2.2 Resistance against british control  (Page 4/4)

4 . When a group of soldiers form a circle around a city and the people inside have to live without food or water or supplies.

5 . A society/congress formed by a group of people that does the same work, so that they can act together when they experience problems.

Revision activity 3:

[lo 1.5]

The group must decide what information (from any reading) should be selected

• for the next exercise.

1) Every group member compiles five questions. Write them down.

2) Exchange your questions with at least two other group members.

3) The group members also write down the correct answers.

4) The compiler of the questions marks all the answers.

5) Please check that the other learner’s marks are written down.

MARKS : ------------------

. Questions answered by : --------------------------

Marks out of 5 : -----------------------

Assessment

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].

LO 2

Historical knowledge and understanding

The learner will be able to demonstrate historical knowledge and understanding.

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 the cause and effects of events vary in importance [cause and effect];

2.3 explains changes 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];

3.3 explains why history is not objective or neutral [source interpretation];

3.4 recognises that sense of identity may influence the events in the past are interpreted [influence on interpretation];

3.5 describes main features and uses of material remains of the past in a given context [representation of the past];

3.6 explains the importance of conserving our natural and cultural heritage (e.g. objects, buildings, heritage sites) [representation of the past].

Memorandum

Reading 2

Possible MEMO

1. The women supplied shelter, food and provisions to the Boer commandos. Any example. They, for instance, manufactured their own cartridges.

2. When General French arrived at Kimberley, Cronje was surrounded by French’s troops from the outside and attacked from inside by besieged soldiers.Any plan; calling on the Black population for help. Any adventurous plan for sneaking away.

3. A small fort built in a strategic place, so that the guards inside it would be protected. The drawing should show the holes for taking aim and shooting with guns.

Activity4:

(SOURCE1)

• This activity comprises an exercise in insight and can only be used effectively by learners who are able to grasp the idea of resistance and can work individually. The ability to consider both sides of an issue is an advanced skill. Please approach this activity as you see fit. Do make use of the assessment grid from revision activity 1 or adjust the categories used in it to meet the needs of your class.

Revision Activity 1:

• Open answers

Revision Activity 2:

MEMO for the explanations of concepts

• joiners, repatriation, segregation, besiege/occupy, trade union /5/

/ 10 /

Revision Activity 3:

• Questions set by learners who have drawn up very good questions can be used for the whole class. Set a good example by respecting the copyright act and obtaining prior permission for using the questions from the learner, and by discussing appropriate remuneration with the learner.