Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
LADHSSA
Year module
Department of Curriculum
and Instructional Studies
Bar code
TABLE OF CONTENTS
1.1 GENERAL
2.1 ASSIGNMENT 01
2.2 ASSIGNMENT 02
This Tutorial letter contains important information regarding the examination(s). Some
comments on the assignments are also included.
1.1 GENERAL
1.2.1 The examination questions will be similar to those set as assignment questions.
1.2.2 You will be required to illustrate your answers, where possible, with practical
examples taken from Social Sciences teaching.
1.3.2 Assignments
3
Study both assignments.
• Geography: Grade 9, Term 3, Topic: Surface forces that shape the earth (Physical
Geography), Content and concepts: Erosion and deposition – Rivers and Wind, see
Tutorial Letter 501, LU 1 for more information.
• Geography: Grade 7, Term 2, Topic: Volcanoes, earthquakes and floods, Content and
concepts: Floods – causes, effects and a case study, see Tutorial Letter 501, LU 1
for more information.
• History: Grade 9, Term 1, Topic: World War 11 (1939-1945), Content and concepts: The
rise of Nazi Germany – Hitler and the Nazis 1920s, see Tutorial Letter 501, LU 1 for
more information.
• Geography: Grade 7, Term 2, Topic: Volcanoes, earthquakes and floods, Content and
concepts: Volcanoes – location around the world and why volcanoes occur, see
Tutorial Letter 501, LU 1 for more information.
• Geography: Grade 8, Term 1, Topic: Maps and Globes, Content and concepts: Maps
and atlases. Latitude and longitude – Degrees and minutes and places in the
news, see Tutorial Letter 501, LU 1.
• In your preparation of the themes, you may consult any suitable CAPS learner’s books.
You may buy them at any of the school book sellers, or contact your local school for
assistance.
• Design a complete group work activity for senior phase learners using each of the
themes. Include at least the following:
○ size of group
○ group roles
○ group activities
○ assessment criteria
○ assessment procedure and recording tool
○ learning aids/media/resources.
• Design a complete lesson for senior phase learners using each of the themes.
Assignment 02 in Tutorial Letter 101 may serve as guideline. Provide enough information for
30 marks.
You are not allowed to take your writing equipment into the examination venue. No books,
textbook or any other information applicable to Subject Didactics Social Sciences will be
permitted
4
LADHSSA/201
2.1 Assignment 01
This assignment was easy! All of you obtained high marks for the assignment.
Question 1: Consult the Tutorial Letter 501, Learning Unit 7, 7.2, 7.4, 7.5.1, 7.5.2, 7.5.3, 7.6.4.
Question 2: Define the concepts first. Use your Tutorial Letter 501, Learning Unit 7, 7.7.3, pp.
170-173 for this purpose. Then illustrate each of these concepts by means of 3 practical
examples from History. Use History and/or Social Sciences learner’s books to obtain creative,
original examples. You may also use the examples in Tutorial Letter 501.
Question 3: Design a worksheet for your learners to complete – individually, in groups or partner
pairs. Set activities (questions) using this extract. Include activities which will assess their
SKVAs regarding the skills-based approach to historical evidence and knowledge, and the
historical context of the extract.
HINTS
1 This was an enrichment activity. Set activities on the extract to be completed by the
learners. Keep the following in mind:
1.1 Testing historical evidence, see the Tutorial Letter 501, 7.6.
1.2 The difference between fact and/or opinion, see Tutorial Letter 501, 7.6.2.
1.3 The events of Colonisation, especially the Dutch empire. Also see the
information on pp. 14-15 of Tutorial Letter 101.
1.4 The checklist: facts or opinions in the Tutorial Letter 501, pp. 148-149.
1.6 Design a worksheet. The activities set on the extract have to assist the learners
to grasp the historical context of the extract and to identify fact and/or opinion in
the extract.
2 Consult Tutorial Letter 501, LU 7, 7.6.2 and any other suitable sources for the relevant
information. Include questions on the historical events of colonialism in Southeast Asia
(see below), primary/secondary sources (Tutorial Letter 501, LU 7, 7.4), different types
of sources (Tutorial Letter 501, LU 7, 7.5), testing historical evidence (Tutorial Letter
501, LU 7, 7.6), fact or opinion (Tutorial Letter 501, LU 7, 7.6.2).
3 Consult any school textbook (pre-CAPS) for information on the events of Colonisation,
especially the Dutch empire. Also refer to the additional information below.
Portugal
The Portuguese had the least impact on Southeast Asia. They captured Malacca in 1511, holding it until
the Dutch seized it in 1641. Otherwise, they maintained only a small piece of territory on the island of
Timor, southeast of Bali.
Spain
Spain ruled the Philippines from its conquest of Cebu in 1565 and Manila in 1571 until its defeat in the
Spanish-American War in 1898.
The Netherlands
Dutch colonialism falls into two periods, the first, that of the V.O.C., or Dutch East India Company, lasted
from 1605 to 1799. The V.O.C. had little interest in territorial administration; its primary concern was to
maximize profits through trading monopolies. When the V.O.C. collapsed in 1799, the Dutch government
took control of its assets in 1825, after the Napoleonic Wars, and began to bring the Indonesian
archipelago under its administrative authority. This process was completed during the 1930s. At the end of
the Second World War, the Dutch had hoped to retain the Netherlands East Indies as a colony, but the
Indonesians opposed the return of the Dutch, setting up a republic in 1945. In 1949, after four years of
fighting, the Indonesians gained their independence with the assistance of the United Nations which served
as a mediator between the Indonesians and the Dutch.
Great Britain
The British conquered Burma, fighting three Anglo-Burmese Wars in 1824-26, 1852, and 1885-86. Unlike
other colonies which maintained their ethnic identity, Burma was a province of British India. The
Burmese, therefore, had two sets of rulers, the British at the top with the Indians in the middle. In 1935 the
British agreed to separate Burma from India, putting this agreement into effect in 1937. Burma was able to
negotiate its independence from Great Britain in 1948. Penang (acquired in 1786), Singapore (founded by
Raffles in 1819), and Malacca (Melaka, acquired in 1824), were governed by Britain as the Straits
Settlements. The Straits Settlements served as a base for British expansion into the Malay Peninsula
between 1874 and 1914. When the Malay States entered into negotiations for their independence --
achieved in 1957 -- Penang and Malacca became part of Malaysia as did Singapore in 1963. However,
Singapore was asked to withdraw from the federation in1965. Singapore has been an independent city
state since that date. Sarawak and Sabah which joined Malaysia in 1963 continue to remain members of
the federation.
France
France moved into Vietnam in 1858, capturing Saigon in 1859. Using the south, then called Cochin China,
as a base the French moved west and north completing the conquest of Indochina by 1907.
(Indochina -- the five territories under French authority: Cochin China, Annam, Tongking, Laos, and
Cambodia.) The French also wanted to retain their colony after the Second World War. The Vietnamese
rejected French rule, and after defeating the French at Dien Bien Phu, obtained their independence at the
Geneva Conference in 1954.
Thailand
Thailand continued to be independent. It was the only Southeast Asian state to remain independent during
the colonial period.
6
LADHSSA/201
The impact of colonial rule was different for each region of Southeast Asia.
2.2 Assignment 02
Lesson plan: Water in South Africa (See Tutorial Letter 501, p. 23).
(2) Specific aims for Geography: Consult Tutorial Letter 501, LU 1, pp. 11-13.
(5) Indicate possible links with the other subjects for Grades 7 to 9. This refers to
“integration” as set out in the official policy documents. Examples are Languages, Natural
Sciences, Creative Arts.
(6) Indicate how the link was made. For example: Languages – reading, writing, speaking,
viewing and language in the writing of a diary entry; creative arts – designing a poster;
Natural Sciences – Find information in the field (Group). Find temperature and rainfall
figures of your local area over the last five years. Can you see evidence of global
warming and disruption in rainfall patterns?
(7) Approaches: individual activities, working in partner pairs, group work, field trip, etc.
(8) Resources such as worksheets, handouts, paper, pen, colour pencils, chalkboard, chalk,
A3 sheets of paper, library books, pictures of poached animals and wild life conservation,
etc.
(9) Special attention: Refer to Tutorial Letter 101, p.18 and the following:
7
(10.1) Introduction moment
Activity 1
Work in groups of five. Discuss the following two questions written on the chalkboard:
The groups then design a poster using their responses, and present the poster to the
class as a whole. Resources for this activity: Paper, colour pencils, A3 sheets of paper
Theme
Picture
Material used
Presentation and
creativity
Completed product
This is an example, but you may design your own, or use those from the Grade 7 to 9
learner’s books.
Activity 2
Work in partner pairs. Study the picture on the worksheet, and answer the questions
below.
8
LADHSSA/201
The facilitator discusses the answers with the class as a whole, and assesses the
learners’ performance.
Checklist: Observation
Criteria Observations
(Check indicates presence of quality)
Suggest solutions
Initiates ideas
Activity 3
Activity 4
(10.4) Home work: Any activity for the learners to complete at home, consult a learner’s book
for examples.
9
(10.5) Enrichment: show a DVD dealing with The poaching of endangered animals, and ask
the learners to write a diary entry pretending to be present during a rescue operation.
Link the activity to global warming and rainfall.
Assess the lesson plan as a whole. One possible way to this may be the following:
Lovemore Ndlovu
I wish you many years of enjoyable and successful Social Sciences teaching. Be the best
Social Sciences teacher you can be!
Prof S Schoeman
Tel. (012) 429-4503 (w)
E-mail: schoes@unisa.ac.za
10
LADHSSA/201
11