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Phase Review Senior Phase (Grades 8 and 9)

The three learning outcomes for History

Outcome 1:The learner is able touse enquiry skills toinvestigate the past andthe present.

Outcome 2:The learner is able todemonstrate historicalknowledge andunderstanding.

Outcome 3:The learner is able tointerpret aspects of history.

The three domains are concerned with investigating an aspect of the past/present,after which the researched information is evaluated and classified, as well asinterpreted. Interpretation entails giving meaning to the researched contents. Theresult of the above should be well-composed recounts, descriptions and explanationsof history.

The more the number of facts researched, the more valid theinterpretation.

It is therefore not only about mastering knowledge of the history of mankind, butalso about acquiring research and interpretation skills.

However, knowledge remains more important and therefore the contents on whicheach module is based is summarized in the Teachers Guide.

A list of definitions of terms, as well as other aspects related to the teaching ofHistory, appears at the end of the Teachers Guide. It is strongly recommended

that the teacher studies this list. In Grade 8 the focus is on Land and Power in our changing world, so that the

learner can experience as a logical transition the focus on Human Rights (Grade9) that follows from this. In Grade 7 the learner was prepared for this struggle,because the focus was on the shifting of borders as a result of trade. In thisphase the teacher must let the learners focus on two questions: Who wasinvolved? and How did it affect the lives of the people?

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DEFINITIONS AND HINTS FOR SUCCESSFULTEACHING OF HISTORY

DEFINITIONS

Analyse means to take something apart in the finest detail. In the process it isinvestigated, considered, classified and relevant aspects are highlighted.

Reliable / credible / can it be believed? A source is reliable if it can be believed.Remember, if you know only one thing, it is correct until it is proven incorrect. Thereliability of a source is enhanced as other independent sources confirm the factsand their interpretation.

Source: In history source is used as a collective noun for that from which thehistorian can withdraw information.

Usefulness: A source that contains information about a subject being studied, is auseful source for that subject. The usefulness of a source increases for the historianwhen an especially useful piece of insight into the subject is found in the text.

Empathy: Empathy means that a person puts himself in the circumstances, needs,emotions, values and norms of the people in a specific space and time.

Evaluate means to weigh something (facts, options, interpretations). It is likeplacing new information on one side of the scale while the well-known information,facts, conclusions, deductions and opinions, etc. are placed on the other side.

Fact: A fact is anything that exists on its own; it is something that can be observeddirectly; it is an event, physical or spiritual, that actually took place or wasexperienced; something for which proof exists that it did happen or was

experienced, and that which is true and unchangeable and can be corroborated bywitnesses.

Conclusions / Deductions: If facts about a matter are lacking, the truth can becompleted by adding conclusions and deductions. In the case of a gap inknowledge between two facts the ignorance is bridged by a conclusion.

Historical context of the information relates to the question of where the contentsfit into the larger picture of history.

Hearsay-witness is a witness who did not personally see and experience that aboutwhich he is giving witness, but who merely relates what someone else has told him.(Also see primary source eyewitness.)

Interpret means to interpret and explain the facts and give them meaning by linkingthem to other information. The contents can also be interpreted in terms of certainconcepts such as cause and effect, trends, similarities and differences, etc. (Fourorganisational concepts.)

Continuity and change: Changes in the course of history can either happen overlong periods, or over very short periods, such as political conditions after a coupdetat. Changes become visible and can be interpreted when a comparison of theold and the new is made. When the changes are evaluated the following questioncan be asked: Did it happen over a long or short period of time?

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Criticism means to measure. When criticism is applied to that which is criticised,it is measured with some or other measuring instrument with a specific standard inmind.

Chronology means the order in which the aspects of an event take place. Achronological approach to history means that the events are placed in the order inwhich they occurred.

Reason (Motivation): Someone who creates the contents for a specific reason,selects the facts as well as the words that fit his purpose with his story.

Research: To investigate accurately and scientifically. Research is a systematicinvestigation, study of, inter alia, sources, material, phenomena to establish factsand make a new contribution to the knowledge in a specific area.

Objectivity / subjectivity: In short, subjective means to interpret information withyour emotions and personal value system, while objective means to make yourinterpretation as impersonal as possible. The subjectivity of the creator plays alarge role in the choice of the facts as well as of the words he uses to report the

events, as well as his interpretation of the facts. The subjectivity of a source can, forour purpose, be indicated by means of two key concepts, namely prejudice andbias, as well as partiality and impartiality.

Independent source is a source not influenced by other sources.

Similarities and differences, as well as trends: A trend originates wheninformation indicates that the events are moving in a specific direction. Forexample: There is a trend that since the beginning of the twentieth century thevalue of shares has increased over time, regardless of price fluctuations over theshort term. Similarities refer to matters that are more or less the same. It does notmean exactly the same, however. Towns have many similarities such as policestations, municipal offices, schools, libraries, streets, storm water drains, etc., but notwo towns are exactly the same in all respects.

Cause / reason and effect: The cause/reasons precede an event and usually giverise to the event. The effect, on the other hand, usually follows after the event.Apart from the distinction between cause and effect, one must also understand thatthere are immediate as well as long-term causes and effects, direct and indirectcauses and effects, as well as causes caused by people or the environment.

Opinion: A personal judgement on a matter is known as an opinion. As in the caseof a conclusion and deduction the facts of a matter are used, but the logicalargument is influenced by the subjective judgements, prejudices and partiality of thecreator. A good indication of an opinion on a small scale is usually the use of

adjectives and adverbs in a sentence. For example: The man is wearing a jacket unchangeable fact, the man is actually wearing a jacket. But: The man is wearing areally nice jacket really nice could be replaced by any number of other words,such as stupid, old-fashioned, etc., depending on the judgement of the personlooking at the jacket.

Partiality (See prejudice / partiality.)

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Primary source: This refers to the first source of information on a specific matter,event, etc. The creator, in any appropriate medium, of a source that refers to whathe personally saw, experienced and observed, is an eyewitness. He will always bean eyewitness of what he personally saw, experienced and observed. Mandela,e.g., will always be an eyewitness of what Mandela has said. A second type ofprimary source (coming to us from English literature) is the source which in thesame time as being studied and to which it relates, come into being without thecreator being an eyewitness. For this reason a cartoon or lead story in anewspaper, where the editor was not an eyewitness of the event but is commentingon it, will also be regarded as a primary source.

Propaganda: Propaganda is a truth enticing people to a specific goal. In thetruth of the propaganda, facts are omitted and/or destroyed, half-truths or eventotal untruths are told, usually in emotional and inflammatory language. People whoare striving for a specific goal and who are trying to unite as many people aspossible behind their goal, could use propaganda. Political parties often usepropaganda for their beliefs.

Secondary source: The information of a secondary source rests mostly on

information form primary or other secondary sources.

Creator of a source: The creator of a source can be a natural person or aninstitution. Thus, for example, a newspaper is an institution, but still its own creator,like an encyclopaedia. Technically speaking, the creator of any content is thesource of the content because the content cannot come into being without thecreator.

Theme / aspect / issue: All sources as well as every chapter, paragraph andsentence, are built around a specific theme. The theme is therefore the centralissue in the source / paragraph / sentence.

Skill / expertise / ability develops in a person when he understands what a specificskill (e.g. analysing) means, what the value / meaning of the ability is, as well as bythe repeated, successful practical application thereof. In the case of a learner ofhistory working with sources, he must therefore know and understand the meaningof inter alia analysis, evaluation and interpretation, know the value of each and beable to apply it to his sources.

Context / connection: The connection between two or more matters is that whichis common to them, that which connects them, that which represents theirconnection with one another.

Prejudice / partiality: Prejudice literally means to judge beforehand. Such ajudgement of a matter, person, event, etc. is made without the necessary knowledgeor debate about it. Elements of unreasonableness, unfairness and groundlessnessof this previously formed point of view, are signs of prejudice. Partiality (to choosesides) is about taking a stand for something, knowing full well what the facts of thematter are, but disregarded or ignoring, knowing full well what the facts of the matterare, but emphasising facts with which he does agree.

Truth: The combining and integrating of facts and their interpretation form a truth.It is like pearls and the thread that together form a necklace. If the facts are pearlsand the interpretation is the thread that keeps them together, the pearl necklace isthe truth. Be aware that several truths can be deduced from the same facts,because the deductions, conclusions, opinions and eventually interpretations aremade by people from their perception of the truth.

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Communication writing a historical essay.

Previously we emphasized the basic critical skills of analysis, evaluation andinterpretation for uncovering the creator and contents of a source, in order to determinethe truth about the subject. Until now the learner of history was therefore the big criticand the sources were taken apart and possibly placed into categories. This was,however, only the second of the five processes for creating a historical truth.

In the next phase of the creative process the skills already acquired are still used, butnow in a creative role. The process of analysis is now reversed into a process ofsyntheses. The facts, deductions, conclusions and possible opinions are once againweighed and interpreted, but this time in a positive light, namely how they can be used totell the story.

For the learner of history the process of creating a new content must now be mastered.In the creative process he must keep in mind that his creation will be analysed, weighedand interpreted in the same way as the sources he has used up to now.

In creating his story he must therefore take care to: be a credible witness of what he hasresearched; in all honesty create the truth about the story; use the information in such away that he will make a well-considered, logical and balanced creation; use the factscorrectly; make valid deductions and conclusions; not voice ill-considered opinions; treatthe people in the story with empathy, but remain objective; eventually provide a reliableproduct which makes a significant contribution to his own and other peoples knowledgeof the subject.

Remember: a good historical essay also has an introduction and a conclusion. In theintroduction the reasons for the study are indicated; possible hypotheses (points ofdeparture) researched, etc. In the conclusion of the essay the contents are summarizedand a final synopsis and interpretation are given.

How must source-based questions be handled?

Keep the following in mind when this type of question is answered.

1. First read all the documents carefully and study possible photographs, sketches andcartoons. Get the total picture of what the question is about.

2. Quickly apply the source checklist to each source.

3. Read through the questions and look at the marks allocated to each answer. A questionworth one mark does not need a paragraph answer. A short sentence or phrase or evena single word should be sufficient! But a question worth four marks cannot be answered

in a single sentence!

4. Keep your answer short

5. Use THE SOURCES referred to in the question.

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Certain types of questions have specific types of answers:

1. Some questions require you to use your knowledge only which means that the answermust be in your head. Others may require you to use your knowledge and the source;others only the source or sources.

2. Compare sources make sure that you use all the sources mentioned.

3. Make use of proof from the sources to corroborate your answer means that you mustuse quotations from the sources.

4. Evaluate sources with reference to their value, or lack of it, to a certain matter.

5. Determine the reliability of a source.

6. Analyse the contents or creator of the source means that you would write down whatyou understand of the contents or learn about the creator from the sources.

7. Make a syntheses of the contents of a source or two means you must use theinformation from the sources given to create a new story.

Specific instructions must be given:

For example:

1. Read all the sources on the specific subject and apply the source checklist to eachsource.

2. By means of the process of comparison determine the correctness / reliability of eachsource.

3. Make a complete synthesis of the story described in the sources.

Preparation (this facet must actually be completed during the unlocking phase of the work)

1. Read the contents and ensure that you know where the contents fit into the bigger pictureof history.

2. Obtain as many meaningful headings as possible to which the detail can be linked. Themain idea of a paragraph can / must be used as heading. Mark all headings in a clearway in the text or write them down.

3. Learn the headings or main ideas of all the paragraphs in the way set out below.

4. Determine the first and most important fact of a specific paragraph or a heading anddetermine the key idea of the most important fact. Underline it or write it down.

5. Then determine the 2nd, 3rd, etc. most important facts. (In other words, put the facts inorder of importance.)

Summarising, making notes and creating synthesis

Regarding the aspect of summarising sections of the contents with a view to essay-typequestions and making notes on other sections of the contents, there are widely differentideas. Ultimately this is a conflict between those who are in favour of writing and thosewho are not.

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Those who are pro-writing point out that they order the content in such a way that theycan learn it; some say they find it easier to learn work in their own handwriting; others saythe handbooks are expensive and must last a long time and therefore the learner mustcreate a handbook in which he can write and scribble to his hearts content. Somelearners like summarising, because it shows how hard they work! Those who are anti-writing regard it as a meaningless activity to rewrite the book, because you can writesomething without having to think about it, etc. Learners who are forced to summarise,

usually hate it because they regard it as a waste of time.

Whatever your point of view, keep the following in mind:

1. What you spend your time on must make a contribution to reaching the goal you have setyourself, namely success. The summary or notes must therefore help you do better intests and exams.

2. It must facilitate the learning process and therefore knowing the contents.

3. Summarising the contents does not guarantee success.

4. The learner must create a synthesis when he works from more than one source.

Keep the following in mind regarding summaries:

1. The summary must tell the story in fewer words, not fewer facts.

2. The process of summarising must not cut off the links between facts.

3. The summary and your study method in other words the process of knowing gotogether.

Remember the following: Every person will look for key thoughts in sentences to whichhe can link the thought. It is better to use nouns rather than verbs as key words. Thesummary can also be a scheme according to which you can learn the work. Have

another look at the section in this manual / chapter on the learning process. When youuse the summary for learning purposes, you must keep the handbook handy so that youcan link between the key thoughts. Remember, when you write the test or exam youmust answer an essay-type question in full sentences.

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GRADE 8 MODULE 1

Land And Power

Learning Programme Review

INGRADE 8 THETHEME LANDAND POWERISCOVEREDIN 4 MODULES.

In module 1 the focus falls on two different revolutions: a political revolution (theFrench Revolution) and a technological revolution, the Industrial Revolution inBritain.

For the teachers convenience, content regarding these two revolutions is included inthis guide.

The frame or reference for the class discussion is the Industrial Revolution, as the worldin which the learners live is one of changing technology. A visit to the local municipaloffices or a power-station / water-purification plant could help in understanding theservices provided by the local authorities. A possible worksheet for such a visit isincluded in the module.

In Grade 7 the learners were introduced to the shifting of borders (introduction to thetheme Land) as a result of trade, which links up with the theme Power. Buying andselling as well as labour practices through which History learners are introduced to paidlabour and union principles, could be viable projects.

The content choice as prescribed by the syllabus mentions only the French Revolutionas theme. In Module 1 there are step-by-step instructions on how the learners musttackle their own project on the theme. Learners enjoy learning from one another andfeedback on their projects to the class is therefore an excellent learning opportunity.

The feedback as well as the written project must be evaluated in accordance withDepartmental instructions. For this purpose simplified evaluation scales are given onp. 10. Include the Memorandums that follow in your Teachers Portfolio, along with yourown explanation of what you want to achieve.

At the end of the module only a comparative study of the two revolutions is used toensure that the learners understand the similarities and differences between the tworevolutions. Our aim is actually the difference between communism and capitalism.

In Module 2 the focus shifts from the foreign review to the industrialisation in ourown country, to the diamond- and gold-fields and the sugar plantations in SA. Thepower struggle in this module focuses on the earliest trade union movements, butalso the Zulu wars against the British, and the SA War. Videos that can be used asexcellent background material are the box-office hit Chaka Zulu and thedocumentaries that can be order from Edulib, but which are also available in mostlibraries, namely Scorched Earth (Afrikaans: Verskroeide Aarde).

Module 3 deals with colonialism, a natural consequence of the IndustrialRevolution in Britain, a search for new markets. In Geography the learners learnabout natural resources, which link up with our History theme. A joint excursion,e.g. to a monument from the colonial era (e.g. the Castle in Cape Town), couldaddress tourism as a resource. An example of a worksheet on an excursion (to theCastle) follows. In English T1 and T2 propaganda is discussed. Learners should begiven the opportunity in collaboration with the English teachers, if possible, to revisetypes of sources and the interpretation thereof again.

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In Module 4 the focus is on the First World War. Manufacturing processes explainto the learners the turnaround required in a countrys economic production in timesof war. A visit to an arms factory or manufacturers of clothing, tents, food, etc.should be planned in conjunction with the Economics teachers.

The main idea for the Grade 8 year is therefore thatwhen it comes to the division of land and power, thedegree ofco-operation between population groups or classes willdetermine whether everyone will co-exist peacefully.Every lesson has been planned in such a way that

learners can always have an opportunity to participatein their own education. When the group evaluates anindividuals work, the teacher should also indicate themarks on the report card, even if the evaluation oflearners by learners is not always accurate. An exampleof a report card, based on the reading of the WCEDs

Record sheet is attached to this guide. The marks onthe report card are calculated in fours, as evaluation willbe based on these four levels in future.

STEP BY STEP THROUGH MODULE 1, GRADE 8

A. ACTIVITIES

The idea is to give you the necessary exercises in the order required by the reportcard. Three skills exercises, followed by a summary test. E.g. Subject 1: Sources

P.1 Know-one-another exercise Answers cannot be wrong, but may be incomplete.Learners must learn that no answer means no score.

P.2 Activity 2. This distinction in performance levels must motivate the learners. Theobjective of the exercise is to learn to do evaluation themselves and to accept it fromthe group.

P.2 Notice 1. The learner awards a mark for accuracy.

P.4 Source A: The summary test out of 10: MEMO

1(a) ruling /1/ 1(b) municipality /1/ (c) labourers/workers/cleaners

1(c) money/salary /2/ 1(d) sweep the streets /remove garbage bags / any /1/

1(e) littering: throwing garbage around /1 damage to property: damaging property /breaking windows / climbing onto the roof of a car / any 2/ violence: strikers whoattack /1/ the police / each other / bystanders /1/ Total. /10/

P.6 Questions for discussion:1(a) head-scratching and expression on the faces indicatelack of understanding (b) Any meaningful differences: clothes/behaviour: personplanting the flag compared with witch-doctor/etc. 2(a)The flag symbolises theseafarers annexing of the coast as their property (b) Any, seafarers: they appear selfassured OR natives: they do not understand what is happening.

3 Advantageous for seafarers: they get raw materials/articles of barter/any.

Not advantageous for natives: they lose raw materials/are exploited.

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P.7 Activity 3 Group discussion: Answers cannot be wrong.

P.8 Test. Please use in place of or together with the test on p.4.

MEMO 1(a) Fact /1/ give exact numbers /2/ 1(b) opinion /1/

no proof of this in the source /2/ 2(a) Any, the reason determines the viewpoint, e.g.prejudice /1/ they see only their side of the matter /2/ 2(b) Any sentence that proves

prejudice /1/ Total. /10/

P 10 The evaluation grid is to give the learners an idea of self-assessment. Teachersshould adapt the wording of the Level definition to the type of activity for which it isused. This is only a general attempt to define Knowledge and Understanding.

P.12 A very difficult exercise that requires a great deal of language proficiency, as well asselection, interpretation and communication. A reception of this exercise, each timewith a different complaint about e.g. municipal services (see the municipal account onp.24 for the types of services about which complaints could be lodged) is a goodindication of the progress individuals are making in handling problems correctly.

P.14 Exercise in giving reasons for answers: You can keep the allocation of marks as is, or

award 2 marks for every reason, depending on how you want to use the exercise.The two best answers 5 + 5 could be used as a test mark, but the total out of 4 couldalso be used as an ordinary test of skill.

P.15 Source D 1. primary source /1/ Eye-witness report of the events /2/

2. ruling class /1/: He receives /1/ the labour of the soccer players

3. working class /1/: Their labour (soccer) is to the benefit of the school /1/

4. Both are possible: fact /1/ the cartoonist could be one of the players/one of thepeople involved /2/ OR opinion /1/ the cartoonist is making fun of adults (e.g.professional players) who are acting like children /2/

Total. /10/

Please ask the learners to glue a piece of material anda thread of cotton in the blank space on p.16. Point outthe difference between spinning (the thread) andweaving (the piece of material). Any example will do.

P.16 Writing exercise: cause: spinning-wheel knocked over /2/ result: eight shuttles had tobe assembled /2/ reason: improvement of weaving machine /2/ result: unemployedAND/OR machines that operated differently OR incentive for inventors to experimentOR promotion of the capitalistic ideal /2/

Total. /8/

P.17 MEMO: 3, 4, 2, 6, 1, 7, 8, 4. /8/

P.18 Use the worksheet to get the parents/guardians involved. Any meaningful applicationof agreement is in order.

P.19 With the time-line activity we are trying to get the learners personally involved in theirown history and to learn how to index and record accurately. Instruction activity: Inthe allocation of marks, the ability to draw is not important; learners must just drawlarge rocks at the bottom and ones gradually smaller, on top. /10/

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P.21 Please collaborate with Economics/Geography/Technology so that the learners cancreatively make their own contribution on their portfolio.

P.22 These answers depend on the subjects for discussions raised by the class. Instead ofthe telephone number of the Child line, learners could fill in the number of the localpolice.

P.23 Sources G, H and I are primary sources. The other answers may differ a great dealas interpretations of the sources will differ.

P. 26

1. Yes, mutton production has virtually tripled. Bear in mind that the population hasgrown, so the demand has also increased.

2. Yes, mutton production has tripled, whereas beef production has doubled.

3. The reason will determine the marks, not the Yes/No. The reason at no. 2 may berepeated, as well as any meaningful idea.

P.27 Communism puts the interests of the group above those of the individual; the ideal is aworkers paradise. Capitalism is based on the initiative of the individual to apply histalents to enrich himself (and, in the process, others).

Please see the example of a worksheet for anexcursion and the record sheet attached hereto.

B. MINIMUM CONTENT

THE FRENSH REVOLUTION

DEFINITION OF WORDS:

Democracy:

When people are governed in accordance with the wishes of the majority. The people takepart in government via their representatives.

Monarchy:

Government by (members of) royal house.

Nationalism:

A strong and passionate love for the fatherland. An own flag and anthem are national

symbols binding a nation together.

Republicanism:

The wish to bring about a peoples government by proclaiming a republic.

Liberalism:

The right of every person to individual freedom. The Latin root word means free.

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CHARACTERISTICS OF A REVOLUTION

The purpose of a political revolution is to overthrow the existing government or order.During the French Revolution the dissatisfied subjects or workers wanted to overthrowthe Old Order, namely the monarchy, to institute their own political system, the NewOrder. The Industrial Revolution was a social revolution in which machine powerreplaced manual labour.

When the political order changes, it also brings about changes in the social andeconomic order of the political order.

The French Revolution can be described as a short, bloody struggle. The changebrought about by a political revolution can be contrasted with the slower change broughtabout by the Industrial Revolution in England.

The French Revolution claimed many human lives. A political revolution usually entailsbloodshed. No loss of life can be directly attributed to the Industrial Revolution.

Any revolution in one country affects other countries with which, e.g., there are tradelinks. Today, with our advanced technological communication techniques (TV, Internet,etc.) the effects are visible much more quickly. The ideas of the French Revolution

spread to Europe and even to South Africa. These ideas were the start of a newdemocratic order. The technological developments during the Industrial Revolutionaffected the whole world. The ideology of capitalism was spread around the world in thisway.

CAUSES OF THE FRENCH REVOLUTION

The French monarchy, especially kings Louis XIV, XV and XVI, had absolute power torule. In their research learners will come across synonyms for absolute monarch such asdespot, monarchist, absolute sovereign and even totalitarian. The government by theFrench royal house was the most important political cause of the French Revolution.

The king controlled the a) legislative; b) executive; and c) judicial power and was also thehead of the d) state church.

In effect, this meant that he

a) could make any laws he wanted (e.g. levy taxes);

b) could dismiss ministers who dared to differ from him;

c) could dismiss judges if he wanted to and by means of the letters de Cachet(ablank warrant with only the kings seal on it) could have anyone arrested and putin prison for an unlimited period of time without a trial;

d) could have people persecuted who did not want to join the Catholic Church inFrance. The king therefore even decided on the religion of the people ofFrance. The king had his own information service. In every province he had hisadministrators, and his town councils reported to him on towns and cities. KingLouis XIV therefore owned France and the French people and could rightfullysay,I am the state.

The most important cause of the French Revolution was class inequality. The richestmembers of the nobility lived in their luxurious castles around the kings palace inVersailles. The nobility and higher clerics did not pay taxes. They exploited theirlabourers by means of unreasonable taxes and services and could not be sentenced tocorporal or capital punishment. They aided and abetted the king in squandering statemoney.

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The clerics formed the second class. The French Roman Catholic Church owned one-fifth of the French territory, therefore the higher clerics (officials, bishops, priests, monks,etc.) were rich. Like the nobility, they were not subject to state laws, but clerics whobroke the law were tried by a special ecclesiastical court. The lower clerics, on the otherhand, neglected their clerical duties in an effort to earn enough money to survive.

The third class consisted of the middle class, the labourers and the serfs. The middle

class or bourgeoisie included educated people and rich businessmen, but they had nopolitical rights. The group wanted to change the system of government and the leadersof the French Revolution came from their ranks. The labourers were poor farmers whoworked like slaves in rural areas. They also had no political or social privileges. Theserfs belonged to the nobility, as far as their bodies and their property were concerned.Many were unemployed and hungry and could therefore easily be incited to rebellion.

Various economic causes drove France to the brink of bankruptcy. Unequal taxesexempted the rich, but the third class had to pay approximately 80% of their income intax. Corrupt tax officials saw to it that two-thirds of the taxes went into their own pocketsand only one-third into the state coffers. The public funds were quickly squandered atthe royal court, without anyone bothering to do any bookkeeping.

Marie Antoinette, wife of Louis XVI, was a spendthrift. She kept 500 servants in thepalace, and the king had 2 000 horses solely for his own pleasure.

After 1750 France took part in expensive wars such as the Seven Years War and theAmerican War of Independence. French soldiers fighting in America saw how theAmerican people had a say in their own government. This war was therefore not only aneconomic cause, but also gave the soldiers the idea of representative government.

Philosophers writings on the injustice and shocking conditions in France also incited thewish for freedom.

In his Social Contract Rousseau (1712 to 1778) wrote that power should be vested inthe people, not the king. He created the motto of the French Revolution, namely:

FREEDOM, EQUALITY AND FRATERNITY

In his Spirit of the Law Montesquieu (1689 to 1755) called for the separation of thelegislative, executive and judicial powers. In his Persian Letters he criticised andridiculed the king.

Voltaire (1694 to 1778) ridiculed the weaknesses of the king and the nobility to such anextent that he ended up in the hated Bastille, the state prison. In his English Letters headvocated the same powers that the English people had in the government of theircountry, for the French people. He went one step further and also ridiculed theshortcomings of the church.

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THE COURSE OF THE FRENCH REVOLUTION

After the American War of Independence, the French ministers advised Louis XVI toconvene a meeting of the States General, which last met in 1614, to find a solution forthe critical financial situation. The king wanted the three classes to meet in separate

rooms, as in the past. He convened the meeting for 5 May 1789 and the delegates /representatives were as follows: 300 members of the nobility, 300 members of the clericsand 600 from the third class.

The third class insisted on a joint meeting and a division of votes. The king refused andhad the doors of the assembly hall locked. Under the leadership of Mirabeau the thirdclass met as the National Assembly on the royal tennis courts and undertook to draw upa new constitution for France.

The French Revolution now spread violently. Castles and monasteries were burnt downand farmers refused to pay further taxes. Members of the nobility fled the country. Anarmy, the National Guard, was formed to maintain law and order and the Tri-colour (red,white and blue) was accepted as the national flag.

On 4 and 5 August 1789 the National Assembly took decisions to end the Old Order.After that the Declaration of Human Rights was issued. All the people would be equaland free, the people would have a say in the government, and freedom of the press,speech and conscience was guaranteed. The king was detained as a prisoner in Paris.

The new constitution was completed in 1791. The most important features were that thestate powers were separated: the National Convention would consist of electedmembers and the powers of the king were curtailed.

When neither Germany nor Austria intervened to save the king and the nobility, Louisand Marie Antoinette tried to flee. They were detained in Paris as traitors. Robespierre,a member of the National Convention, demanded that they be removed and that Francebecome a republic. In January 1793 the king and his wife were beheaded and a periodknown as the Reign of Terror followed, during which thousands of people from thepreviously privileged classes were beheaded. The guillotine was used for executions.

The rest of the world was shocked by these executions and the rulers of Western Europesent their armies to the French borders. New uprisings threatened in France. ACommittee of Public Safety was established, with Robespierre as one of its members, totake action against the enemies of France. The French army went into battle singing theMarseillaise, the future French anthem, and defeated the enemy.

Robespierre became the president of the National Convention and insisted that the Reignof Terror be stepped up. Any suspect person, even Danton, one of Robespierres

political opponents, was beheaded on the guillotine. The Reign of Terror ended in July1794, when Roberspierre himself was beheaded, and the National Convention could nowcomplete the new constitution. A board of five directors, assisted by a parliamentcomprising two houses, would govern France from then on.

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CONSEQUENCES OF THE FRENCH REVOLUTION

Consequences in France:

France became a republic and the royalty with all its privileges was abolished. Thepeople could elect their representatives. The wishes of the majority were served,

therefore a democratic government came into being.

The people also had more say in local government. The vote was gradually extended,until all men had the vote by the end of the nineteenth century in full.

Consequences in Europe:

The Directorate appointed Napoleon Bonaparte as head of the French army, with theorder to end the corruption and establish the new ideas.

Napoleons officers and soldiers were barefoot and dressed in rags. He promised themhonour, glory and riches and kept his promise. The French army grew into the mostpowerful army in Europe with a characteristic discipline.

In France itself Napoleon eradicated corruption. A network of roads and canals weredeveloped and the economic problems were addressed and solved. Napoleon promotedand rewarded personality traits such as fairness, honesty and diligence. His soldiersidolised him.

Everywhere the French army fought, they were welcomed as liberators by thedowntrodden people. The French ideas were spread everywhere, which led to the fall ofroyalty and the creation of republics. In this way the democratic ideal was spread far andwide.

A lasting consequence of the French Revolution was nationalism. A common language,culture and religion promoted love for the fatherland. This love for their own people and

fatherland was strengthened by the institution of national symbols such as an own flagand national anthem.

Where Napoleon was initially welcomed as a liberator, the emerging national sentimentnow worked against him. Nations wanted their independence and he was finallydefeated by the Austrian, Prussian and British armies at Waterloo and banned to St.Helena.

Effect on South Africa:

In 1794 the Netherlands became an ally of France against Britain. In 1795 Englandwanted to prevent the French from capturing the Cape for the Netherlands and sent afleet to carry out the first British occupation of the Cape. After the Peace of Amiens in

1802 the Cape was handed back to the Batavian Republic (the Netherlands).Two South African districts, Graaff-Reinet and Swellendam, rebelled against thegovernment of the VOC in 1795. They founded their own republics, based on the ideasand principles of the French Revolution, e.g. the right to rebel against oppression and theideal of government by the people.

Philantropic ideas that originated in France became established in South Africa. Theidea of freedom and equality with regard to peoples not of European origin and theunderprivileged was spread by missionaries. The Reverend Read of the LondonMissionary Society, the Reverend Van der Kemp and Dr Philip introduced these ideas.Border conflicts later led to the institution of Ordinance no. 50, which revoked all therestrictions on the movements of the Khoi-Khoin. This ordinance caused such discontentthat it can be regarded as one of the most important causes of the Great Trek.

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THE INDUSTRIAL REVOLUTION

CONCEPTS:

Industrial Revolution:

A gradual change from one situation (manual labour) to another (machine power).

Britain:

During the Industrial Revolution Britain was a union comprising England, Wales, Scotland andNorthern Ireland.

Industries:

A business in which a natural product is processed in such a way that it becomes more usefulto people.

Spinning:

Where one thread is formed by joining fibers together.

Weaving:

Where various threads are intertwined to form a piece of material. Lengthwise threads arecalled the warp, and crosswise threads are the woof.

Capitalist:

A person who has a lot of money and uses it to make more money, by his own initiativeand/or labour.

BACKGROUND, i.e. CONDITIONS BEFORE THE REVOLUTION

HOME INDUSTRIES:

At the beginning of the 18th century about 75% of the people in Britain lived on farmsaround small towns. Because farming methods were still rather primitive, the people inthe community were dependent on one anothers products and services. Everyone onthe farm had to help with the planting, sowing and reaping, because wheat was, e.g.,supplied to the shopkeeper in exchange for sugar and other necessities.

Every family was virtually self-sufficient. Grandma looked after the children, because theolder children had to help in the home industry. Spinning wheels and small looms wereoperated by hand or foot. The more industrious everyone was, the more products weremade and the quality of each product was the pride of the whole family.

TRANSPORT

Roads were impassable. Wagons drawn by oxen and horses moved slowly and a visit tothe nearest town was a social outing for the farmer and his family. A heavily ladenwagon was an invitation to highway robbers and the wagon also easily got stuck in thepotholes in the road.

The fastest transport was by boat on the river or by ship at sea. Britain was a largetrading power and wanted to provide manufactured products to its many colonies.

Britain was rich in iron (for manufacturing machines) and coal (to be used as fuel). Thehome industries could not produce the products needed by the colonies quickly enough.Fortunately there were people in Britain who had the initiative and expertise required todesign and make machines which could speed up production.

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THE TEXTILE INDUSTRY

A continuous demand for more spun thread for woven products impelled the spinners tofind a better, faster method or machine. The demand for cotton and wool threadincreased steadily. People and animals such as donkeys had to provide the drivingpower for the machines and it was only during the Industrial Revolution that water andsteam power took over this role.

JAMES HARGREAVES AND THE SPINNING JENNY

In 1733 John Kay improved the small loom, bringing about an even greater demand forspun thread. The young daughter of the woodworker James Hargreaves inadvertentlyknocked over his spinning-wheel, which gave Hargreaves the bright idea to mount morespools on the spinning wheel axle, so that the machine could now spin on eight spools athe same time.

A negative consequence of this invention was that 7 people lost their jobs. The spinnerswere so afraid of losing their jobs that they broke into Hargreavess house and destroyed

the Spinning Jenny. Hargreaves moved to Nottingham and designed a larger, bettermachine for his new factory. Other inventors heard about Hargreavess success andwere spurred on to new inventions.

MEANS OF TRANSPORT

John Loudon McAdam was born in the small town of Ayr in Scotland in 1756. As a childhe designed roads for his toy cars. After his fathers death when he was 14, he went tolive with his uncle in New York. He became a rich trader and returned to Ayr when hewas 27. He experimented in road-building until he perfected the following well-knowntechnique: he built the bottom layer with large stones, then a layer of medium-sized

stones, a third layer of even smaller stones and then the last layer consisting of sand,gravel and lime. A heavy roller was on the top layer of the road until an even surfacewas achieved.

This type of road was named after McAdam, so that his name as a master road-builderwas immortalised. People everywhere waned his advice, so that he wrote three manualsdescribing road-building techniques. When his own road-building funds becamedepleted, he requested the help of the British government. His network of roads stillexists today. To that one could add the network of canals for transport by boat and therailroad network for transport by train. All these were developed as a result of thediscovery of steam power.

AGRICULTURE

Like McAdam, the farmer Robert Bakewell from Dishley in Leicestershire, was forced bycircumstances to improve the quality and quantity of his farm produce. Robertsexperiments with sheep, cattle, horses, crops and sprinkler irrigation are set out in theModule.

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CONSEQUENCES OF THE INDUSTRIAL REVOLUTION

ECONOMIC

The use of machines in factories and industries, improved roads and transport andsufficient improved agricultural products provided large profits. As the demand grew, the

manufacturers became increasingly richer. There were, however, disadvantages to thissystem as well; although the rich grew richer, many of the poor became even poorer.The rich capitalists controlled the raw materials, expensive machinery and markets. Allthe labourer had to offer in exchange was his labour; and this at the price theowner/employer wanted to pay.

Adam Smiths book The Wealth of Nations explained his theories on the economy. Hemaintained that unlimited individual wealth would be to the advantage of the entire nationand encouraged private initiative.

The massive factories of today originated during that time. The developed industrialcountries such as the USA, Japan and Britain today play the leading role in world politics.

SOCIAL

Big class differences developed between the labourers and the ruling class. The tranquilrural life of earlier times disappeared completely. Factories were built close to rivers andcoalmines. Big cities came into being without pre-planning so that unhygienic conditionsdeveloped, leading to disease and famine. Fortunately the inadequate housing receivedattention.

Child labour was the new evil. No education was possible, because children had to workto support the family. Family relationships disintegrated because small children had towork in the coalmines. Working conditions in places such as the factories were shocking

and the pay was insufficient. People lost their property and no longer improved theirhomes.

This situation fortunately changed in the twentieth century. Today people in theindustrialised countries enjoy prosperity. The Industrial Revolution in these countrieswas used to everyones advantage, whether rich or poor.

C. ASSESSING KNOWLEDGE AND UNDERSTANDING (LO2)

Upon completion of the module the learners handed in

their projects. It is essential that they now write a testin which their knowledge and understanding of the tworevolutions are tested. The test must cover at least thecontents as summarized for the teacher in this guide.

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GRADE 8 MODULE 2

THE MINERAL REVOLUTIONAND RELATED WARSINSOUTH-AFRICA

In the Grade 8 Module series (Land and Power) learners will become acquaintedwith the Mineral Revolution. Guard against losing sight of the fact that theMineral Revolution was a sequel to the French Revolution and the IndustrialRevolution. These revolutions and their effects are seen as forces that continuedto shift regional boundaries, and thereby the boundaries of political power.

This module contains all the facts (minimum content) relevant to syllabusrequirements in passages for reading. Please allow time for learners toinvestigate Internet sources on the Mineral Revolution, or to watch the videorecording of Tsjaka Zulu, which is available from the Provincial Library.

...........Activity 1:

The facts accompanying the dates below are self-explanatory. Grade 8s have to strive toobtain full information, without having everything presented to them. Asking questionsdealing with What? Where? and/or By whom? is a good recipe to follow to gaincompleteness.

TIME LINE : THE DISCOVERY OF GOLD AND DIAMONDS IN SAOR : EVENTS ON THE SA DIAMOND AND GOLD FIELDS

1852 : J.H. Davis discovers the first gold deposits on a farm near Krugersdorp.

1852 : Britain returns the Transvaal to the Transvalers with the signing of the Sand RiverConvention.

1854 : British control of the Orange Free State comes to an end with the signing of theBloemfontein Convention by Britain and the Orange Free State.

1867: The first diamond is discovered near Hopetown.

1868 : Gold is discovered at Tati, north of the Limpopo.

1870 : Diamonds are discovered at Dutoitspan, later known as Kimberley.

1871 : Diamonds discovered at Vooruitzicht, another dry diggings.

1886 : Walker and Harrisons find at Langlaagte becomes known as the main gold reefof the Witwatersrand.

1892 : Johannesburg linked by rail with Cape Town.1895 : Johannesburg linked by rail with Durban.

...........Activity 2: SOURCE A EN B

1.1 Any example from Source A, e.g. 24 carat gold is pure (100%) gold.

1.2 Source A

1.3 The information is reliable, it has been the subject of research.OR: Dictionaries are reliable sources.

2.1 A primary source

2.2 An advertisement is an original source, just like an eyewitness report.

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3. The ring would not show scratches as easily.The ring is cheaper.

/10/

Passage 2 :CLASS DISCUSSION

Possible Memo for Class Discussion:

1.1 Employment entails paying a salary.

1.2 Salaries are as important for factory workers as for farm labourers.

2.1 Fashion: Fashion is associated with impractical clothing. Fads, e.g. ostrich feathers onhats (any example), influence production and sales.

2.2 Money is needed before any purchase is possible: for survival as well as luxury goods.(any example of a household article or status product).

3.1 The areas deteriorated into an economic liability; they had to spend money onmaintaining the regions.

3.2 The minerals of the Transvaal held a promise of great wealth for their owner.

4 Local markets for provisions like food and clothing deteriorated, while extending miningactivities deeper into the earths crust required more and more mineworkers. Theseworkers were paid so poorly that their purchasing power was insufficient for improvingthe market.

Passage 3 - 4

You will notice that the assessment grid for descriptions from Revision activity 1 of thismodule is used here for learners to assess one others contributions, or their ownefforts.

............Activity 3 (Passage 5): ANSWERS TO CROSSWORD PUZZLE

Gandis passive resistance

2C

4

S

h3

G t

1

S a t y a g r a h

5

A

m m n e m

u b d t b

t e i c3

S u g a r

s r h l

l e a

1

M e d a l j e r n

2

C o l o n y s c

e

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............Activity 4 (Passage 6): TIME LINE

The dates should be indicated on the line.

Below / above the matching events must be described.

Learners must provide a heading for the time line.

MEMO : ICU Time line

1919 1927 1927 1930ESTABLISHED COUNTRY-WIDE BRANCHES RAILWAY STRIKE TERMINATION

............Activity 5

Let learners discuss an article containing information on resistance in their own area, ifpossible. This exercise is not meant for evaluation by means of an examination, but atpersonal interpretation of concepts used in connection with RESISTANCE, as well asfor the evaluation of different sources.

Do reward learners for supplying good material that has general usefulness to everyone inthe class, or that you could use in a test on the utilisation of sources.

Articles can simply be read for information that allows learners to form their own opinionson resistance.

...........Activity 6: PHOTOGRAPH (PASSAGE 7 AND SOURCE C)

MEMO Activity : Paul Kruger

1. President Paul Kruger /1/

2. Old Zuid-Afrikaansche Republiek (ZAR) /1/3. Diamonds and gold discovered in the Transvaal. /2/

4. Cecil John Rhodes /1/

5. Europe /1/ to appeal for help for South Africa. /2/

6. Setting fire /1/ to food supplies, farmhouses, etc. /2/

7. Lord Kitchener /1//10/

............Activity 7 (PASSAGE 8)

Possible MEMO

1. The women supplied shelter, food and provisions to the Boer commandos. Any example.They, for instance, manufactured their own cartridges.

2. When General French arrived at Kimberley, Cronje was surrounded by Frenchs troopsfrom the outside and attacked from inside by besieged soldiers.Any plan; calling on the Black population for help. Any adventurous plan for sneakingaway.

3. A small fort built in a strategic place, so that the guards inside it would be protected. Thedrawing should show the holes for taking aim and shooting with guns.

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............Activity 8 (SOURCE D)

Page 14. This activity comprises an exercise in insight and can only be used effectively bylearners who are able to grasp the idea of resistance and can work individually. Theability to consider both sides of an issue is an advanced skill. Please approach thisactivity as you see fit. Do make use of the assessment grid from revision activity 1 or

adjust the categories used in it to meet the needs of your class.

............Activity 1 Revision

Open answers

........... Activity 2 Revision

MEMO for the explanations of concepts

joiners, repatriation, segregation, besiege/occupy, trade union /5/

Revision activity 3

3.1 A wheelbarrow /1/

3.2 Primary source /1/It is an original photograph that has not been changed /2/

3.3 It is not material, it is an ordinary wheelbarrow, not an heirloom. /2/

3.4 Opinion /1/3.5 Anything: people and animals did the work and cocopans were used /2/

3.6 Anything: to transport soil or plants /1//10/

............... Activity 4 Revision

Questions set by learners who have drawn up very good questions can be used for thewhole class. Set a good example by respecting the copyright act and obtaining priorpermission for using the questions from the learner, and by discussing appropriateremuneration with the learner.

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GRADE 8 MODULE 3

Changing Ideas And Technologies: The First WorldWar

MODULE SYNOPSIS

The portfolio has to be finalised during this term, as the fourth term should be usedmainly for preparations for the departmental or the school's final examination.

The portfolio should include a research project or evidence of the evaluation of sucha project, two activities, three term tests (which could comprise source-based testingby means of questions or activities) and an examination. This module is aimed at:

a) providing a second opportunity to undertake the project on the theme of ChangingTechnologies if the learners have not managed to do the project on the French

Revolution (see Module 1) during the first term. Large classes could attempt the poster(see pages 17 and 18 of this module) in groups.

b) doing a number of minor activities that could be combined for tests, or could be copiedor extracted for the portfolio. Take note of the fact that the activities lend themselves,like those in Module 2, to be utilised, with minor adjustments, as different questions inan examination paper.

STEP BY STEP THROUGH THE MODULE

............Activity 1

SOURCE A: 1. secondary (1)

2. combined (1) from primary sources (1)

3. electricity/water/roads/etc. any two (2)

4. Any essential services OR excess money / unnecessary services (2) 5.Sultan of Turkey (1) the money was not spent to their benefit OR Turkeytook the money. Any answer. /2/ =10

SOURCE B: 1. Bismarck was keen to maintain peace in Europe (1), therefore it wasnecessary to have peace in the Balkan region. (1) =2

2. Russia was prevented from expanding its territory. (1) Peace wasachieved between Russia and Eastern Hungary. (1) =2

3. The dissatisfaction of the nations in the Balkan region (1) was the directcause (1) of W.W.1. =2

4. a) Israeli, b) Prime Minister =2

5. cause (1) because the problems developed following this (Any

relevant answer.) (1) = 2 =10

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ASSIGNMENT: See assessment grid in module

............Activity 2 Facts for the TIME LINE.

1871

End ofthe

Franco-Prussia

n warthat

humiliated

France.

1904France

andBritainenter

into theEntenteCordiale

.

1905Japan

wins thewar

againstRussia,

theDuma

established.

1906

Conference in

Algeciras at

whichMorocco

isdiscuss

ed.

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1907Triple

Ententeentered

intobetweenFrance,Britain

andRussia.

SOURCE C:

1. French, because the army of occupation was French. (2)

2. Roman Catholic Denomination. The Italian missionaries believed this. (2)

3.1 Any: rules itself OR establishes its own laws OR People enjoy freedom. (2)

3.2 Disadvantage Any: Without resources it is on its own OR Must have powerfulweapons because of being responsible for its own defence. (2)

4. Any: The historian is able to trace the exact borders OR research land ownership. (2)

=10

............Activity 3

Research: The theme for this is meaningful self-defence: learners may hold

radically different opinions with regard to their answers to questions and concerningtheir interest in subjects about which they may wish to obtain more information.Encourage them to express their ideas.

Weapons

The exercise in communication could also be undertaken as a class discussion, sothat learners could record the best answers provided during the lesson. Afterwardslearners should be ready to assess each other's answers. Source D.

NOTE: The simplified assessment grid for learner assessment is provided to focuslearners on the most important features that have to be considered for the research project.

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............Activity 4

Apply colour to the picture of the national flag. You should be able to obtain aneat example of our national flag from the local municipality. A combined SocialSciences outing could also include a visit to the local police station to look at the

national flag.

............Activity 5

SUBMARINES INTERPRETATIONAND REVISION: FACT/OPINION/PREJUDICE

1. unrestricted: Something is unrestricted when it is not governed by rules or regulations(1) according to which it could be restricted.(1) =2

2. Something is used or utilised effectively (1) when it fulfils its intended purpose (1) ORwhen it is successful/useful (2) =2

3. No. (1) The Germans were warned means that somebody else warned them.(2) =3

4. Both groups: The USA saw submarine warfare as cruel and inhuman, (1)

Germany was aware of how successful it could be, (1)

Was only aware of their own view on the issue. (1) =3

5.1 opinion (1)

5.2 extreme and effective (2) fact (1) Any addition of words that change the statement to aprejudiced, emotional opinion, e.g.

The clever / intelligent Germans/Germany etc. (1) =5 =15

RESEARCH ASSIGNMENT

The assessment grid. You could include a copy of the completed grid in eachlearner's Module 3 portfolio as proof that the project was completed, or include thelearner's research project, if possible. The grid would also serve as proof ofintervention in the instance of a learner failing to produce the project.

The parent's signature, as well as the date, has to appear on the assessment grid.

............Activity 6

Trenches: Comparison of sources E is a primary source (1) motivation: eye-witnessreport OR interpretation (1)

Any: Source E a correct definition OR Source F. The illustration, for instance, shows thedepth of the trench / Makes it possible to see how many people were involved (3) =5

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See instructions for poster / collage in module (Possible class decoration)

This poster / collage could also be assessed according to the Assessment grid.

............Activity 7

SOURCE H AIDS

1. An epidemic / disaster (1) on a worldwide scale. (1) =2

2.1 Loss of life.

2.2 Worldwide onslaught.

2.3 Financial cost. =3

3. The one is a disease, the other a fight. (2)

4.1 Continuous / maintained. (1)

4.2 Women continue to fulfil all their modern roles. =3

(10)

............Activity 8

Memorandum of Discussion of Reading, Passage 9

Please do not allocate marks for the second section of each question if the learnersare not able to formulate personal opinions yet. Rather take time to DISCUSS thequestion in the class to assist them with the formulation of an opinion.

Please note that the learner must be able to see the difference between his / her own opinionand that of the educator.

1. Britain, the goldfields /1/ wanted to own/use it. /1/ =2

Own opinion. Colonisation was to Britain's advantage.

2. Kruger was able to put up a good defence /1/ of his country / the Tranvaal /1/ =2

Any: Wilhelm II knew that the Colonialists would rather fight for Germany.

OR Wilhelm II wanted to tease Britain; he might have been able to instigate an uprising inthe Cape Colony.

3. Britain /1/ They had to execute the instructions of the British government. /1/ =2

Any: Harbours for exporting gold. / Refreshment station. / War products.

4. A nation's /1/ yearning for freedom / independence. 1/ =2

Any: Nationalism is fervent love for the fatherland.

5. The concentration camps /1/ and the war /1/ were fresh in their memory. =2

Any: Anti means against / British signified everything that had to do with Britain.

............Activity 9

ACCEPTTHELEARNERS' EFFORTS

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GRADE 8 MODULE 4

COLONISATION

MEMORANDUM

All of the prescribed content has been dealt with in the previous three modules. Thismodule is aimed at continuing with the practicing of skills so as to prepare learners forthe type of examination that they will write in Grade 9, i.e. the CTA. This examination,the CTA, actually tests skills, therefore we shall continue to pay attention to revision butwe shall also look at the use of sources and other learning outcomes once again.

Example: Use the last four or five paragraphs of Reading Passage 5 as an unfamiliarsource for setting questions that follow in the CTA style in the question paper. Youcould also use information from regional history that is familiar to the learner as asource for this type of question.

Step by step through the module

PASSAGE 1

Please make use of the opportunity to develop the learners' empathy with people lessprivileged than themselves.

Prepared to share: Any applicable answer: e.g. sleeping place, bedroom, TV,bathroom, etc.

Not prepared to share: Any personal property: CDs, books, diary, perhaps someperson or pet.

PASSAGE2.

1. No. Any: People always need leaders / laws, which signifies a form of managing. ORTheir freedom will last until they argue with one another.

2. Any distinction related to being born within a particular class: workers had to use theback entrance of the home.

3 Tobacco can be used for smoking and chewing. It is also used as a fertiliser or for pestcontrol, e.g. for diseases on roses.

4. Furs are the skins of animals /1/. A coat or jacket, cap or handbag /1/made from theskin of an animal /1/ can be made (bought) =3

5. Indigo is a dye made from plants with the same name. It is used to colour materialssuch as linen. The colour is a dark blue-violet.

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PASSAGE 3

blood bath / slaughter;

quartered / confined to barracks;

incident;

attack;

smuggle. /5/

PASSAGE 4

The research assignment is meant as a last attempt to brighten up the portfolio witha colourful piece of work and at the same time inspire the learners to do research ontheir own and perhaps to involve their parents.

LEESSTUK 5

Please take note that contemporary history changes continually. Therefore ensure that theinformation in 4(b) and 5(a) is still relevant. Please take note that spelling is not penalised inHistory.

1. 1787, 1994 /2/

2. Each colony or state has its own legislative body that handles local issues /2/Republic /1/

3. USA George Washington /1/ SA Nelson Mandela /1/

4. USA Washington /1/

SA Cape Town, Pretoria and Bloemfontein /3/

5. USA 52 states /1/

SA 9 provinces /1/

6. USA The star-spangled Banner /1/

SA Nkosi Sikilel' iAfrika /1/ =15

PASSAGE 6

1. Affirmative Action is the opportunity given to people who were previously excluded fromcertain rights to once again be able to enjoy the same rights as everyone else.

In sport, for example, where people of colour were excluded from national teams, thesenational teams must be representative of all the people of the country.

Please consider the note (covering letter) with regard to the following information:

2. Any example: In a business workers are appointed according to a quota system, andthis means that if 80% of a companys clients are of a particular population group, thismust be reflected in the companys workers.This means that 80% of the workers must be from the same group as the clients.

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THELASTTWOASSIGNMENTS (If time allows for this)

AMERICAN FLAG:

In the top left corner there are 52 white stars on a blue background in a rectangular shape.The rest of the flag is composed of horizontal stripes, starting at the top with a red stripeand alternating with white stripes. There is a total of thirteen stripes.

Give an impression mark out of 10, OR

3 for the correct colours: red, white and blue

4 for the correct shapes, e.g.: stars =1, in a rectangle =1, alternate stripes =2,

3 for labelling: stars represent states =2, original colonies (represented by the stripes) =1.

INSTRUCTIONS:

The aim is to test knowledge of the chronological order. Any subject is acceptableon condition that the learner writes down the chronological order.

E.g. a dog being bathed must not be placed in a tub of hot water, as adding ofputting in of cold water has been left out. /10/

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GRADE 9 MODULE 1

HUMAN RIGHTS

ICSs material for the Learning Area Social Sciences, Focus History Grade 9consists of the following FOUR modules:

Module 1: Human rights during the second world war

Module 2: South Africa from 1948 tot 2000: Nationalism

Module 3: The nuclear era and cold war

Module 4: Current affairs

This module arrangement is in line with the instructions in the Revised NationalCurriculum Statement (RNCS). The modules need not necessarily be done in theorder indicated above. They were, however, placed in this order for specificreasons, namely:

The contents ofMODULES 1 and 2 link up well with the First World War focus inGrade 8.

MODULES 1,2 and 3 each comprises about one quarter of the work while MODULE4 is much shorter. IfMODULE 4 is therefore done during the fourth term it leavesenough time for the common tasks for assessment (CTA) that must also be doneduring the fourth term.

STEP BY STEP THROUGH MODULE 1, GRADE 9

ASPECTS OF HUMAN RIGHTS DURING THE SECOND WORLD WAR

Step by step through the module

This learning experience on aspects of human rights during the Second World War isdivided into various learning activities, all aimed at the prescribed learning outcomes andall shedding light on the following key questions:

HUMAN RIGHTS DURING THE SECOND WORLD WAR:KEY QUESTIONS

OVERALL KEY QUESTIONS: WHOSE HUMAN RIGHTS WERE VIOLATEDDURING THE SECOND WORLD WAR?

Learning Activity 1: Where does the violation of human rights still occur today?

Learning Activity 2: Characteristics of a dictator?

Learning Activity 3: What are the characteristics of a totalitarian state?

Learning Activity 4: What was the Germans opinion of the Jews?

Learning Activity 5: What was the final solution for the Jews?

Learning Activity 6: What can I do to protest against the violation of human rights?

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Not all the learning activities need to be assessed. Included in the package areassessment instructions for most of the activities. All these activities refer to the criteriaand determine the progress of the learner with regard to the outcomes. It was alsoensured that different types of assessment instruments were included.

Activity 1 can also be used as initial assessment to determine which skills and knowledgethe learner has already acquired.

The chapter on the Second World War and Jewish question can be approached by theteacher from various sides and viewpoints. The initial section on the aspects of the warcan be treated as follows:

It would be ideal if the teacher / facilitatorcould link the reasons for the Second World War tothe First World War (learning experience for Grade 8)as background or initial assessment.

p. 5 6: Learners can use the main pointsto write a paragraph / essay. p. 6 11: The sectionscan be regarded as paragraph questions or the

learners can be instructed to identify the key word /facts.

It must also be emphasized that onecannot really separate the three learning outcomes.Some of the assignments can also be places underanother learning outcome. We do, however,recommend that they be integrated.

The exercise on Hitler as dictator gives thelearners the opportunity to integrate the threelearning outcomes by writing a historical essay. Werecommend that this learning activity be used for the

quarterly assessment. It was compiled in the form ofan outcome-based test.

The exercise on the Jewish question can beused for the term assessment. All three learningoutcomes are covered. The columns are alsoincluded. Also use the assignment and column on thelearning outcome integration.

ASSESSMENT

Not all learning activities need be recorded. Provision has been made for threeactivities where the overall code of the instrument (e.g. column) will be used. Someof the activities also correspond with the requirements of the Grade 9 portfolio.

The 2002 instructions for the portfolio and the way in which the learning activities inthis module correspond with them are as follows:

ACTIVITIES NUMBER

Test / examinations 2 (Activity 2)

Source-based work 2 (Activity 1 & 5)

Creative response 1 (Activity 6)

Research work 1 (Activity 4)

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Provision has also been made for conversion of a test mark to a percentage. In this waythe requirements for the Grade 9 portfolio contents can be met. Lets look at the exampleof a record sheet below. The percentages 68,70,70,50,and 60 give an average for theyear or 64%, which is a code 3 according to the national record scale. You can decidefor yourself whether you want to give the examination a heavier weight. Remember

that exams must be outcomes-based and must not merely be a testing of facts.

RECORD SHEET: MODULE 1 (HUMAN RIGHTS IN SECOND WORLDWAR)

Subject A

Human rightsin WW2

Outcomes

All

Subject B

Outcomes

JUNE Subject C

Outcomes

September Final DASSmark

Transfer to

Dept record

sheets.Choose

activities for

portfolio

requirements

here.

Name 4 4 4 % 4 4 4 % % OK(4)

4 4 4 % % OK(4)

% Code

(1-4)

Nel, J 3 2 3 68 3 3 4 70 70 3 3 3 3 50 60 3 64 3

MINIMUM CONTENTS FOR MODULE 1

ASPECTS OF THE SECOND WORLD WAR

THE RISE OF TOTALITARIANISM 1919-1933

1. Democratic countries; political problems; economic problems:

After the First World War the democratic countries concentrated only on solving politicalproblems while economic problems received no attention.

2. Global depression; global trade; lack of money; unemployment:

The global depression (1929-1933) caused a drop in global trade, together with a lack of

money and unemployment.

A d o l f H i t l e r B e n i t o M u s s o l

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3. Have-nots:

Japan, Germany and Italy called themselves the have-nots because they had lostalmost everything as a result of the Treaty of Versailles.

4. Nationalism:

A new spirit of nationalism in these countries.

5. 1933; National-Socialist Party; Adolf Hitler:

In 1933 the National-Socialist Party under Adolf Hitler came into power in Germany.

6. Master race:

Hitler regarded the German people as a master race.

7. Living conditions; unemployment; trade and industry:

Hitler improved living conditions in Germany by lowering unemployment and improvingtrade and industry.

8. National pride:

Hitler strengthened the national pride of the German nation.

9. Shackles of Versailles:

Hitler wanted to free the German nation of the shackles of Versailles (referring to theunfair terms).

10. Living-space, one nation, one state, one leader.

Hitler wanted to find additional living-space in Eastern Europe and coined the phraseone nation, one state, one leader.

11. Military leaders; divine calling:

The military leaders in Japan regarded it as their divine calling to rule the other nations inAsia.

12. Mussolini; old Roman Empire:

In Italy Mussulini promised the Italian nation a resurrection of the Roman Empire (glory,fame).

13. Fascist Party:

Mussolini founded the Fascist Party to realise his ideals.

14. 1936; Anti-Commenter Treaty; Axis Powers:In 1936 Germany and Italy, and shortly afterward also Japan, signed the Anti-CominternTreaty. They were also known as the Axis Powers.

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Nazi, Nurenberg Hitler Mussolini

AGGRESSIVE ACTION AND TERRITORIAL EXPANSION OF GERMANY 1933 1936

In 1933 Hitler withdrew from the League of Nations, because the other nations wouldnot disarm like Germany. They also would not allow Germany to rearm.

In a national referendum 95% of the German people approved this step. Hitler startedan intensive rearmament plan and instituted compulsory military service. He built upthe German army into a powerful war machine.

In 1935 a national referendum was held in the Saar region. More than 90% of theinhabitants voted in favour of joining Germany.

By 1930 the last foreign troops (Allies) were withdrawn from the Rhineland. In 1936

Hitler occupied the Rhineland with 90 000 troops. Hitler set up a defence line, theSiegfried line, along the Rhine. The French replied by setting up the Maginot line.These lines cut France off from its allies in Eastern Europe, e.g. Russia.

THE ITALIAN OCCUPATION OF ABYSSINIA (ETHIOPIA)

Mussolini improved conditions in Italy by building railway lines, promoting trade andplacing agriculture on a healthy footing. This reduced unemployment and gotMussolini the co-operation of all the workers.

Italy wanted to extend its powers along the Adriatic coast but this was in conflict withFrench interests. In order to obtain essential raw materials and markets, Italy focused

on colonial expansion. In 1935 Italian troops occupied Abyssinia. Out of fear of Hitler,Britain and France did not intercede. The League of Nations accused Italy of beingthe aggressor and applied sanctions against it.

With Germanys moral support Italy succeeded in conquering Abyssinia. In 1937 Italywithdrew from the League of Nations and approached Germany, and these twocountries became closer allies. Germany was the first country to recognize Italysoccupation of Abyssinia.

The first joint operation of these two countries was to send troops to Spain to helpGeneral Franco come into power.

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Mussolini Italian soldiers in Abyssinia

Mussolini (left) and General Franco of

Spain (right)

JAPANESE EXPANSION IN THE FAR EAST

Japan regarded Communism as a great danger to its survival. The country wanted toexpand its power over the surrounding areas in order to gain more living-space for itsoverpopulated country.

Japan came into possession of Shantung and rented the railway of SouthernManchuria from China for 99 years. After the Great Depression of the 30s Japan was

seeking cheap raw materials and outlets for its factories. The strong war party thatcame into power conquered Manchuria, which previously belonged to China. Owingto conflict with the League of Nations, Japan left this organisation in 1933.

Germany, Italy and Japan signed the Anti-Commenter Treaty in 1936 and formed theAxis Powers. By 1938 Japan was in possession of the most important ports andrailways in Northern China.

Japan now became a threat to the interests of Britain, the USA and Russia in the FarEast.

Chinese soldiers preparing for the Japanese Japanese soldiers in China

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Japanese soldier with machine gun Emperor Hirohito

THE GERMAN ANNEXATION OF AUSTRIA

By 1937 Hitler was poised to annex surrounding areas for Germany. Italy (because of Rome-Berlin axis) and Japan (because of Anti-Commenter Treaty) were its allies. Branches of the

German Nazi Party were formed everywhere. Britain adopted a conciliatory attitude towardsGermany, while France could not make war against Germany on its own.

Austria became the first target of Hitlers expansion plans. In 1938 the Austrian chancellor(Schuschnigg) was invited to visit Hitler. Hitler gave him a choice: Austria could be peacefullyincorporated into Germany or the German army could annex Austria. Schuschnigg opted forincorporation.

Back in Vienna, Schuschnigg decided to have a referendum on the matter. On the daybefore the referendum, however, the German army marched into Austria. In March 1938Austria became part of Germany. 99% of the Austrian people were in favour of uniting withGermany. The British government made no objection.

This had a positive effect on Hitlers prestige in Germany.

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THE GERMAN ANNEXATION OF CZECHOSLOVAKIA (Sudetenland, Bohemia,Moravia)

Hitler wanted all Germans outside the borders of Germany to have the right toself-determination. Of the 14 million inhabitants of Czechoslovakia 3,5 million

were Germans. They lived mainly in Sudetenland (industrial area).

The Germans and Czechs in Sudetenland were not on a friendly footing. Hitlerestablished Nazi branches in Sudetenland and encouraged the inhabitants to

insist on the right to self-determination. Martial law was declared in

Czechoslovakia and Germany was warned not to interfere. Hitler promised thatthe Sudeten Germans would be freed, even through it might mean war.

Hitler receiving Chamberlain Hitler in Munchen

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During a conference between Hitler, Mussolini (Italy), Chamberlain (Britain) andDeadlier (France) in Munchen in September 1938, Hitler demanded the

annexation of Sudetenland. His demands were met and Czechoslovakia had toaccept it. In October 1938 Sudetenland was incorporated into Germany.

Chamberlain and the other leaders believed that peace was now ensured.

Hitler and Mussolini had achieved a moral victory. Bohemia and Moravia stillhad to be incorporated. Propagandists stirred up the feeling of nationalism

among the German inhabitants. President Hacha was summoned to Berlin andthreatened that he had to sign a request in which German help was requestedagainst the Czechs. If he refused, Prague (capital) would be attacked. On 16

March 1939 Bohemia and Moravia were declared German protectorates. Britishand French objections fell on deaf ears. Germany also came into possession of

the Skoda arms factory.

OUTBREAK OF THE WAR AND GROUPING OF THE WORLD POWERS

THE CRISIS MONTHS BEFORE THE WAR GERMAN DEMANDS TO POLAND

1. Poland; Germany; united

Germany suggested that Poland and Germany should unite against their enemy Russia.

2. France; Britain; Russia; defence agreement

France; Britain and Russia promised to help Poland concluded a defence agreement.

3. Germany; Italy; Alliance of Steel

Germany and Italy concluded the Alliance of Steel in 1939.

4. Non-aggression pactIn 1939 Germany and Russia concluded a non-aggression pact.

5. Poland; invaded

On 1 September 1939 Germany invaded Poland.

6. France; Britain

On 3 September 1939 France and Britain declared waragainst Germany.

SUMMARISED COURSE OF THE WAR IN EUROPE AND THE FAR EAST

7. The two groups fighting each other:

Axis powers Allies

Germany

Italy

Bulgaria

Romania

Finland

Japan

Britain

France

Poland

USA

Russia

Commonwealth

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8. Dunkirk:

The allies suffered a major defeat at Dunkirk in 1940.

9. Cash and carry

USA sold arms on a cash-and-carry basis. Buy arms and fetch them yourself.

10. RooseveltRoosevelt was re-elected as president of the USA in 1940.

11. Atlantic Charter

In 1941 Roosevelt and Churchill signed the Atlantic Charter.

12. Pearl Harbour

On 7 December 1941 Japan attacked Pearl Harbour.

13. USA; war; Japan

On 8 December 1941 USA declared war against Japan.

14. German army; surrendered

On 7 May 1945 the German armed forces surrenderedunconditionally.

USA aeroplanes; Pacific Ocean 1945 Nagasaki 1945

15. 6 and 9 August 1945; atom bombs; Hiroshima; Nagasaki:

On 6 and 9 August 1945 two atom bombs were dropped on Hiroshima and Nagasaki.

Yalta, 1945, Churchill, Roosevelt and Stalin

16. February 1945 Yalta:

Churchill, Roosevelt and Stalin met at Yalta in February 1945 already.

17. Germany; four zones:They agreed that Germany would be divided into 4 zones after the war.

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THE NAZIS AND THE JEWISH QUESTION

After he had risen to power in Germany in 1933 Hitlerstarted to carry out his policy of racial superiority. Thismeant that one race regarded itself as better than and

superior to another race. To Hitler the Slavic nations ofEastern Europe and especially the Jews wereUntermenschen (inferior).

Steps against the Jews:

In April 1933 already all Jews were dismissedfrom the government services. Jewish doctorsand attorneys practices were closed. InSeptember 1933 the Nuremberg Laws wereissued. These laws were supposed to protectthe Germans against mixing of races andhumiliation. Below are some of these laws:

1. Marriages between Jews and persons ofpure German blood were declared null andvoid.

2. Non-marital relationships between Jewsand persons of pure German blood werealso prohibited.

3. Jews were not allowed to use people ofpure German descent as domestic help.

4. Jews were not allowed to display German

symbols such as the flag, or sing thenational anthem.

RACISM:

This is a policy in accordance withwhich one race regards itself assuperior to another race. It may bebased on skin colour, physicalappearance, economic stratification

and political power.

After the First World War variousforms of racism occurred in Europe.There was an anti-Slavic sentimentthat included Russia and Poland.

Jews were now excluded from the economy. The culmination of the Jewish persecutionin Germany was Kristallnacht (night of broken glass) when many Jews were murderedand synagogues were burnt down or damaged. An American consul in Leipzig describedit as follows:

The sadistic party supporters threw trembling Jews into anarrow stream running through the zoo. Germans andonlookers were forced to spit on them and throw mud at them.

Any sympathy from the bystanders was regarded as unpatrioticby the party supporters and onlookers could only leave thescene in horror.

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Fate of Jews in the occupied territories:

Three weeks after the occupation of Poland in 1939 the Poles also understood what Hitlermeant by Untermenschen. They used 300 000 Poles as slave labourers for theGermans. Jews were also tracked down in the Netherlands, Belgium and France and sentto concentration camps.

After June 1941 the Germans also killed millions of Russians. Outside the towns,Einsatzgruppen or special units shot anyone who did not serve a purpose in the Germanwar effort. In January Nazi leaders attended the Wannsee Conference. Jews were to besent to the east where they would be systematically killed by starvation and overwork.This led to the establishment of extermination camps all over Poland.

CAMPS IN POLAND

Treblinka

Sobibor

Majdanek

Belzec

Auschwitz

In the best-known camp, Auschwitz, sick and old people, woman and children were killedin gas chambers by means of the poisonous gas, Zyklon-B. Up to 2 000 people at a timewere killed in these gas chambers. Jews were used to remove the bodies, which werethen cremated. Millions died in this way. Not only Jews were murdered by the Nazis.Approximately 4 million Russian prisoners of war also died and on their retreat fromRussia the inhabitants of 700 towns were burnt alive by Germans.

Jewish woman fleeing in Eastern Europe

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GRADE 9 MODULE 2SOUTHAFRICAFROM 1948 TO 2000: NATIONALISM

Nationalism and Identity in South Africa: How is Identity

established?

Afrikaner and African nationalism

We have to take a look at the origins o