2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10 (TERM 1)

TERM 1 WEEK 1
CAPS Orientation from Social
TOPICS Sciences (Gr 9) to
History (Gr 10-12):
Reference to content
mapping from Gr 9 (Term
4 content) into the FET
phase: e.g: Gr 9: The 1948
National Party and
Apartheid - link with Gr 10
Topic 6: The South African
War and Union
Gr 10 PoA:
Outline the expectations of
the Gr 10 Programme of
Assessment
Skills consolidation:
Outline skills for Source-
Based Questions:
Extraction; Selection of
relevant information from
Sources; Explanation of
Concepts in context;
Analysis & Interpretation;
Visual Source analysis;
etc.
Paragraph writing:
Paragraph writing skills &
Marking Rubric
Essay writing:
Essays writing skills & the
Marking Matrix: (focusing
on Content knowledge and
Presentation skills)
PEEL method:
Using the PEEL method to
write a good paragraph
WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
Topic 2: European expansion and conquests Plan heritage project Heritage Skills:
Topic 1: World around 1600 during the 15th to 18th centuries • What is meant by heritage and • Debates around heritage • Concepts
COMPULSORY CHOOSE ANY ONE OF THE CASE STUDIES public representations? issues and the way in • Working with source: Extraction (according to the
Songhai: An African Empire in the 15th and 16th America: Spanish conquest • Memory and oral histories as which the past is source… quote evidence from the source, definitions or
centuries (around 1340 to 1591) OR heritage represented concepts), interpretation (comment on, explain, what do
• The Songhai Empire under Sonni Ali: Government and Africa: Portugal and the destruction of the Indian • The importance of the • Heritage topic given to you think?), comparison of sources, usefulness,
society Ocean trade conservation of heritage sites, learners paragraph writing skills
• Travel and trade in Songhai at the height of its power monuments, and memorials • Essay writing skills: Analysing the question, write an
OR
(Arab, Italian and Jewish merchants at Timbuktu) introduction, developing a line of argument and
The Dutch East Indian Company conclusion linked to the question
• Learning and culture
Each of the case studies include:
• Fall of the Empire: Moroccan invasion of 1591 The following tasks should have been completed by the
Source based
and any one of the following two topics: end of Term 1:
• The processes of conquest and colonialism Task 1: Source-based OR Essay (50 marks)
Ming (China): A world power in the 14th and 15th
centuries (1368 to 1644) • How colonisation led to the practice of
Songhai
slavery
Essay focus Time: 1 hour
Essay
• The Ming Dynasty: Government and society Standardised Test 1: Source-based and Essay (100
Travel and trade: Ship building, navigation (compass), • The impact of slave trading on societies
marks)
Chinese mariners mapping the world trade and influence • The consequences to the indigenous
Time: 2 hours
along the Asian sea routes societies and in the world
Section A:
Source based Source-based questions
Treasure fleet expeditions of Zheng He from 1405 to 1433 Question 1: and 2
• Scientific and cultural achievements of the Ming dynasty China OR India OR European Expansion
• China looks inwards after 1433 Section B:
OR Essay questions:
Mughal (India) 1526 to 1858 Question 3 and 4:
Essay focus
China OR India OR European Expansion
• The Mughal Empire: Government and society
• Cognitive levels
• Trade in the Indian Ocean and Islamic world Lower order – 40 %
• Astronomy and technology (seamless celestial globe) Middle order – 40%
Source based Higher order – 20%
• Architecture in the 16th and 17th centuries: The Taj
Mahal
• Britain and the end of the Mughal Empire
N.B. There is a choice between Ming (China) and Mughal
(India), Songhai is compulsory

CONCEPTS, Concepts: Dynasty, peasants, decrees, etc. Concepts:

SKILLS AND Skills: Working with source: Extraction (according to the source…, quote evidence from the Colonialism, slave trade, expansion, conquests, Preparation for Heritage Investigation
VALUES source, definitions or concepts), interpretation (comment on, explain, what do you think?), etc. Consolidation of skills needed for the Heritage Investigation
comparison of sources, usefulness, paragraph writing skills Skills: Working with source: Extraction
Essay writing skills: Analysing the question, write an introduction, developing a line of (according to the source…, quote evidence from
argument and conclusion linked to the question the source, definitions or concepts), interpretation
Values: Human rights, dignity, unity, justice (comment on, explain, what do you think?),
comparison of sources, usefulness, paragraph
writing skills
Values: Human rights, dignity, unity, justice
REQUISITE Empires, kingdoms Colonialism and expansion
PRE-
KNOWLEDGE

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
RESOURCES • Textbook/s
TO ENHANCE www.education.gov.za, telematics, South African History Online, other LTSM
LEARNING
INFORMAL Recommendation: Three informal tasks as per CAPS in preparation for the formal assessment task Preparation for heritage assignment Consolidation: Revision
ASSESSMENT Informal activities should include the following: Consolidation of skills needed for the heritage assignment
REMEDIATION Understand the content covered, working with sources (understanding the information in sources, analysing, interpreting, evaluating, comparing
and ascertaining the reliability, usefulness and limitations of sources
Paragraph writing skills (uses evidence and own knowledge to write a coherent paragraph)
Essay writing skill: Introduction linked to the question
Using the PEEL method
How to develop and support the line of argument
Conclusion linked to the introduction
SBA (FORMAL Revision of source-based and essay Task 2:
ASSESSMENT) • Task 1: Source-based task or essay task: The World around 1600 (Songhai) writing skills Standardised Test
1 = 100 marks
TERM 1 Have I covered and informally assessed all Term 1 source-based and essay topics?
CONTENT
COVERAGE
Topic 1: World around 1600
Teacher signature: ____________________________
Yes No Comments
• Songhay (Compulsory)
Date: ______________________
• Ming (China) or India
(Choice)
HOD/DH signature: _______________________________
Topic 2: European expansion

• America: Spanish conquest

Date: _________________________________
• Africa: Portugal and the
destruction of the Indian
Ocean trade
District/sub district monitor: _______________________________

• The Dutch East India

Company
Date: _____________________________

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
CAPS TOPICS Topic 3: French Revolution (source-based and essay) Topic 4: Transformations in Southern Africa after 1750 (source-based and Revision and The following tasks should have been completed by the end of
FRANCE IN 1789: essay) consolidation of Term 2 Term 2:
Source based WHAT WAS SOUTH AFRICA LIKE IN 1750? topics Task 3: Heritage (50 marks)
Causes of the French Revolution Political changes from 1750 to 1820 Task 4: Mid-Year Exam
• What is a revolution? SOURCE BASED Total: 100 marks
• The conditions in France that made a revolution probable by 1789 Only ONE case study to be taught Time: 2 Hours
• Casting off the ancient regime • Expansion of southern Tswana chiefdoms Section A:
• The new ideas of liberty, equality, fraternity and individual freedom, and the • The rise of Ndwandwe kingdom under Zwide Source-based questions
meaning of these in the context of the late 18th century Political revolution (TWO case studies, Legacy of Shaka) Question 1 and 2:
Essay • In the east: Break-up of the Ndwandwe kingdom under Zwide and the rise French Revolution OR a case study under political changes (1750-
Course of the French Revolution: of the Zulu state and consolidation under Dingane OR Legacy of Shaka 1820)
• The significant events during the revolution • Rise of Ndebele kingdom under Mzilikazi Section B:
• The role of ordinary people in the revolution • Rise of Basotho under Moshoeshoe (1820-1835) Essay questions:
• The impact of the revolutionary ideas on the rest of the world • The role of Boer, Kora and Griqua raiders (broad outline) Question 3 and 4:
• Other states and paramountcy’s: Gaza, Swazi, Pedi, Mpondo (broad
French Revolution OR A case study under political revolution
outline)
(1820-1835)
LEGACY OF SHAKA
• How has Shaka been remembered?
• How Shaka has been portrayed – past and present (or representations of
Shaka)
• Sources, evidence for our histories of Shaka
• Why was Shaka portrayed in this way?
CONCEPTS, Concepts: Revolution, freedom, equality, brotherhood, bourgeoisie, absolute monarch, Concepts: Mfecane, transformation, expansion Skills:
SKILLS AND autocrat, despot, democracy Skills: Working with source: Extraction (according to the source…, quote evidence • Working with source: extraction (according to the source…, quote evidence from the source,
VALUES Skills: Working with source: Extraction (according to the source…, quote evidence from the from the source, definitions or concepts), interpretation (comment on, explain, what do definitions or concepts), interpretation (comment on, explain, what do you think?),
source, definitions or concepts), interpretation (comment on, explain, what do you think?), you think?), comparison of sources, usefulness, paragraph writing skills comparison of sources, usefulness, paragraph writing skills
comparison of sources, usefulness, paragraph writing skills Essay writing skills: Analysing the question, write an introduction, developing a line of • Essay writing skills: Analysing the question, write an introduction, developing a line of
Essay writing skills: Analysing the question, write an introduction and, or conclusion linked to argument and, or conclusion linked to the question argument and conclusion linked to the question
the question Values: Human rights, dignity, unity, justice • Mid-year exam (100 marks)
Values: Equality, justice, dignity, unity • Cognitive levels
• Lower order – 40 %
REQUISITE Oppression and revolts and American Revolution Mfecane, difaqane, transformations
• Middle order- 40%
PRE- chiefdoms, kingdom
KNOWLEDGE • Higher order- 20%

RESOURCES www.education.gov.za, Telematics, South African History Online, other LTSM

(OTHER THAN
TEXTBOOK)
TO ENHANCE
LEARNING
INFORMAL Activities using past papers should include working with source: Extraction (according to the • Preparation for standardised test: Exam skills
ASSESSMENT source…, quote evidence from the source, definitions or concepts), interpretation (comment • Essay: Analysing the question, write an introduction, developing a line of
REMEDIATION on, explain, what do you think?), comparison of sources, usefulness, paragraph writing skills argument and conclusion linked to the question

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
SBA (FORMAL • Task 3: Completion and submission of heritage presentations (50 marks) Task 4: June controlled test (100 marks)
ASSESSMENT
TERM 2 Have I covered and informally assessed all term 2 source-based and essay topics?
CONTENT
COVERAGE
Topic 3: France in 1789 Yes No Comments
Teacher signature: ____________________________
• What is revolution?
• Conditions in France that made revolution
probable in 1789 Date: ______________________
• Causes of the Revolution
• Course of the Revolution
HOD/DH signature: _______________________________
Topic 4: Transformation in SOUTHERN Africa after 1750

• Political changes from 1750 to 1820 (ONE case

study)
Date: _________________________________
• Case Study (any ONE – Batswana Chiefdom,
Zulu Kingdom, Basotho Kingdom
• Political Revolution (TWO case studies) District/sub district monitor: ___________________________
• Legacy of Shaka
Date: _________________

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
CAPS TOPICS Topic 5: Colonial expansion after 1750 Topic 6: South African War and Union Source-based questions The following tasks should have been completed by
Source-based and OR essay Source-based and essay • Analyse sources the end of Term 3
HOW DID COLONIAL EXPANSION INTO THE INTERIOR TRANSFORM SOUTH AFRICA? Background to the South African War: (Source based) • Phrasing of level 1,2 and 3 Task 5: Source-based OR Essay (50 marks)
questions Task 6: Standardised Test 2
Britain takes control of the Cape (Source based) • Mining capitalism (Brief) • Approach to source-
• Indigenous population driven out or drawn into labour force • Influx of capital and development of mining companies and stock (100 marks)
based questions
• Changing labour patterns: ending of slave trade (1807) and slavery (1834) at the Cape and exchange as well as technologies • Paragraph writing Time: 2 Hours
control of labour • Emergence of classes: Capitalists, the middle class and workers Revision of essay writing Section A:
• Expanding frontiers and trade • Creation of racially divided industrial labour force – the legislation of • Analysis of question Source-based questions
• Boer response to British control: trekking into the interior job reservation and low black wages, creating structural insecurity for
• Introduction linked to Question 1 and 2:
• Xhosa responses: Co-operation and conflict, including cattle killing white workers and breeding racism question Background South African War, South African War 1899 -
The Zulu kingdom and the colony of Natal (Essay: Choose ONE subtopic) South African War from 1899 to 1902 (Source based) • Using relevant 1902
• The need for controlled labour force: indentured Indian labourers (sugar), also labourers for • South Africa on the eve of the war evidence to develop a Section B:
railways and coal • Britain increasing interest in South Africa with the discovery of line of argument
Essay questions:
• The Anglo-Zulu war minerals • Conclusion linked to
• Political and economic struggle for control of the goldfields introduction and Question 3 and 4
Co-operation and conflict on the Highveld
Essay question Background of South African War, South African War 1899
• The Boer Republics and the Basotho kingdom under Moshoeshoe as a case study - 1902
• End of the war: Peace negotiations
• Role and experiences of women in the war
• Role and experiences of black South Africans in the War
CONCEPTS, Concepts: Colonialism, indigenous populations, frontiers Concepts: Boer Republics, Scorched earth policy Skills: • Source based and essay (100 marks)
SKILLS AND Skills: Working with source: Extraction (according to the source…, quote evidence from the source, Skills: Working with source: Extraction (according to the source…, quote Working with source: Extraction
VALUES definitions or concepts), interpretation (comment on, explain, what do you think?), comparison of evidence from the source, definitions or concepts), interpretation (comment on, (according to the source…,
sources, usefulness, paragraph writing skills explain, what do you think?), comparison of sources, usefulness, paragraph quote evidence from the source,
Values: Human rights, dignity, unity, justice writing skills definitions or concepts),
Essay writing skills: Analysing the question, write an introduction, developing a interpretation (comment on,
line of argument and conclusion linked to the question explain, what do you think?),
Values: Human rights, dignity, unity, justice comparison of sources,
usefulness, paragraph writing
skills
Essay writing skills: Analysing
the question, write an
introduction, developing a line of
argument and conclusion linked
to the question
REQUISITE • Republic
PRE- Colonialism, indigenous population, frontiers • Scorched earth policy
KNOWLEDGE
RESOURCES www.education.gov.za, telematics, South African History Online, other LTSM www.education.gov.za, telematics, South African History Online, other LTSM www.education.gov.za, telematics, South African History Online, other LTSM
(OTHER THAN
TEXTBOOK)
TO ENHANCE
LEARNING
INFORMAL Activities using past papers should include: Working with source: Extraction (according to the Activities using past papers should include: Working with source: Extraction
ASSESS; source…, quote evidence from the source, definitions or concepts), interpretation (comment on, (according to the source…, quote evidence from the source, definitions or
REMEDIATION explain, what do you think?), comparison of sources, usefulness, paragraph writing skills concepts), interpretation (comment on, explain, what do you think?), comparison
Essay writing skills: Analysing the question, write an introduction, developing a line of argument and of sources, usefulness, paragraph writing skills
conclusion linked to the question Essay writing skills: Analysing the question, write an introduction, developing a
line of argument and conclusion linked to the question

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
SBA (FORMAL Task 5: Source-based or essay task: Transformation Task 6: Standardised Test 2
ASSESSMENT

TERM 3: Have I covered and informally assessed all Term 3 source-based and essay topics?
CONTENT
COVERAGE
Topic 5: Colonial expansion after 1750
• British take control of the Cape Yes No Comments Teacher signature: ____________________________
• The Zulu kingdom and the colony of
Natal
Date: ______________________
• Cooperation and conflict in the
highveld
Topic 6: South African War and Union
HOD/DH signature: _______________________________
• Background to the South African War:
Mining capitalism
• South African War from 1899 to 1902
• Role and experiences of women in the Date: _________________________________
war
• Role and experiences of black South
Africans in the war District/sub district monitor: _________________________________

Date: ____________________

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2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10

2023/24 ANNUAL TEACHING PLANS: HISTORY: GRADE 10 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6-10

CAPS TOPICS Topic 7: The Native Land Act of 1913 REVISION FOR SOURCE-BASED REVISION FOR ESSAY Task 7
• Economic and social impact – Sol Plaatje QUESTIONS QUESTIONS One three (3) hour paper
• The precursor of Apartheid pattern • Analyse sources • Analysis of question Total marks = 150
• Phrasing of level 1,2 and • Introduction linked to Learners must answer three (3) questions
CONCEPTS, Skills: Working with source: Extraction (according to the source…, quote evidence from the source, definitions or concepts),
3 questions question - One essay (50) +
SKILLS AND interpretation (comment on, explain, what do you think?), comparison of sources, usefulness, paragraph writing skills
• Approach to source- • Using relevant
VALUES Essay writing skills: Analysing the question, write an introduction, developing a line of argument and conclusion linked to the - One source-based (50) +
• based questions evidence to develop a
question line of argument - Source-based OR essay (50)
• Paragraph writing
• Conclusion linked to Section A: Source-based questions
REQUISITE PRE- Colonial Conquests Conflict between races introduction and 1. Colonial Expansion: Britain takes
KNOWLEDGE question control of the Cape
2. South African War & Union:
RESOURCES www education gov za/telematics/ South African History Online/other LTSM Background to The South African War
(OTHER THAN http://tiny cc/97jjfz 3. South African War & Union: The South African War 1899 –
TEXTBOOK) TO http://tiny cc/0bkjfz 1902 OR
ENHANCE The Native Land Act of 1913
LEARNING Section B: Essay questions
INFORMAL Activities using past papers should include: Working with source: Extraction (according to the source…, quote evidence from the 4. Colonial Expansion: The Zulu Kingdom OR cooperation and
ASSESSMENT source, definitions or concepts), interpretation (comment on, explain, what do you think?), comparison of sources, usefulness, conflict on the Highveld
REMEDIATION paragraph writing skills 5. South African War & Union:
Essay writing skills: Analysing the question, write an introduction, developing a line of argument and conclusion linked to the 6. Background to the South African War
question 7. South African War & Union: The South African War (1899 -
1902) – End of War

FORMAL Final examinations

ASSESSMENT