OAKHILL SCHOOL
HISTORY PHASE PLAN: FET
LEARNING OUTCOME 1: HISTORICAL ENQUIRY (Practical Competence)
The learner will be able to
PROGRESSION THROUGH THE PHASE
GRADE 12:
1. Formulate questions to analyse concepts for investigation within
the context of what is being studied.
2. Access a variety of relevant sources of information in order to
carry out an investigation.
3. Interpret and evaluate information and data from the sources.
4. Engage with sources of information, evaluating the usefulness of
the sources for the task, including stereotypes, subjectivity and
gaps in the available evidence.
KEY CONCEPT/UNDERSTANDING/SKILL BEING DEVELOPED BY THE OUTCOME
UNDERPINNING KNOWLEDGE, SKILLS, ATTITUDES AND VALUES TO
ENABLE DEVELOPMENT. (CONTENT AND CONTEXTS)
What was the impact of the Cold War in forming the world as it was in
the 1960s?
 USA/USSR – creating spheres of influence (Origins)
 What was the role of China
 Areas and forms of conflict: Vietnam, Cuba, Angola, Middle
East
 Case Study 2011/2012: The conflict in the Middle East.
 What role did the UNO and other multi-lateral organizations
like the OAU, Non-Aligned Movement (NAM) play in attempting
to mediate conflict?
[Skills for Paper 1: Working with Sources; source-based essay]
What forms of civil society protest emerged from 1960 – 1990?
 1960s: Civil rights, disarmament, student movements, peace
movements, Black Power Movement, Women’s Movements.
 1970s: Black Consciousness Movement in SA, apartheid SA and
Eastern Europe in the 1980s.
[Skills for Paper 2: Extended writing and Discursive essay writing]
What was the impact of the collapse of the USSR in 1989?
 On SA
 On Africa: reflection and re-imagining the nation in the 1990s –
a case study from central, West or North Africa
 On the dominance of the USA
[Skills for Paper 1: Working with Sources; source-based essay]
How did SA emerge as a democracy from the crises of the 1990s?
 The crisis of apartheid in the 1980s
 The collapse of apartheid in SA – coming together of internal
LEVEL OF ABILITY
1-7
and external pressures
How the crises were managed – conflict, compromise,
negotiation, settlement, elections.
 The GNU and the making of the new constitution
 Dealing with the past and facing the future
 New identities and the construction of heritage
[Skills for Paper 2: Extended writing and Discursive essay writing]

What do we understand by globalization?
 The global economy: new forms of capital (new poverty, new
wealth), neo-colonialism (the role of the IMF, the World Bank,
OPEC, multi-lateral organizations
 The information age
 Globalization of culture
[Skills for Paper 1: Working with Sources; source-based essay]
GRADE 11:
1. Identify issues within the topic under study and ask critical
questions about the issues.
2. Categorise appropriate/relevant sources of information provided
to answer the questions raised.
3. Analyse the information and data gathered from a variety of
sources.
4. Evaluate the sources of information provided to assess the
appropriateness of the sources for the task.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
The World in the 1850s:
 The impact of revolution
 Africa in the 1950s (briefly – America, Asia, Europe)
Imperialism:
 The Nature of Imperialism after 1850
 Impact of Imperialism
 Links between Imperialism and WW1.
 Entrenchment of ideas of race.
Responses to colonialism: In Africa.
Challenges to Capitalism:
 Russian Revolution, Lenin and Stalin
1-7


The Great Depression in the USA: 1920s boom, causes of the
depression, depression and The New Deal.
The impact of the Great Depression on Germany (background
from Versailles to Weimar) and the rise of Hitler and the Nazi
Party.
Scientific Racism and Eugenics: Racism in USA and under Nazi Germany.
Competing nationalisms and identities in Africa: Pan Africanism,
development of nationalisms and identities in South Africa.
How unique was Apartheid South Africa? (1948 – 1960)
 Segregation and apartheid
 Apartheid as a form of neo-colonialism
 The nature of resistance in the 1950s
 How did the government enforce apartheid?
 Apartheid compared: black experiences elsewhere in the 1950s.
How did the world change between 1850 and 1950?
GRADE 10:
1. Formulate questions within a topic under study.
2. Identify and select sources of information to judge their
usefulness for the task, based on criteria provided.
3. Extract relevant information and data from the sources and
organise it logically.
4. Engage with sources of information to judge their usefulness for
the task, based on criteria provided.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
What was the world like in the mid-fifteenth century?
(What were the bases of power, power relations, technology, economy,
trade?)
 Africa (Songhay)
 China (Ming)
 India (Mogul)
 Ottoman Empire
 The Americas
 How were European societies organized at this time?
 How were the Southern African Societies (including Zimbabwe)
1-5
organized in relation to the above societies?
(Europe vs other systems. ie broaden perspective)
What was the impact of conquest, warfare and early colonialism in
the Americas (Spain), Africa \(Portugal, Holland) and India (France,
Britain)?
 What was the nature of the shifting dominance by Europe and
the world – Portugal, Spain, Holland, England?
Slavery:
 Colonialism and slavery in the Americas
European expansion and conquest



Portugal and the destruction of the Indian Ocean Trade
The Dutch at the Cape: colonialism and slavery
The Quest for liberty:
 The French Revolution and ideas of liberty, equality, fraternity
and individual freedom: What sort of liberty was involved?
How did the ideas play out in the relationships between the
French and other people (eg: Africa, Haiti)
 The Reign of Terror: is violence and intimidation justified in the
pursuit of freedom?
 Napoleon: The reaction against democracy and the
modernisation of France
 The heritage of the French Revolution: ideas about democracy
and the role of the individual in changing society; achievements
of the French Revolution.
What transformation occurred in Southern Africa between 1750 and
1850?
 Map study as basis.
 Arrival of white man in South Africa;




Southward migration of Sotho and Nguni peoples.
Diaspora of Koisan.
Growth of Zulu kingdom, Mfecane and impact on settlement
patterns.
Meeting of white and Zulu through Great Trek, British
influence, Islandlwana.
The South African War
 SA on the eve of war
 The war 1899-1902
 The Union of South Africa
 The Native’s Land Act
How did the world change between 1450 and 1850?
Summarise the key features, developments.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
LEARNING OUTCOME 2: HISTORICAL CONCEPTS (Foundational
Competence)
The learner will be able to
PROGRESSION THROUGH THE PHASE
GRADE 12:
1. Analyse historical concepts such as post-colonialism, globalisation
and socialism as social constructs.
2. Examine and explain the dynamics of changing power relations
within the societies studied.
3. Compare and contrast interpretations and perspectives of events,
people’s actions and changes in order to draw independent
KEY CONCEPT/UNDERSTANDING/SKILL BEING DEVELOPED BY THE OUTCOME
UNDERPINNING KNOWLEDGE, SKILLS, ATTITUDES AND VALUES TO
ENABLE DEVELOPMENT. (CONTENT AND CONTEXTS)
What was the impact of the Cold War in forming the world as it was in
the 1960s?
 USA/USSR – creating spheres of influence (Origins)
 What was the role of China
 Areas and forms of conflict: Vietnam, Cuba, Angola, Middle
East
 Case Study 2011/2012: The conflict in the Middle East.
LEVEL OF ABILITY
1-7
conclusions about the actions or events.

What role did the UNO and other multi-lateral organizations
like the OAU, Non-Aligned Movement (NAM) play in attempting
to mediate conflict?
[Skills for Paper 1: Working with Sources; source-based essay]
What forms of civil society protest emerged from 1960 – 1990?
 1960s: Civil rights, disarmament, student movements, peace
movements, Black Power Movement, Women’s Movements.
 1970s: Black Consciousness Movement in SA, apartheid SA and
Eastern Europe in the 1980s.
[Skills for Paper 2: Extended writing and Discursive essay writing]
What was the impact of the collapse of the USSR in 1989?
 On SA
 On Africa: reflection and re-imagining the nation in the 1990s –
a case study from central, West or North Africa
 On the dominance of the USA
[Skills for Paper 1: Working with Sources; source-based essay]
How did SA emerge as a democracy from the crises of the 1990s?
 The crisis of apartheid in the 1980s
 The collapse of apartheid in SA – coming together of internal
and external pressures
 How the crises were managed – conflict, compromise,
negotiation, settlement, elections.
 The GNU and the making of the new constitution
 Dealing with the past and facing the future
 New identities and the construction of heritage
[Skills for Paper 2: Extended writing and Discursive essay writing]
What do we understand by globalization?
 The global economy: new forms of capital (new poverty, new
wealth), neo-colonialism (the role of the IMF, the World Bank,
OPEC, multi-lateral organizations
 The information age
 Globalization of culture
[Skills for Paper 1: Working with Sources; source-based essay]
GRADE 11:
1. Use historical concepts such as imperialism, nationalism and
fascism to structure information about a period or issue.
2. Analyse the socio-economic and political power relations
operating in societies.
3. Explain the various interpretations and perspectives of historical
events and why people in a particular historical context acted as
they did.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
The World in the 1850s:
 The impact of revolution
 Africa in the 1950s (briefly – America, Asia, Europe)
Imperialism:
 The Nature of Imperialism after 1850
 Impact of Imperialism
 Links between Imperialism and WW1.
 Entrenchment of ideas of race.
Responses to colonialism: In Africa.
Challenges to Capitalism:
 Russian Revolution, Lenin and Stalin
 The Great Depression in the USA: 1920s boom, causes of the
depression, depression and The New Deal.
 The impact of the Great Depression on Germany (background
from Versailles to Weimar) and the rise of Hitler and the Nazi
Party.
Scientific Racism and Eugenics: Racism in USA and under Nazi Germany.
Competing nationalisms and identities in Africa: Pan Africanism,
development of nationalisms and identities in South Africa.
How unique was Apartheid South Africa? (1948 – 1960)
 Segregation and apartheid
 Apartheid as a form of neo-colonialism
 The nature of resistance in the 1950s
1-5


How did the government enforce apartheid?
Apartheid compared: black experiences elsewhere in the 1950s.
How did the world change between 1850 and 1950?
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
GRADE 10:
What was the world like in the mid-fifteenth century?
1. Explain historical concepts such as empire, liberty and democracy. (What were the bases of power, power relations, technology, economy,
2. Identify the socio-economic and political power relations
trade?)
operating in societies.
 Africa (Songhay)
3. Explain why there are different interpretations of historical events,
 China (Ming)
people’s actions and changes.
 India (Mogul)
 Ottoman Empire
 The Americas
 How were European societies organized at this time?
 How were the Southern African Societies (including Zimbabwe)
organized in relation to the above societies?
(Europe vs other systems. ie broaden perspective)
What was the impact of conquest, warfare and early colonialism in
the Americas (Spain), Africa \(Portugal, Holland) and India (France,
Britain)?
 What was the nature of the shifting dominance by Europe and
the world – Portugal, Spain, Holland, England?
 What was the nature of the emerging attitudes to race during
this period? (eg: Sarah Bartman) Link to heritage.

(WHY the conquest, what was the IMPACT? How did Europe see other
people/lifestyles? Attitudes to race)
Slavery:
1-4


What was the connection between slavery and the
accumulation of wealth during the Industrial Revolution?
What was the link between the Atlantic Slave Trade and
racism?
(Develop source analysis skills; link to heritage)
The Quest for liberty:
 How did the American War of Independence challenge the old
basis of power? Who benefited?
(Link to Greek democracy; SA constitution; UNO Universal
Declaration of Human Rights)
 The French Revolution and ideas of liberty, equality, fraternity
and individual freedom: What sort of liberty was involved?
How did the ideas play out in the relationships between the
French and other people (eg: Africa, Haiti)
 The ending of slavery in British colonies and the USA: What
brought about its end? What economic causes were there?
How important was the role that slaves played in achieving
their freedom? How much freedom did they obtain?
In terms of human rights, power and poverty, did American society
change after the Civil War?
Industrial Revolution:
 How did the Industrial Revolution lay the foundations for a new
world economic system?
 How did the Industrial Revolution change society? (mass
education, trade unionism, civil movements)?
What transformation occurred in Southern Africa between 1750 and
1850?
 Map study as basis.
 Arrival of white man in South Africa;
 Southward migration of Sotho and Nguni peoples.
 Diaspora of Koisan.
 Growth of Zulu kingdom, Mfecane and impact on settlement
patterns.

Meeting of white and Zulu through Great Trek, British
influence, Islandlwana.
How did the world change between 1450 and 1850?
Summarise the key features, developments.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
LEARNING OUTCOME 3: KNOWLEDGE CONSTRUCTION (Reflexive
Competence)
The learner will be able to
PROGRESSION THROUGH THE PHASE
GRADE 12:
1. Identify when an interpretation of statistics may be controversial
and engage critically with the conclusions presented by the data.
2. Synthesise information to construct and original argument, using
evidence from sources provided and independently accessed, in
order to support the argument.
3. Sustain and defend a coherent and balanced argument with
evidence provided and independently accessed.
4. Communicate knowledge and understanding in a variety of ways
including discussion (written and oral), debate, creating a piece of
historical writing using a variety of genres, research assignments,
graphics and oral presentation.
KEY CONCEPT/UNDERSTANDING/SKILL BEING DEVELOPED BY THE OUTCOME
UNDERPINNING KNOWLEDGE, SKILLS, ATTITUDES AND VALUES TO
ENABLE DEVELOPMENT. (CONTENT AND CONTEXTS)
What was the impact of the Cold War in forming the world as it was in
the 1960s?
 USA/USSR – creating spheres of influence (Origins)
 What was the role of China
 Areas and forms of conflict: Vietnam, Cuba, Angola, Middle
East
 Case Study 2011/2012: The conflict in the Middle East.
 What role did the UNO and other multi-lateral organizations
like the OAU, Non-Aligned Movement (NAM) play in attempting
to mediate conflict?
[Skills for Paper 1: Working with Sources; source-based essay]
What forms of civil society protest emerged from 1960 – 1990?
 1960s: Civil rights, disarmament, student movements, peace
movements, Black Power Movement, Women’s Movements.
 1970s: Black Consciousness Movement in SA, apartheid SA and
Eastern Europe in the 1980s.
LEVEL OF ABILITY
1-7
[Skills for Paper 2: Extended writing and Discursive essay writing]
What was the impact of the collapse of the USSR in 1989?
 On SA
 On Africa: reflection and re-imagining the nation in the 1990s –
a case study from central, West or North Africa
 On the dominance of the USA
[Skills for Paper 1: Working with Sources; source-based essay]
How did SA emerge as a democracy from the crises of the 1990s?
 The crisis of apartheid in the 1980s
 The collapse of apartheid in SA – coming together of internal
and external pressures
 How the crises were managed – conflict, compromise,
negotiation, settlement, elections.
 The GNU and the making of the new constitution
 Dealing with the past and facing the future
 New identities and the construction of heritage
[Skills for Paper 2: Extended writing and Discursive essay writing]
What do we understand by globalization?
 The global economy: new forms of capital (new poverty, new
wealth), neo-colonialism (the role of the IMF, the World Bank,
OPEC, multi-lateral organizations
 The information age
 Globalization of culture
[Skills for Paper 1: Working with Sources; source-based essay]
GRADE 11:
1. Handle and draw conclusions from quantitative data.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
The World in the 1850s:
 The impact of revolution
1–6
2. Use evidence to formulate an argument and reach an independent
conclusion.
3. Use the evidence to substantiate the independent conclusions
reached.
4. Use appropriate means of communicating knowledge and
understanding suited to a designated audience.

Africa in the 1950s (briefly – America, Asia, Europe)
Imperialism:
 The Nature of Imperialism after 1850
 Impact of Imperialism
 Links between Imperialism and WW1.
 Entrenchment of ideas of race.
Responses to colonialism: In Africa.
Challenges to Capitalism:
 Russian Revolution, Lenin and Stalin
 The Great Depression in the USA: 1920s boom, causes of the
depression, depression and The New Deal.
 The impact of the Great Depression on Germany (background
from Versailles to Weimar) and the rise of Hitler and the Nazi
Party.
Scientific Racism and Eugenics: Racism in USA and under Nazi Germany.
Competing nationalisms and identities in Africa: Pan Africanism,
development of nationalisms and identities in South Africa.
How unique was Apartheid South Africa? (1948 – 1960)
 Segregation and apartheid
 Apartheid as a form of neo-colonialism
 The nature of resistance in the 1950s
 How did the government enforce apartheid?
 Apartheid compared: black experiences elsewhere in the 1950s.
How did the world change between 1850 and 1950?
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
Develop to level
7
GRADE 10:
1. Understand and convert statistical information (data) to graphical
or written information.
2. Plan and construct an argument based on evidence.
3. Use the evidence to reach a conclusion.
4. Communicate knowledge and understanding in a number of ways
– written, oral, enactive and visual.
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
What was the world like in the mid-fifteenth century?
(What were the bases of power, power relations, technology, economy,
trade?)
 Africa (Songhay)
 China (Ming)
 India (Mogul)
 Ottoman Empire
 The Americas
 How were European societies organized at this time?
 How were the Southern African Societies (including Zimbabwe)
organized in relation to the above societies?
(Europe vs other systems. ie broaden perspective)
What was the impact of conquest, warfare and early colonialism in
the Americas (Spain), Africa \(Portugal, Holland) and India (France,
Britain)?
 What was the nature of the shifting dominance by Europe and
the world – Portugal, Spain, Holland, England?
 What was the nature of the emerging attitudes to race during
this period? (eg: Sarah Bartman) Link to heritage.

(WHY the conquest, what was the IMPACT? How did Europe see other
people/lifestyles? Attitudes to race)
Slavery:
 What was the connection between slavery and the
accumulation of wealth during the Industrial Revolution?
 What was the link between the Atlantic Slave Trade and
racism?
(Develop source analysis skills; link to heritage)
The Quest for liberty:
 How did the American War of Independence challenge the old
basis of power? Who benefited?
1-6
(Link to Greek democracy; SA constitution; UNO Universal
Declaration of Human Rights)
 The French Revolution and ideas of liberty, equality, fraternity
and individual freedom: What sort of liberty was involved?
How did the ideas play out in the relationships between the
French and other people (eg: Africa, Haiti)
 The ending of slavery in British colonies and the USA: What
brought about its end? What economic causes were there?
How important was the role that slaves played in achieving
their freedom? How much freedom did they obtain?
In terms of human rights, power and poverty, did American society
change after the Civil War?
Industrial Revolution:
 How did the Industrial Revolution lay the foundations for a new
world economic system?
 How did the Industrial Revolution change society? (mass
education, trade unionism, civil movements)?
What transformation occurred in Southern Africa between 1750 and
1850?
 Map study as basis.
 Arrival of white man in South Africa;
 Southward migration of Sotho and Nguni peoples.
 Diaspora of Koisan.
 Growth of Zulu kingdom, Mfecane and impact on settlement
patterns.
 Meeting of white and Zulu through Great Trek, British
influence, Islandlwana.
How did the world change between 1450 and 1850?
Summarise the key features, developments.
[Skills: Collect information from sources, recognition of different
perspectives; extract and interpret information from sources, select
relevant, use within context; evaluate the usefulness of sources;
empathy, critical debate, construction of history; explain why there
are different interpretations of historical events; organise evidence to
construct an individual argument using evidence; consideration of
how and why the past is remembered (heritage]
LEARNING OUTCOME 4: HERITAGE (Reflexive Competence)
The learner will be able to
PROGRESSION THROUGH THE PHASE
GRADE 12:
1. Explain ideologies and debates around heritage issues and public
representations.
2. Compare the ways in which memorials are constructed in different
knowledge systems (e.g. in monuments, ritual sites including grave
sites).
3. Investigate the relationship between archaeology, palaeontology
and other knowledge systems in understanding heritage.
GRADE 11:
1. Analyse public representations and commemoration of the past
(e.g. Monuments and museum displays).
2. Identify debates around knowledge systems.
3. Analyse the significance of archaeology and palaeontology in
understanding the origins of humans.
KEY CONCEPT/UNDERSTANDING/SKILL BEING DEVELOPED BY THE OUTCOME
UNDERPINNING KNOWLEDGE, SKILLS, ATTITUDES AND VALUES TO
ENABLE DEVELOPMENT. (CONTENT AND CONTEXTS)
What are the ideologies and debates around Heritage?
 What are the ideologies and debates around SA heritage today?
 How have recent findings changed our ideas about heritage and
race?
LEVEL OF ABILITY
The World in the 1850s:
 African Heritage:
1-6
1-7
Imperialism: how did imperialism dominate indigenous knowledge
production?
What is heritage? Monuments and museums
GRADE 10:
1. Give an explanation of what is meant by heritage and public
representations and of the importance of conservation of heritage
sites and public representations.
2. Explain what is meant by knowledge systems, including indigenous
knowledge systems.
3. Identify ways in which archaeology, oral history and indigenous
systems contribute to an understanding of our heritage.
What are the constructed heritage icons from the period that are
celebrated today? Eg:
 How and why has Great Zimbabwe become central to
Zimbabwean nationalism?
 What are the critical issues about humans on display (e.g. Sarah
Bartman) and the way museums depict humans?
(Link in to all work as possible)
1-4