‘THINKING LIKE A HISTORIAN’

ORIENTATION TO TEACHERS

2015

THOUGHT

‘NOT TO KNOWWHAT HAPPENED

BEFORE ONE WAS BORNIS ALWAYS TO BE A CHILD’

CICERO 106 B.C.

WHAT IS ORAL HISTORY?

HISTORICAL ENQUIRY

SOURCES AS EVIDENCE

CONSTRUCTION OFHISTORY

HOW DO WE UNLOCK THE PAST?

HOW DO WE UNLOCK THE PAST (CONT…)

HOW DO WE UNLOCK THE PAST (CONT…)

ACTIVITY 1: CONTEXTUALISATION AND REFERENCING

IN GROUPS:• CONSULT AND STUDY THE SOURCES IN ANNEXURES A-D• CONTEXTUALISE AND REFERENCE EACH SOURCE• PURPOSE: NEED TO CONNECT TO THE EVIDENCE/VIEW THAT HAS

SURVIVED• NEED SUFFICIENT INFORMATION TO ASK QUESTIONS• WHEN? WHERE? HOW?• WHY IT TOOK PLACE?• WHO WROTE IT?• TO WHOM WAS IT WRITTEN?

ACTIVITY 1: CONSOLIDATION

GRADE 7:TOPIC: THE TRANSATLANTIC SLAVE TRADESOURCE ACONTEXTUALISATION: THIS IS AN EXTRACT ABOUT THE LEGACY OF SLAVES FROM AN ONLINE ARTICLE TITLED ‘LET THEM SPEAK’ BY A.M VAN RENSBURGREFERENCING: FROM http://www.stamouers.com (ACCESSED 30 APRIL 2015)

SOURCE BCONTEXTUALISATION: THIS IS AN EXTRACT FROM AN ONLINE ARTICLE ABOUT THE INFLUENCE OF SLAVE LANGUAGES ON AFRIKAANS REFERENCING: FROM http://www.stamouers.com (ACCESSED 30 APRIL 2015)

SOURCE CCONTEXTUALISATION: AN EXTRACT TAKEN FROM AN ONLINE ARTICLE ABOUT THE INFLUENCE OF THE MALAY COOKING ON DUTCH CUISINE ABOUT 1600sREFERENCING: FROM http://www.stamouers.com (ACCESSED 30 APRIL 2015)

ACTIVITY 1: CONSOLIDATION

SOURCE DCONTEXTUALISATION: THIS IS A PAINTING OF CAPE COAST CASTLE IN THE 18th CENTURYREFERENCING: FROM MISSING (ACCESSED 30 APRIL 2015)

SOURCE FCONTEXTUALISATION: THIS IS AN EXTRACT TAKEN FROM AN ONLINE SOURCE DESCRIBING THE CAPE COAST CASTLE IN THE 18th CENTURYREFERENCING: FROM MISSING (ACCESSED 30 APRIL 2015)

ACTIVITY 1: CONSOLIDATION

GRADE 6:TOPIC: EXPLORERS FROM EUROPE FIND SOUTH AFRICASOURCE ACONTEXTUALISATION: THIS MAP DEPICTS THE VOYAGE OF DISCOVERIES FROM EUROPE WHICH TOOK PLACE SINCE THE 15 th CENTURYREFERENCING: ?

SOURCE BCONTEXTUALISATION: THIS SOURCE EXPLAINS THE LIFE OF THE SAILORS DURING THE VOYAGES OF DISCOVERIES SINCE THE 15th CENTURYREFERENCING: FROM http://www.europe1600s.wikispaces.com (ACCESSED 30 APRIL)

SOURCE CCONTEXTUALISATION: THIS EXTRACT REFLECTS THE LIFE OF ANTONIO PIGAFETTA, AS A SAILOR ABROAD THE MEGALLAN SHIP 1N THE 1500REFERENCING: FROM http://www.europe1600s.wikispaces.com (ACCESSED 30 APRIL)

ACTIVITY 1: CONSOLIDATION

GRADE 5:TOPIC: AN AFRICAN ANCIENT SOCIETYSOURCE ACONTEXTUALISATION: THIS IS AN EXTRACT WHICH EXPLAINS THE SOCIAL STRUCTURE AND THE POSITION OF THE PHARAOH IN THE ANCIENT EGYPTIAN SOCIETYREFERENCING: TAKEN FROM http://www.history.com (ACCESSED 16 APRIL 2015)

SOURCE BCONTEXTUALISATION: THE PYRAMID BELOW SHOWS THE SOCIAL STRUCTURE IN THE ANCIENT EGYPTIAN SOCIETYREFERENCING: TAKEN FROM http://www.ushistory.com (ACCESSED 3 JUNE 2014)

ACTIVITY 1: CONSOLIDATION

SOURCE CCONTEXTUALISATION: REFERENCING: TAKEN FROM http://www.ushistory.com (ACCESSED 3 JUNE 2014)

SOURCE DCONTEXTUALISATION: THIS AN EXTRACT ABOUT THE DISCOVERY OF THE TOMB OF TUTANKHAMEN IN 1922REFERENCING: TAKEN FROM http://www.history.com (ACCESSED 4 JUNE 2014)

ACTIVITY 1: CONSOLIDATION

GRADE 4:TOPIC: LEARNING FROM LEADERSSOURCE ACONTEXTUALISATION: THIS IS A PHOTOGRAPH OF NELSON AND WINNIE MANDELA ON HIS RELEASE FROM THE VICTOR VESTER PRISON IN PAARL IN 1990REFERENCING: TAKEN FROM http://www.sahistory.com (ACCESSED 16 APRIL 2015)

SOURCE BCONTEXTUALISATION: THIS PHOTOGRAPH DEPICTS VICTORY FOR THE AFRICAN NATIONAL CONGRESS (ANC) AFTER THE SOUTH AFRICAN ELECTION IN 1994REFERENCING: TAKEN FROM http://www.sahistory.com (ACCESSED 16 APRIL 2015)

ACTIVITY 1: CONSOLIDATION

SOURCE CCONTEXTUALISATION: THIS IS AN EXTRACT FROM THE BIOGRAPHY OF NELSON MANDELA , 1918-1994 REFERENCING: TAKEN FROM http://www.places.co.za/html/bio_n_mandela.html, 10 FEBRUARY 2012

SOURCE DCONTEXTUALISATION: THESE ARE NELSON MANDELA’S MOTIVATIONAL WORDS ABOUT LIFE CHALENGESREFERENCING: TAKEN FROM http://www.mandelalegacyhistoryweekly.com (ACCESSED 16 APRIL 2015)

ACTIVITY 2: FORMULATION OF KEY QUESTIONS

IN GROUPS:• STUDY THE SOURCES OF THE RESPECTIVE GRADES (ANEXURES A-D)• REMEMBER ANY ENQUIRY BEGINS WITH A CLEAR CONCISE QUESTION• FORMULATE A RELEVANT KEY QUESTION• PURPOSE: TO NARROW DOWN THE HISTORICAL ENQUIRY• ALWAYS INCLUDE THE HISTORICAL PERIOD

• EXAMPLE: ANNEXURE B (AN AFRICAN ANCIENT SOCIETY)

KEY QUESTIONWHAT WAS THE WAY OF LIFE IN THE EARLY EYPTIAN SOCIETY 5000 YEARS AGO?

ACTIVITY 2: CONSOLIDATION

GRADE 4: ANNEXURE A – KEY QUESTIONWHY IS MANDELA REGARDED AS A GREAT LEADER TO THE WORLD SINCE THE EARLY 1960’s?WHAT ARE THE QUALTIES OF MR. MANDELA’S LEADERSHIP SINCE HIS RELEASE FROM PRISON ON THE 11th FEBRUARY 1990?

GRADE 5: ANNEXURE B – KEY QUESTIONWHAT WAS THE WAY OF LIFE IN THE EARLY EGYPTIAN SOCIETY 5000 YEARS AGO?WHY WAS THE SOCIAL STRUCTURE OF EGYPT SO IMPORTANT 5000 YEARS AGO?WHY WAS IT IMPORTANT FOR ANCIENT EGYPTIANS TO PRESERVE THE BODIES OF THE PHARAOHS?

ACTIVITY 2: CONSOLIDATION (CONTINUES)

GRADE 6: ANNEXURE A – KEY QUESTIONWHAT FACTORS LED TO THE DIFFICULT LIFE THE SAILORS EXPERIENCED SINCE THE VOYAGE OF DISCOVERIES IN THE 15 CENTURY?WHAT WERE THE MAIN REASONS FOR THE 15th CENTURY EXPLORATIONS?WHAT WERE THE CHALLENGES THAT WERE EXPERIENCED BY SAILORS (EXPLORERS) IN THE 15 th CENTURY?

GRADE 7: ANNEXURE A – KEY QUESTION DISCUSS THE SLAVES SIGNIFICANT LEGACY SINCE THE LATE 1600sWHAT WAS THE INFLUENCE OF SLAVE LANGUAGES ON THE LANGUAGE SPOKEN BY THE DUTCH AT THE CAPE DURING THE 17th CENTURY?WHAT WAS THE INFLUENCE ON THE CAPE DUTCH CUISINE BROUGT BY THE SLAVES COOKING METHOD DURING THE 17th CENTURY?

ACTIVITY 3: SOURCE ANALYSIS AND CORROBORATION

IN GROUPS:• STUDY THE RELEVANT HISTORICAL SOURCES ANNEXURES A-D explain• ANALYSE THE SOURCES EXTERNALLY• ANALYSE THE SOURCES INTERNALLY• USE THE CATEGORIES OF INQUIRY CAUSE AND EFFECT CHANGE AND CONTINUITY TURNING POINTS USING THE PAST THROUGH THE EYES• ANALYSE THE INFORMATION• WHAT IS THE SOURCE ABOUT?• CIRLCLE DEFINITIONS• UNDERLINE EXPLANATIONS• BRACKET REASONS• WHAT IS THE PERSPECTIVE OF THE AUTHOR?

ACTIVITY 3: CONSOLIDATION

GRADE 7: ANALYSIS OF SOURCE CEXTERNAL ANALYSIS• Author – no author, not directly involved/observer – secondary source• Time frame – 1658, contextualisation needs to be added• Place – South Africa• Authenticity – secondary source, available on the website and where

it is accessed• Audience – people interested in South African cuisine, students

studying the legacy of slavery in 17th century, to create new knowledge, to inform, to educate etc.

INTERNAL ANALYSIS• Content – slavery at the Cape• Credibility – it is believable compared to Source C, there are living

examples today i.e. Muslim culture, cuisine, Cape Malay traditions etc.

ACTIVITY 3: CONSOLIDATION (CONTINUES)

CATERGORIES OF INQUIRY• Cause and effect – shortage of labour at the Cape resulted in slaves

being imported (cause); slaves from Indonesia, Madagascar and Malaysia brought with them their own cooking traditions

• Change and continuity – no more slaves; the cooking traditions are still being used, e.g. curry foods

• Turning points – the Cape Dutch cuisine that emerged from this fusion (recipes and spices); How is the past similar/different? – food still being used/no more slaves

• Through the eyes – FURTHER ANALYSIS• What is the source about? – The influence of the Malay cuisine on

the Dutch and European cooking styles• Explanation for the legacy of slaves – The ability of the Malay

slaves to adapt their recipes to locally available ingredients soon became apparent and their cooking talents, using the aromatic spices from the far East, greatly enhanced the local settler cuisine

ACTIVITY 4: SOURCE-BASED QUESTIONING

IN GROUPS:• STUDY THE RELEVANT HISTORICAL SOURCES OF THE RESPECTIVE

GRADES IN ANNEXURES A-D• REMEMBER: SOURCES SHOULD BE LINKED TO THE TOPIC A KEY QUESTION SHOULD DIRECT ALL HISTORICAL ENQUIRIES THE CHRONOLOGY OF SOURCES IS VERY IMPORTANT BE MINDFUL OF THE RATIO OF THE COGNITIVE LEVEL OF

QUESTIONING• DEVELOP QUESTIONS BASED ON SOURCES ACCORDING TO THE

DIFFERENT COGNITIVE LEVELS• THESE QUESTIONS SHOULD ANSWER THE OVERALL KEY QUESTION

ACTIVITY 4: CONSOLIDATION

GRADE 4: KEY QUESTION:WHY DO YOU THINK MANDELA IS REGARDED AS A GREAT LEADER TO THE WORLD SINCE THE EARLY 1960’s

Study Source C and answer the questions:

Level 1 – In what year did Nelson Mandela became the president of South Africa?

(1X1)

Level 2 – Do you think Mandela’s ideal was fulfilled? Explain (1X2)

Level 3 – Use the evidence in Source C and your own knowledge to write a paragraph of about 4-5 full sentences, in your

words, on why Nelson Mandela fought for equal opportunities to all. (4)

ACTIVITY 4: CONSOLIDATION (CONTINUES)

GRADE 5KEY QUESTION:WHY WAS THE SOCIAL STRUCTURE SO IMPORTANT TO THE EARLY EGYPTIAN SOCIETY 5000 YEARS AGO?

Study Source A and answer the questions:

Level 1 – Who was the sun god? (1X1)Level 2 – What does the Source reveal about the status of the

Pharaoh? (1X2)Level 3 - Use the evidence in Sources A and B and your own knowledge

to write a paragraph of about 6-7 full sentences, in your words, on the social structure of ancient Egypt (6)

ACTIVITY 4: CONSOLIDATION (CONTINUES)

GRADE 6KEY QUESTION:WHAT FACTORS LED TO THE DIFFICULT LIFE THE SAILORS EXPERIENCED SINCE THE VOYAGE OF DISCOVERIES IN THE 15th CENTURY?

Study Sources B and answer the questions:

Level 1 – Where did sailors sleep during the voyage of discoveries? (1X1)Level 2 – What does Source C reveals about the health risks sailors experienced on board of the ships? (1X2)Level 3 - Use the evidence in Sources B and C and your own knowledge to write a paragraph of about 8-10 full sentences, in your words, on the life of the sailors in the 15th century? (8)

ACTIVITY 4: CONSOLIDATION (CONTINUES)

GRADE 7KEY QUESTION:WHAT WAS THE INFLUENCE ON THE CAPE DUTCH CUISINE BROUGHT BY THE SLAVES DURING THE 17th CENTURY?

Study Source C and answer the questions:Level 1 – Name one country from where the so called Cape Malay slaves were imported from. (1x1)Level 2 – Study Sources A and C. Do you think the Cape Malay slaves have lost their cooking traditions? Explain your

answer. (2X2)Level 3 - Use the evidence in Sources A and C and your own knowledge to write a paragraph of about 10-12 full sentences, in your words, on how the Cape Malay slaves influenced the Cape Dutch cuisine during the 17th century (10)

PARAGRAPH WRITING

WRITE IN SEQUENCE OF EVENTS AS IT HAPPENED• Topic / Title• Introduction of events/topic which will be explained in

sequence: First Then Thereafter At the end In conclusion

WRITING OF PARAGARPHS

To Compare and contrast

Title/Topic:

Compare____________and__________ are similar in many ways.For example, both of them….

They are also similar in...

Contrast/ Differences____________and__________ are different in many ways.First,_______is ________while,_________________________________.

Second, _______is______ , but_____________ is ___________________.

In conclusion,…

SKRYF VAN PARAGRAWE

PROBLEM AND SOLLUTIONDefinition of the problem:

Causes Effect

Solution_______________ is a problem because _______. It is caused byDit wor __________________________________which leads to_________________________. As a result, _____________________________________________________________. Therefore,___________________________. As a result of that ______________________________________________________________________________________________________________________________________________________________________________________.

THE WAY FORWARD

TO TEACH LEARNERS DURING TEACHING, LEARNING AND ASSESSMENT IN SOCIAL

SCIENCES (HISTORY):• To use the clues provided in the

contextualisation/referencing to construct a view of the past

• To analyse the source externally, internally and to focus on the catagories of inquiry

• To know how to answer low order, middle order high order and paragraph writing questions

Thank you