PST103E

May/ June 2011

Question 1
1.1

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

2.3

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
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
The
The
The
The

size of the class

aspect that has to be taught
discipline of the class
available time
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

or

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
impart knowledge and insight, create interest in an excursion to be
undertaken)

PST103E
3.3

May/ June 2011

Overhead Projector
Dos print neatly and legibly (space letters so not crowded tog) ; if
photocopying the transparency make sure that it is not too dark

on

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
one transparency, creates confusion

3.4 & 3.5 refer to separate worksheet on Lesson Plan and Continuous
assessment