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SOURCE A : Assessment of knowledge and understanding
1. (a) Salga represents the_______________ class. /1/
(b) Samwu represents the working class; according to the source they work for the ________________ /1/
(c) The conflict deals with “wage increases”, which means that the___________
want more __________/2/
(d) The work (labour) of municipal workers is to, e.g. _________________/1/
(e) Salga is dissatisfied because the Samwu strikers are guilty of:
“ littering ” , “ damage to property ” and “ violence ”.
Explain these concepts without using the words used in the source!!
Littering is when _______________________/1/
‘An example of damage to property during a march is when
__________________________________/2/
Violence can break out when the police _________/2/
[LO 3.1, 3.6]
Note 2:
You have now read a description of a modern conflict situation. Today people try to bring about change in a peaceful manner. While you collect information on the French Revolution, you must evaluate the TYPE of sources that you obtain. Visit the town library if your school does not have a library. Educators usually also have a collection of books. If you do not ask, you will not know.
Step 1: Look at the table of contents, the main headings and the pictures in the book. You are now looking for an aspect/part of the French Revolution that interests you . Look at the questions that follow and mark those in which you are interested. Write down your own ideas.
(a) Why did the nobility not realise in time that the conflict was coming?
(b) Why did the working class struggle to organise itself into an effective resistance movement?
(c) Would better communication (e.g. telephones) have made a difference?
(d) Are the reasons for the uprising still valid today?
(e) How do our Human Rights (see Source C) compare with the rights that normal people had in France at that time?
(f) What role did women play in the Revolution?
(g) What role did children play in the Revolution?
(h) Why was there so much bloodshed? OR
(i) Did poverty cause the uprisings?
(j) What part did the writings of the time (propaganda) play in the incitement of the masses?
(k) What was the influence of the French Revolution on other parts of the world, e.g. South Africa?
(l) What influence did the reaction of neighbouring countries to the violence during the revolution have on the French Revolution?
(m) Do you think that Napoleon Bonaparte was a hero?
(n) Do you think that the guillotine was a suitable apparatus for carrying out the sentence on those sentenced to death?
Step 2: The above questions will help you when you gather information for your project. Make notes on the information, keep careful records of your sources and use these for your project!
[LO 1.1, 1.2, 1.4, 1.5]
| Learning outcomes(LOs) |
| LO 1 |
| Historical Enquiry The learner will be able to use enquiry skills to investigate the past and present. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 continues to identify and select a variety of historical and archaeological sources relevant to an inquiry [finds sources]; |
| 1.2 evaluates the sources used (e.g. “Who created the source?”, “Is it reliable”, “How useful is the information?”) [works with sources]; |
| 1.3 interprets graphical and statistical sources [works with sources]; |
| 1.4 presents an original idea as part of an answer to questions posed [answers the question]; |
| 1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources (including extended writing, artwork, graphics and drama); uses information technology where available and appropriate [communicates the answer]. |
Learning outcomes (LOs)
LO 2
Historical Knowledge and Understanding
The learner will be able to demonstrate historical knowledge and understanding.
Assessment standards(ASs)
We know this when the learner:
2.1 begins to make links between historical events and processes in different contexts in the same period [chronology and time];
2.2 recognises that causes and effects of effects vary in importance [cause and effect];
2.3 explains charges in a wider historical and environmental context [change and continuity].
LO 3
Historical Interpretation
The learner will be able to interpret aspects of history.
We know this when the learner:
3.1 examines historical interpretation by asking relevant questions about the author of an historical source [source interpretation];
3.2 identifies and gives reasons for the different ways that the past is represented and interpreted [source interpretation];
3.3 explains why history is not objective or neutral [source interpretation];
Source A: The summary test out of 10: MEMO
1(a) ruling /1/ 1(b) municipality /1/ (c) labourers/workers/cleaners
1(c) money/salary /2/ 1(d) sweep the streets /remove garbage bags / any /1/
1(e) littering: throwing garbage around /1 damage to property: damaging property / breaking windows / climbing onto the roof of a car / any 2/ violence: strikers who attack /1/ the police / each other / bystanders /1/ Total. /10/
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