Download Grade 9 History Term 1

SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: World War II - The causes and outbreak
(1919 - 1945) 15 hours
GRADE
TERM
DATE: FROM ____________ TO ___________
NR. OF periods: ___
CONTENT / CONCEPTS: The rise of Nazi Germany ( part 1 ) - 5 hours ( 2 lesson plan forms for this part)
Focus: Why the Weimar Republic failed as a democracy, the rise of Nazi Germany, the outbreak of World War II in Europe and in the Pacific and people’s experiences.
1. End of World War I; Weimar Republic; Treaty of Versailles 1919 and brief summary of German punishments :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2. Hitler and the Nazis 1920s :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
3. The Great Depression of 1929 and effects on Germany :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
4. Failure of democracy in the Weimar Republic :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
5. Reasons for public support for Nazi Party and the 1932 and 1933 elections :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
6. Enabling Act 1933 and dictatorship (including concentration camps for opponents) :
DATE: FROM ____________ TO ___________
JA Strydom
History Grade 9 Term 1
NR. OF periods: ____
1
9
1
WORDBANK :
ASSESSMENT
1. End of World War I; Weimar Republic; Treaty of Versailles 1919 and brief
summary of German punishments :
2. Hitler and the Nazis 1920s :
3. The Great Depression of 1929 and effects on Germany :
 Map skills
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual – analysis
 Investigation/Research
 Case Study
 Creative Response
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
Assessment Tools:
Memorandum
Rubric
4. Failure of democracy in the Weimar Republic :
AIMS
The History curriculum aims to develop learners who:
5. Reasons for public support for Nazi Party and the 1932 and 1933 elections :
6. Enabling Act 1933 and dictatorship (including concentration camps for
opponents) :
Finding a variety of kinds of information about the past.
Selecting relevant information.
Deciding about whether information can be trusted.
Seeing something that happened in the past from more than one
point of view.
Explaining why events in the past are often interpreted differently.
Debating about what happened in the past on the basis of the
available evidence
Writing history in an organised way, with a logical line of
argument.
Understanding the importance of heritage and conservation.
TEACHER ACTIVITIES:
JA Strydom
History Grade 9 Term 1
(ATTACH COPIED PAGES OUT OF SOURCES)
2
SKILLS
WHO ASSESSES?
1. End of World War I; Weimar Republic; Treaty of Versailles 1919 and brief
summary of German punishments :
End ..........
Hitler / Naziz
Great depression
Teacher
2. Hitler and the Nazis 1920s :
Self
Group
3. The Great Depression of 1929 and effects on Germany :
Failure of
democracy
Reasons
Enabling Act 1933 &
dictatorship
Teacher
Self
Group
4. Failure of democracy in the Weimar Republic :
5. Reasons for public support for Nazi Party and the 1932 and 1933 elections :
RESOURCES
6. Enabling Act 1933 and dictatorship (including concentration camps for
opponents) :
End ..........
Hitler / Naziz
Great depression
Textbook
Maps/Atlas/Globe
Activity sheet
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
Pictures/photo’s/
Illustrations
Newspapers& magazines
Others
1. End of World War I; Weimar Republic; Treaty of Versailles 1919 and brief
summary of German punishments :
JA Strydom
History Grade 9 Term 1
3
2. Hitler and the Nazis 1920s :
Failure of
democracy
Reasons
Enabling Act 1933 &
dictatorship
Textbook
Maps/Atlas/Globe
3. The Great Depression of 1929 and effects on Germany :
Activity sheet
Pictures/photo’s/
Illustrations
Newspapers& magazines
4. Failure of democracy in the Weimar Republic :
Others
EXPANDED OPPORTUNITIES /DIFFERENSIATION:
5. Reasons for public support for Nazi Party and the 1932 and 1933 elections :
6. Enabling Act 1933 and dictatorship (including concentration camps for
opponents) :
JA Strydom
History Grade 9 Term 1
4
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: World War II - The causes and outbreak
(1919 - 1945) 15 hours
GRADE
9
1
TERM
DATE: FROM ____________ TO ___________
NR. OF periods: ___
CONTENT / CONCEPTS: The rise of Nazi Germany ( part 2 ) - 5 hours ( 2 lesson plan forms for this part)
Focus: Why the Weimar Republic failed as a democracy, the rise of Nazi Germany, the outbreak of World War II in Europe and in the Pacific and people’s experiences.
1. Nuremberg Laws and loss of basic rights of Jewish people 1935 :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2. Persecution of political opponents; Jehovah’s Witnesses; Roma (gypsies); homosexuals; Slavs; black people; disabled people :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
3. Nazi Germany as an example of a fascist state (compared with democracy) :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
ASSESSMENT
1. Nuremberg Laws and loss of basic rights of Jewish people 1935 :
2. Persecution of political opponents; Jehovah’s Witnesses; Roma
(gypsies); homosexuals; Slavs; black people; disabled people :
JA Strydom
History Grade 9 Term 1
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data – handling
5
 Map skills
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
3. Nazi Germany as an example of a fascist state (compared with
democracy) :
TEACHER ACTIVITIES:




Contextual – analysis
Investigation/Research
Case Study
Creative Response
Assessment Tools:
Memorandum
Rubric
(ATTACH COPIED PAGES OUT OF SOURCES)
1. Nuremberg Laws and loss of basic rights of Jewish people 1935 :
AIMS
SKILLS
The History curriculum aims to develop learners
who:
2. Persecution of political opponents; Jehovah’s Witnesses; Roma
(gypsies); homosexuals; Slavs; black people; disabled people :
3. Nazi Germany as an example of a fascist state (compared with
democracy) :
Finding a variety of kinds of information about the
past.
Selecting relevant information.
Deciding about whether information can be trusted.
Seeing something that happened in the past from
more than one point of view.
Explaining why events in the past are often
interpreted differently.
Debating about what happened in the past on the
basis of the available evidence.
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES &
MEMORANDUMS)
Writing history in an organised way, with a logical line
of argument.
Understanding the importance of heritage and
conservation.
1. Nuremberg Laws and loss of basic rights of Jewish people 1935 :
WHO ASSESSES?
Laws & loss
2. Persecution of political opponents; Jehovah’s Witnesses; Roma
(gypsies); homosexuals; Slavs; black people; disabled people :
Political opponents
Nazi Germany
Teacher
Self
Group
JA Strydom
History Grade 9 Term 1
6
RESOURCES
3. Nazi Germany as an example of a fascist state (compared with
democracy) :
Laws & loss
Political opponents
Nazi Germany
Textbook
EXPANDED OPPORTUNITIES /DIFFERENSIATION:
Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/Illustrations
Newspapers& magazines
Others
JA Strydom
History Grade 9 Term 1
7
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: World War II - The causes and outbreak (1919 - 1945) 15 hours
DATE: FROM ____________ TO ___________
CONTENT / CONCEPTS: World War II: Europe
NR. OF periods: ___
- 5 hours
1. Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
2. Outbreak of World War II: Axis vs. Allies :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
3. Extermination camps and genocide, the Holocaust, and the ‘Final Solution’ :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
4. Examples of resistance to Nazism in Germany :



Sophie Scholl and the White Rose Movement
Dietrich Bonhoeffer and the Confessing Church
Warsaw Ghetto Uprising
DATE: FROM ____________ TO ___________
NR. OF periods: ____
5. End of World War II in Europe :
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
JA Strydom
History Grade 9 Term 1
8
GRADE
9
TERM
1
1. Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) :
ASSESSMENT
2. Outbreak of World War II: Axis vs. Allies :
3. Extermination camps and genocide, the Holocaust, and the ‘Final Solution’ :
 Map skills
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual – analysis
 Investigation/Research
 Case Study
 Creative Response
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
Assessment Tools:
Memorandum
Rubric
4. Examples of resistance to Nazism in Germany :



AIMS
Sophie Scholl and the White Rose Movement
Dietrich Bonhoeffer and the Confessing Church
Warsaw Ghetto Uprising
The History curriculum aims to develop learners who:
Finding a variety of kinds of information about the past.
Selecting relevant information.
Deciding about whether information can be trusted.
Seeing something that happened in the past from more than one
point of view.
5. End of World War II in Europe :
Explaining why events in the past are often interpreted differently.
Debating about what happened in the past on the basis of the
available evidence
Writing history in an organised way, with a logical line of
argument.
Understanding the importance of heritage and conservation.
JA Strydom
History Grade 9 Term 1
9
SKILLS
TEACHER ACTIVITIES:
WHO ASSESSES?
(ATTACH COPIED PAGES OUT OF SOURCES)
1. Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) :
Lebensraum
Outbreak
Camps ,genicide.....
Teacher
Self
Group
2. Outbreak of World War II: Axis vs. Allies :
Examples of resistance
End of WW II
Teacher
Self
3. Extermination camps and genocide, the Holocaust, and the ‘Final Solution’ :
Group
RESOURCES
4. Examples of resistance to Nazism in Germany :



Lebensraum
Outbreak
Camps ,genicide.....
Textbook
Sophie Scholl and the White Rose Movement
Dietrich Bonhoeffer and the Confessing Church
Warsaw Ghetto Uprising
Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/
Illustrations
5. End of World War II in Europe :
Newspapers& magazines
Others
JA Strydom
History Grade 9 Term 1
10
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
1. Nazi’s aggressive, expansionist foreign policy for lebensraum (very briefly) :
Examples of resistance
End of WW II
Textbook
Maps/Atlas/Globe
2. Outbreak of World War II: Axis vs. Allies :
Activity sheet
Pictures/photo’s/
Illustrations
Newspapers& magazines
Others
3. Extermination camps and genocide, the Holocaust, and the ‘Final Solution’ :
EXPANDED OPPORTUNITIES /DIFFERENSIATION:
4. Examples of resistance to Nazism in Germany :



Sophie Scholl and the White Rose Movement
Dietrich Bonhoeffer and the Confessing Church
Warsaw Ghetto Uprising
5. End of World War II in Europe :
JA Strydom
History Grade 9 Term 1
11
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: World War II - The causes and outbreak (1919 - 1945) 15 hours
DATE: FROM ____________ TO ___________
NR. OF periods: ___
CONTENT / CONCEPTS: World War II in the Pacific - 2 hours
1. America in the War vs. Japan: Pearl Harbour



Japanese Americans forcibly moved into internment camps in USA
Japanese expansion and atrocities in China
Japanese prisoner-of-war camps for Allied soldiers
DATE: FROM ____________ TO ___________
NR. OF periods: ____
WORDBANK :
1. America in the War vs. Japan: Pearl Harbour



Japanese Americans forcibly moved into internment camps in USA
Japanese expansion and atrocities in China
Japanese prisoner-of-war camps for Allied soldiers
TEACHER ACTIVITIES:
JA Strydom
History Grade 9 Term 1
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual – analysis
 Investigation/Research
 Case Study
 Creative Response
(ATTACH COPIED PAGES OUT OF SOURCES)
12
ASSESSMENT
 Map skills
Informal assessment:
 Classroom activities
 Homework
 Worksheet
 Test
Assessment Tools:
Memorandum
Rubric
GRADE
9
TERM
1
1. America in the War vs. Japan: Pearl Harbour



Japanese Americans forcibly moved into internment camps in USA
Japanese expansion and atrocities in China
Japanese prisoner-of-war camps for Allied soldiers
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
AIMS
The History curriculum aims to develop learners who:
Finding a variety of kinds of information about the past.
Selecting relevant information.
Deciding about whether information can be trusted.
Seeing something that happened in the past from more than
one point of view.
Explaining why events in the past are often interpreted
differently.
Debating about what happened in the past on the basis of the
available evidence.
Writing history in an organised way, with a logical line of
argument.
Understanding the importance of heritage and conservation.
1. America in the War vs. Japan: Pearl Harbour



SKILLS
WHO ASSESSES?
America in the War vs. Japan: Pearl Harbour
Japanese Americans forcibly moved into internment camps in USA
Japanese expansion and atrocities in China
Japanese prisoner-of-war camps for Allied soldiers
Teacher
Self
Group
RESOURCES
America in the War vs. Japan: Pearl Harbour
Textbook
Maps/Atlas/Globe
EXPANDED OPPORTUNITIES /DIFFERENSIATION :
Activity sheet
Pictures/photo’s/Illustrations
Newspapers& magazines
JA Strydom
History Grade 9 Term 1
13
SOCIAL SCIENCES – SENIOR PHASE
LESSON PLAN : History
TOPIC: World War II - The causes and outbreak (1919 - 1945) 15 hours
DATE: FROM ____________ TO ___________
CONTENT / CONCEPTS:
NR. OF periods: ___
GRADE
9
TERM
1
Revision , formal assessment etc. - 3 hours
TEACHER ACTIVITIES:
ASSESSMENT
(ATTACH COPIED PAGES OUT OF SOURCES)
(Indicate with an x)
Formal assessment:
 Test
 Exam
 Data - handling
 Contextual - analysis
 Investigation/Research
 Case Study
 Creative Response
 Map Skills
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)
EXPANDED OPPORTUNITIES /DIFFERENSIATION
JA Strydom
History Grade 9 Term 1
14
Assessment Tools:
Memorandum
Rubric