Hist Gr9 m1 Human Rights

8/3/2019 Hist Gr9 m1 Human Rights

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LEARNINGAREA SOCIAL SCIENCES

FOCUS HISTORYGRADE

HUMAN RIGHTSDURINGTHESECOND WORLD WAR


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MODULEFRAMEWORKAND ASSESSMENTSHEET

LEARNINGOUTCOMES(LOS)

ASSESSMENTSTANDARDS(ASS)

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENTASs

Pages and (mark out of 7)

LOs(ave. out of 7)

Tasks or tests(%)

Ave for LO(% and mark out of 7)

LO 1We know this when the learner:

HISTORICALINVESTIGATION

The learner is able to use researchskills to investigate both the presentand the past.

1.1 investigates a topic by asking keyquestions and identifies a variety ofrelevant sources to explore this topic[finding sources];

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1.2 asks significant questions to evaluate thesources (e.g. to identify bias andstereotypes, omissions and gaps) [workingwith to sources];

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1.3 analyses the information in sources[working with sources];

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1.4 presents an independent line of argumentin answering questions posed, and

justifies (using evidence) the conclusionsreached [answering the question];

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1.5 communicates knowledge andunderstanding by constructing owninterpretation and argument based on thehistorical sources; uses informationtechnology where available andappropriate [communicating the answer].

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LOs(ave. out of 7)

Tasks or tests(%)



KNOWLEDGEAND UNDERSTANDINGOFHISTORY

The learner is able to demonstrateknowledge and understanding ofhistory.

2.1 places events, people and changes in theperiods of history studied within

chronological framework [chronology andtime];

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2.2 identifies categories of cause and effect(e.g. immediate and long-term, direct andindirect) [cause and effect];

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2.3 explains and analyses the reasons for andresults of events in history [cause andeffect];

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2.4 recognises that change and developmentdoes not always mean progress [changeand continuity].

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LOs(ave. out of 7)

Tasks or tests(%)



INTERPRETATIONOF HISTORY

The learner is able to interpretaspects of history.

3.1 understands the contested nature ofcontent, and that historians construct

histories when writing about events fromthe past [source interpretation];

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3.2 constructs an interpretation based onsources, giving reasons for owninterpretation [source interpretation];

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3.3 analyses issues which influence the wayhistory has been written [influences oninterpretation];

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3.4 explains the ways in which symbols are

used to remember events and people fromthe past, and how oral histories cancontribute to our understanding of thesymbols [representation of the past].

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WHAT IS GRADE 9 HISTORY ALL ABOUT?

What is it that you have to master as a Grade 9 learner, or: What will your educator want toassess and evaluate you on as far as History is concerned?

The three learning outcomes that are required in Grades 7 to 9 are presented in the table on

the next page. Each outcome is accompanied by the assessment standards that are relevantfor Grade 9. An assessment standard is a description of what you as a learner should beable to do. The communication skills that you have to master are described in the sectionfollowing the table. You will have to use these skills to demonstrate the degree to which youhave mastered the three outcomes. You therefore have to show, by means of an essay, andon the strength of a number of sources dealing with some subject or other, that you haveachieved the set outcomes according to the required standards.

The material that you will be using to practise the necessary research and interpretation skillsand to gain the knowledge that you require, deals with the world, Africa, South Africa and withlocal history.

A basic level of factual knowledge on these subjects must be mastered and this must bedemonstrated by answering short as well as essay type questions.

Through the tests and examinations that you will be writing, and the exercises that you will bedoing, you have to prove to yourself, your parents and your educator that you have masteredthe required knowledge and skills to a satisfactory degree, at least, and that you are ready toprogress to the next phase of the school programme.

Enjoy History!

YourICSfriends.


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.................................................................LEARNING ACTIVITY 1:

Human Rights and Racism:A Universal Blot on Humanity

SOURCE A

Racism is a shameful blot on the humanrace that has tainted every country on theEarth it is the repulsive habit of manypeople to use the colour of a persons skin as ameasure for rating his or her value as ahuman being.

Up to a million people, mostly Tutsis, were

exterminated in Rwanda in 1994 on account of

their ethnic origin. Ethnic cleansing also was a

common factor in the large number of wars

fought during the last decade in what used to be

Yugoslavia and has now been subdivided to

form the regions of Serbia, Kosovo, Croatia,

Bosnia-Herzegovina, Montenegro and Macedo-

nia. Mass rape was a general occurrence in the

Balkans and still is in the Congo (Kinshasa).

The crudest levels of racism are revealed

through slavery and during wartime. In this

regard we may think of extremes ranging from

the eradication of six million Jews during the

Second World war on the orders of Adolf Hitler

to the hardly discernible ways of practising it atthe workplace and elsewhere.

In South Africa, in the post-apartheid era, there

is hardly a shortage of white, coloured and black

racists from all levels of society. Such people

often justify their adherence to their inclination

by some motivation based in the past, referring

to a past war or the political situation that

prevailed over the past four centuries.

In Zimbabwe, white farmers are driven off the

land by means of thuggery because President

Robert Mugabe neglected to address the issue ofland reform during his twenty years in govern-

ment, to the detriment of all of Southern Africa.

Equal numbers of black and white people are

murdered in the United States, but 80% of exe-

cutions following court cases since 1977 have

resulted from the murder of whites.

In India, the police and the judicial system are

implicated in the caste system, which is referred

to as concealed apartheid. More than 160

million Dalits are regularly exposed to a range of

human rights abuses that are not investigated. Ata conference on human rights, a Dalit man last

year told of how his wife, daughter andtwo sons were burnt alive when mem-

bers of a higher Hindu caste set fire to

three huts. His oldest son, the first

person from their village to obtain a

university degree, had also been mur-

dered by Hindus two years previously.

In Turkey, 13 million Kurds go un-

recognized and any reference to them

is punishable with a jail term. Gypsies

are regarded as inferior and as

criminals and they are subject to

assault all over Europe.

Twenty-five indigenous community

leaders in Honduras, in Central Ame-

rica, were killed over the last number

of years because of their campaign for

the protection of their rights. In Guate-

mala, indigenous groups who, during

the war of the seventies and eighties,

suffered mass rape, amongst other

indignities, are still struggling forrecognition. They are not permitted to

use their mother tongue during court

proceedings.

Australian Aborigines still suffer

economic prejudice, social disruption

and systematic discrimination. The

possibility of an Aboriginal being

arrested is 22 times greater than the

chance of arrest of any other

Australian.

The Saudi Arabian government hasrefused to grant recognition to the

23 000 Iraqi refugees within their

borders after the Gulf War. They are

continuously referred to as guests.

Thousands of members of the Dinka

tribe from the southern parts of the

Sudan have been transported to the

north as slaves. There the women and

girls are raped and boys are forced to

serve in the army. Some are compelled

to take Arab names and to convert toIslam.


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China has been repressing the Tibetans for five

decades and men, especially those from ethnic

minorities like the Ulgurs are subjected to sexual

torture. Then we also have the situation in the

Middle East and the tragic lack of tolerance

between Jews and Palestinians.

Countries like Austria, Belgium, Switzerland,France, Japan and South Africa are singled out

for their harsh action against asylum seekers and

refugees.

Dr Desmond Tutu, former chair-

person of the WCC and Anglican arch-

bishop, has on occasion said, No oneis born as a racist. Racism is taught.It is therefore possible for people to

learn not to be racist.

- Translated from an article in DIEBURGER, August 2001 by JannieFerreira -

SOURCE BMap of the World

ACTIVITY

1. Refer to the map of the World (SOURCE B) and an atlas and apply colour to indentify all

the countries mentioned in the article as places where racism is rife (SOURCE B).

2. List examples of racism like those mentioned in the article.

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3. Provide one example of something that you regard as racism in each of the following areas:

PLACE EXAMPLE

a. At school

b. In your community

c. In your country

d. Among your friends

4. Refer to the article for help in drawing up your own definition of racism.

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5. Which of the incidents mentioned in the article seem to you to be the worst violation ofhuman rights? Explain the motivation behind your answer.

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6. Think about this for a moment and then write down any other example of racism that youare able to identify in South Africa or in the world at present.

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ANALYTICAL MATRIX:

Assessment of the learners ability to consider comparisons and deductions bymeans of correspondences and differences between items and events

CATEGORIESOF CRITERIA

BEGINNING(1)

DEVELOPING(2)

SKILLED(3)

EXEPTIONAL(4)

Transfer ofinformation

(LO1.2, 1.4,1.5)

Failing to see aconnectionbetweenevidence

provided in thesources and thequestionnaire

Copyingexamples of

evidence fromsources to thequestionnaire

and map

Doing appro-priate transfer

and processingof evidence andinformation fromsources on thequestionnaire

and map

Doing transferand processingof evidence and

informationhighly

effectively

Identification ofcorrespondencesand differences

(LO 2.3)

Identifying cor-respondencesand differences

that are notnecessarilyappropriate

Trying toidentify corres-pondences anddifferences to a

degree

Selecting cor-respondencesand differencesfor most of the

items

Accurate selec-tion of the mostimportant cor-respondences

and differences

Use of corres-pondences and

differences toanalyse and

make deductions

(LO 3.2, 3.3)

Not able to domuch besidesidentifying cor-

respondencesand differences

Having no clearidea of the im-

portance of cor-

respondencesand differences

Arriving at anumber of con-sidered conclu-sions with the

use of compari-sons and

deductions

Making use ofcorrespon-dences and

differences toarrive at

considered andinstructive

conclusions anddeductions

Circle the record-keeping code 1 2 3 4


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.....................................................................LEARNING ACTIVITY 2

Hitler as dictator

Study the sources provided below and answer the questions that follow them:

SOURCEA

A man who is born to be a leader may not be reticent, because his

task is to move ahead.

(Hitler, at the time of his trial in Mnchen, 1923.)

SOURCEBA Nazi election poster.

The words read: Yes!Fhrer(leader) we follow you!

SOURCEC

I am unable to describe the emotions that flow through me

when I hear Hitler speak. When he speaks about the

humiliation of Germany, I want to rush onto the enemy. His

appeal to German courage was an appeal to take up arms as

well, his news was the gospel, the announcement of good

tidings. I forgot everything besides this man. When I looked

around me, I noticed that his magnetism had captured

thousands around me. The intensity of his will, the passion of

his honesty had entered into me. I had an experience that

could be compared to a Biblical conversion.

(From a Nazi biography)


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SOURCE D

If I do not have the inner conviction that I am doing the right thing, I will not

do anything, not even if the whole of the Nazi Party tries to force me into action.

(Hitler, as described by H. Rauschnigg, a German writerwho knew him well, 1939)

SOURCE E

I hereby declare unconditional loyalty to the Fhrer of the German Empire

and Nation, Adolf Hitler, supreme commander of the army, and I am prepared,

as a courageous soldier, to lay down my life for this oath.

(Oath taken by all officers of the German army subsequentto Hitler becoming Fhrer in 1934)

SOURCE FA recruitment poster for the German Youth Movement, 1939.

It reads: The Youth serve the Leader. All ten-year-olds in the HJ (Hitler Jugend)

SOURCE G

Germanys problems can only be solved by violent means. Our

first objective is the simultaneous overthrow of Austria and

Czechoslovakia to thereby make it possible to withstand the threat

of a combined action from France and Britain. While the rest of the

world is preparing their defenses, we must act offensively.

Germany has a right to greater living space in Europe. It is Hitlers

determined objective to solve the German land issue no later than

1943-45.

(Report on a meeting between Hitler and his general staff,November 1937. The generals complained that Hitlers plans

were too risky. Complaining generals were dismissed.)


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SOURCE H

From here on I take personal command of all German armed

forces.

(Announcement, Hitler, February 1938.)

ASSIGNMENTS

1. Study Sources A to C. Identify the character traits and skills that could be employed byHitler as a dictator.

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2. What do we learn about Hitlers position in Germany from Sources B, E, F and H?

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3. Study Source G. Which events came about as Hitler had planned?

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4. By having another look at Source G and using what you have learnt, explain what did notgo according to plan for Hitler.

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5. Which characteristic of a dictator is revealed in Source E?

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6. Study Source B. What evidence from the source reveals that this is a propagandisticsource?

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HOLISTIC RUBRIC:

Assessing cause and effect

LO 1.1, 1.5, 2.2, 3.1, 3.2, 3.3

1(1 - 7)

Indicating no relationship between evidence in the sources and thequestionnaire. Failing to do more that simply identifying cause and effect.

2(8 9)

Copying evidence from sources to questionnaire. Explaining cause and effect.Lacking clarity with regard to the importance of comparisons and deductions.

3(10 13)

Providing appropriate transfer and processing of evidence and information fromsources to the questionnaire. Explaining several causative factors and mutualrelationships. Arriving at a number of considered conclusions by means ofcomparison and deduction.

4

(14 20)

Transferring and processing evidence and information highly effectively.Identifying cause and effect and managing to support the analysis with

evidence. Using cause and effect to arrive at considered and instructiveconclusions and deductions.

RECORD-KEEPING CODE

ADAPTED TO TEST MARK / 20


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..................................................................LEARNING ACTIVITY 3

Integration of learning outcomes:History essay

Using your own existing knowledge and referring to the above sources (A - H), write anessay explaining the characteristics of a totalitarian state.

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RUBRIC FOR ANALYSIS:

Assessing the essay

CATEGORIESOF CRITERIA

BEGINNING(1)

DEVELOPING(2)

SKILLED(3)

EXEPTIONAL(4)

Organisinginformation

(LO 1.2,1.4, 1.5)

Not able toorganise and

sort outrelevant

information.

Trying to sortinformation,but making

mistakes. Notmanaging to

remainfocused

Has developed asystem for

organizing andsorting out

information

Information to dealwith the question

has been selectedand sorted out in

an organized man-ner. Appropriate

information isused.

Analysis andsynthesis

(LU 3.1,3.2, 3.3)

Essayincomplete

andinformation

lacking.

Essayincomplete.

The questionis only

addressedpartially.

The product an-swers the question

in a way that re-flects that learninghas taken place.Able to analyseand synthesize

information.

Learner createsan original productthat answers thequestion clearly.High degree ofanalysis and

synthesis



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..................................................................LEARNING ACTIVITY 4

Practice in the writing of history essays

Study the sources given below and write an essay (one A4 page) explaining howGermans were able to recognize Jews. Also give your opinion of the methods of raceclassification that were used.

SOURCEJakob Graf: Hereditary and Racial Biology for Students (1935)

How can we get to know how to be aware of a persons race?

... 6. Collect propaganda posters and cartoons for your book on race and

arrange these according to race. What is the image of beauty that the artist

accentuates in: (a) posters that introduce sports and travel (b) how hunters,

mountaineers and shepherds are presented?

7. Make a collection of images from illustrated magazines and newspapers,

etc., of great scholars, statesmen, artists and other people who have becomeparticularly distinguished (e.g., in economic life, politics, sport). Determine the

dominant race and combination according to physical characteristics. Repeat

the exercise using images of great men from all nations and at all times.

... 10. Take note of Jews; their manner of walking, posture, gestures and

movements while talking.

11. What do you notice when a Jew talks or sings?

SOURCEFrom a Nazi school textbook The poisenous mushroom

Little Karl took the pointer, walked over to the writing board andpointed to the sketch. A Jew is usually recognizable by his nose. The

Jews noses are crooked at the end. Many non-Jews also have crooked

noses, but their noses are bent, not at the end, but higher up. Such a

nose is called a hooked nose This has nothing to do with a Jewish

nose The Jew can also be recognized by his lips. They usually are

thick. Frequently the lower lip protrudes Jews are also recognizable

by their eyes. Their eyelids usually are thicker and more fleshy than

ours. A Jew looks sly and sharp."

SOURCE

Johannes Stark, with reference to the Jews. He received the Nobel prize for

his work in the field of electromagnetism in 1934. He asked his German co-recipients of the Nobel prize to sign a declaration pledging support to Adolf

Hitler. He had this to say about the Jews:

...It is true that the Jewish psyche, because of the flexibility of its intellect,

has the capacity, by imitating the German example, to make important

contributions, but it is not capable of doing creative work in the natural

sciences. In recent times, Jews have frequently referred to Heinrich Hertz to

counter this argument. It is true that Heinrich Hertz has made important

discoveries in the field of electromagnetic waves, but he is not a true-bloodedJew. He has a German mother...


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SOURCEH Gauch: New Foundations of Racial Science (1934)

Nordic people do not talk much People from other races talk a lot and what

they have to say is superficial, without good judgment and untrue...

Nordic people keep their mouths closed when they chew their food, and use agrinding action of the jaws, while other races usually chew with smacking sounds,

like animals, because of how they move their jaws, and the repeated opening andclosing of their mouths.

The physical shape of Nordic women is especially beautiful, while it is not so in

other races. Their menfolk are more handsome, just as in the animal world.The Nordic people have a natural feeling for inner and outer cleanliness, while

non-Nordic people always live in dirty environments when they live among their

own people. Many animals are cleaner than they are when it comes to cleanliness.

Racial mixing causes and leads to disease. It is an infringement of the laws of

heaven, a crime against the future generation, manslaughter and murder.Non-Nordic people are approximately equal to animals and relate closely with

them.

The Nordic person therefore is the creator of all culture and civilization. Thesalvation and preservation of the Nordic person alone will save and preserve

culture and civilization.

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ASSESSMENT SCALE

The writing of a history essay

Integration of the three learning outcomes

The learner will be able to:

LO 1.1 Select and organize information 1 2 3 4

LO 1.2 Make use of relevant information 1 2 3 4

LO 1.4 Construct a perspective on the past 1 2 3 4

LO 3.4Write a well-structured descriptive and explanatoryhistory essay

1 2 3 4

LU 2.1,2.2,2.3,2.4

Make use of the organizing concepts: Chronology,cause and effect, continuity, correspondences anddifferences (as applicable)

1 2 3 4



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..................................................................LEARNING ACTIVITY5

The Jewish question

SOURCEA

In one of his very first speeches, Hitler blamed the Jews for all the problems inthe world.

The Jews have already ruined Russia and now they want to do the same

to Germany. They want to destroy German nationalism because of envy.

Hitler, July 1922

SOURCEB

A Jewish store covered in Nazi graffiti, Berlin 1933

SOURCE C

ARTICLE 1: Marriage between Jews and non-Jews is hereby declared prohibited.

Existing marriages therefore are invalid as from today.

ARTICLE 2: Extra-marital relationships between Jews and German citizens are

therefore forbidden.

ARTICLE 3: Jews are forbidden to have persons of German origin employed as

servants in their homes.ARTICLE 4: Jews are forbidden to display the German flag or colours, but may

display Jewish symbols and colours without special permission.

ARTICLE 4(1): Jews may not become German citizens and may therefore not cast

their votes in an election.

ARTICLE 5: A Jew is a person who is descended from three generations of

persons who were Jewish

THE NRNBERG LAWS, CITIZENSHIP AND RACE, Sep Nov 1935.(Source: Snyder, L: Fifty Major Documents)


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SOURCE D SOURCE E

Illustration from a German

book for Children, 1937.

Paris 1940. A Jewish woman wearing

the yellow star. In Germany and in parts

of Europe under German control, Jews

were compelled to wear yellow stars

SOURCE FA French prisoner described the way in which Jews were gassed in Auschwitz.

The men stood to one side, the women to the other side. They were addressed in a

very friendly manner You are on a journey, you have to clean yourselves now and

have a bath. Take your clothes off quickly. Towels and soap were distributed. Then

the guards attitude changed and they chased the Jewish men and women a few

hundred metres to the hall, wielding batons. The doors were locked and SS

Unterscharfhrer Moll dropped the poison gas through the hatch into the shower

room. You could hear the terrified screams, a few minutes afterwards a deathly

silence. Twenty minutes later the doors and windows were thrown open, the bodiesput in ovens to be incinerated. Dentists examined the mouth of every body to extract

gold from teeth. The hair of the women was removed for industrial purposes.

SOURCE GEntrance to Auschwitz Birkenau


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SOURCE-RELATED ACTIVITY

LO 1 Knowledge and Understanding of History

1. What is Mein Kampfand who wrote it?

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2. Which characteristics of Hitlers domestic policy are introduced in Sources C, E and F?

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3. Source C provides a good example of the historical concept of cause and effect.Explain what the connection is in this instance.

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4. The historical tendency of continuity / tendency of historical continuity can be observedfrom sources A to F. Explain this concept and the connection in this instance.

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5. Which historical principle is exhibited in Source C?

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6. Study Sources F and G. What are the correspondences and differences with regard tothe two sources?

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LO 2 Skills to start investigating both the past and the present

7. Study sources A to F. Explain, with reasons, whether they are examples of primary orsecondary sources.

SOURCE Primary / Secondary REASON

A

B

C

D

E

F

8. By also drawing on your existing knowledge, explain Hitlers race policy as encounteredin Source C. What did this policy comprise?

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9. Explain the connection between Sources C and D.

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10. Which of these sources will be regarded as the most trustworthy by a historian studyingthe history of Nazi Germany.

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11. Study sources F and G. What is the most disturbing element in these sources?

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MATRIX FOR ANALYSIS:

Assessment of the learners ability to examine comparisons and deductions bymeans of the correspondences and differences between items and events

CATEGORIES

OF CRITERIA

BEGINNING

(1)

DEVELOPING

(2)

SKILLED

(3)

EXCEPTIONAL

(4)

Arrangingevents in

chronologicalorder

(LO 2.1)(Question2)

Trying to placeevents thatrelate to the

SWW in chrono-logical order

Placing eventsthat relate tothe SWW in

chronologicalorder

Placing eventsin a chronolo-

gical framework,e.g. a time line

Exhibits a cleargrasp of chrono-logy in the con-text of the SWW

Identification ofcause and

effect

(LO 2.2)(Question3)

Identifyingcause and effect

that is not

necessarilyrelevant

Trying toidentify causeand effect to acertain degree

Selecting causeand effect formost of the

items

Accurateselection of themost important

instances ofcause and effect

Identification ofcontinuity and

change

(LO 2.4)(Question4)

Not able toidentify factors

that havechanged in thecourse of time

Identifyingsome factors

that havechanged in thecourse of time

Indicating theconnection

between factorsthat have

changed in thecourse of time

Emphasizing andcomparing factors

that havechanged or have

not changed.

Transfer ofinformation

(LO 1.2, 1.4,1.5)

(Question6,7, 9)

Making no

connectionbetween theevidence in thesources and thequestionnaire

Copying

evidence fromthe sources to

thequestionnaire

Does appro-priate transfer

and processingof evidence andinformation fromsources on thequestionnaire

and map

Does transfer and

processing ofevidence and

information highlyeffectively

Use of the threeorganizing

concepts foranalysis and

deduction

(LO 3.2, 3.3)(Question8)

Not able to domuch besidesidentifying cor-respondences

and differences

Has no clearidea of the

importance ofcorrespon-dences and

differences

Arriving at anumber ofconsidered

conclusions withthe use of

comparisonsand deductions

Making use ofcorrespondencesand differences toarrive at consider-ed and instructive

conclusions anddeductions



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.................................................................LEARNING ACTIVITY6

Creative response:Making a poster

SOURCE

The accompanying illustration is an

example of the symbol Jews were re-

quired to wear on their clothing to make

them identifiable. They were also humi-

liated, assaulted and killed. The effect of

the wearing of the star was that the

wearers were persecuted and their rights

as human beings were violated.

ASSIGNMENT

Design a poster by which you show that racism and the violationof human rights are unacceptable in the present world. The criteria toaim for are presented in the assessment scale that follows.


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ASSESSMENT SCALE:

CREATIVE RESPONSE

CATEGORY AND CRITERIA Nota

ttained

Par

tially

atta

ined

Attained

Excellent

achievement

Focus: The subject is clear and is placed inhistorical focus.

1 2 3 4

Main idea: The main idea is relevant to thesubject and correct.

1 2 3 4

Link with learning area: Information from thelearning area has been used and theconnection with the learning outcome is

clear.

1 2 3 4

Sketches / illustrations: All sketches,photographs, illustrations and graphicrepresentations contribute to the purpose ofthe poster.

1 2 3 4

Design and layout: Entire design, use of colour,orderedness, etc. Supports the messagebeing conveyed.

1 2 3 4

Creativity: All the ideas presented in the posterare original and the learners creativity isclearly evident.

1 2 3 4

Presentation: The poster is neat and is basedon historical evidence.

1 2 3 4

CIRCLE THE RECORD-KEEPING CODE 1 2 3 4

Hist Gr9 m1 Human Rights

Documents

Transcript of Hist Gr9 m1 Human Rights