TMS3714
ASSIGNMENT 3 2025
DUE: JULY 2025 (MEMO)
,TMS3714 ASSIGNMENT 3 2025
QUESTION 1
Technology plays a vital role in the 21st century and teachers in this era are also
challenged to keep up with the pace. COVID-19 also forced many sectors to use
technology, and education was not exempted.
With this statement in mind, discuss with practical examples how videos can be
used to teach history in FET phase.
1. Didactical Considerations
Selecting videos as instructional aids, teachers must ensure they help learners to
acquire
Factual knowledge (dates, names, events)
Insight (cause–effect, continuity and change)
Attitudes (empathy, critical openness)
Skills (source analysis, note‑taking)
As Van der Merwe (1981:18–19) emphasises, every resource, including video, must be
chosen with clear instructional aims in mind.
In practice introducing New Content
For example to teach the causes of World War II, the teacher shows a 10‑minute
documentary excerpt summarising the Treaty of Versailles, the rise of fascism, and
appeasement policies. Learners take guided notes, then compare the video’s framing
with textbook accounts (thus reinforcing factual knowledge and critical comparison
skills). (Van der Merwe, 1981:18–19)
, Developing Historical Empathy
Example: After covering the 1976 Soweto Uprisings, learners watch survivor
testimonies on YouTube (primary‑source video clips). They work in small groups to
analyse how personal narrative (tone, body language) conveys attitudes and
motivations, practising attitudinal and interpretive skills. (Whittenberg, 1976:433–442)
Skill‑Based Tasks (Source Analysis)
For example learners view two contrasting newsreel clips on the 1952 Defiance
Campaign, then critique each clip’s biases in a structured worksheet. This hones their
ability to discern perspective and bias in audiovisual sources. (Oosthuizen, 1981:76–
78)
Flipped‑Classroom Screencasts
For example teacher records a 12‑minute screencast on “Industrialisation in
19th‑Century Britain,” embedding quiz questions at intervals. Learners view this at
home (Schoeman & Dreyer, 2017:108–114), freeing class time for debate and deeper
analysis.
2. Practical Considerations
According to Van der Merwe (1981:18), practical constraints include available time,
learner level, cost, and facilities. Videos pose specific challenges and affordances:
Available Time & Scheduling
Long documentaries may need to be broken into shorter segments.
For example a 45‑minute film on apartheid is split into three 15‑minute chunks, each
followed by focused discussion activities.
Education Level & Differentiation
ASSIGNMENT 3 2025
DUE: JULY 2025 (MEMO)
,TMS3714 ASSIGNMENT 3 2025
QUESTION 1
Technology plays a vital role in the 21st century and teachers in this era are also
challenged to keep up with the pace. COVID-19 also forced many sectors to use
technology, and education was not exempted.
With this statement in mind, discuss with practical examples how videos can be
used to teach history in FET phase.
1. Didactical Considerations
Selecting videos as instructional aids, teachers must ensure they help learners to
acquire
Factual knowledge (dates, names, events)
Insight (cause–effect, continuity and change)
Attitudes (empathy, critical openness)
Skills (source analysis, note‑taking)
As Van der Merwe (1981:18–19) emphasises, every resource, including video, must be
chosen with clear instructional aims in mind.
In practice introducing New Content
For example to teach the causes of World War II, the teacher shows a 10‑minute
documentary excerpt summarising the Treaty of Versailles, the rise of fascism, and
appeasement policies. Learners take guided notes, then compare the video’s framing
with textbook accounts (thus reinforcing factual knowledge and critical comparison
skills). (Van der Merwe, 1981:18–19)
, Developing Historical Empathy
Example: After covering the 1976 Soweto Uprisings, learners watch survivor
testimonies on YouTube (primary‑source video clips). They work in small groups to
analyse how personal narrative (tone, body language) conveys attitudes and
motivations, practising attitudinal and interpretive skills. (Whittenberg, 1976:433–442)
Skill‑Based Tasks (Source Analysis)
For example learners view two contrasting newsreel clips on the 1952 Defiance
Campaign, then critique each clip’s biases in a structured worksheet. This hones their
ability to discern perspective and bias in audiovisual sources. (Oosthuizen, 1981:76–
78)
Flipped‑Classroom Screencasts
For example teacher records a 12‑minute screencast on “Industrialisation in
19th‑Century Britain,” embedding quiz questions at intervals. Learners view this at
home (Schoeman & Dreyer, 2017:108–114), freeing class time for debate and deeper
analysis.
2. Practical Considerations
According to Van der Merwe (1981:18), practical constraints include available time,
learner level, cost, and facilities. Videos pose specific challenges and affordances:
Available Time & Scheduling
Long documentaries may need to be broken into shorter segments.
For example a 45‑minute film on apartheid is split into three 15‑minute chunks, each
followed by focused discussion activities.
Education Level & Differentiation
