TMS3714 Assignment 6 (COMPLETE ANSWERS) 2026 - DUE October 2026

TMS3714 Assignment 6 (COMPLETE ANSWERS) 2026 - DUE October 2026; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.8.1..2.7.8..3.3.7.2... Ensure your success with us...... Ms Mokoena is a Grade 10 history teacher. At the beginning of the year, some learners tell her that History is simply the memorisation of dates, names and events. They argue that they cannot understand why they need to study events that happened many years ago. Ms Mokoena decides to change her approach. She asks learners to investigate how selected events from South African history continue to influence contemporary society. She gives them different sources, including photographs, newspaper reports, oral accounts and written historical texts. Learners must compare the sources and discuss how the past has influenced the present. Questions 1.1 Explain TWO ways in which Ms Mokoena's lesson demonstrates the purpose of History as a school subject. (4) 1.2 Explain how the lesson can help learners understand the relationship between the past, present and future. (4) 1.3 Identify TWO aims of History demonstrated in the scenario and explain how each is promoted. (4) 1.4 Explain how the lesson can contribute to the development of responsible citizens in a democratic South Africa. (4) 1.5 Suggest ONE additional classroom activity that Ms Mokoena could use to strengthen historical enquiry. Give a reason for your suggestion. (4) QUESTION 2: [20] HISTORICAL SOURCES AND MULTIPLE PERSPECTIVES Scenario Mr Dlamini is teaching a Grade 11 lesson on a controversial event in South African history. He provides learners with the following sources: • Source A: a newspaper article written at the time of the event; • Source B: an interview with an elderly community member who experienced the event; • Source C: a photograph taken during the event; • Source D: a history textbook written many years later. The learners notice that the sources provide different accounts of what happened. Some learners argue that one source must be correct and the others must be incorrect. Mr Dlamini tells them that historians must critically examine evidence rather than automatically accepting one account. Questions 2.1 Explain why it is important for History learners to use more than one source when investigating an historical event. (4) 2.2 Describe TWO factors that learners should consider when evaluating the reliability of a historical source. (4) 2.3 Explain the difference between bias and subjectivity when analysing historical sources. (4) 2.4 Explain why different sources may provide different perspectives on the same historical event. (4) 2.5 Explain how Mr Dlamini could use this activity to develop learners' ability to construct an evidence-based historical argument. (4) QUESTION 3: [20] CAPS AND THE HISTORY CLASSROOM Scenario A new History teacher, Mr Naidoo, plans his Grade 10 lessons without consulting CAPS. His lessons mainly involve learners copying notes from the board and memorising information for tests. There is very little discussion, source analysis, debate or independent investigation. During a departmental meeting, the Head of Department reminds Mr Naidoo that CAPS promotes active and critical learning, high knowledge and skills, progression, human rights, inclusivity, social justice and the valuing of indigenous knowledge systems. Questions 3.1 Explain why CAPS is important in guiding the teaching and learning of History in the FET phase. (4) 3.2 Identify TWO CAPS principles that are not adequately reflected in Mr Naidoo's teaching. Explain your answer. (4) 3.3 Explain how Mr Naidoo could change his teaching to promote active and critical learning. (4) 3.4 Suggest TWO ways in which he could incorporate inclusivity and social justice into his history lessons. (4) 3.5 Explain why the valuing of indigenous knowledge systems is relevant to History teaching in South Africa. (4) QUESTION 4: [20] THE HISTORY TEACHER'S ROLES AND RESPONSIBILITIES Scenario Ms Molefe is appointed as a Grade 12 History teacher. Apart from teaching historical content, she designs learning materials, assesses learners, conducts research to improve her teaching, assists learners with difficulties, participates in community activities and manages her classroom. She also discovers that some of her learners have limited access to textbooks and digital resources. She therefore develops additional learning materials and works with colleagues to provide learners with alternative sources. Questions 4.1 Identify FOUR roles of the History teacher demonstrated in the scenario. (4) 4.2 Explain the role of the teacher as a learning mediator in the History classroom. (4) 4.3 Explain how Ms Molefe demonstrates the role of interpreter and designer of learning (4) 4.4 Explain why the History teacher should be a scholar, researcher and lifelong learner. (4) 4.5 Explain how Ms Molefe's actions demonstrate the teacher's responsibility as an assessor and a community, citizenship and pastoral role. (4) QUESTION 5: [20] DESIGNING A HISTORY LESSON Scenario Mr Khumalo is preparing a Grade 11 History lesson. He wants learners to investigate a historical issue that remains relevant to South African society. Instead of giving learners a fixed interpretation, he plans to provide different historical sources and allow learners to investigate the issue. The lesson will require learners to: 1. formulate questions about the historical issue; 2. collect information from different sources; 3. identify differences in perspectives; 4. evaluate the reliability and usefulness of sources; 5. participate in a structured classroom debate; 6. use evidence to construct a balanced historical argument; and 7. reflect on how the historical issue relates to present-day society. Questions 5.1 Explain how the lesson reflects the idea that History is a process of enquiry. (4) 5.2 Identify TWO historical skills that learners will develop through the lesson and explain how each skill will be developed. (4) 5.3 Explain how the debate can contribute to the development of learners' ability to participate in constructive and focused historical discussion. (4) 5.4 Explain why learners should use evidence when constructing their historical arguments. (4) 5.5 Explain how the lesson can contribute to the development of informed, critical and responsible citizens.