PST103E

Question 1 1.1

May/ June 2011

1.2

1.3

same as May/June 2011 paper 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 same as May/June 2011 paper (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) same as May/June 2011 paper - 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.

PST103E
1.4

May/ June 2011

Same as May June 2010 paper 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.

PST103E

May/ June 2011

Question 2 2.1 might have too much here, but better for learning purposes Traditional Focused on Curriculum input (learning content) None of these principles were reflected Centrally designed Content-based Prescriptive and rigid Contemporary Focused on Curriculum output (the results of learning, rather than on ways and means by which these results have to be achieved) Human resources development (promoting continued learning, the application and development of new knowledge, skills and technologies, flexibility in job movement etc) Learner-centredness Relevant (appropriate to current and anticipated needs of the individual, society, commerce and industry) Integrated approach (rejects rigid division between academic and applied knowledge, theory and practice, knowledge and skills, head and hand) Differentiation, redress and learner support Nation-building and nondiscrimination Critical and creative thinking Flexible learning programmes (offer learners the opportunity of choosing what, where, when, how and at what pace to learn) Programmes that facilitate progression (from one class, phase or learning outcome to another) Credibility both nationally and internationally Quality assurance Outcomes based and flexible promotes lifelong learning. Allows for optimum participation by the teacher as well as the devolution of curriculum development.

PST103E
2.2

May/ June 2011

Positive Values and Attitudes choose any 3 of: History to employ critical accurate analysis in interpretation of sources (not susceptibility to propaganda but objectivity) to study cause and effect, as all human behaviour is determined by causes which are ascertainable To establish a hierarchy of causes to explain what happened in the past as lying behind the search for intrinsic values To acquire a comprehensive system of values such as faith, honesty, orderliness, sense of duty, perseverance, healthy human relations, good citizenship, freedom To develop empathy as a way of thinking To bring history alive and make it relevant to everyday life Geography

To cultivate an appreciation of, and responsible attitude towards, the earth and its physical resources To develop a concern for the quality of planning of the environment for future generations To understand the significance of decision making To encourage a commitment to seeking solutions to local, regional, national and international problems on the basis of the universal declaration of Human Rights To develop an interest in, understanding of, and sympathetic attitude towards people of other races and nationalities around the globe To develop a respect for the rights of all people to equality To develop a readiness to use geographic knowledge and skills in daily life To understand different kinds of change, eg slow, fast, unimportant, important, good, bad and developmental

2.3

Assessment of learners - methods Formative peer assessment ; self-assessment rubrics Summative - written exams ; tests or assignments Continuous gathering a series of marks via learning experiences, portfolio of students work ; making up a student profile by collecting different marks ; class tests ; homework ; assignments

PST103E

May/ June 2011

2.4

5 factors that influence whether we use fieldwork, groupwork, individual work or class work: The size of the class The aspect that has to be taught The discipline of the class The available time The school policy etc

2.5

Newspaper reports use as a media resource to support my lesson. They can be articles about a specific event in either History or Geography to read and discuss in class. They usually have pictures which would assist in explaining the event etc.

Question 3 3.1 3 critical principles when using media in the classroom

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 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)

PST103E
3.3 Overhead Projector

May/ June 2011

Dos print neatly and legibly (space letters so not crowded tog) ; if photocopying the transparency make sure that it is not too dark Donts darken the room before using the OHP ; show the entire transparency if you intend discussing section by section (block off portions that you are not discussing at that moment) ; put too much information on one transparency, creates confusion 3.4 & 3.5 refer to separate worksheet on Lesson Plan and Continuous assessment