2024 National Recovery Annual Teaching Plan - History - Gr 10

2024 National Recovery ATP: Grade 10 – Term 1: HISTORY

PLEASE NOTE: THE BREAKDOWN OF CONTENT SERVE AS A GUIDE TO CONTENT FOCUS
TERM 1
46 (48) days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
17 - 19 Jan 22 – 26 Jan 29 Jan - 02 Feb 05 - 09 Feb 12 - 16 February 19 - 23 February 26 Feb – 01 March 04 Mar - 08 March 11 - 15 March 18 – 20 March
(3 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (3 days)

CAPS TOPIC 1: World Around 1600: Topic 2: European Expansion and Plan Heritage Project Heritage Skills:
conquests during the 15th to 18th  Concepts
 What is meant by  Debates around
centuries:  Working with source: extraction (according to the
COMPULSORY Heritage and public heritage issues
source…/ quote evidence from the source,
America: Spanish conquest representations? and the way in
definitions or concepts), interpretation – comment
OR  Memory and Oral which the past is
Songhai: An African Empire in the 15th and 16th centuries on…, explain…, what do you think), comparison
histories as Heritage represented
(around 1340 to 1591) Africa: Portugal and the destruction of the of sources, usefulness, paragraph writing skills.
 The Importance of the
 The Songhai Empire under Sonni Ali: government Indian Ocean Trade
conservation of  Heritage topic
OR  Essay writing skills: Analysing the question, write
and society heritage sites, given to learners an introduction, developing a line of argument
 Travel and trade in Songhai at the height of its power The Dutch East Indian Company. monuments, and
and conclusion linked to the question
memorials
(Arab, Italian and Jewish merchants at Timbuktu);
 Learning and culture; and Each of the case studies include:
 Fall of the Empire: Moroccan invasion of 1591. SOURCE-BASED FOCUS The following tasks should have been completed by
 The processes of conquest and the end of Term 1:
AND ANY ONE OF THE FOLLOWING TWO TOPICS
Colonialism Task 1: Source-Based OR Essay (50 marks)
 How colonisation led to the practice Songhai
Ming (China): a world power in the 14th and 15th centuries (1368
of slavery Time: 1 hour
to 1644):
ESSAY FOCUS
ESSAY FOCUS
 The impact of slave trading on
 The Ming dynasty: government and society
CAPS  Travel and trade: ship building, navigation societies; and Standardized Test 1: Source-Based and Essay
Topics (compass), Chinese mariners mapping the world  The consequences on the
indigenous societies and in the (100 marks)
trade and influence along the Asian sea routes
world
treasure fleet expeditions of Zheng He from 1405 to 1433 Time: 2 hours
SOURCE-BASED FOCUS
Section A:
 Scientific and cultural achievements of the Ming dynasty; and
 China looks inwards after 1433. Source-based Questions
OR Question 1 and 2
Mughal (India) 1526 to 1858 China OR India OR European Expansion
ESSAY FOCUS Section B:
 The Mughal Empire: government and society Essay Questions:
 Trade in the Indian Ocean and Islamic world Question 3 and 4:
 Astronomy and technology (seamless celestial globe)
China OR India OR European Expansion
SOURCE-BASED FOCUS
 Architecture in the 16th and 17th centuries: the Taj Mahal;  Cognitive levels
and  Lower order – 40 %
 Britain and the end of the Mughal Empire.  Middle order- 40%
 Higher order- 20%
N.B. There is a choice between Ming (China) and Mogul (India).
Songhai is compulsory
Concepts : Dynasty / Peasants/ Decrees etc. Concepts:
Concepts, skills and Skills: Working with source: extraction (according to the source…/ Colonialism / Slave Trade, Expansion, Preparation for Heritage Assignment
values quote evidence from the source, definitions or concepts), interpretation conquests etc. Consolidation of Skills needed for the Heritage
– comment on…, explain…, what do you think), comparison of Skills: Working with source: extraction Assignment
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2024 National Recovery Annual Teaching Plan - History - Gr 10

sources, usefulness, paragraph writing skills (according to the source…/ quote evidence
Essay writing skills: Analysing the question, write an introduction, from the source, definitions or concepts),
developing a line of argument and conclusion linked to the question interpretation – comment on…, explain…,
Values: Human Rights, Dignity, Unity, Justice what do you think), comparison of sources,
usefulness, paragraph writing skills
Values: Human Rights, Dignity, Unity, Justice
Requisite pre-knowledge Empires / Kingdoms Colonialism and expansion

Resources to enhance  Text book/s

learning  www.education.gov.za / Telematics / South African History Online/ other LTSM / Provincial Education websites

RECOMMENDATION: THREE INFORMAL TASKS AS PER CAPS IN PREPARATION FOR THE FORMAL Preparation for Heritage Assignment Consolidation: Revision
ASSESSMENT TASK Consolidation of Skills needed for the Heritage
Informal activities should include the following: Assignment
Informal Assessment Understand the content covered / working with sources (understanding the information in sources,
Remediation
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 Task 2: Standardized
Revision of source-based and
Assessment) Task 1: Source-based Task or Essay Task: The World around 1600 Test 1 = 100 Marks:
essay writing skills
Have I covered and informally assessed all term 1 source-based and essay topics?

TOPIC 1: WORLD AROUND

1600 Teacher Signature: ____________________________
Yes No Comments
 Songhai
(Compulsory) Date: ______________________
 Ming (China) or India
(Choice)
DH / SH Signature: _______________________________
TOPIC 2: EUROPEAN
EXPANSION
Date: _________________________________
TERM 1 CONTENT
COVERAGE  America: Spanish
Conquest
District/Sub District Monitor: ______________________________
 Africa: Portugal and
the destruction of the
Indian Ocean Trade.
Date: ______________________
 The Dutch East India
Company

2024 National Recovery ATP: Grade 10 – Term 2: HISTORY

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2024 National Recovery Annual Teaching Plan - History - Gr 10

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
TERM 2 03 – 05 Apr 08 - 12 Apr 19 – 19 April 22 – 26 April 29 April - 03 May 06 - 10 May 13 – 17 May 20 – 24 May 27 – 31 May 03 - 07 June 10 – 14 June
(53 days) (3 days) (5 days) (5 days) (5 days) (4 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days)
Topic 3: French Revolution (Source-based and Essay) Topic 4: Transformations in southern Africa after 1750
(Source-based and Essay)
FRANCE IN 1789:
SOURCE-BASED FOCUS WHAT WAS SOUTH AFRICA LIKE IN 1750?
Causes of the French Revolution
Political changes from 1750 to 1820 The following tasks should have been completed by the
 What is a revolution? end of Term 2:
 The conditions in France that made a revolution SOURCE-BASED FOCUS
probable by 1789. (ONE Case Study to be taught)
 Casting off the ancient regime:  Expansion of southern Tswana chiefdoms (Tswana TASK 3: Heritage (50 marks)
 the new ideas of liberty, equality, fraternity and kingdom)
individual freedom; and the meaning of these in  The rise of Ndwandwe kingdom under Zwide (Zulu
kingdom) TASK 4: Standardized Test 2
the context of the late 18th century;
Total: 100 Marks
ESSAY QUESTION FOCUS Political revolution (1820 – 1835)  Revision and Time: 2 Hours
Course of the French Revolution: ESSAY FOCUS Consolidation Section A:
CAPS Topics  The significant events during the Revolution. (TWO Case Studies to be taught) of term 2
 The role of ordinary people in the Revolution.  In the east: break-up of the Ndwandwe kingdom and the Source-based Questions
topics
 The impact of the revolutionary ideas on the rest rise of the Zulu state and its consolidation under Dingane Question 1:and 2
of the world and Legacy of Shaka OR French Revolution OR a case study under political
 Rise of Ndebele kingdom under Mzilikazi changes (1750 – 1820)
 Rise of Basotho kingdom under Moshoeshoe (1820 – 1835) Section B:
 The role of Boer, Kora and Grigua raiders (broad outline)
 Other states and paramountcies: Gaza, Swazi, Pedi, Essay Questions:
Mpondo (broad outline) Question 3 and 4:
OR French Revolution OR A case study under political
LEGACY OF SHAKA (1820 – 1835) revolution (1820 – 1835)
 How has Shaka been remembered?
 How Shaka has been portrayed - past and present (or
representations of Shaka)
 Sources/evidence for our histories of Shaka; and
 Why was Shaka portrayed in this way?
Concepts: Revolution / Freedom / Equality / Brotherhood / Concepts: Mfecane / Transformation / Expansion Skills:
bourgeoisie / absolute monarch / 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
Skills: Working with source: extraction (according to the source…/ from the source, definitions or concepts), interpretation – comment on…, explain…, the source, definitions or concepts), interpretation – comment on…, explain…,
quote evidence from the source, definitions or concepts), what do you think), comparison of sources, usefulness, paragraph writing skills. what do you think), comparison of sources, usefulness, paragraph writing
Concepts, skills and values interpretation – comment on…, explain…, what do you think), Essay writing skills: Analysing the question, write an introduction, developing a line skills.
comparison of sources, usefulness, paragraph writing skills. Essay of argument and/ or conclusion linked to the question  Essay writing skills: Analysing the question, write an introduction,
writing skills: Analysing the question, write an introduction and/ or Values: Human Rights, Dignity, Unity, Justice developing a line of argument and conclusion linked to the question
conclusion linked to the question  Standardized Test: Source Based and Essay (100 marks)
Values: Equality / justice / dignity / unity  Cognitive levels
Oppression and Revolts and American Revolution. Mfecane / Difaqane / Transformations  Lower order – 40 %
Requisite pre-knowledge  Middle order- 40%
Chiefdoms/ kingdom
www.education.gov.za / Telematics / South African History Online/ other LTSM  Higher order- 20%
Resources (other than textbook)
to enhance learning
RECOMMENDATION: THREE INFORMAL TASKS AS PER CAPS IN PREPARATION FOR THE FORMAL ASSESSMENT TASK
Informal activities should include the following:
Informal Assessment Understand the content covered / working with sources (understanding the information in sources, analysing, interpreting, evaluating,
Remediation 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.

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2024 National Recovery Annual Teaching Plan - History - Gr 10

 SBA (Formal Task 4: Standardised Test 2 (100 marks)

 Task 3: Completion and submission of Heritage Presentations (50 marks)
Assessment

Have I covered and informally assessed all term 2 source-based and essay topics?

Topic 3: France in 1789 Yes No Comments

 What is Revolution? Teacher Signature: ____________________________

 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
 TERM 2 CONTENT southern Africa after 1750
COVERAGE  Political changes from Date: _________________________________
1750 to 1820: One Case
Study
 Batswana Chiefdom/ Zulu District/Sub District Monitor: ______________________________
Kingdom/ Basotho
Kingdom
 Political Revolution: Two Date: ______________________
Case Studies
 Legacy of Shaka

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 2024 National Recovery Annual Teaching Plan - History - Gr 10

2024 National Recovery ATP: Grade 10 – Term 3: HISTORY

TERM 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10: Week 11
(54 days) 09 – 12 July 15 - 19 July 22 – 26 July 29 July - 02 Aug 05 - 08 Aug 12 – 16 Aug 19 – 23 Aug 26 – 30 Aug 02 - 06 Sept 09 - 13 Sept 16 - 20 Sept
(4 days) (5 days) (5 days) (5 days) (4 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days)
Topic 5: Colonial expansion after 1750 Topic 6: South African War and Union (Source-based and Essay) The following tasks should have been
Source-based questions completed by the end of term 3
HOW DID COLONIAL EXPANSION INTO THE INTERIOR TRANSFORM SOUTH SOURCE-BASED FOCUS • Analyse sources
AFRICA? Background to the South African War: • Phrasing of level 1,2 Task 5: Source-Based OR Essay (50
SOURCE-BASED FOCUS  mining capitalism and 3 questions marks)
Britain takes control of the Cape  Influx of capital and development of mining companies and stock • Approach to source-
 Indigenous population driven out or drawn into labour force exchange as well as technologies based questions
 Changing labour patterns: ending of slave trade (1807) and ESSAY FOCUS • Paragraph writing
slavery (1834) at the Cape and control of labour  Emergence of classes: capitalists, the middle class and workers Task 6: Standardised Test 3
 Expanding frontiers and trade  Creation of racially divided industrial labour force – the legislation of Revision of Essay writing (100 marks)
 Boer response to British control: trekking into the interior job reservation and low black wages, creating structural insecurity for • Analysis of question
 Xhosa responses: co-operation and conflict, including cattle white workers and breeding racism • Introduction linked to Time: 2 Hours
Killing question
CAPS topics SOURCE-BASED FOCUS • Using relevant Section A:
ESSAY FOCUS (CHOOSE ONE SUB-TPOIC) South African War from 1899 to 1902 evidence to develop a Source-based Questions
The Zulu kingdom and the colony of Natal  South Africa on the eve of the war line of argument Question 1:and 2
 The need for controlled labour force: indentured Indian labourers (sugar), also  Britain increasing interest in South Africa with the discovery of • Conclusion linked to
labourers for railways and coal minerals introduction and Background South African War / South
 The Anglo – Zulu war  Political and economic struggle for control of the goldfields question. African War 1899 - 1902
OR ESSAY FOCUS Section B:
Co-operation and conflict on the Highveld  End of the war: peace negotiations
Essay Questions:
 the Boer Republics, and the Basotho kingdom under  Role and experiences of women in the war;
Moshoeshoe, as a case study  Role and experiences of black South Africans in the War; Question 3 and 4
Background of South African War /
South African War 1899 - 1902

Concepts: Colonialism / Indigenous populations / Frontiers Concepts: Boer Republics / Scorched earth policy Skills:
Skills: Working with source: extraction (according to the source…/ quote evidence Skills: Working with source: extraction (according to the source…/  Working with source:  Source based and essay (100
from the source, definitions or concepts), interpretation – comment on…, explain…, quote evidence from the source, definitions or concepts), interpretation extraction (according to marks)
what do you think), comparison of sources, usefulness, paragraph writing skills – comment on…, explain…, what do you think), comparison of sources, the source…/ quote
Values: Human Rights, Dignity, Unity, Justice usefulness, paragraph writing skills. Essay writing skills: Analysing the evidence from the source,
definitions or concepts),
question, write an introduction, developing a line of argument and interpretation – comment
conclusion linked to the question on…, explain…, what do
Concepts, skills and Values: Human Rights, Dignity, Unity, Justice you think), comparison of
values
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
 Republic
Colonialism/Indigenous population/Frontiers  Scorched earth policy
Requisite pre-knowledge

Resources (other than www.education.gov.za / Telematics / South African History Online/ other LTSM www.education.gov.za / Telematics / South African History Online/ other LTSM
textbook) to enhance www.education.gov.za / Telematics / South African History Online/ other
learning LTSM

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 2024 National Recovery Annual Teaching Plan - History - Gr 10

RECOMMENDATION: THREE INFORMAL TASKS AS PER CAPS IN PREPARATION FOR THE FORMAL ASSESSMENT TASK
Informal activities should include the following:
Understand the content covered / working with sources (understanding the information in sources, analysing, interpreting, evaluating, comparing and
Informal assess;
ascertaining the reliability, usefulness and limitations of sources / Paragraph writing skills (uses evidence and own knowledge to write a coherent
remediation
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 Assessment Task 6: Standardised Test 3

Task 5: Source-based or Essay Task: Transformation
Have I covered and informally assessed all term 3 source-based and essay topics?

Topic 5: Colonial Expansion

after 1750
 British take control of Yes No Comments Teacher Signature: ____________________________
the Cape
 The Zulu kingdom and
the colony of Natal Date: ______________________
 Cooperation and
conflict in the highveld
Topic 6: South African War and DH/ SH Signature: _______________________________
Union
 Background to the
South African War: Date: _________________________________
Mining capitalism
TERM 3: CONTENT  South African War from
COVERAGE 1899 to 1902 District/Sub District Monitor: ______________________________
 Role and experiences of
women in the war
 Role and experiences of Date: ______________________
black South Africans in
the war

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2024 National Recovery Annual Teaching Plan - History - Gr 10

2024 National Recovery ATP: Grade 10– Term 4: HISTORY

TERM 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 – Week 11

52 (54) days
01 - 04 Oct 07 - 11 Oct 14 - 18 Oct 21 – 25 Oct 28 Oct – 01 Nov 04 Nov– 11 Dec
(4 days) (5 days) (5 days) (5 days) (5 days) (28 days)

The Native Land Act of 1913 Task 7

REVISION FOR SOURCE- REVISION FOR ESSAY
CAPS Topics  Economic and social impact – Sol Plaatje BASED QUESTIONS QUEWSTIONS
 The precursor of Apartheid pattern One three (3) hour paper
• Analyse sources • Analysis of question Total marks = 150
• Phrasing of level 1,2 • Introduction linked to
and 3 questions question
Skills: Working with source: extraction (according to the source…/ quote evidence from the source,
• Approach to source- • Using relevant evidence Learners must answer THREE (3) Questions
definitions or concepts), interpretation – comment on…, explain…, what do you think), comparison of - One Essay (50) +
based questions to develop a line of
sources, usefulness, paragraph writing skills. Essay writing skills: Analysing the question, write an
Concepts, skills and introduction, developing a line of argument and conclusion linked to the question
• Paragraph writing argument - One Source-Based (50) +
values • Conclusion linked to - One other question (50)
introduction and
question
Section A: Source – based questions
1. Colonial Expansion: Britain takes
Requisite pre-
Colonial Conquests. Conflict between races control of the Cape
knowledge
2. Background to The South African
3. South African War 1899 – 1902 OR
Resources (other than
textbook) to enhance www.education.gov.za / Telematics / South African History Online/ other LTSM
The Native Land Act of 1913
learning http://tiny.cc/97jjfz http://tiny.cc/0bkjfz
Section B: Essay questions
RECOMMENDATION: THREE INFORMAL TASKS AS PER CAPS IN PREPARATION FOR THE 4. Transformation in southern Africa:
FORMAL ASSESSMENT TASK
Informal activities should include the following:
The Zulu Kingdom or conflict on the
Understand the content covered / working with sources (understanding the information in Highveld
Informal Assessment sources, analysing, interpreting, evaluating, comparing and ascertaining the reliability, 5. Background to the South African War
Remediation usefulness and limitations of sources / Paragraph writing skills (uses evidence and own 6. The South African War
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.

Formal Assessment
Final Examinations

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2024 National Recovery Annual Teaching Plan - History - Gr 10

Programme of Assessment: GR 10

TERM TASK MARKS TERM WEIGHTING SBA WEIGHTING

1 1. Source Based or Essay 50 40 10

2. Standardized Test 100 60 20

2 3. Heritage Assignment 50 40 20

4. Standardized Test 100 60 20

3 5. Source Based or Essay 50 40 10

6. Standardized Test 100 60 20

SBA MARK 100 (40%)

FINAL EXAMINATION 150 (60%)

SBA (40%) + EXAM (60%) = 100%

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