americas Key Question: Was the explorations and expeditions to the Americas an advantage or a disadvantage?
⇒ Select and record information from sources on the impact of explorations and the exploitation of the indigenous people of e.g. Christopher Columbus and others.
⇒ Draw a time line of the explorations and a map of route/s taken. ⇒ Record information on selected explorations such as Columbus’s
discovery of America. Distinguish between facts and opinions.
Wk 25
26
LO:1, 2 &
3 [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.3.1] [6.3.2]
Exploration and Exploitation from the fourteenth century onwards. The impact of these explorations on the indigenous people. Context: Contributions from Africa Key Question: Was the explorations and expeditions to Africa an advantage or a disadvantage?
⇒ Select and record information from sources on the following: the impact of explorations and the exploitation of the indigenous people of Africa.
⇒ Record information on the relationship between the indigenous
people of Africa and explorers. Distinguish between facts and opinions.
Wk 26
- 11 -
27
28
LO 2 & 3
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
History of Medicine Context: Indigenous medicine and traditional healing Key Question: What health care was available to the early African societies?
⇒ Introduce concepts: o Indigenous medicine o Traditional healing
⇒ Locate where early African societies that used indigenous medicine and traditional healing are on maps. Investigate what formed the basis of their medicine and healing.
⇒ Discuss diseases and cures. Identify and discuss some home
remedies and record it.
⇒ Select and record information on indigenous medicine and traditional healing.
⇒ Discuss how and why different cultures still use indigenous
medicines and traditional healing methods. ⇒ Record information on various indigenous medicines and cures from
any culture and distinguish facts from opinions by an extended writing.
⇒ Identify any interesting indigenous medicine and / or traditional
healing method from the past and make your own drawing/poster/model of it for a class display/school museum/ community archive.
Wk 27
Wk 28
29
30
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2] [6.2.3] [6.3.2]. [6.3.3]
History of Medicine Context: Important medical discoveries. Key Question: How did medical discoveries develop over the years?
⇒ Build on knowledge from the previous lesson and introduce modern medical technologies.
⇒ Select and record information on e.g. Louis Pasteur, Edward Jenner,
Alexander Fleming, Marie Curie, Chris Barnard, etc. ⇒ Record information on past medical discoveries.
⇒ Discuss diseases and cures of the past.
⇒ Select and record information on e.g. the medical discoveries of Chris Barnard.
Wk 29
Wk 30
- 12 -
⇒ Discuss in groups why these medical discoveries are so important
and why scientists are still busy researching new cures for diseases.
⇒ Record information on any medical discovery from the past and how it improved.
⇒ Identify any interesting medical discovery and make own
drawing/poster/model of it for a class display/school museum/ community archive.
30
LO:1,2 & 3
Formal Assessment Task 5: Project (Research Assignment / Creative Response)
Wk 30
- 13 -
WORK SCHEDULE HISTORY
GRADE 6
TERM 4
WK LO & AS
ASSESSSMENT STANDARDS & CORE TEACHING TG
31
32
LO 1,2 & 3
AS
[6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.1] [6.2.2] [6.3.1] [6.3.2] [6.3.3]
Democracy in South Africa Context: What is democracy (definition and meaning) Key Question: Why is it important to have democracy?
⇒ Select different types of sources on what democracy is (definition and meaning) and when did it start in South Africa.
⇒ Build on knowledge of Grade 4 (Democracy and human rights) and
Grade 5 (The role of democratically elected leaders in the province).
⇒ Draw a time line on South Africa since 1910 indicating some of the
major constitutional developments.
⇒ Select and record information from sources to prepare a class discussion on some of the effects of Apartheid on the majority of people of South Africa.
⇒ Communicate information in a letter to a friend in another country
explaining why it is important to have democracy in South Africa.
Wk 31
Wk 32
33
34
35
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Democracy in South Africa Key Question: How is South Africa governed?
⇒ Identify different types of sources and explain how South Africa is governed, building Grade 5 Provincial History - how is our province governed – e.g. focus on the premier, MEC’s, mayor, councillors.
⇒ Explain the constitution, different levels of government in South
Africa national, provincial and local.
⇒ Select different types of sources and discuss the differences between the national ministers and Members of the Executive Council (MEC), Premier and the President.
⇒ Introduce how to participate in a national election building on the
knowledge from Grade 5 provincial/local election process. ⇒ Explain different role players in a national election process, e.g. the
IEC, the chief electoral officer, candidates, voters, etc.
Wk 33
Wk 34
Wk 35
- 14 -
⇒ Explain the different resources used in an election, e.g. ballot
paper, ID document, voters roll, etc.
⇒ Organise a mock election.
36
37
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Democracy in South Africa National symbols such as the Coat of Arms and national anthem, flag, bird, flower, fish, animal, tree. Key Question: Why do we need national symbols and what does it mean to its citizens?
⇒ Select different types of sources to introduce the national symbols. ⇒ Refer to Grade 5 knowledge of the provincial symbols, such as the
comparing the Coat of Arms of the different provinces.
⇒ Design your own coat of arms using the symbols of our national coat of arms and explain in writing each symbol and what it represents.
⇒ From sources select and record information on e.g. the origin of our national anthem, e.g. who wrote the first anthem, in which language was it written, the reasons why it was combined, etc?
⇒ Learn and sing the National anthem.
⇒ Select and record information on the origin of our national Flag –
describe the different colours and their meaning.
⇒ Explain when, where and why do we fly our national flag.
⇒ Design a flag for your class and describe the different colours and their meaning.
Wk 36
Wk 37
38
LO 1, 2 &
3
AS [6.1.1] [6.1.2] [6.1.3] [6.1.4] [6.2.2] [6.2.3] [6.3.1] [6.3.2] [6.3.3]
Democracy in South Africa Context: The Children’s Charter Key Question: Why is it important for children to have rights?
⇒ Identify different types of sources and introduce the children’s rights as part of our constitution.
⇒ Class discussion on why it is important for children to have rights
and responsibilities.
⇒ Discuss the ten rights in the Children’s Charter.
⇒ Oral presentation on which one of the children’s rights is the most important one
⇒ Make a poster of the most important one.
Wk 38
- 15 -
39
Context: The Earth Charter Key Question: Why is it important to protect our environment?
⇒ Identify different types of sources and introduce the concept Earth Charter and its origin.
⇒ Discuss the importance of the Earth Charter. ⇒ Compare the earth Charter and the Children’s charter and record
what is included in both charters, what is in the Children’s charter that is not include in the Earth Charter.
⇒ Design a poster/collage/artwork depicting the importance for
children to have rights.
Wk 39
40
LO 1, 2 &
3
Formal Assessment Task 6: Exam
Wk 40
SOCI
AL
SCIE
NCE
S: G
RAD
E 6
FORM
AL
RECO
RDIN
G S
HEE
TSC
HOOL
:___
____
____
____
____
____
____
____
____
____
TE
ACHE
R:__
____
____
____
____
____
____
____
____
____
_Te
rm 1
Term
2Te
rm 3
Term
4
CASS – TOTAL(TERM 1 – 4)
%
ASSE
SSM
ENT T
ASK
NO
12
34
56
TEST (HISTORY)
TEST (GEOGRAPHY)
SUB-TOTAL
%
LEVEL (1 – 4)
SOURCED BASED & EXTENDED WRITING
PROJECT (GEOGRAPH)
SUB-TOTAL
%
LEVEL (1 – 4)
MAP WORK & DATA HANDLING
PROJECT (HISTORY)
SUB-TOTAL
%
LEVEL (1 – 4)
EXAM (HISTORY)
EXAM (GEOGRAPHY)
SUB-TOTAL
%
LEVEL (1 – 4)
LEVEL (1 – 4)
LO’s
1, 2 &
31,
2 & 3
1, 2 &
31,
2 & 3
1, 2 &
31,
2 & 3
1, 2 &
31,
2 & 3
AS’s
Surn
ame &
Firs
t nam
e
Mar
ks10
010
010
010
040
010
0
TEAC
HER:
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
/……
/……
HOD:
……
……
……
……
……
……
……
……
……
……
……
……
……
……
… .
……
/……
/……