Annual Teaching Plan for multi-grade schools: Geography Senior Phase

GEOGRAPHY
TERM 1
Week Grade 7 Grade 8 Grade 9
Topic Map skills Map skills Map skills
1 Orientation to the Senior Phase (Grade 7) Orientation to Grade 8 Orientation to Grade 9

Revision of IP activities: The focus should be on Revision of IP activities: The focus should be on Revision of IP activities: The focus should be on consolidating the
consolidating the following concepts & skills: consolidating the following concepts & skills: following concepts & skills:
- Sketch maps & routes - Sketch maps & routes - Sketch maps & routes
- Scale (concept & calculations) - Scale (concept & calculations) - Scale (concept & calculations)
- Latitude & Longitude (degrees) - Latitude & Longitude (degrees) - Latitude & Longitude (degrees)
- The globe (Hemispheres)  The globe (Hemispheres)  The globe (Hemispheres)

2-3 Local maps & street maps Maps and atlases Contour lines

 Finding home, school and places of interest on  Latitude and longitude-degrees and minutes  Concept of contour lines (models and landscape maps with
a map of the local area  Using the atlas index to find places on a map landscape features)
 Using an index and grid to locate places in a  Kinds of scale in an atlas (world, regional, local)  Steep and gentle slopes (description of gradient)
street guide  Scale  River valleys and spurs
 Using a street map to find places and describe  Review line and word scales
a route  Introduce ratio scales (number scales)
 Calculate distances between settlements (global and
South Africa using different scales
 Places in the news (on-going throughout the year
Informal assessment, e.g. class exercise, homework,
worksheets Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework,
worksheets worksheets

Social Sciences Annual Teaching Plan: Senior Phase Page 1

4 -5 Sketch maps and explaining routes The globe 1: 10 000 Orthophoto maps
 Sketching maps to show the route from one  Hemisphere (review from Grade 6)
place to another  The earth’s rotation on its-day and night (review)  Vertical aerial photographs (Review Grade 8)
 Determining and showing compass directions  World time, time zones and the international date line  Orthophoto images made from aerial photographs
on a local sketch map revolution around the sun  How height is shown on orthophoto maps
 Explaining a route verbally (include estimating  South Africa standard time  Contour lines on orthophoto maps – identifying features
distances)  The earth’s revolution around the sun
 Angle of axis
Sketch map of local area (Project)  Equinox, solstice and the change in angle of the
midday sun
 Drawing a sketch map(s) of own area  Seasonal changes in lengths of day and night
 Include symbols, key and scale  Seasonal temperature changes
 Record own observation of land use and kinds
of vegetation Informal assessment, e.g. class exercise, homework,
 Show four cardinal compass directions Informal assessment, e.g. class exercise, homework, worksheets
worksheets
Informal assessment, e.g. class exercise, homework,
worksheets

6 -7 Distance & Scale Satellite image 1: 50 000 Topographic maps

 Line scale and word scales (Review from Grade 6)  What satellite images look like  Read map symbols to identify: natural features on topographic
 Different scales for different maps-small and large  Information from satellite images-water, vegetation, maps, constructed features on topographic maps
scale maps (Review from Grade 6) land use and cloud patterns  Height clues on topographic maps
 Measuring indirect distances on a street map (string  How satellite images are used  Contour patterns showing river valleys, hills, mountain, ridges
and a line scale) and spurs
 Calculating distances on maps (direct and indirect  Scale and measuring distance on topographic maps – using line
routes) and ratio scales
 Use the scale to estimate distances on a given map  Co-ordinates to locate features
 Check estimates with accurate measurement
Information from maps and photographs
 Interpret information from topographic and orthophoto maps and
aerial photographs
 Describe landscape
 Identify land use
 Settlement patterns – identify shape, size, location

Social Sciences Annual Teaching Plan: Senior Phase Page 2

8-9 Current events Satellite image (continued) Information from maps and Photographs (continued)
 Places in the news on a world map (on-going  Identify shape, size, location
throughout the year)  Information from satellite images – water, vegetation,
 Latitude and longitude of places in the news land use
(Review location in degrees)  How satellite images work

10 Revision and Assessment

Social Sciences Annual Teaching Plan: Senior Phase Page 3

 GEOGRAPHY
TERM 2
Week Grade 7 Grade 8 Grade 9
Topic Volcanoes, earthquakes and floods Climate and Regions (South Africa and the world) Surface forces that shape the earth (physical geography)
1 Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on consolidating
consolidating the following concepts & skills: consolidating the following concepts & skills: the following concepts & skills:
- Water Cycle - Water Cycle - Water Cycle
- Difference between weather & climate - Difference between weather & climate - Difference between weather & climate
- SA’s climate & world climate - SA’s climate & world climate - SA’s climate & world climate
- Rainfall in SA - Rainfall in SA - Rainfall in SA
2-3 Structure of the earth Factors that influence temperature and rainfall Weathering
 Core, mantle, crust • Distance from the equator(latitude) • Concepts of weathering
 How the crust moves: Introduction to tectonic • Distance from the sea • Physical weathering
plates and plate movements • Height above sea level(altitude) • Chemical weathering
ocean currents • Biological weathering
mountain (relief) Impact of human activities on weathering
Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework,
worksheets worksheets worksheets
•
4-5 Volcanoes South Africa’s climate Erosion and deposition
 Volcanoes – location around the world(map) • Physical map of South Africa (review from Grade 5) • Difference between weathering, erosion and deposition
 Why volcanoes occur • How each of the above factors influence temperature • Rivers – features of erosion and deposition along a river
and rainfall in selected places – such as Beaufort course
West, Cape Town, Durban, George, Johannesburg, • Sea –features of erosion and deposition associated with
Mbombela, Mmabatho, Mthatha, Port Nolloth, wave action: the power of wave action and typical landforms
Upington • Moving ice – features of erosion and deposition associated
with glaciated landscapes
• Wind features of erosion and deposition associated with
wind
6-7 Earthquakes Climate around the world The impact of people on soil erosion
 Location of earthquakes around the world(map) • Difference between weather and climate (review Human contributions to erosion through agriculture, construction
 Causes of earthquakes – link back to plate from Grade5) and mining
movements • Elements of weather – temperature, humidity, winds Case study: agriculture as a contributor to erosion
 Why some communities are at higher risk than and precipitation
others • Kinds of climate: Tropical, subtropical, desert, semi
 Case study of a selected earthquake. – desert. Informal assessment, e.g. class exercise, homework,
Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework, worksheets
worksheets worksheets

Social Sciences Annual Teaching Plan: Senior Phase Page 4

8-9 Floods Climate around the world(continued) The impact of people on soil erosion(continued)
 Causes of floods – unusually heavy rain, • high mountain (alpine) Case study – agriculture as a contributor to erosion
environmental factors (such as farming, • Temperature and rainfall characteristics of different
settlement, fires and loss vegetation) and kinds of climate (bar and line graphs)
earthquakes(tsunami) • Climate regions of the world: Map with climate
 Why some communities are at higher risk than regions
others. Links between climate regions and factors that influence
 Reducing the impact – preparing for and temperature and rainfall
responding to floods.
 Case study of selected flood.
10 Revision and Assessment: Controlled Test
Marks should range between 50-75 in the Senior Phase

Social Sciences Annual Teaching Plan: Senior Phase Page 5

 Geography
TERM 3
Week Grade 7 Grade 8 Grade 9
Topic Population growth and change Settlement Africa with a focus on South Africa) Developmental Issues(South Africa-World)
1 Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on consolidating
consolidating the following concepts & skills: consolidating the following concepts & skills: the following concepts & skills:
- Population distribution & density (concepts) - Population distribution & density (concepts) - Population distribution & density (concepts)
- Factors influencing location - Factors influencing location - Factors influencing location
- Population distribution in SA and around the - Population distribution in SA and around the - Population distribution in SA and around the world
world world - Importance of trade (unfair & fair trade)
- Concepts of rural & urban settlements - Importance of trade (unfair & fair trade)
- Importance of trade (unfair & fair trade)

2-3 Population concepts Settlement & land use Development

 Birth rates, death rates and population growth  Urban settlements  Meaning of development – including economic, social
rates  Land use within urban settlements – including and environmental aspects
 Infant mortality rates the central business district, zones for light and  Ways of measuring development
 Life expectancy heavy industry, residential areas (high -, middle  The Human Development Index(HDI) – life expectancy,
-, and low –income), shopping centres, education, per capita GDP
Informal assessment, e.g. class exercise, homework, services and recreation  World map indicating the HDI (Countries ranked by
worksheets  Rural settlements level of high, middle or low development)
 Type of rural settlement – including farming,  Differences in development around the world –
mining, forestry, fishing comparisons of selected countries and regions
Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework,
worksheets worksheets

4-5 Factors affecting birth rates and death rates  Land use on aerial photographs and large Factors affecting development
scale maps  Reasons for differences in development
 Disease – Widespread illness such as HIV and  What aerial photographs look like (oblique and  Historical factors – such as colonialism
AIDS, tuberculosis, malaria, diarrhoea vertical)  Trade – imbalances, unfair trade
 Pandemics of the past such as Black Death in  Information from aerial photos –natural and  Technology and industrialisation
Europe, smallpox at Cape constructed features  Health and welfare
 Economic status, family needs, attitudes and  Identifying land uses in urban settlements  Education
beliefs (aerial photographs and large-scale maps)  Political stability
 Conflict and wars
 Government policy (as in China) Informal assessment, e.g. class exercise, homework,
Informal assessment, e.g. class exercise, homework, Informal assessment, e.g. class exercise, homework, worksheets
worksheets worksheets

Social Sciences Annual Teaching Plan: Senior Phase Page 6

6 -7  World population growth Factors affecting development
 Pattern of world population growth from 1 AD to  Reasons for differences in development
present day (interpreting a line graph)  Historical factors – such as colonialism
Developments that have affected population growth  Trade – imbalances, unfair trade
 Technology and industrialisation
 Health and welfare
 Education
 Political stability
8-10 Revision and Assessment
Marks: 50

Social Sciences Annual Teaching Plan: Senior Phase Page 7

 GEOGRAPHY
TERM 4
Week Grade 7 Grade 8 Grade 9
Topic Natural resources and conservation in South Transport and trade (Focus :South Africa and the Resource use and sustainability
Africa world) (Focus : World)
1 Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on Revision of IP activities: the focus should be on consolidating
consolidating the following concepts & skills: consolidating the following concepts & skills: the following concepts & skills:
- Water as resource (grade 4) - Water as resource (grade 4) - Water as resource (grade 4)
- Water recycling - Water recycling - Water recycling
- Mineral resources of South Africa - Mineral resources of South Africa - Mineral resources of South Africa
- Concept of renewable & non-renewable - Concept of renewable & non-renewable - Concept of renewable & non-renewable resources
resources resources - What & why people trade
- What & why people trade - What & why people trade - Fair trading
- Fair trading - Fair trading

2-3 Natural resources Trade and transport around the world Resource use
 Natural resource on earth – including  Reason for trade (Review from Grade 6)  Uses of natural resources – renewable and non-
water, air, forests, soil, animal and marine  Links between trade and transport – with renewable
life examples to illustrate  Effect of unwise use of resources
 Use and abuse of selected examples  Different modes of transport and their uses: sea,  Over fishing the oceans
Informal assessment, e.g. class exercise,  air, road, rail and pipelines  Over grazing
homework, worksheets Informal assessment, e.g. class exercise, homework,
worksheets Informal assessment, e.g. class exercise, homework,
worksheets
4-5 Management of resources Trade and transport in South Africa Sustainable use of resources
 Major roads, railways, airports and harbours in
 Concept of conservation – including South Africa  Concept of sustainable and unsustainable resource use
reasons for conservation  Case study of a selected South African harbour  Ways resources may be used sustainably
 Purpose and location  Reasons for location  Sustainable fishing
 Case study of a selected area  Main exports and imports  Sustainable land use for grazing
 Community conservation projects –  Specialised ships – such as container ships,  Role of consumers – individuals, businesses and
examples tankers, passenger liners, bulk carriers for governments – in choosing more sustainable resource
Eco-tourism – examples special cargo use – such as reducing pressure on resources,
 Links with other transport system – such as road, lowering carbon footprint.
rail and pipeline
 Advantages and disadvantages of road and rail
transport

Social Sciences Annual Teaching Plan: Senior Phase Page 8

  Requirements for future transport networks.

6-7 Water in South Africa People and transport in urban areas Food resources
 Who uses South Africa’s water (pie graph  Public transport systems in urban areas – such  Concept of food security – local, regional and global
of water users). as buses and trains examples
 Availability of water and requirement in  Private modes of transport – such as mini-bus,  Role of science and technology in food production
South Africa taxis, cars bicycles  Factory farming – raising livestock at high density
 River health and the care of catchment  Transport issues – such as cost for commuters,  Genetic modification of crops
areas traffic congestion and pollution.  Sustainable farming – appropriate technologies and
 Disappearing wetlands and why  Public transport strategies – such as rapid farming techniques
conservation is necessary – case study. transport systems, subsidised public transport,
 Responsible use of water resources – bus and cycle, park and ride, car – free zones Informal assessment, e.g. class exercise, homework,
agricultural, industrial and domestic users worksheets
Informal assessment, e.g. class exercise, Informal assessment, e.g. class exercise, homework,
homework, worksheets worksheets

8 -10 Revision and Assessment

Controlled Tests:
Marks: 50-75

Social Sciences Annual Teaching Plan: Senior Phase Page 9

Annual Teaching Plan for multi-grade schools: History Senior Phase

HISTORY
TERM 1
Week Grade 7 Grade 8 Grade 9 Notes to the Teacher
Concept  Cause and effects (The reasons for events and the results of these events).

Weeks 1 – 3 The kingdom of Mali and the The Industrial Revolution in Britain and World War II (1919 – 1945) Historical sources and evidence: History is
city of Timbuktu 14th southern Africa from 1860 not ‘the past’ itself. It is the interpretation
Century and explanation of information from various
sources. Evidence is created when
sources are used to answer questions
about the past.
• Trade across the Sahara Changes during the Industrial • The rise of Nazi Germany End of World The teacher must explain the causes and
Desert Revolution in Britain War I; Weimar Republic; Treaty of effect of these events.
 Camel caravans as the means  Wealth from slave trade Versailles 1919 and brief summary of In Grade 7, learners discuss the goods that
of transport  Economy before the Industrial German punishments were traded between Europe and North
 Goods including salt brought Revolution: farming economy, cottage  Hitler and the Nazis 1920s Africa and Mali and the spread of Islam in
from Europe and North Africa industries  The Great Depression of 1929 and West Africa.
into Mali where they were  What the Industrial Revolution was effects on Germany In Grade 8, the learners revise concepts on
exchanged for gold, slaves, ivory Informal assessment, e.g. class exercise, Informal assessment, e.g. class the transatlantic slave trade from Grade 7.
and ostrich feathers homework, worksheets exercise, homework, worksheets The teacher introduces the concept of
 Spread of Islam across North Industrial revolution to the learners.
Africa and into West Africa via Learners look at the differences in the
traders 9th century farming economies before the industrial
revolution.
Informal assessment, e.g. class Grade 9 revision of work done on Germany
exercise, homework, in Grade 8 (World War 1).
worksheets Learners work with a written source on the
end of WW1 and answer questions on the
source.
Grade 7 & 8 discuss slave trade after
which each grade will do an individual
activity.
Issue Formal Assessment Task for Grade 7: Sources based and paragraph writing on relevant content for the first term. Task must be submitted by the start of week
Discuss monitoring and final submission dates. 8
Weeks 4 - 5 The kingdom of Mali  Social changes during the Industrial  Failure of democracy in the Weimar Consolidation of cause and effect.
 Mali at the height of its power Revolution Republic Learners need to grasp the consequences

Social Sciences Annual Teaching Plan: Senior Phase Page 10

 under Mansa Musa early 14th  Urbanisation and changing living  Reasons for public support for Nazi of these events which help to explain
century conditions Party and the 1932 and 1933 elections human behaviour.
 Mansa Musa’s pilgrimage to  lives of the working class, including  Enabling Act 1933 and dictatorship Grade 7: Read a story about the kingdom of
Mecca overcrowded housing, poverty and (including concentration camps for Mali and write a paragraph on what they
 Construction of the Great workhouses opponents) have read. The teacher should provide
Mosque.  The mines and factories - child  Nuremberg Laws and loss of basic rights learners with leading questions for the
labour in mills and mines of Jewish people 1935 paragraph.
Informal assessment, e.g. class  Labour, resistance, the trade union  Persecution of political opponents; In Grade 8, learners read silently about
exercise, homework, movement and working class Jehovah’s Witnesses; Roma (gypsies); Industrial Revolution from their textbooks
worksheets organisations homosexuals; Slavs; black people; and answer questions in their exercise
 Swing Riots (agriculture); disabled people books.
Luddites (industry)  Nazi Germany as an example of a In Grade 9, the teacher discusses the
 Grand National Consolidated fascist state (compared with democracy) effects of the Treaty of Versailles with the
Trades Union (1833) Informal assessment, e.g. class learners and thereafter, learners write an
 Increased power and wealth of Britain exercise, homework, worksheets essay.
and Western European economies NB: In Grades 7 & 8, learners should do
Informal assessment, e.g. class exercise, activities on paragraph writing.
homework, worksheets

Weeks 6 – 7 The city of Timbuktu • Southern Africa by 1860 • World War II: Europe All learners are provided with different
Leo Africanus’ eyewitness stories  Map and brief description of political  Nazi’s aggressive, expansionist foreign sources in grade 7 -9 to determine if causes
of his travels settlement policy for lebensraum (very briefly) and effects are the same in all these
2 hours  Indentured labour from India to work on  Outbreak of World War II: Axis vs. Allies sources.
 Travel along caravan sugar plantations in British colony of  Extermination camps and genocide, the The teacher draws learners’ attention to the
routes, into the Saharan Natal Holocaust, and the ‘Final Solution’ different points of views and the different
desert and two visits to  India as a British colony  Examples of resistance to Nazism in ways in which history has interpreted these
Timbuktu  Reasons why labour was Germany events.
 Descriptions of Timbuktu in his imported: Zulu kingdom was  Sophie Scholl and the White
book Description of Africa (1550) still independent Rose Movement
 Timbuktu as a trade centre on  Reasons for demand for sugar in  Dietrich Bonhoeffer and the
the trans-Saharan caravan route Britain Confessing Church.
 Conditions under which  Warsaw Ghetto Uprising
Informal assessment, e.g. class indentured labourers lived and  End of World War II in Europe.
exercise, homework, worked Informal assessment, e.g. class
worksheets  Passenger Indians 1869 onwards. exercise, homework, worksheets
Informal assessment, e.g. class exercise,
homework, worksheets

Social Sciences Annual Teaching Plan: Senior Phase Page 11

Weeks 8 – 9  Goods coming from the • Diamond mining in Kimberley 1867 Formal Assessment Task on paragraph
Mediterranean shores and onwards writing and source-based activity must be
salt being traded in Timbuktu  Why diamonds are valuable submitted by Grade 7 learners.
Week 10 for gold  British take-over of diamond-rich land in • World War II in the Pacific 2 hours Teach and consolidate the concept of cause
 Timbuktu as a centre of learning Griqualand West  America in the War vs. Japan: Pearl and effect with the content per grade.
 Mathematics, chemistry,  Diamond-mining and the development of Harbour
physics, optics, astronomy, a monopoly: one person one claim; what  Japanese Americans forcibly
medicine, history, geography, happened to black claimholders; moved into internment camps
the traditions of Islam, problems related to digging deeper; the in USA
government laws and much formation of companies; Cecil John  Japanese expansion and
more Rhodes and Barney Barnato; the atrocities in China
 Timbuktu Manuscripts formation of De Beers Consolidated  Japanese prisoner-of-war camps
Project and South African Mines Limited; regulating supply and the for Allied soldiers
collaboration price of diamonds
 Why Timbuktu is a World
Heritage Site
Revision and Assessment
Marks: 50-75

Social Sciences Annual Teaching Plan: Senior Phase Page 12

 HISTORY
TERM 2
Week Grade 7 Grade 8 Grade 9 Notes to the Teacher
Concept  Cause and effect (The reasons for events and the results of these events.)
 Change and continuity (Over a period of time it is possible to contrast what has changed and what has remained the same.)
The Transatlantic slave trade The Mineral Revolution in South Africa The Nuclear Age and the Cold War (1945 Historical sources and evidence: History is
– 1990) not ‘the past’ itself. It is the interpretation
and explanation of information from various
sources. Evidence is created when sources
are used to answer questions about the
past.
Weeks 1 – 2 • West Africa before the European • Britain, diamond mining and increasing • Increasing tension between the Allies In Grade 7, the teacher revises the
slave trade labour control and land expansionism after the end of World War II in Europe concepts on slavery and trade dealt with in
 Increasing control over black workers:  USSR (communism) vs. USA and West Term 1 under trade across the Sahara
NB: Introduce essay writing closed compounds and migrant labour (capitalism) Desert.
 Further land dispossession and defeat of In Grade 8 the learners read from the
African kingdoms: Xhosa 1878 and Pedi textbook and answer the questions.
and Zulu 1879 In Grade 9, learners study the cartoons on
the content and interpret the information
Informal assessment, e.g. class Informal assessment, e.g. class exercise, Informal assessment, e.g. class from the visual sources.
exercise, homework, worksheets homework, worksheets exercise, homework, worksheets

Weeks 3 – 4 • The nature of slavery in West Africa • Deep-level gold mining on the • End of World War II in the Pacific: The teacher introduces learners to the
before Europeans Witwatersrand 1886 onwards Atomic bombs and the beginning of the concept of change and continuity.
• Slavery in the American South  Why gold is valuable - 1 hour Nuclear Age Focus on the following:
 Plantations: tobacco, rice, sugar cane  The discovery and mining of deep level  When, where, why and how did World Grade 7: Slaves taken to America
and cotton gold on the Witwatersrand War II come to an end? Grade 8: Migrant labour Grade 9: Atomic
 Reasons for using slave labour  How gold is mined  Why did the USA drop the bombs? bombs.
 How slaves were captured, sold and  Conditions underground  Was it justified?
transported from West Africa  The Randlords and the formation • Definition of the superpowers and the
 Slave markets of the Chamber of Mines meaning of ‘Cold War’.
 Numbers of slaves that were taken to  Migrant workers (more systematic
America control and borrowing of Informal assessment: essay writing
 What happened to the raw materials compound system from
that slaves produced Kimberley)
 Increasing burden on women in
Weeks 5 – 8 • The impact of the transatlantic • Areas of conflict and competition In Grade 7, learners look at the triangular

Social Sciences Annual Teaching Plan: Senior Phase Page 13

 slave trade on slaves 6 hours the reserves, erosion of families between the Superpowers in the Cold slave trade map and identify the continents
 What it was like to be a plantation  Skilled and unskilled white War 6 hours that were involved in the slave trade.
slave in the American South workers  Arms race Learners should also identify the goods that
 Slave culture in songs and  Anti-Indian legislation  Division of Germany 1946 and the were traded across the Atlantic Ocean.
stories  Forms of labour resistance building of the Berlin Wall 1961 Learners do a role play on slaves and their
 Resistance to slavery:  The city of Johannesburg masters with the guidance of the teacher.
individual responses, e.g. Informal assessment, e.g. class Learners write paragraphs (grade 7) and
sluggishness, passivity, Informal assessment: Essay writing exercise, homework, worksheets essays (grades 8 & 9) on the content that
indifference, shirking, the teacher has discussed with them.
alcoholism, flight, Grade 7 and 8 learners discuss the impact
 suicide, arson, murdering of slavery and mining on family life.
owners Formal teaching in Grade 9.
Informal assessment, e.g. class
exercise, homework, worksheets

Weeks 9 – 10  Rebellion against slavery  The Mineral Revolution as a turning point • The end of the Cold War 1989 Consolidation of content.
 Nat Turner’s revolt 1831 in South African history  The fall of the Berlin Wall 1989 Grades 7 draw a comparison between the
 Joseph Cinque and the  The shifting balance of power:  The fall of the Soviet Union 1991 slave trade between the different countries.
Amistad Mutiny 1839 defeat of the Boer Republics Grade 8 learners revise Mineral revolution.
 The Underground Railroad 1902; African Political Grade 9 learners do a class activity from the
(an informal network of Organisation (APO) 1902; textbooks.
secret routes and safe Transvaal Indian Congress (TIC)
houses used by escaping 1903; Bambatha Rebellion 1906;
slaves) Union 1910; formation of South
 Harriet Tubman: slave who African Native National Congress
escaped to freedom, and (SANNC) 1912 (later renamed
helped other slaves to ANC); Satyagraha Campaign of
escape 1913 – 1914; Land Act 1913
 Map of Southern Africa in 1913
compared with 1860
Controlled test: Term 1 and 2 content
Marks: 50-75

Social Sciences Annual Teaching Plan: Senior Phase Page 14

 HISTORY
TERM 3
Week Grade 7 Grade 8 Grade 9 Notes to the Teacher
 Cause and effects (The reasons for events and the results of these events.)
 Change and continuity (Over a period of time it is possible to contrast what has changed and what has remained the same.)
 Time and chronology (History is studied and written in sequence. It is important to be able to place events in the order in which they happened in time, and to
consider their context. Timelines are often used to develop this concept.)
Weeks 1 – 2 Colonisation of the Cape in the The scramble for Africa: late 19th century Turning points in South African history Historical sources and evidence: History is
17th and 18th centuries 1948 and 1950s not ‘the past’ itself. It is the interpretation and
explanation of information from various
sources. Evidence is created when sources
are used to answer questions about the past.
Grade 7 – 8: Issue Formal Assessment Task: Sources based, paragraph and extended writing on relevant content for the Task must be submitted by the start of week
Third term. Discuss monitoring and final submission date. 9
Grade 9: Issue Formal Assessment Task: Oral History Project and discuss guidelines, monitoring and final submission
date.
Revise from Grade 5: • European colonisation of Africa in the • The Universal Declaration of Human Introduce the concept of Time and
• Indigenous inhabitants of the late 19th century Rights after World War II chronology and reinforce the other concepts
Cape in 17th century  Africa before European • Definition of racism of terms 1 and 2.
• Where African farmers were colonisation  Human evolution and our common Grade 7 learners complete a worksheet of
settled (to the east of the Cape  Map of Africa 1800 ancestry* grade 5 to see what knowledge they still
because of the climatic  Berlin Conference 1884  Apartheid and the myth of ‘race’ remember from Grade 5 (baseline
constraints of sorghum and millet:  Map of Africa (showing different Oral History Project assessment).
settled in the summer rainfall colonising countries) Due to smaller populations in the rural and Grade 8 do map orientation of countries
areas that received around  Causes of colonisation farming communities, learners can work in according to the 1800 Map of Africa and
500mm of rain over the summer  Patterns of colonisation: which groups to interview community members/ explain why European powers wanted to
growing season) countries colonised which parts of elders/ care givers/ parents/ farm owners/ colonise Africa.
Africa business people in their communities to find
 Why European powers were able out how they experienced some of the Grade 9: Learners discuss and write down
to colonise Africa so quickly Apartheid laws. Findings of the interviews what they think their rights are and then
should however be done individually. compare it with the declaration of Human
 Results of colonisation
Step 1 of the OHP: Rights. (Textbook)
Informal assessment, e.g. class exercise, Provide learners with information on the
Apartheid laws, including information on The teacher provides learners with activities
homework, worksheets
military conscription. per grade or they can do activities from the
Conduct mock interviews with learners in textbook.
order to prepare them for the OHP
interviews.

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 Hand out the following:
Interview letters
Rubric to assess the OHP
Submission date for the project.
Weeks 3 – 4 Dutch settlement • 1948 National Party and Apartheid Learners need to show how events follow on
• Reasons for the VOC (DEIC)  Racial segregation before Apartheid each other in the order in which they happen
permanent settlement at the  Main apartheid laws in broad outline (chronologically)
Cape 1652  Case study: Group Areas Act: Grade 7 learners revise the Transatlantic
• Results of the Dutch Sophiatown forced removal slave trade and compare it with the South
 Slaves at the Cape  Case study: Bantustans: Forced Africa slaves
 Why slaves were removal: People of Mogopa to Grade 8 learners continues with the causes
brought to the Cape Bophuthatswana. of colonisation
 Where the slaves came Step 2 of the OHP: Grade 9 learners work on the two case
from Ask learners to work in groups to formulate studies in the textbook and answer questions
Informal assessment, e.g. 10 key questions for their interviewees. on the content.
Weeks 5 – 6 class exercise, homework, Guide learners on the types of questions Grade 7 learners focus on the causes and
worksheets they can ask. Interviews should be effects of slave resistance at the Cape by
conducted during weeks 3 and 4 of the term. completing a worksheet.
Weeks 7 – 8  How slaves were • Case Study: The Ashanti kingdom • 1950s: Repression and non-violent The task must be submitted by the start
brought to the Cape  The coast of West Africa before the arrival resistance to apartheid of week 8
 Causes and effects of of Europeans  SACP banned Grade 8 learners read the case study on the
slave resistance at the  The Ashanti and their early contact with  ANC programme of action Ashanti kingdom and answer questions from
Cape European traders and explorers  Brief biography: Albert Luthuli, his role in the textbook. They also do an extended
 Slave legacy at the  The British and the colonisation of the the ANC and resistance to apartheid writing piece on the case study they
Cape, including religion Gold Coast  The Defiance Campaign (including the completed.
of Islam and the Results of colonisation for Ashanti kingdom influence of Mahatma Gandhi)
development of the and Britain  Freedom Charter and Treason Trial Grade 9 learners study the biographies of
Afrikaans language  Women’s March Helen Joseph and Lillian Ngoyi and write an
 Expanding European frontiers Informal assessment, e.g. class exercise,  Brief biographies: Helen Joseph essay on one of them.
 The movement of homework, worksheets and Lillian Ngoyi and their roles in
trekboers with their resistance to apartheid.
slaves and servants Steps 3- 4 of the OHP:
inland Learners work individually to consolidate the
 Lifestyles and stories of findings of the interview. The findings should
trekboers be presented as a coherent story of about
 Land dispossession and 600 words (about 2 pages).
Weeks 9 – 10 consequences for the Oral history and research project: Grade 7 learners write an essay on slavery
indigenous population Suggested topic: How apartheid affected in the Cape

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  Genadendal: the first people’s lives and how people responded: Grade 8 learners continue with the case
mission station in Research any apartheid law, and interview a study on the Ashanti kingdom.
Southern Africa 1738 person who was affected by that law and Grade 9 learners finalize their project in class
 The work of William determine how he or she responded. with the help of the teacher.
Bleek and Lucy Lloyd Step 5 of the OHP: NB: The teacher must also allow class
The interview questions and answers, the time for instructions and monitoring
story and their reflections on the experience progress of project
of doing the project should be submitted for
evaluation.

REVISION AND ASSESMENT

Grades 7 and 8: Test (source-based, paragraph and essay writing)
Grade 9: Oral History Research project
Marks: 50 per grade

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 HISTORY
TERM 4

Week Grade 7 Grade 8 Grade 9 Notes to the Teacher

Topic  Cause and effects (The reasons for events and the results of these events.)
 Change and continuity (Over a period of time it is possible to contrast what has changed and what has remained the same.)
 Time and chronology (History is studied and written in sequence. It is important to be able to place events in the order in which they happened in time, and to
consider their context. Timelines are often used to develop this concept.)
Historical sources and evidence: History is not ‘the past’ itself. It is the interpretation and explanation of information from various sources. Evidence is created
when sources are used to answer questions about the past.
Weeks 1 – 2 Co-operation and conflict on the World War I (1914 – 1918) Turning points in South African history Historical sources and evidence: History is
frontiers of the Cape Colony in 1960, 1976 and 1994 not ‘the past’ itself. It is the interpretation
the early 19th century and explanation of information from
various sources. Evidence is created
when sources are used to answer
questions about the past.
• Arrival of British and the • Reasons why World War I broke out • 1960: Sharpeville massacre and Langa Grade 7 learners read the piece on the
expanding frontiers of  Overview of long-term causes: Nationalism, march effect of the arrival of the British in the
European settlement industrial economies, control of seas,  Formation of PAC 1959 Cape and discuss it in their groups.
colonisation and empires  Causes, leaders, events, short-term and Grade 8 learners’ looks at the immediate
Informal assessment:  Immediate cause: Assassination of longer-term consequences causes that led to World War 1 and
classwork/ homework/ Archduke of Austria at Sarajevo complete the activity in the textbook.
worksheets  Countries in Europe which fought: Allied Informal assessment: classwork/ Grade 9 learners work on the causes of
Powers vs. Central Powers homework/ worksheets the Sharpeville massacre and what the
Informal assessment: classwork/ PAC and ANC hope to achieve by holding
homework/ worksheets anti-pass campaigns.
Weeks 3 – 4 • The Eastern frontier of • Aspects of experiences in World War I
European settlement  Conscription and propaganda in Britain
Weeks 5 – 6  Frontier wars on the eastern  Conscientious objectors • 1976: Soweto uprising Grade 7: Learners are giving case studies
frontier of European settlement  Trench warfare on the Western Front  Causes, leaders, events of 16 June, on Chief Maqoma; Andries Stockenstrom
 Case study: Chief  Music and poetry spiralling events that followed throughout and the lives of inboekselings. Learners
Maqoma (1798 – 1873)  World War I and South Africa the country, longer-term consequences are answer questions on the different case
and Xhosa resistance  Battle of Delville Wood 1916 for resistance and repression studies. Leaner does also write an essay
to British rule  Sinking of the Mendi 1917 on one of these content areas. (The
 Soldiers and officials Informal assessment: classwork/ concepts that were done through the
 Case study: Andries Informal assessment: classwork/ homework/ worksheets terms must be taken into consideration

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 Stockenström (1792 – homework/ worksheets when writing the essay).
1864) and his Grade 8: Teacher discusses the different
involvement on the aspects of World War 1 with the learners
Eastern frontier of before they analyses the different sources
European settlement on propaganda and complete the activities
 British immigration in the textbook.
 Abolition of slavery 1836 Grade 9: The learners work with the
 Boers migrate and move into sources on the Soweto uprising in which
the interior: Great Trek they need to identify cause and effect
 Case study: The lives of where after they write an essay on the
inboekselings content. (The concepts that were done
through the terms must be taken into
Informal assessment: consideration when writing the essay).
classwork/ homework/
worksheets

Weeks 7 – 8 • The northern frontier of • Women in Britain during World War I Provide all learners with sight words on
European settlement  Changing roles of women in the the content they will be dealing during
 Expanding trade relationships workplace in Britain in World War I these weeks e.g. regime; manufactured;
on the northern frontier of  Emily Pankhurst and the campaign for the campaign; missionaries; workplace;
European settlement vote for women in Britain repression; resistance.
 Kora and Griqua (groupings of Grade 7: The teacher teaches content to
people of mixed descent and the learners after which they will do the
runaway slaves who had activities in the textbook as well as writing
escaped from the Colony): a paragraph.
traded manufactured goods, Grade 8: Learners discuss the role of the
tobacco and pack oxen from women in their household before they are
the Cape guided through sources about the role
 The southern borders of the women in WW1
Tswana world*: traded ivory, Grade 9: Learners continues with the
hides, skins and furs, iron and Soweto uprising.
Weeks 9 – 10 copper with Kora and Griqua • The defeat of Germany and the Treaty of • 1990: Release of Nelson Mandela and Grade 7: Learners are giving a case study
 Missionaries and traders Versailles (to be picked up again in Grade 9) the unbanning of liberation movements on Robert Moffat and answer the
Case study: Robert Moffat (1795  Events leading to 1994 election (in broad questions on the case study. They then
– 1883) at Kuruman outline) write an essay on the content of the case
 Internal resistance and repression study. (The concepts that were done
1980s through the terms must be taken into
 External pressure on the consideration when writing the essay).
Grade 8: Learners read a source on

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 apartheid regime 1980s Germany and the Treaty of Versailles and
 End of Cold War 1990 answer questions on the content.
 Unbanning of political movements Grade 9: Learners do read a source on
1990 resistances in 1980 to the democratic
 Release of Mandela and other elections in 1994 and answer questions on
political prisoners 1990 the content.
 Negotiations and violence 1990 –
1994
 Democratic election 1994.
Controlled Test: Terms 3 and 4 content
The marks: 50 (minimum) 75 (maximum) in Grades 7-9

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