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Intermediate Phase Grade 4 • Facilitator’s Guide

Social Sciences: History CAPS IEB

Social Sciences Facilitator’s guide: History

1804-E-SOS-FG01

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Grade 4

CAPS aligned

S Grimsley E van Emmenes

Facilitator’s Guide G04 ~ Social Sciences: History

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 Study tips and methods .................................................................................................... 7 Other useful information ................................................................................................... 7 Preface ................................................................................................................................ 8 Year plan............................................................................................................................. 9 Unit 1: Local history ........................................................................................................ 11 Lesson 1: Find out what’s happening today in a local area ....................................... 11 Lesson 2: Photos tell a story ..................................................................................... 12 Activity 1 ........................................................................................................... 12 Lesson 3: Information from documents/written sources ............................................ 12 Activity 2 ........................................................................................................... 12 Lesson 4: People tell stories and share experiences ................................................ 13 Activity 3 ............................................................................................................................................................................ 13

Lesson 5: Objects are a little piece of history ............................................................ 13 Unit 2: Find out about the history of a local area .......................................................... 14 Lesson 6: Photo stories ............................................................................................. 15 Activity 4 ............................................................................................................................................................................ 15

Lesson 7: Information from documents/written sources ............................................ 15 Activity 5 ............................................................................................................................................................................ 15

Lesson 8: People tell their stories and share experiences ........................................ 15 Activity 6 ............................................................................................................................................................................ 15

Lesson 9: A piece of history in your hand .................................................................. 16 Activity 7 ............................................................................................................................................................................ 16

Unit 3: What makes a great leader? ............................................................................... 17 Lesson 10: Ask and answer questions on the life and qualities of good leaders ....... 17 Lesson 11: Choose a leader...................................................................................... 18 Activity 8 ............................................................................................................................................................................ 18

Lesson 12: Characteristics of good leaders .............................................................. 18 Lesson 13: Nelson Mandela ...................................................................................... 18 Activity 9 ............................................................................................................................................................................ 18

Lesson 14: Mahatma Gandhi .................................................................................... 19 Activity 10 .......................................................................................................................................................................... 19

Lesson 15: Are leaders always popular and perfect? ................................................ 19

Facilitator’s Guide G04 ~ Social Sciences: History

Unit 4: Transport through time: land transport ............................................................. 20 Lesson 16: Animals ................................................................................................... 20 Lesson 17: Carts, wagons and carriages .................................................................. 20 Lesson 18: Bicycles ................................................................................................... 21 Lesson 19: Steam engine and the train ..................................................................... 21 Lesson 20: Cars ........................................................................................................ 21 Lesson 21: General transport of people and goods................................................... 22 Lesson 22: Case study: damage to the environment ................................................ 22 Activity 11 .......................................................................................................................................................................... 22 Revision exercise .............................................................................................................................................................. 23

UNIT 5: Transport over time: water transport/ship transport (2) ................................. 24 Lesson 23: Rafts, canoes and reed boats ................................................................. 24 Lesson 24: The first sailing vessels ........................................................................... 25 Lesson 25: The first steam ships ............................................................................... 25 Lesson 26: Modern water transportation ................................................................... 25 Revision exercise .............................................................................................................................................................. 26

Unit 6: Transport over time (3) air transport/aviation ................................................... 27 Lesson 27: Hot air balloons and airships ................................................................... 27 Lesson 28: The Wright brothers and the first flight .................................................... 27 Lesson 29: Modern aviation ...................................................................................... 28 Revision exercise .............................................................................................................................................................. 28

Unit 7: The oldest forms of human communication ..................................................... 30 Lesson 30: Language, symbols, songs, art and dance ............................................. 30 Lesson 31: The communication of the San hunter-gatherers .................................... 31 Revision exercise .............................................................................................................................................................. 32

Unit 8: How do we communicate today? ....................................................................... 33 Lesson 32: Postal system ......................................................................................... 33 Lesson 33: Radio ...................................................................................................... 34 Lesson 34: The early typewriters before the advent of electricity .............................. 34 Lesson 35: Telegraph ................................................................................................ 34 Lesson 36: Telephone ............................................................................................... 35 Lesson 37: Camera ................................................................................................... 35 Lesson 38: Television ................................................................................................ 35 Lesson 39: Computer ................................................................................................ 36 Lesson 40: The Internet ............................................................................................ 36 Lesson 41: Cellphone ................................................................................................ 36 Revision exercise .............................................................................................................................................................. 37

Facilitator’s Guide G04 ~ Social Sciences: History

LESSON ELEMENTS

LEARNING AIMS What learners should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of this lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide learners through the learning process.

Facilitator’s Guide G04 ~ Social Sciences: History

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.

EXERCISE

In conclusion of the specific unit. Formative assessment.

CORE CONTENT

Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.

STUDY/REVISION

Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

Facilitator’s Guide G04 ~ Social Sciences: History

TIMETABLE AND TIME MANAGEMENT According to CAPS policy, three hours per week must be allocated to Social Sciences. Therefore, 30 hours are allocated during a 10-week term. The time allocation is then 15 hours per 10-week term for History and 15 hours per 10-week term for Geography. This means that learners have to devote 1½ hours a week to History, but you will find that some assignments may be completed faster than others. Lessons are set out as follows: Term 1: Nine lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week while you also have to spend half an hour working on the History project (This project can be found in the portfolio book). Term 2: Five lessons and some have activities – in a term of 10 weeks learners will have to do one History lesson per week. Term 3: There are 14 lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week and in four weeks of their choice two lessons during that week. Term 4: There are 12 lessons and some have activities – in a term of 10 weeks learners will have one History lesson per week and in any two weeks, two lessons per week. But since Term 4 is very short, it will help a lot if learners could complete two to three lessons per week or, if possible, start with some of the lessons of Term 4 in Term 3.

Facilitator’s Guide G04 ~ Social Sciences: History

ASSESSMENT REQUIREMENTS Below is the recommended assessment programme: Term 1 Term 2

History Geography History Geography

Term 3 Term 4

History Geography History Geography

Project Assignment Assignment + June examination Assignment + June examination Term 3 test Term 3 test November examination November examination

Continuous assessment 75%

November examination 25%

The project is clearly explained in the portfolio book. Assignments could include the following:                     

Provide short answers to the questions Write paragraphs Do research and write a short report Read and summarise Listen and record Write down observations Answer questions (shorter and longer answers) Pose questions Complete question-and-answer sheets Make drawings and add captions Match, sort, list, describe and compare texts, graphs, maps, photos, pictures Make connections between causes and effects Identify similarities and differences Read, complete and/or draw maps Process data Find and/or work with sources Compare cross-references and information Provide an explanation Identify and discuss issues Make a model, poster or graph Interpret photos and write captions

Facilitator’s Guide G04 ~ Social Sciences: History

Codes and percentages for recording and reporting Code 7 6 5 4 3 2 1

Description of competence/ability Outstanding achievement Meritorious achievement Substantial achievement Adequate achievement Average achievement Basic achievement Not achieved

Percentage 80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 0 – 29

STUDY TIPS AND METHODS History is like a story and should be studied in the same way. After every lesson/unit ask learners to relate what they have learned in the form of a story. At the end of some lessons, there is an activity aimed at ensuring that learners understand the content. It would be good preparation for the exams if you, together with the learners, can work through these activities and they can ask questions about anything that may still be unclear. Lessons that do not include an activity at the end are covered by a revision exercise at the end of the unit. Each activity and revision exercise should be as complete as possible and the questions should be answered in complete sentences.

OTHER USEFUL INFORMATION History is about gathering and interpreting information. Please assist learners to collect as much additional information as possible and to read some background material before the lesson. You will notice that there is more or less one lesson scheduled per week, but the time allocation is 1½ hours per week. There is plenty of time for learners’ own research. Also try to use the Internet where possible. Many organisations and projects provide useful information on their websites. Learning objectives are guidelines set by the Department of Basic Education to ensure that learners meet certain criteria and gain valuable skills. A timeline is a useful tool to teach learners the skill of arranging events chronologically. It helps them to keep track of the flow of history and this becomes vital in the further study of History. It also makes it easier for them to follow a thread from the beginning until today. Draw up a timeline after each lesson; it’s a good idea to start this as soon as possible.

Facilitator’s Guide G04 ~ Social Sciences: History

PREFACE Introduction This guide is for the facilitator’s use in conjunction with the Grade 4 study guide. The answers to some of the activities are provided, however, some do not have specific answers. If this is the case, it will be mentioned under the activity. Try to, where possible, have a conversation with the learners about the lesson before you start. Talk in general about the topics to test the learners’ knowledge. In the beginning you may have to ask many leading questions to engage the learners’ interest. Every lesson is preceded by a brief introduction that serves as a guideline; if possible please expand on it.

Facilitator’s Guide G04 ~ Social Sciences: History

YEAR PLAN TERM

UNIT AND LESSON

DATE

STARTED

COMPLETED

Unit 1: Local history

Lesson 1: Find out what’s happening today in a local area Lesson 2: Photos tell a story Lesson 3: What can we learn from written sources? Lesson 4 People tell their stories and share experiences Lesson 5: Objects are little pieces of history

Unit 2: Find out about the history of a local area Lesson 6: Photo-stories Lesson 7: Information from documents/written sources Lesson 8: People tell their stories and share experiences Lesson 9: A piece of history in your hand

Unit 3: What makes a great leader?

Lesson 10: Pose and answer questions about the qualities of good leaders Lesson 11: Choose a leader Lesson 12: Attributes of good leaders Lesson 13: Nelson Mandela Lesson 14: Mahatma Gandhi Lesson 15: Are leaders always popular and perfect?

Unit 4: Transport over time: land transportation (1) Lesson 16: Animals Lesson 17: Carts, wagons and carriages Lesson 18: Bicycles Lesson 19 Steam engine and the train Lesson 20: Cars Lesson 21: General transportation of people and goods Lesson 22: Case study: damage to the environment

Unit 5: Transport over time: water transport (2) Lesson 23: Rafts, canoes and reed boats Lesson 24: The first sailing vessels Lesson 25: The first steam ships Lesson 26: Modern water transport

Unit 6: Transport over time: air transport/aviation (3) Lesson 27: Hot air balloons and airships Lesson 28: The Wright brothers and the first aeroplane Lesson 29: Modern aviation

Facilitator’s Guide G04 ~ Social Sciences: History

Unit 7: The oldest forms of human communication Lesson 30: Language, symbols, songs, art and dance Lesson 31: The communication of the San huntergatherers

Unit 8: How do we communicate today?

Lesson 32: Postal system Lesson 33: Radio Lesson 34: Early typewriters before the advent of electricity Lesson 35: Telegraph Lesson 36: Telephone Lesson 37: Camera Lesson 38: Television Lesson 39: Computer Lesson 40: The Internet Lesson 41: Cellphone

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Unit 1: Local history Learning objectives After completing this unit, you must be able to do the following:  Research the past and apply it to local history. You must be able to find a wide variety of information about the past.  Collect information, for example from texts, visual material (photos, pictures, television and movies), songs, poems and interviews with people.  Use more than one type of written information such as books, magazines, newspapers and websites. Introduction In this unit we look at how to find and gather information about the past, and then apply these skills to finding information about the present. The focus of the unit is on the types of information that we can obtain from visual sources, written sources and objects. Activities are included for learners to help them understand what types of information can be obtained from the different sources. Lesson 1: Find out what’s happening today in a local area The area where you live usually has some form of local publication For example, the Centurion Record. Collect a few of these newspapers and read and discuss some articles. Explain that this is current information about their community. You could also use a photo album to introduce this topic. Use pictures of the learners’ first birthday or their first visit to the zoo. Always try to use the learners’ existing knowledge and build on that. Learners respond better when you use their own experiences.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 2: Photos tell a story Activity 1 Study the photos below and answer the questions that follow:

a) b) c)

a) b)

What large natural source of water can be seen in the background? Sea or ocean What type of transport are the people in the photo using? Horseback, or horses What is the weather like in the photo? Clear and sunny, the police aren’t wearing jackets and they are wearing hats and sunglasses. Would you say that this is a really old photo? Yes Give a reason for your answer. The man is using a traditional instrument that is no longer used today. Learners’ own interpretation. [5]

Lesson 3: Information from documents/written sources We can find a lot of information on road signs, billboards and advertisements. Collect some magazines and read through them in class, and tell them to be on the lookout for information on their way to school, home or an outing to the mall. Ask directed questions, for example, what make of car was advertised or what kind of yoghurt was shown in the advert. Avoid broad and generalised questions such as “What was the advert about?” If questions are too vague it may cause the learners to miss crucial details – it’s important that they learn to think analytically and pay attention to the smaller things. Activity 2 Let’s see what information you can get from a written piece (an advertisement) by answering the following questions: 1. 2.

3. 4.

What company is advertised in this advertisement? Signarama What product or service does this business offer? They print signs, logos, reception signs, channel letters, cut letter, LED signs, pylons, corporate, retail and architectural. Where is the business located? Midrand. What is the business telephone number? 011 805-5866 [4]

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 4: People tell stories and share experiences Explain to the learners that an interview is similar to a conversation although the questions are prepared before the time. An interview is a technique used to obtain information on a certain topic/matter by asking a series of directed questions. An interview should be well structured and flow easily. It usually starts with events from the past and leads up to the present, for example, from the interviewees birth to today. Be careful not get side-tracked with too much detail when doing an interview, stick to your topic and keep in mind that someone is giving you his/her time, use it wisely. Activity 3

Conduct an interview with one of your parents or friends. This activity will have its own unique answers. Read through the activity with the learners. Explain what is expected, but let the learners ask the questions. Encourage learners to add additional questions. If time allows, learners can also interview you as the facilitator. Examples of questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

What is your full name? What is your surname? When were you born? Where were you born? Where did you go to school? Did you study after school? If so, where and what field of study? What is your occupation? Are you married? What was your maiden name? (If it is a married woman.) Do you have children? If so, how many? [10]

Lesson 5: Objects are a little piece of history Discuss the crest of DF Malan High School. If time allows, look at other objects that tell us about history. Visit websites with the learners and look at more crests and historical artefacts. Have fun with history!

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Unit 2: Find out about the history of a local area Learning objectives After completing this unit, you must be able to do the following:  Research the past and apply it to local history. You must be able to find a wide variety of information about the past.  Collect information, for example from texts, visual material (photos, pictures, television and movies), songs, poems and interviews with people.  Use more than one type of written source such as books, magazines, newspapers and websites. Introduction In Unit 1 we saw how to go about gathering information. Now learners can put these skills to good use to find out about the history of a local area. They can use pictures/photos and documents. Other good ideas are to conduct interviews or investigate objects that were found in that specific area. Pretoria was chosen as a local area. The photos, documents, interviews and objects are all from people who live in Pretoria or buildings in the city. Discuss with learners if there are any sources available of their own area and use these sources during this lesson.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 6: Photo stories Activity 4 Look at the photos and answer the questions. You can do some additional research using books or the Internet. Internet: 1. 2. 3. 4.

Who designed the Union Buildings in Pretoria? Sir Herbert Baker During spring a certain tree carries beautiful purple flowers. What is the name of the trees in photo B? Jacaranda What building do you see in photo C? Voortrekker Monument Who designed the building in photo C? Gerhard Moerdijk [4]

Lesson 7: Information from documents/written sources Activity 5

1. 2. 3. 4.

What is the passage about? The street names that were changed in Pretoria and the possible name change of Pretoria to Tshwane. Name the councillor who made the statement in the passage. Conrad Beyers According to the passage, how many street names will change? 27 street names Name the two political parties mentioned in the passage. The ANC and the Freedom Front Plus [5]

Lesson 8: People tell their stories and share experiences Activity 6

1. 2. 3. 4.

Who is mentioned in the article? Jan en Trienie Loubser Where do the couple live? Waverley, Pretoria When did the couple get married? 28 March 1953 Who conducted the interview and wrote the article? Natalie Grobler [4]

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 9: A piece of history in your hand Activity 7

1. 2. 3. 4.

Why is the statue of Paul Kruger important for Pretoria? He was the first president of the Zuid-Afrikaansche Republic. What does the Pioneer museum remind the people of Pretoria of? The discovery of gold in Pelgrimsrus. What is the museum used for today? As a farmers’ market. The Voortrekker Monument is unique to Pretoria. What does it remind us of? The Voortrekkers of the Great Trek between 1835 and 1854. [4]

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Unit 3: What makes a great leader? Learning objectives After completing this unit, you must be able to do the following:  Decide whether information is relevant or not.  Decide what information is important and what not. This can influence the choice of information for a certain history topic, or more specific, a question that needs to be answered.  Distinguish between relevant and important. Some information may not be relevant to the question while other information may be relevant, but not as important or useful. Introduction Important leaders such as Nelson Mandela and Mahatma Gandhi set an example for all people. Both were chosen to lead a country or organisation because they had unique leadership qualities. . We will look at what makes a great leader and more specifically how these two great men influenced our history. Lesson 10: Ask and answer questions on the life and qualities of good leaders Leaders are never only good or bad. Discuss with learners what qualities make a leader “good” or “bad”. Why do we need leaders in the first place? Good leaders can be innovators who inspire and set an example for others to follow. They show the way by hard work, dedication and a willingness to make difficult decisions. However, there are also leaders who abuse their power and oppress their people – think about Adolf Hitler. Discuss why we need to have leaders and what qualities we look for in a good leader. But leaders are not necessarily only the famous ones we see on TV and listen to on the radio – there are leaders in your community, school and home. It could be a pastor, a community leader or even the head of your household.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 11: Choose a leader Activity 8

Did JJ choose a good leader? Reason: Yes, a good leader respects others and listens when someone is speaking. (2) Did Reuben choose a good leader? Reason: Yes, because he is diligent and clever. (2) Did Armand choose a good leader? Reason: No, because Natasha is not actively involved, but her parents are. It does not mean that she is a good leader if her parents do a lot for the community. (2) Did Niki choose a good leader? Reason: No, it does not mean he is a good leader because he is strong. To fight or be aggressive does not make you a leader. (2) [8]

Lesson 12: Characteristics of good leaders Have a discussion about what you think makes a leader “good”, then have a look at the attributes in the study guide. When you have identified a few leaders discuss or make a list of what qualities they have that make them successful in your opinion. Lesson 13: Nelson Mandela

Activity 9 Answer the questions in complete sentences: 1. 2. 3. 4. 5. 6.

What are Mandela’s full names? Nelson Rolihlahla Mandela (2) When was he born? 18 July 1918 (2) In which small town in the Eastern Cape did he live? Qunu (1) In what city did Nelson Mandela meet Walter and Albertina Sisulu? Johannesburg (1) He joined the ANC in 1944. What does ANC stand for? African National Congress (1) Why was he sent to prison? For his part in the fight against apartheid. (1)

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Name two examples of good leadership qualities of Nelson Mandela. (Any 2 of the following) (2) 1) His uncle taught him to listen to other people before making a decision. 2) The government could see that Nelson Mandela was a popular leader because he was willing to stand up for what he believed was right. 3) When there were differences between prisoners, he listened to both sides and resolved the issue. 4) Nelson Mandela became the first democratically elected black president of South Africa. [10]

Lesson 14: Mahatma Gandhi Activity 10 Answer the following questions after you have read the story about Gandhi: 1 2 3 4 5 6 7 8 9

What were Gandhi’s full names? Mohandas Karamchand Gandhi (2) In which country was he born? India (1) When was his birthday? 2 October 1869 (2) What did he study? Law/to become a lawyer (1) Why did Gandhi come to South Africa in 1893? He came to South Africa to work at an Indian law firm. (1) What organisation did he establish in Natal? The Indian Congress of Natal (1) What did he call his peaceful and non-violent protest? Satyagraha (1) When, and to what, did Gandhi’s name change? When he arrived in India, everyone called him “Mahatma”. (2) What does his new name mean? It means “big soul or spirit.” (1) [12]

Lesson 15: Are leaders always popular and perfect? Talk again about the leaders you discussed in lesson 12. Ask learners whether they think that everyone necessarily like any or all of these leaders. Ask them whether they always like everyone they meet every day. Have a follow up discussion about Nelson Mandela and Mahatma Gandhi and explain to learners that these two men were not always popular for their viewpoints or political affiliations. This meant that not everyone liked them. There are also various examples of bad leaders who abused their power including Adolf Hitler and Joseph Stalin.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Unit 4: Transport through time: land transport Learning objectives After completing this unit, you must be able to do the following:  Find a variety of information about the past and be able to write about history in an organised manner.  Collect information, for example from text, visual material (photos, pictures, television and movies), songs, poems and interviews with people.  Use more than one type of written source such as books, magazines, newspapers and websites. Introduction Everyone knows about transport. Millions of people worldwide use transport every day. Transport has a very long history, from the use of animals to transport goods to modern trains and aeroplanes. Transport has completely changed people’s lives. In the following units you will learn more about the different types of transport. There are many interesting video clips concerning transport on YouTube. Lesson 16: Animals Animals have been used for transport since the dawn of time. The Khoikhoi are nomads who move around a lot to find better pasture for their cattle. When they move, they load all their possessions on to the cattle for easier transport. What other animals have been or are still being used for transport? Have a quick class discussion before the start of the lesson. Lesson 17: Carts, wagons and carriages Talk about the Great Trek and how the Voortrekkers had to survive in the mountains. Describe what the wagons looked like: they were big wooden wagons with sails fitted at the back to protect the children and belongings. Oxen pulled the wagons.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 18: Bicycles Ask learners to draw what they think the first bicycle looked like. Have a class discussion about the very first bicycle ever made, out of wood and without pedals and a way to steer it. Next, look at the penny-farthing and finally our modern bicycles as set out in the study guide. Lesson 19: Steam engine and the train Arguably the most important development of the Industrial Revolution, the steam engine facilitated major advancements in the fields of mining, manufacturing, agriculture and transportation. The first practical steam engines were developed to solve a very specific problem: how to remove water from flooded mines. As Europeans of the 17th century switched from wood to coal as their main source of fuel, mines were deepened and, as a result, often became flooded after penetrating underground water sources. Steam locomotives were first developed in Great Britain during the early 19th century and were the main form of railway transport until the middle of the 20th century. Other inventions also relied heavily on the steam engine including the spinning jenny, which was one of the key developments in the industrialisation of weaving. It meant that cloth could be produced faster and an increase in productivity. For visual aids and additional information please consult the study guide. Lesson 20: Cars Where would transport be today without the invention of cars? From the Model T-Ford in 1908 to the sleek modern versions we have today, few inventions have changed history as much as the automobile. Cars replaced horse-drawn carriages and wagons; they shortened the distance between two points and made it convenient to travel. Today’s models make it easier for people to get to work school and travel for pleasure. The large-scale, production-line manufacturing of cars was the first of its kind. In the past items/objects were handmade and very expensive due to low volumes. Mass production meant that more cars could be manufactured; it created employment and became more affordable as the years went by. Although the first cars may have been very simple and not fast at all, they have developed and changed into complex machines that can now reach incredibly high speeds, navigate to destinations and in some instances park themselves! Discuss the development of cars from 1907, how cars have become more luxurious and comfortable, and how they make life easier – or do they? What about traffic congestion, car accidents and pollution. There are always two sides to every story and most inventions come at a price. 21

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 21: General transport of people and goods This lesson is about general transport. Ask learners to come up with some examples. Discuss the difference between private transportation (cars) and public transportation (buses and trains). How reliable are these various transport methods? Which are faster and safer? You could draw a table and list the advantages and disadvantages of each taking into account time, money, comfort and reliability. Ask learners to get involved with this activity and discuss the various points as you go along. Lesson 22: Case study: damage to the environment A case study involves an up-close, in-depth, and detailed examination of a subject (the case), as well as its conditions. In doing case study research, the "case" being studied may be an individual, organisation, event, or action, existing in a specific time and place. . Activity 11 Answer the following questions about the case study: 1. 2. 3.

The burning of which fossil fuels cause the most pollution? (3) Coal, petrol, oil Name four modes of transport which are also polluters according to the text. (4) Cars, aeroplanes, trains and ships List three ailments that may be caused by air pollution. Any three of the following: (3) Irritation of the eyes, lung conditions including asthma, pneumonia, bronchitis, cancer and emphysema Lead, which is inhaled, can also cause ailments or illness. List the five ailments or illnesses mentioned in the text. (5) Stomach pain, headache, irritation, brain damage in children and possibly death. [15]

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

This exercise deals with the entire unit. Revision exercise 2:

Complete the table by comparing carts, wagons and carriages. Vehicles

Number of wheels

Carts Wagons Carriages

Two Four Four

Kind of animal used to pull the vehicle Donkeys, horses Oxen Horses

Was it made to transport people, goods or both? Goods People and goods People

(12) List any three animals used as modes of transport. ANY THREE OF THE FOLLOWING: Donkeys, horses, oxen, elephants, camels (3)

Describe in two or more sentences how the penny-farthing bicycle got its name. The name came from the appearance of the bicycle. The front wheel looked like a big coin (a penny) and the back wheel looked like a small coin (farthing). (3)

List any two modern types of land transport. (2) Any two of the following are acceptable: Horses, cars, motorcycles, bicycles, trucks, taxis and quad bikes. [20]

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

UNIT 5: Transport over time: water transport/ship transport (2) Learning objectives After completing this unit, you must be able to do the following:  Find a variety of information about the past and be able to write about history in an organised manner.  Collect information, for example from text, visual material (photos, pictures, television and movies), songs, poems and interviews with people.  Use more than one type of written source such as books, magazines, newspapers and websites. Introduction In this unit we are going to look at water transport and how it developed and influenced people’s lives. Lesson 23: Rafts, canoes and reed boats Anything that floats can be lashed together to serve as a primitive boat and, starting with log rafts, early man went on to develop dug-out canoes, reed boats and kayaks. Only primitive cutting tools were required. Bamboo, wood logs and reeds have all been used as raw materials, tied together with vines or palm fibres. Early rafts served as fishing platforms, allowed transportation across bodies of water and even formed floating islands for villages. Raft propulsion was achieved by pushing with poles, pulling with ropes or paddling. When floating down rivers, the current does all the work. Later, sails were added to reduce the effort going downwind; but rafts have no keel or shape to keep them moving in a straight line, so steering is always difficult. For descriptions of the vessels please consult the relevant page in the study guide.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Lesson 24: The first sailing vessels Many sailing vessels were developed by nations on coastlines of small countries that needed trade to survive or countries that had hostile neighbours who weren’t interested in trading but rather conquest. In Europe, for a long time, boats were small, had one mast and seldom left sight of land. Ships like the Mediterranean galleys and the Viking drekar relied mainly on oars for propulsion aided by square sails when there was a following wind. They would be steered with a "side oar" attached to the back of the boat. For illustrations and descriptions please refer to the study guide.

Lesson 25: The first steam ships With mass production came the need for mass transportation. One of the countries responsible for the rapid development of steam transport was Britain. Due to the Industrial Revolution there was a great need to export and import goods. Britain was a large empire with many colonies. The colonies in India supplied the cotton needed to mass produce woven goods including clothes and other textiles while the Cape colony provided a market for many goods. The steam ship was developed to save time and money. For a description of what the vessels looked like please consult the study guide. Lesson 26: Modern water transportation Container ships, tankers, cruise liners, boats, sailboats and dinghies are all examples of modern water transportation. Container ships and tankers are used to transport large quantities of goods over a long distances. Sailboats and cruise liners are used for recreation. It is important for learners to be able to distinguish between the various uses.

Facilitator’s Guide G04 ~ Social Sciences: History

Unit

Revision exercise

Complete the table to show the differences between rafts, canoes and reed boats. Material How is the boat propelled? Logs, reeds or floating plastic Using the arms to paddle, Rafts containers oars and paddles including logs, branches or bark. Hollowed-out logs Using the arms to row or Canoes using logs, branches or bark as oars. Reeds or any type of grass Using the arms to row or Reed boats using oars made from logs, branches or bark. (6) 2. Make a list of the different types of sailing vessels and give a short description of each. (10)  Chinese junk: They were big ships with square sails. The sails could be moved to use wind from every direction.  Arabic dau: Triangular sails that could move.  Clippers: It was a long and narrow boat with high masts and sails that could move very fast.  Portuguese caravels: These ships were small and could be easily manoeuvred They had triangular sails.  British tall ships: These ships had high masts and big sails. The mast was very high to support the sails. 3.

Name the most famous steam ship and explain why it sank. (2) The famous steam ship was called the Titanic. It struck an iceberg, which caused it to sink.

Name any two modern modes of water transportation. (2) ANY TWO OF THE FOLLOWING: Cargo ship, container ship, passenger ship, oil tanker, skis, jet ski, motorboat, submarine [20]