PST103E

Question 1 1.1

Exam: May/June 2010

Study guide page 12 Dreyer perceives History as the totality, in the length of time, of humanitys life gone by Van Jaarsveld sees history as the reality which took place in the presence of God, and the historian who construes reality after it has occurred, is only able to do so on the basis of information which has been left him. Each event is unique and unrepeatable Burston & Green interpret history as the story of development, evolution and origin of our present environment Commager makes a statement it means the past and all that happened in the past. It means, too, the record of the past all that men have said and written in the past (page 81 of H Textbook) It is necessary to understand the geography behind the history in order to obtain a full understanding. H happens in places and the specific milieu of those places, be it physical, political, social, cultural or economic, affects the history which happens there. G conditions which influence H: Position of a place/country affects historical events (position of 2 Boer Rep in SA made it possible for Rhodes to carry out his encirclement policy in an attempt to force the republics into federation) Physical terrain and wildlife people tend to settle in flat, fertile areas. Presence of mountains or rivers often change the course of history (the direction of the Groot Trek San people moved in relation with the animals upon which they fed) Natural resources minerals and raw materials of a country influence trade and settlement. (Discovery of gold in SA has an enormous impact on the history of our country and the experiences of its people) SG page 46 and Matthews 112-113 Textbooks supply learning content and teachers can compile worksheets/notes using a variety of them (all textbooks interpret events differently) for the lesson. Textbooks contain stimulus material in the form of cartoons, maps, pictures, diagrams etc and this can be used to develop concepts of time, space and reality, as well as skills necessary for the successful study of history. Teacher can use the students textbook to set homework, prepare worksheets, tests and examinations (and when preparing memoranda for tests and examinations). They can be used for pupils to solve problems together with other resources. Textbook reading should be made as lively as possible for the pupils. Textbooks can be supplemented by Newspapers and Magazines.

1.2

1.3

PST103E
1.4

Exam: May/June 2010

Maps serve as the basic tool of the subject and forms an integral part of the lesson. (Must be closely related to mapwork in Geography) The pupils historical processes are stimulated when you make use of geographical maps and influences to localise historical events. History happens in places, and the specific detail of those places (physical, political, social, cultural, economic) affects the history which happens there. It is an important tool for the orientation of the event tog with climate and vegetation. Pupils must work with maps, it is not sufficient to just look at them. Provide pupils with dup. Maps which they can use for focused mapwork blotting out irrelevant detail, or use the more difficult stencil method. Pupils need to be taught from the beginning about direction and the 4 major points of the compass. They can be given outline maps and asked to locate and name cities, countries, rivers and mountains numbered on the map obviously relevant to the lesson. They can be taught to use the index in their atlas so that they can find the places mentioned during the lesson. A map of South Africa can be used to map out history events like the Groot Trek.

Note: working with maps enables pupils to become familiar with concepts such as space, distance and direction and also helps localise events in history. Show information routes of explorers or spread of religion or to show change like colonisation in Africa and independence of many African Nations.

Question 2 2.1 SG page 26 27 Curriculum design (principles underlying) 11 Human-resource development Promoting continued learning. The application and development of new knowledge, skills and technologies, flexibility in job movement etc. Learner centredness This is one of the core principles of outcomes-based education, students are the core of the lesson. Relevant and appropriate To current and anticipated needs of the individual, society, commerce and industry Integrated approach Rejects a rigid division between academic and applied knowledge, theory and practice, knowledge and skills, head and hand Differentiation, redress and learner support Nation-building and non-discrimination Critical and creative thinking

PST103E

Exam: May/June 2010

2.2

Flexible learning programmes That offer learners the opportunity of choosing what, where, when, how and at what pace to learn Progression Learning programmes that facilitate progression from one class, phase or learning outcome to another Credibility Both nationally and internationally Quality assurance

Study Guide pg 51 and 52 , 49 Video recordings, film/motion pictures, slides, OHPs

Question 3 3.1 Page 47 Study Guide (bottom) 1. Which learning content the teaching media must furnish 2. which teaching medium is most suitable in a particular case 3. in which way it is to be implemented during the lesson 4. at what stage of the lesson it will be used 5. for what purpose it will be used (6. will it, or can it, only be used once & 7. which wall decoration can be used during the lesson) 3.2 is 3.1 in 11.12.2010 paper To improve the teaching activities and learning activities of the learners. Makes the learners active and interested during the lesson and makes learning fun. Introduce a lesson topic, illustrate a lesson topic, stimulate pupils past image or image of the past, explain the learning content, test or impart knowledge and insight, create interest in an excursion to be undertaken 3.3 similar to 11.12.2010 paper Question 4 4.1 same as 11.12.2010 paper 4.2 - same as 11.12.2010 paper

PST103E
4.3 - same as 11.12.2010 paper 4.4 Social Science

Exam: May/June 2010