Question

using the following information answer the question below
1.Explain, in detail, how you will teach the causes of the French Revolution to a class of grade 10 learners at a Quintile 1 high schools ?


SPECIFIC TEACHING APPROACHES IN HISTORY
The chronological approach is exactly what its name implies: the study of history from one point in time to another point in
time.
Teachers start with one event or date and move forward throughout history. When the chronologic approach is applied the class becomes linear.
ADVANTAGES OF CHRONOLOGIC APPROACH
Another advantage of the chronological approach is that transitions are smooth from unit to unit the chronological approach offers more structure with clearer starting and ending points
 In an attempt to make sure that the end point is met teachers may rush through certain units in order to make it to the end.
 The chronological approach is not exclusively but can be seen as very teacher-focused
 There is less work for students to complete when the class is already structured. While students can give opinions and research various events, the fact of the matter is that the class will generally stay on course and not diverge to focus on
matters that interest students
 The chronological approach can also be limiting when it comes to assignments given.
TEXTBOOK USE IN CHRONOLOGIC APPROACH
 With the availability of textbooks, the temptation exists to just teach from the textbook.
 Instead of preparing elaborate assignments and projects it becomes much easier for teachers to simply assign a section of the textbook to be read by students.
 These textbooks can also be hurtful when only the typical rote-learning premade tests are used to assess students.
The thematic approach eschews a linear progression through history. Instead, it favours a holistic look at the movements, events, people and ideas that have shaped the world throughout time. A thematic curriculum is divided
into units. Each unit has a theme, and the content can be taken from any period in history that the class covers
 One advantage of thematic approaches is the number of ways that history can be viewed
 Themes are broad enough that content could be presented but through non-traditional ways
 history can become more relevant and accessible to all students.
 Thematic approach can be student led because student's interests can be used in developing lessons
 A final advantage is that the thematic approach is more open-ended. A teacher is not as limited to a certain time period in history. Instead, the teacher has the ability to move around from theme to theme.
 One of the most challenging aspects of teaching thematically is incorporating the skill of cause and effect. Cause and effect relationships are embedded into a chronologically based class.
 The flow from unit to unit can become more difficult when planning a class around themes. Transitions may make less sense then in a typical chronological class where they are outlined by a timeline.
 A teacher wanting to teach thematically would need to be aware of the extra time needed to research and create materials for each lesson.
 The CAPS curriculum is strongly within the episodic category. Although some indication of dates is given, the key organising principle is turning points within history rather than an overarching chronology.
 A period considered in isolation.
 Only two of the topics ["World War I (1914-1918)" and "World War II (1939 -1945)"] (CAPS:40-41) have specific, contiguous dates listed, but
 even these are organised according to colligatory terms rather than long-term chronological periods. Nine out of the twelve topics are therefore organised according to colligatory terms such as "Colonisation of the Cape 17th-18th century" (CAPS:35) and "The Nuclear Age and the Cold War" (CAPS:42).
 The elaborated content is detailed but focuses on developing the central episode rather than covering a wide range of events within a period
 Illustration and motivation:
 One of the simplest and most basic uses of original historical sources is to illustrate points being made in a lesson, often as a way of motivating students to become more engaged with the topic.
 Even the best textbook writing is not very exciting, and there is no necessary reason that students would become interested in an account of events that happened in the past without something more to inspire them.
 Without interest, students’ learning is likely to be superficial at best.
 Among the most useful sources for motivating students’ interest include those that are produced by people as part of their everyday lives—letters diaries, memoirs, or other personal accounts.
 This places sources within a context of inquiry, as students draw on them to reach conclusions about the past.
 This inductive process inherently involves higher-order thinking, as students must evaluate a variety of sources and synthesize them in order to develop meaningful answers to historical questions,
 and in the process to construct their own understanding of the time period.
 conclusions from such evidence necessarily requires that students evaluate the sources they encounter
Some historical sources, such as important works of art, architecture, literature, and so on are so rich in meaning that we
want students to interpret them on their own terms.
Motivational speeches are a prominent example of this use: By examining speeches and writing by inspirational leaders.
 Analysis takes the form of a Socratic seminar, a method of shared inquiry into the ideas, issues, and values expressed in powerful works of art, literature, and music
interpreting sources on their own terms requires that students already have an understanding
 This is an important and common way of using sources at FET Level.
 In this approach, students are presented with a source (or sometimes a set of sources) and asked to “analyze” them.
 This often involves identifying who wrote the source,
 the purpose it served,
 and whether it is “biased” or “reliable.”
 Identifying who created a source and for what purpose is an indispensable part of all historical understanding,
 having students analyze sources in this way certainly seems more feasible and efficient than difficult and time-consuming inquiry or interpretation exercises.
 Family history provides a holistic and nontraditional approach to investigating and understanding the past
 Family history attempts to explain the family's relationship to society and provides a
geographic rationale for its location
 This form of history offers the advantage of investigating the past with the people who lived it.
 One way to effectively use family history is to plan lessons topically, not chronologically.
 A particular family story can illustrate topics in your lesson plans.
 History Labs are research and investigative learning experiences that provide teachers with the necessary information, resources, and procedures to teach a full range of historical thinking skills by taking students through a process that is
methodologically similar to that employed by historians
 An important aspect of this approach is curating the sources needed for the investigation. The documents/sources must provide students with the evidence needed to answer the focus question.
 Seek to answer an open-ended overarching question that permits multiple possible answers;
 Analyze sources and apply information to develop answers to the overarching question;
 Apply literacy skills in the reading, evaluation and analysis of historical sources;
 Critically examine source materials for authorship and purpose, significant information, context and subtext, and multiple or conflicting perspectives;
 Apply grade-level and ability-appropriate interpretive skills;
 Adjust or modify the overarching question itself, as necessary;
 Develop present, defend, and refine their evidence-based answers.
MULTICULTURAL TEACHING APPROACH IN HISTORY
 History education is one of the effective media for multicultural education in schools.
 The idea of multicultural teaching is relevant for countries with social diversity such as South Africa
 Awareness of teacher’s own culture and that shapes perceptions of learners.
 Organise teaching strategies accordingly – teaching history in its full complexity
 Consider the lens of the learners and broaden perspective

Answer 1

Teaching the causes of the French Revolution to a class of Grade 10 learners at a Quintile 1 high school requires a thoughtful approach that takes into account the specific socio-economic context of the learners. I would employ a mixture of chronological and thematic teaching approaches while integrating a multicultural perspective to make history accessible and engaging for the students. Below is a detailed explanation of my teaching strategy:

### 1. **Setting the Context**
Before diving into the causes of the French Revolution, it is essential to set the historical context. I would begin with a brief overview of France in the late 18th century, discussing the social structure (Three Estates), economic struggles, and the political climate. This background will help students understand the significance of the events that led to the Revolution.

### 2. **Chronological Approach**
Utilizing a chronological approach will allow students to follow the events leading up to the French Revolution in a linear fashion. I would start by presenting key dates and events, such as:
- The Estates-General of 1789
- The Tennis Court Oath
- The Storming of the Bastille

#### **Advantages**:
- **Structure and Clarity**: Students will clearly see how one event leads to another, thus reinforcing the sequence of historical events.
- **Encouragement of Discussion**: Each significant event can serve as a discussion point, allowing students to engage critically with what they learned.

### 3. **Cause and Effect**
To transition between events, I would explicitly teach cause and effect. For this:
- **Group Activities**: Students can work in groups to identify and discuss the causes of specific events (e.g., What factors led to the Storming of the Bastille?). They can create cause-and-effect charts.
- **Use of Primary Sources**: Incorporate letters, pamphlets, and speeches from the period (like the Declaration of the Rights of Man and of the Citizen). By analyzing these sources, students can draw their conclusions about the motivations behind the Revolution.

### 4. **Thematic Approach**
While maintaining chronological structure, I would introduce thematic elements to deepen engagement:
- **Themes of Inequality and Justice**: Students can explore how social inequalities contributed to the Revolution and compare this to contemporary issues they might face.
- **Revolutionary Ideas**: Discuss concepts such as liberty, fraternity, and equality and how these ideals influenced the Revolution.

### 5. **Engagement through Family Histories**
Incorporating students' own backgrounds can make the history more relatable:
- **Family Histories Assignment**: Ask students to investigate their own family histories and connect their findings to broader themes of oppression and struggle for rights. This encourages students to see the relevance of historical struggles in their own lives.

### 6. **Multicultural Perspective**
To enhance a multicultural perspective, I would:
- **References to Global Context**: Relate the French Revolution to other revolutions and independence movements around the world, including those in Africa. This could help students understand the interconnectedness of different historical movements.
- **Discussion of Diverse Perspectives**: Encourage discussions about how the Revolution affected people of different social classes and genders—including the role of women—promoting inclusivity in historical narratives.

### 7. **Interactive Learning Activities**
To maintain engagement and deepen understanding:
- **History Labs**: Facilitate project-based learning where students work collaboratively to answer guiding questions about the causes and consequences of the French Revolution, using curated primary and secondary sources.
- **Socratic Seminars**: Implement discussions where students analyze specific speeches or writings from revolutionary leaders, encouraging critical thinking and debate.

### 8. **Assessment**
To evaluate understanding:
- **Creative Projects**: Allow students to create presentations or posters showcasing different aspects of the causes of the French Revolution.
- **Reflective Essays**: Ask students to write a reflective essay on how the causes resonate with today's world, encouraging personal connections to history.

### 9. **Conclusion**
By integrating chronological and thematic approaches while incorporating multicultural education and student-led discussions, I aim to create a classroom environment that fosters engagement and deepens students' understanding of the causes of the French Revolution. This approach not only meets curriculum standards but also encourages critical thinking and personal connections, empowering students to view history as a living, relevant subject.