HISTORY@ MHS

GET Workshop 2023

Milnerton High School

Trudy Pentz
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 CONTENTS

1. Getting that content across

Teaching strategies Page 3

2. Skills! Skills! Skills!

Answering assessment questions Page 4

3. CAPS 2020
What has changed? Page 11

4. The nitty and gritty

Setting assessment tasks Page 11

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1. GETTING THAT CONTENT ACROSS

1.1 Teaching History does not have to be boring and to grab your learners’ attention, you
need to be innovative and have various teaching methods to suit the mixed learning
styles of your classes.

1.2 Do not overload the learners with content – focus on the bare bones. Learners need to
be able to answer the following questions:

1. WHEN DID IT HAPPEN?

2. WHERE DID IT HAPPEN?
3. WHO WERE THE ROLE PLAYERS?
4. WHAT HAPPENED?
5. WHY DID IT HAPPEN?
6. WHAT WERE THE RESULTS / CONSEQUENCES / IMPACTS OF THE EVENT?

1.3 Plan your lessons effectively. Good preparation means effective lessons which means
interested learners! Do not rely on the power points as your lessons preparation.

1.4 Time management – you don’t need to teach for a full 40 minutes! Leave 10 – 15
minutes for a fun activity

1.5 Traditional “chalk and talk” is still a must, but spice it up with fun, interactive lessons
that are designed to:

- introduce new content

- analyse sources
- revise learnt content
- develop higher order thinking skills

Some examples of interactive lessons that I have used:

* Dramatic skits / History Bombs / Song writing: effective revision tool

* Hitler is accused of Human Rights Abuses! Courtroom drama: synthesis, analysis

and formulation of knowledge.

* Treasure Hunt: introduction of new content and revision of learnt content

* What was it like? “Real life” scenarios, for example, French Revolution class
system

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 * Crosswords / word searches

* Panel and forum discussions

1.6 Make use of visual aids BUT showing a video / clip / documentary MUST NOT be a
passive activity. This must be accompanied with a worksheet.

Five Minute Activity!

Design a fun activity for a Grade 9 class. The activity must:

1. revise the content of “Dealing with Oppressive Systems” – either the TRC or
Nuremburg Trials
2. Take 25 minutes to prepare and 5 minutes to deliver
3. be designed for a group of 4 or 5

You have 5 minutes to design this activity

2. SKILLS! SKILLS! SKILLS!

2.1 Teaching content alone is not enough for learners to reach their potential and perform
at their best. Teaching the skills required to answer the questions is very important.

2.2 Every child can learn – even at their own pace – but not every child can master the
skills required to answer questions. There are several common factors of poor
performance that we identify among poor performing learners:

2.2.1 they do not read with understanding. This could be due limited vocabulary, poor
comprehension skills
2.2.2 they do not know what the question requires them to do. This could be due to
not knowing how to write an essay, how to answer different types of questions,
or what the verbs of the question mean

Solutions:
- use simple terminology or add in synonyms – questions and sources
- expose learners to the different types of questions
- provide them with explanations of the verbs
- teach and practice answering source-based, paragraph and essay questions.
- use a standardised template (as far as possible) for source-based questions

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2.3 Spend a minimum of ONE lesson per cycle on Skills Acquisition building up to the
control tests / examinations.

2.4 Source-based questions

2.4.1 Use the powerpoint “How do we know what happened in the past?” to introduce
source-based assessment.
For the photographs, ask the learners what information they can gather – this is at
face value. For example:

- there are 2 people

- the 1 is older
- they are African people
- they are different genders

Then ask them HOW they came to these answers. They should respond with answers
such as:
- they see 2 bodies / 2 pairs of feet
- the person on the left is bigger
- their skin colour is dark
- the person of the right is wearing a dress

By the 4th picture, you should be able to ask them questions such as:

What does the fact that it is a black and

white photo tell you? (it was taken a long
time ago before colour photographs)
Why do you think the photograph was taken?
(to show people what was happening)

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2.4.2 Show them the different Levels of questions and what type of questions can be asked
under each level.
(see Test and Exam Setting guidelines)

2.4.3 Create a power point on answering History Assessment Tasks to introduce the
learners to:
- different types of sources and questions (source-based)
- paragraph questions
- essay writing

2.4.4 Show them the list of verbs that can be used under each Level. The highlighted ones
are the ones the history department use. (See amended CAPS handout)

2.4.5 Give them plenty of examples to practise answering questions. When you mark the
examples, explain where they went wrong.

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2.5 Paragraph writing

2.5.1 This skill requires the learner to make use of the sources (in the test / exam paper)
and their own knowledge to write a paragraph.

2.5.2 Show them the format of the paragraph.

2.5.3 Show them how to extract points from the sources – they must explain the points in
their own words.

2.5.4 Show them how to add their own knowledge, i.e. what they have learnt

2.5.5 Show them a memo / marking guideline of a paragraph and the rubric

Example!
Question 1: What was it like for a soldier fighting during WW 1?

1.14 Using evidence from the sources and your own knowledge, write a
paragraph describing what it was like for a soldier fighting during World War
1. Your paragraph should be about 8 lines long.

SOURCE 1B
An extract from a letter written by Lieutenant Bernard Pitt, a British soldier, on Christmas Day
in 1915. He describes what fighting in the trenches was like.
Source: People and Places, Grade 8

What is life like in the trenches, well, muddy and cramped, and filthy.
Everything gets covered in mud, you can’t wash, for water has to be
fetched for a mile. There is no room…and you sleep huddled together,
unable to stretch. All day long shells and rifle bullets go banging and
whistling, and from dark to midnight the Huns fire rifle-grenades and
machine-guns at us.

- conditions were terrible: wet and muddy, not enough space

- constant fighting

It was very difficult for soldiers fighting during World War 1.

(Topic sentence)
Many young men felt that fighting in the war would be a glorious experience and the right
thing to do for their country. (1) However, conditions at the front made life very difficult. For
most of the war, soldiers fought in trenches that were often wet and muddy from constant
rain. (2) This resulted in soldiers getting trench foot. (3) Soldiers did not have enough space

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to sleep.(4) Later, soldiers faced the dangers of chemical weapons.(5) Besides the dangers
of fighting, the trenches were filled with large rats that ate the soldiers’ food and fed on the
dead corpses.(6)
(main points)
The conditions on the front made life miserable for soldiers fighting during World War 1.
(concluding sentence)

Marking guideline

1.14 L3: (analysis and synthesis – easy)

Points to mention:
 Many young men thought it was glorious to go off to war (A)
 Conditions in the trenches were miserable (B)
 Fighting occurred most of the time (B)
 Chemical weapons caused horrible deaths (D)
 Suffered from trench foot (own knowledge)
 Large rats that ate food and corpses (own knowledge)
 Dangerous running across no man’s land (own knowledge)
 Any other relevant response

Level 1  Uses evidence in an elementary manner e.g. shows

little or no understanding. Uses evidence partially to MARKS: 0-2
report on topic or cannot report on topic.
Level 2  Evidence is mostly relevant and relates to a great MARKS: 3-5
extent
to the topic. Uses evidence in a very basic manner.
Level 3  Uses relevant evidence e.g. demonstrates a
thorough understanding MARKS: 6-8
 Uses evidence very effectively in an organised
paragraph
that shows an understanding of the topic.

2.6 Essay writing

2.6.1 It is a skill to require a good History essay – this skill must be taught to the learners.

2.6.2 Steps in teaching essay writing:

a) Show them the structure: introduction, main body, conclusion

b) Introduction: what is the purpose of an introduction? How to write an introduction (use
the template below first until the learners can write their own introduction)
c) Main body: introduce the learners to the PEEL method
d) Conclusion: what is the purpose of a conclusion? How to write a conclusion (use the
template below first until the learners can write their own conclusion.)

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e) Show the learners how to unpack an essay question, plan their essay and develop a
line of argument.

Example!

The discovery of gold brought great wealth to the Transvaal government, but it had a
negative impact on the lives of Africans.

Is this statement true?

Unpacking essay question:

Focus of question: discovery of gold

Negative impact on Africans

Planning of essay:
(use template below)

Point Point Point

African men were exploited Conditions were terrible on Life was difficult on the
the mines reserves
Evidence
Worked long hours
Were paid little
Compounds were over-
crowded
Were not allowed to leave the
compounds
Explanation Explanation Explanation
Living and working conditions
were difficult

Write the introduction:

(template)

Step one: stance and refer to question [true / not true]

Step two: reasons [because]
Step three: orientation [This essay]

It is true / not true..........................(event – focus of question) because.................(reasons)

This essay examines.....................(re-state focus of question).
It is true that the discovery of gold had a negative impact on the lives of Africans in South
Africa because African men were forced to provide cheap labour for the gold mines under

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terrible conditions. African women and children also experienced poverty living in the
reserves. This essay examines the negative impact of the discovery of gold on Africans.

Write the main body:

Each point (essay plan) is a paragraph.

Use the PEEL method

POINT: Men who worked on the mines found life to be very difficult.

EXPLANATION: The living conditions were appalling as well as the conditions under
OF POINT which they worked.

EVIDENCE: The compounds in which they lived were often over-crowded and so the
men had no privacy nor very little space for their possessions. They
worked long hours deep under the ground. Often they were in danger of
being caught in rock falls.

LINK: Thus the discovery of gold and diamonds had a negative impact on
African men.

Write the conclusion:

(template)

Step one: stance [reinforce stance]

Step two: reasons [because]
Step three: orientation [This essay]

Therefore, it can be argued that ............................(event – focus of question)

because ............ (reasons). This essay examined ...........(re-state focus of question)

Therefore, it can be argued that the discovery of gold negatively impacted the lives of
Africans in South Africa because Africans lived and worked under terrible conditions on the
mines and on the reserves. This essay examined the negative impact of the discovery of
gold on Africans.

3. CAPS AMENDMENTS
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3.1 Changes to format and mark allocation, especially in examinations. (see CAPS
amended handout)

4. SETTING THOSE ASSESMENT TASKS

TEST AND EXAM SETTING GUIDELINES: HISTORY DEPARTMENT
Adapted from a WCED workshop presented by Bridget Tobin (Curriculum Advisor)

Please follow these guidelines when setting your tests and exams.

Important points to remember:

4.1 Assessment tasks should be fair and generate a fair spread of results and should
reflect a standard that is fair to learners who deserve a pass.

4.2. Assessment tasks should:

4.2.1 be professional
4.2.2 be well-formatted and follow a sequence of questions – L1, L2, L3 + a
paragraph / Essay.
4.2.3 Error-free – both grammatical and content
4.2.4 Reinforce good learning practices
4.2.5 be of an appropriate standard wrt the level of language used.
4.2.6 be credible – based on the content taught / established after an analysis of
the learners’ responses to the levels of the questions.

4.3. Use of previous test / exam papers:

4.3.1 Past papers MAY NOT be used as is. Reasons for this are:-
a) Learners have access to these tests / exams via the library or use as revision
/ practice worksheets.
b) It is unprofessional not to set your own test. Only you will know what skills and
content your want to examine.
c) It constitutes plagiarism if you place your name as the examiner on a test
which you did not set.
4.3.2 You may however, make use of sources from several tests / exams if they
satisfy your overall key question.

4.4 Do not give your learners the essay topic prior to the test or exam. This is
considered professional misconduct. Give them topics to practice but not the
same topic.
Format of Tests and Exams:

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4.5. Grade 8

4.5.1 Tests / Exams format

Control Tests

Question no.: Type of question Term content Marks

1. Source-based 27
Paragraph Term 1 / Term 3 8

TOTAL 50
Exams

Question no.: Type of question Term content Marks

1. Source-based 27
Term 2
Paragraph 8
2. Source-based 20
Term 4
Essay 20
TOTAL 75

4.5.2 Source-based questions

- A key question must be indicated to guide the learners on the focus of the
question.
- set your questions according to the break down in the table

Cognitive Level Exam (27 marks) Exam (20 marks)

(Question 1) (Question 2)
Level 1 (easy / moderate) 11 marks 9 marks
(41%) (45%)
Level 2 (easy / moderate) 14 marks 11 marks
(52%) (55%)
Level 3 (easy) 2 marks
(7%)

4.5.3 Essay question

– will require the learners to explain / discuss whether a statement is true or untrue
- will focus on content, structure and line of argument. Use the GET rubric

4.5.4 Sources – 4 sources (2 written and 2 visual).

- language must be accessible to learners
- written sources must be a maximum of 15 lines in length.
- visual sources must be clear
- must relate to key question.
- must tell a story relating to the key question
- must be properly contextualised / referenced

4.6 Grade 9

4.6.1 Tests / Exams format

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 Control Tests

Question no.: Type of question Term content Marks

1. Source-based 27
Term 1 / Term 3
Paragraph 8
TOTAL 50
Exams

Question no.: Type of question Term content Marks

1. Source-based Term 2 27
Paragraph 8
2. Source-based Term 4 20
Essay 20
TOTAL 75

4.6.2 Source-based question

- A key question must be indicated to guide the learners on the focus of the
question.
- set your questions according to the break down in the table

Cognitive Level Exam (27 marks) Exam (20 marks)

(Question 1) (Question 2)
Level 1 (easy / moderate / difficult) 10 marks 9 marks
(37%) (45%)
Level 2 (easy / moderate / difficult) 13 marks 11 marks
(48%) (55%)
Level 3 (moderate / difficult) 4 marks
(15%)

4.6.3 Essay question

- will require the learners to agree or disagree with a statement.
– focus on content, structure and line of argument. Use GET rubric.
4.6.4 Sources – 2 sources (2 written or 1 written and 1 visual).
- language must be accessible to learners
- written sources must be a maximum of 15 lines in length.
- visual sources must be clear
- must relate to key question.
- must tell a story relating to the key question
- must be properly contextualised / referenced

4.7 General

4.7.1 give clear instructions.

4.7.2 ask clear and concise questions
4.7.3 be specific – do not expect the learners to read between the lines.
4.7.4 reduce excessive amount of words
4.7.5 use subject specific and commonly used words.
4.7.6 avoid ambiguity

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4.7.7 use appropriate level of language
4.7.8 ensure that question and mark allocation are aligned.

4.8 Three Cognitive levels

.4.8.1 Level 1

Easy – e.g. List the countries that colonised Africa.

Moderate – e.g Britain and France were two countries that colonised
Africa. Name one other country that colonised Africa.

Difficult – e.g. Provide a definition for the term “colonisation”.

4.8.1 Level 2

Easy – e.g. Explain the reasons for colonisation as stated in the

source.

Moderate – e.g. Using your own knowledge, discuss why the Berlin
Conference took place?

Difficult – e.g. Why did the author feel that colonisation had a negative
impact on Africa?

4.8.3 Level 3

Easy – e.g. What similar reasons for colonisation are given in source
1A and source 1B?

Moderate – e.g. To what extent is this source useful / reliable / biased?

Comment on / explain the effectiveness of this poster as
an example of propaganda.

Difficult – e.g. Using the sources and your own knowledge, write a paragraph
explaining the reasons for the colonisation of Africa.

4.9 Setting the test / exam

Source-based question:

4.9.1 Check the assessment plan for subject area of test / exam.
Example: Nazi Racial Policy

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4.9.2 Decide upon a key question (source-based). This will guide you in choosing your
sources.
Example: How did Hitler’s racial policy impact on the lives of Germans?

4.9.3 Find your sources – keep in mind that you need 4 sources (grade 8) and 2
sources (grade 9) from which you need to set a minimum of 4 questions.

4.9.4 Use the test / exam template to set your assessment task. This will ensure that you
have the correct levels and that all tests / exams are of the same standard.

4.9.5 Remember that only Level 1 difficult; Level 2 and Level 3 questions can be 1X2 marks.

Essay question:

4.9.6 Write a statement that is clear, based on the area of content, and with the grade
appropriate qualifying statement (i.e. is this statement true / do you agree with this
statement)

4.9.7 When choosing the focus area of your essay, remember that the learners must have
enough factual knowledge to write a 1 ½ page essay.

Memorandum:

4.9.8 Set the memo as you are setting the test / exam. This will ensure that the
questions can be answered.
4.9.9 Must indicate the level of the question e.g. L1: extraction of evidence – easy

4.9.10 Have more than one possible answer for moderate / difficult levels. Use a bullet
format.

4.9.11 Paragraph questions must have several points that can be mentioned from
BOTH the sources and learners’ own knowledge. Always have the paragraph rubic at
the end.

4.9.12 Marking guidelines must be set out correctly i.e. synopsis, introduction, elaboration,
conclusion.

Example: Grade 9 June Exam 2018

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QUESTION ONE: HOW WERE HUMAN RIGHTS ABUSED DURING THE ARMENIA AND
RWANDAN GENOCIDES?

Study source 1A

1.1 Identify the country which carried out the worst genocide. [1X1]

1.2 Provide a reason from the source why the Armenian genocide
could be called a “religious genocide”.
[1X1]
1.3 With reference to the source, explain the reasons for the outbreak
of the Rwandan genocide? [2X1]
/4/

Source 1A A table showing a comparison between the Armenian and Rwandan

genocides.
(Source: HUMAN RIGHTS AND GENOCIDE: a Case Study of the First
Modern Genocide of the Twentieth Century
TARGET Armenians, Assyrians, Tutsis of Rwanda
GROUP Pontic Greeks
PERPETRATORS Ottoman Turkey Ethnic Hutu Militias
LEADER Talaat Pasha n/a
YEAR 1915-1918 1994
NUMBER OF
DEATHS Armenians: 1,500,000 800,000
Based on Pan-Turkic ideology, most Based on historic ethnic hatred,
of the non-Muslim population living Hutu extremists took advantage
SYNOPSIS within the Ottoman Empire was killed of Rwanda’s political turmoil and
and the rest forced into exile. Many began to indiscriminately kill all
victims were tortured and killed on a Tutsi civilians.
death march through the Ottoman
empire into the Syrian desert.
TARGET Armenians, Assyrians, Tutsis of Rwanda
GROUP Pontic Greeks
PERPETRATORS Ottoman Turkey Ethnic Hutu Militias
LEADER Talaat Pasha n/a
YEAR 1915-1918 1994
NUMBER OF
DEATHS Armenians: 1,500,000 800,000
Based on Pan-Turkic ideology, most Based on historic ethnic hatred,
of the non-Muslim population living Hutu extremists took advantage
SYNOPSIS within the Ottoman Empire was killed of Rwanda’s political turmoil and
and the rest forced into exile. Many began to indiscriminately kill all
victims were tortured and killed on a Tutsi civilians.
death march through the Ottoman

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 empire into the Syrian desert.

QUESTION TWO: THE HOLOCAUST

Write an essay of about 2 pages in response to the question below.

The destruction of an ethnic or religious group is considered to be a genocide if there is a

deliberate attempt to kill the majority or all of the members of the group.

Do you agree that the holocaust was a genocide? /30/

1.1 L 1: (knowledge and recall - easy)

- Turkey
[1X1]
1.2 L 2: (comprehension and understanding - easy)
- Muslim Turks were killing all non-Muslim groups in Turkey
[1X1]

1.3 L2: (comprehension and understanding – moderate)

- ethnic tension between Hutu and Tutsi
[2X1]
- Political instability within Rwanda
/4/

Question Two: The Holocaust

SYNOPSIS
Learners need to either agree or disagree with the topic. In their explanation they must define
the term ‘genocide’ and link this to the holocaust as well as explain the methods used during
the holocaust as evidence for their standpoint.

INTRODUCTION
Learners need to take a standpoint and give brief reasons for their choice.

ELABORATION
 Define the term ‘genocide’ and link this to the holocaust
 Nazi plan to eradicate European Jews / final solution at Wansee Conference
 Einzatsgruppen – mobile killing units / responsible for killing 1 million Jews in Russia
 Gas vans
 Establishment of ghettos – horrible conditions led to 1000s of deaths
 Death camps – gas chambers
 Slave labour camps

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  Any other relevant response

CONCLUSION
Learners must conclude that the holocaust can be considered a genocide and restate the
reasons why very briefly. Total: 20

Moderation Process:

4.9.13 Step one – pre-moderation of the QP, memo and addendum. Moderator to
make changes on the paper.

4.9.14 Step two – examiner to make changes indicated by the moderator.

4.9.15 Step three – moderator to verify changes were made. Only then does the
moderator sign the pre-moderation forms.

4.9.16 Step four – examiner files moderated exam paper and moderation form.

4.9.17 Step five – moderation of the learners’ scripts by Subject Head and / or members
of the department.

Template for tests / exams

GRADE 8

Key Quesion:

1.1 Read source 1A (written source)

1.1.1 L1 – identify evidence from source 1A: easy

(2X1) (2)
1.1.2 L1 – recall knowledge source 1A: easy
(1X1) (1)
1.1.3 L2 – explanation of evidence source 1A: easy
(1X2) (2)
1.1.4 L2 – understanding of evidence source 1A: moderate
(1X2) (2)
/7/
1.2 Read source 1B (written source)

1.2.1 L1 – extract evidence from source 1B: easy

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 (2X1) (2)
1.2.2 L1 – recall knowledge source 1B: easy
(1X1) (1)
1.2.3 L2 – explanation of evidence source 1B: easy
(1X2) (2)
1.2.4 L2 – define historical concept 1B: moderate
(1X2) (2)
/7/
1.3 Study source 1C (visual source)

1.3.1 L1 – identify evidence from source 1B: easy

(2X1) (2)
1.3.2 L2 – explanation of evidence source 1B: easy
(1X2) (2)
1.3.3 L2 – application of knowledge source 1B: moderate
(1X1) (1)
/5/
1.4 Study source 1D (visual source)

1.4.1 L1 – extract evidence from source 1D: easy

(2X1) (2)
1.4.2 L2 – explanation of evidence source 1D: easy
(1X2) (2)
1.4.3 L2 – application of knowledge source 1D: moderate
(1X2) (2)
/6/

1.5 Using evidence from the sources and your own knowledge, explain
(....key question...) in a paragraph of about 8 lines. /8/

[30 marks]

GRADE 9

KEY QUESTION:

1.1 Read source 1A

1.1.1 L1 – define a historical concept from source 1A: moderate (1X2) (2)

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1.1.2 L1 – extract evidence from source 1A: easy (2X1) (2)

1.1.3 L2 – understanding evidence source 1A: moderate (1X2) (2)

1.1.4 L1 – select relevant evidence from source 1A: easy (1X1) (1)

1.1.5 L2 – explanation of evidence from source 1A: difficult (1X2) (2)

[9]
1.2 Refer to Source 1B – written and visual

1.2.1 L1 – select relevant evidence from source 1B: easy (1X2) (2)

1.2.2 L2 – explain evidence from source 1B: easy (1X2) (2)

1.2.3 L1 – extract evidence from source 1B: easy (1X1) (1)

1.2.4 L2 – interpreting evidence from source 1B: difficult (2X2) (4)

1.2.5 L1 – extract evidence from source 1B: easy (1X1) (1)

1.2.6 L2 – interpreting evidence source 1B: easy (1X2) (2)

1.2.7 L1 – extract evidence from source 1B: easy (3X1) (3)

1.2.8 L2 – interpreting evidence source 1B: difficult (1X2) (2)

1.2.9 L3 – comparison of evidence in Source 1B – moderate (1X2) (2)

[17]

1.3 Read source 1C

1.3.1 L1 – select relevant evidence from source 1C: easy (2X1) (2)

1.3.2 L1 – select relevant evidence from source 1C: moderate (2X1) (2)

1.3.3 L2 – explain evidence from source 1C: easy (1X2) (2)

1.3.4 L2 – interpreting evidence from source 1C: difficult (2X1) (2)

1.3.5 L1 – extract evidence from source 1C: easy (1X1) (1)

1.3.6 L1 – extract relevant evidence from source 1C: easy (1X1) (1)

1.3.7 L2 – interpreting evidence from source 1C: difficult (1X2) (2)

1.3.8 L1 – extract relevant evidence from source 1C: easy (2X1) (2)
[14]
1.4 Refer to sources 1A, 1B and 1C

1.4.1 L3 – using evidence from sources: difficult [8]

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TOTAL: 50 MARKS

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