UNIT 2 – ACTIVITY 1
Unit 2 discussion - possible answers. These are by no means perfect or model answers.
Try to give the best definition of the following concepts:
1. Social Sciences
It is the study of human society and social relationships as well as why people behave the way they do.
2. Geography
It is the study of people and how they interact with the physical environment.
Geography definition - a further note:
See study guide pg. 12 which quotes Wiegand (1993:1) as saying that geography emphasizes the relationship
between the earth and itsinhabitants, through the study of place, space and the environment.
3. History
It studies how different people react differently in different times to different environments.
The study guide (pg 13) quotes Jordaan et al [sa]:1 as saying that History is a record or description of the past,
with the past being understood in terms of time and space.
UNIT 2 - ACTIVITY 4
1. What are 5 important characteristics of school geography? See Hurry pages 2-3.
School geography studies
the features at a given place (e.g. region, town, river basin, ocean)
the spatial distribution and position of these features
the relationships between elements like relief and climate, climate and settlement
the environment holistically (using a wide variety of sources)
the changes in the features and relationships mentioned above
2. What are 5 elements for History? see Mathews, pages 2-5
the difference between facts, truth and interpretation - as a teacher you should always be aware
that facts are always interpreted and judged from the perspective of the historian and his background.
There can therefore be many interpretations of historical "facts".
History as a science - this is because historians have to use "organised, exacting, systematic and
rigorous" methods to find out about the past
History and morality - if society is to use History in order to prepare for a better future (e.g. not to make
the mistakes of the past), then some form of moral judgement on the past is unavoidable, without being
biased.
objectivity in History - it is difficult to be objective in historical interpretation because two historians
may each interpret the same event differently, or may select different facts to emphasize which will
result in a different interpretation. However, as long as historians use critical analysis in their
interpretation and do not turn it into propaganda, then the interpretation will contain some degree of
objectivity.
Causation in History - History is the study of cause and effect (by asking why people did what they did
in the past). The historian establishes a hierarchy of causes to explain what happened in the past
, UNIT 2 - ACTIVITY 5, STUDY GUIDE PAGE 16
What three broad categories do these sources acknowledge as contributing to a child's education?
1. Knowledge
2. Skills
3. Attitudes
CONTRIBUTION OF HISTORY FOR EDUCATION
Knowledge and understanding of cause and
effect:
develop awareness of change and continuity
investigate development of history
develop sense of chronology (time)
develop understanding of causation by encouraging search for explanation
develop understanding that History is a study based on the use of sources which leave room for opinion
judgements and speculation
development of History
Skills in:
using sources
analysis
evaluation
communication
synthesis
empathy
Attitudes and values that help to develop:
respect for how the past contributes to the present and future
objectivity
ability to make moral judgements
learners into worthy citizens
responsibility for their actions
firm principles and religious beliefs
UNIT 2 – ACTIVITY 7, 8, 9 & EVALUATION
Activity 7
1. Do you think it is wrong to overburden the Gr 5 child with memorisation of dates in History and
geographical facts in Geography?
Give your reasons.
According to Mathews et al (1992), pages 23 - 24, it is difficult for young children to grasp the
concept of time, therefore the memorisation of dates is inappropriate at that age. Learners at that
age understand sequence better, therefore activities with timelines are recommended instead.
According to the study guide (page 19), the grade 5 learner is just beginning to understand historical
dates, so would have difficulty.
Unit 2 discussion - possible answers. These are by no means perfect or model answers.
Try to give the best definition of the following concepts:
1. Social Sciences
It is the study of human society and social relationships as well as why people behave the way they do.
2. Geography
It is the study of people and how they interact with the physical environment.
Geography definition - a further note:
See study guide pg. 12 which quotes Wiegand (1993:1) as saying that geography emphasizes the relationship
between the earth and itsinhabitants, through the study of place, space and the environment.
3. History
It studies how different people react differently in different times to different environments.
The study guide (pg 13) quotes Jordaan et al [sa]:1 as saying that History is a record or description of the past,
with the past being understood in terms of time and space.
UNIT 2 - ACTIVITY 4
1. What are 5 important characteristics of school geography? See Hurry pages 2-3.
School geography studies
the features at a given place (e.g. region, town, river basin, ocean)
the spatial distribution and position of these features
the relationships between elements like relief and climate, climate and settlement
the environment holistically (using a wide variety of sources)
the changes in the features and relationships mentioned above
2. What are 5 elements for History? see Mathews, pages 2-5
the difference between facts, truth and interpretation - as a teacher you should always be aware
that facts are always interpreted and judged from the perspective of the historian and his background.
There can therefore be many interpretations of historical "facts".
History as a science - this is because historians have to use "organised, exacting, systematic and
rigorous" methods to find out about the past
History and morality - if society is to use History in order to prepare for a better future (e.g. not to make
the mistakes of the past), then some form of moral judgement on the past is unavoidable, without being
biased.
objectivity in History - it is difficult to be objective in historical interpretation because two historians
may each interpret the same event differently, or may select different facts to emphasize which will
result in a different interpretation. However, as long as historians use critical analysis in their
interpretation and do not turn it into propaganda, then the interpretation will contain some degree of
objectivity.
Causation in History - History is the study of cause and effect (by asking why people did what they did
in the past). The historian establishes a hierarchy of causes to explain what happened in the past
, UNIT 2 - ACTIVITY 5, STUDY GUIDE PAGE 16
What three broad categories do these sources acknowledge as contributing to a child's education?
1. Knowledge
2. Skills
3. Attitudes
CONTRIBUTION OF HISTORY FOR EDUCATION
Knowledge and understanding of cause and
effect:
develop awareness of change and continuity
investigate development of history
develop sense of chronology (time)
develop understanding of causation by encouraging search for explanation
develop understanding that History is a study based on the use of sources which leave room for opinion
judgements and speculation
development of History
Skills in:
using sources
analysis
evaluation
communication
synthesis
empathy
Attitudes and values that help to develop:
respect for how the past contributes to the present and future
objectivity
ability to make moral judgements
learners into worthy citizens
responsibility for their actions
firm principles and religious beliefs
UNIT 2 – ACTIVITY 7, 8, 9 & EVALUATION
Activity 7
1. Do you think it is wrong to overburden the Gr 5 child with memorisation of dates in History and
geographical facts in Geography?
Give your reasons.
According to Mathews et al (1992), pages 23 - 24, it is difficult for young children to grasp the
concept of time, therefore the memorisation of dates is inappropriate at that age. Learners at that
age understand sequence better, therefore activities with timelines are recommended instead.
According to the study guide (page 19), the grade 5 learner is just beginning to understand historical
dates, so would have difficulty.
