HISTORY

NATIONAL CREDIT AND QUALIFICATIONS FRAMEWORK LEVEL 4

 MINISTRY OF BASIC EDUCATION
NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: HISTORY

LEVEL: NATIONAL CREDIT AND QUALIFICATION FRAMEWORK (NCQF) 4 TOTAL HOURS: 420

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: September 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OFCURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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 TABLE OF CONTENTS

FOREWORD......................................................................................................................................................... iv
ACKNOWLEDGEMENTS......................................................................................................................................... vi
INTRODUCTION.................................................................................................................................................... 1
RATIONALE FOR THE SYLLABUS............................................................................................................................. 2
BSSE EXIT OUTCOMES.......................................................................................................................................... 3
TARGET POPULATION AND ENTRY REQUIREMENTS.................................................................................................6
EMPLOYMENT AND FURTHER STUDIES OPPORTUNITIES..........................................................................................7
SYLLABUS STRUCTURE......................................................................................................................................... 7
DELIVERY MODE.............................................................................................................................................................................................................................. 7
METHODOLOGY.................................................................................................................................................... 8
RESOURCES......................................................................................................................................................... 9
ASSESSMENT..................................................................................................................................................... 10
FORMATIVE AND SUMMATIVE ASSESSMENT....................................................................................................................................................................................... 10
ASSESSMENT OBJECTIVES...................................................................................................................................................................................................................... 11
HISSL 1. TITLE: EXPLORE THE FUNDAMENTALS OF HISTORY..................................................................................13
HISSL 2. TITLE: EXAMINE DEVELOPMENTS IN PRE-INDEPENDENCE BOTSWANA FROM 1800 TO 1966........................17
HISSL 3. TITLE: ANALYSE DEVELOPMENTS IN POST INDEPENDENCE BOTSWANA.....................................................23
HISSL 4. TITLE: EXAMINE THE IMPACTOF SLAVERY, COLONIALISM AND RACE RELATIONS........................................30
HISSL 5. TITLE: EXPLORE THE DYNAMCS OF MODERN WORLD HISTORY..................................................................37

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FOREWORD

The Ministry of Basic Education has undertaken a comprehensive review of Botswana’s General Education system to
ensure provision of accessible, quality and inclusive lifelong education for the creation of an educated citizenry. This
education system will transform Botswana from an industrial resource based to a globally competitive knowledge based
economy. The review entails the adoption of outcome-based approach and the introduction of learning pathways to
provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and
competencies that meet the challenges and needs of the 21st century.

The ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major
milestone towards the attainment of quality education in Botswana. It builds on the lower levels of basic education and
seeks to provide quality-learning experiences. The syllabus puts more emphasis on Provider/School-Based Assessment
(PBA) and to a lesser extent on national examinations. This will ensure that there is genuine acquisition of the desired
competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for
learning and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related
to; environmental, socio-economic, political, scientific and technological issues as drawn from various societal demands.
A deliberate attempt has been made to infuse and integrate emerging issues that include; Environmental Education,
Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-corruption, Culture, Gender Equity,
Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for the

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world of work, further education and lifelong learning. In addition, it provides for the development of cultural and
national identity including the inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and
learning styles, hence changing the role of the teacher in the classroom. The teacher must become a proficient
manager, facilitator and director of learning activities, who is conscious of the learners’ needs and guide them to be
accountable and responsible for their own learning. This requires active participation by all and the creation of rich and
diverse learning environments.

It is important that we value the learners’ own experiences and build upon what they know as well as reward them for
positive achievement. At the same time, we must be prepared to offer learners guidance and counselling at all levels;
assist them to make the best decisions in keeping with their own interests, career prospects and preferences. The
national ideals of democracy, development, self-reliance, botho, unity and social harmony, underpin our quest to deliver
an educated citizenry.

This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On
behalf of the Ministry, I wish to express my deep appreciation and gratitude to all who contributed in the production of
this syllabus, including: industry, teachers and academic researchers.

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_____________________________

ACKNOWLEDGEMENTS

The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its
gratitude to all individuals and organisations who contributed in different ways to the planning, development and
production of this Senior Secondary School Horticulture syllabus. This syllabus reflects the outcome of a genuinely
collaborative work across a broad educational spectrum. The Ministry acknowledges the following members of the
Subject National Panel and Standing Committee for their valuable contribution in the production of this syllabus:

SOCIAL SCIENCES NATIONAL PANEL

No. TITLE FIRST NAME (S) SURNAME ORGANISATION

1. Mr. Boniface Chifana Lotsane Senior SS - Chairperson

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2. Mrs Waheeda Tselaesele Matlala Junior SS - Secretary
3 Dr. K. Jeremiah Univeristy of Botswana – Faculty of Education
4. Mr. Hebert Setume St Joseph’s College
5. Prof Lilly Mafela University of Botswana – Faculty of Education
6. Mr. Dommy Motlhanka Artesia Junior SS
7. Dr. Bongani. G Gumbo University of Botswana – History Department.

8 Dr. Boga . T Manatsha University of Botswana – History Department

9. Ms. Frankie . K Matshaba Sebele I Primary School
10. Mr. J.J. Mapete Bosele Primary School
11. Mrs. Jane Dikinya Botswana Open University
12. Ms. Nnyana Thibelang Kagiso Senior SS
13. Mr. Andrew Zigga Ernest South East Region- Inspectorate Division
14. Mr. Gaofenngwe. S. Segadika Gaborone Senior SS
15. Ms. Reginah Manyathelo Department of Meteorological Services
16. Mrs. Rosie. L. Khengere Moeding College
17. Ms. Idah Matlhokotsa Molefi Senior SS
18. Ms Janet Malete Curriculum Develeopment and Evaluation
19. Mr. Jobe Kefaletse Curriculum Develeopment and Evaluation

HISTORY STANDING COMMITEE

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N TITLE FIRST NAME SURNAME ORGANISATION
o.
1. Mr. Moemedi S. Masoba Masunga Senior Secondary School - Chairperson
2. Mr. Ramokotopo M. Serefete Seepapitso Senior Secondary School - Secretary
3. Mr. Modisaotsile N. Senyarelo Marulamantsi Junior Secondary School
4. Mr. Milandu Jerry Mogoditshane Senior Secondary School
5. Mrs. Patricia M. Moshebe Iphutheng Junior Secondary School
6. Mrs. Florah M. Letebele Letlhakane Senior Secondary School
7. Mrs. Theresa Dibona Lobatse Senior Secondary School
8. Mrs. Watiwa Tlalanyane Moeding College
9. Mr. Gasejasepe Thupane Kagiso Senior Secondary School
10. Mr. Kgosietsile Chikulu Nata Senior Secondary School
11. Mr. Kaone Montshiwa Bokamoso Junior Secondary School
12. Mrs. Lizibo Modise Naledi Senior Secondary School
13. Ms. Loeto Mosugelo Mahupu Unified Senior Secondary School
14. Mr. Wonder Thomas Selebi -Phikwe Senior Secondary School
15. Mr. Thabologo Ditshoto Maun Senior Secondary School
16. Mr. Emmanuel Kentshitswe Goodhope Senior Secondary School
17 Mrs. Letsogile Mokgosi Kgari Sechele Senior Secondary
18 Mr. Abel Seepi Moeng College
19. Mr. Gopalang D. Matebele Botswana Open University

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20. Mr. Dennis. B. Segokgo Kweneng Region – Inspectorate division.
21. Mr. Rapula Kgasudi Kweneng Region – Inservice division
22. Mrs. Oratile Ngwako-Thonkga Tonota Sub region – Inspectorate division
23. Dr. Glorious B. Gumbo University of Botswana
24. Dr. Boga T. Manatsha University of Botswana
25. Ms. Onthusitse Mhlanga Botswana Examinations Council
26. Ms. Janet Malete Department of Curriculum Development and Evaluation
27. Mr. Jobe Kefaletse Department of Curriculum Development and Evaluation

QUALITY ASSURANCE TEAM

TITLE FIRST NAME (s) SURNAME ORGANISATION

1. Professo Part Themba Mgadla University of Botswana – History
r department
2. Professo Christian John Makgala University of Botswana – History
r department
3. Mr. Kovihende Kov Kaotozu Naledi Senior SS
4. Mr. Moses Ndiriva Kandjou Matshekge Hill School
5. Mrs Kelebileone Bonolo Motlhabane Kgari Sechele II Senior SS

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6. Mr. Gokgonamang Ntshiamisang Tlokweng Education Centre – Inservice
division
7. Mr. Tefo Carly Sehunelo Seepapitso Senior SS
8. Mr. Milton Tapela National Museum and Art Gallery

The Department of Curriculum Development and Evaluation officers served as the Secretariat to the committee. This
History syllabus document reflects the outcome of a genuinely collaborative work across a broad educational spectrum
and the department would like to re-iterate its gratitude to all individuals and organisations who contributed in any way
to produce this syllabus.

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INTRODUCTION

According to Thesaurus.com, History is the branch of knowledge dealing with past events or a continuous, systematic
narrative of past events as relating to a particular people, country or period, usually written as a chronological account.
Our past is worth our attention because it offers us extensive evidential base for the contemplation and analysis of how
societies function. The learning of History helps foster self-identity of both individuals and nations, gives a chance to
confront past historical injustices and find lasting solutions to current challenges. This helps to promote peaceful-
coexistence and tolerance among people. The importance of learning History can best be summed up by the words of
the first president of Botswana, Sir Seretse Khama when he said “A nation without a past is a lost nation. A
people without a past are a people without a soul”.
History Syllabus National Standing Committee (HSRNSC) has selected appropriate History content that integrates Skills,
Knowledge and Competencies that are in tandem with national values of the Botswana Senior Secondary Education
(BSSE). These developments are geared towards moving away from the current Objective-based rote learning to
Outcome-Based Education (OBE) that produces a globally competitive human capital.
This syllabus embraces an outcome based approach, which is a vehicle for improving the outcomes of education. It is
designed to equip learners with relevant scientific knowledge, skills and attitudes needed for responsible participation in
a knowledge based economy. It also prepares the learners for tertiary education and provides them with basic skills for
employment. The syllabus is anchored on 21st century skills which are the general aims of the Botswana Senior
Secondary School education, and therefore seeks to develop a global competitive knowledge worker.

In developing the learning outcomes and performance criteria, efforts were made to cater for all learners – including
those with special learning needs. Emerging issues such as Terrorism, globalisation, human trafficking and xenophobia
have been and integrated. National and global issues of relevance to Batswana have also been infused and integrated.
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The syllabus is organized in five (5) compulsory modules which collectively seek to address the broader four (4)
Learning Outcomes for the subject to be covered in two years. The modules reflect broad competences within the
subject, which are broken down to Module Learning Outcomes. Module Learning Outcomes are demonstrable
behaviours that every learner who is considered to have successfully completed the syllabus must display. Each module
learning outcome is further broken down into performance criteria (PC) which reflect the knowledge, skills and attitudes
(KSA) learners must display to demonstrate achievement of the Learning Outcomes.
The syllabus has been allocated six periods per week of forty minutes each in a five day timetable, preferably two
double periods.

RATIONALE FOR THE SYLLABUS

The BGCSE History Syllabus review has been necessitated by the realization that there is need to up update the current history syllabus both in scope
and learning strategies that are necessary to mould the 21st century learner.
The development of the History syllabus is designed to address aspirations of the nation as reflected in the General Education Curriculum and
Assessment Framework (GECAF), which was developed as a response to the implementation of the Education and Training Sector Strategic Plan
(ETSSP). The GECAF is a consolidation of aspirations for the nation as indicated in various policy documents, evaluation reports and research
recommendations. The following are some of the documents that have informed the development of this syllabus; the National Vision 2036, the
Botswana Human Resource Development Strategy, the National Policy on Research, Science, Technology and Innovation, the Botswana General
Certificate of Secondary Education Evaluation report of 2009, the Revised National Policy on Education (RNPE) 1994, Sustainable Development
Goals and Vision 2036 among others and stakeholder consultation reports.

The current History syllabus is limited in the history of Botswana which is just 14% of the entire syllabus. Moreover, the assessment of the local
content is also optional, which further provides an opportunity for its possible exclusion hence denying learners the prospect of learning their history.
The development of a new History syllabus is therefore geared towards learning the History of Botswana from pre-colonial to post-independence as a
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way of enhancing the self-identity of self-identity of the learners. The teaching of Botswana history has also been necessitated by the observation that
there are some distortions of historical facts that need to be put into proper perspective. The new syllabus also seeks to address the deficiencies in the
History content of the Social Studies Junior Certificate (JC) syllabus as well as laying a foundation of History learning at tertiary level.

The BGCSE Evaluation Report of 2009 observes that teachers are the main drivers of instruction. This makes learners passive receivers of information
and it encourages rote-learning. The changes in the History syllabus seek to promote more learner-centered approaches which make the learner an
active participant in the learning process.

BSSE EXIT OUTCOMES

Exit Outcomes for Senior Secondary level
21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and
Competency
Learning
Knowing how to use and • Learners demonstrate broad knowledge of problem-solving strategies and apply them
develop: to situations they encounter. They show creativity, innovation and demonstrate critical
• Creativity and innovation. thinking and inquiry skills with which they process information to solve a wide variety of
• Critical thinking, problem problems in different contexts. Learners at this level demonstrate potential for
solving, and decision supervisory functions.
making. Learners, are able to:
• Learning with others as • acquire, process, and interpret information critically to make complex informed
well as learning decisions;

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 independently. • use a variety of complex strategies and perspectives flexibly and creatively to solve
problems;
• formulate complex tentative ideas, and question their own assumptions and those of
others;
• solve problems individually and collaboratively;
• identify, describe, formulate, and reformulate problems;
• formulate and test hypotheses;
• ask questions, observe relationships, make inferences, and draw conclusions;
• Identify, describe, and interpret different points of view; distinguish facts from opinions.
• demonstrate the ability to be creative and come up with innovative ideas
• Apply study and research skills required for further education and training
2. Ways of Working Competency
Being productive by: • Learners can work effectively in groups and individually dealing with complex issues
• Relating well to/with and are result oriented. They demonstrate leadership skills and are able to manage and
others. resolve conflicts.
• Cooperating and working Learners are able to:
in teams. • work and study purposefully, both independently and in cooperative groups.
• Managing and resolving • respect, cooperate, communicate effectively in groups and relate well to others.
conflicts. • take responsibility and accountability for what happens in the group and manage and
resolve conflicts that occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate

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 career/employment opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and • Learners understand and use appropriate technologies, languages, symbols and texts
interact with: to solve abstract and unfamiliar problems in real life situations. They demonstrate
• Language, symbols and understanding of the impact of technology in their lives, in society, and in the world at
text. large.
• Knowledge and Learners are able to:
information. • locate, evaluate, adapt, create, and share information using a variety of sources and
• Varied forms of common technologies;
technology. • use technologies appropriately.
• Information and • demonstrate understanding of the impact of technology on society and the world at
Communication large.
Technology. • demonstrate understanding of ethical issues related to the use of technology in local
and global contexts.
• use language to communicate effectively and appropriately when conversing with
others
4 Living in the World Competency
Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental
• Self-management. development in the local and global context.
• Cultural awareness and Learners are able to:
expression. • demonstrate knowledge and understanding of sustainable development and its
• Social and civic implications for the environment locally and globally.
• apply the social, political, cultural, legal, entrepreneurial and economic, factors in real
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 competences. life situations.
• Sense of initiative and • examine issues of human rights.
entrepreneurship • recognize and react against forms of discrimination, violence, and anti-social
• Community and global behaviours.
citizenship • demonstrate knowledge and understanding of their own cultural identity and heritage,
and that of others, as well as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various
contexts.
• Demonstrate knowledge and understanding of the relationship between health and
lifestyle.
• Demonstrate the ability to Interact with the global environment in a manner that is
protective, conserving and nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic,
inclusive and democratic society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.

SUBJECT OUTCOMES
On completion of this Syllabus learners are able to:
1. Demonstrate knowledge of historical evidence and historical concepts, such as cause and effect, change and continuity, and similarities and
difference, and show understanding of the past and plan for the future.

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 2. Apply historical methods such as data collection, analysis, interpretation, evaluation and presentation/reporting and use research and
management skills for further study and competence in the world of work.
3. Demonstrate an understanding of the different stages and phases of human cultural, technological and political development in relation to the
global environment and management of emerging issues.
4. Use knowledge and understanding of the history of the peoples of Botswana through the following stages: Pre-Colonial, Colonial and Post-
Colonial
5 Demonstrate an appreciation of the contributions of all classes, age groups, gender and ethnic groups and apply ethical values as an important
aspect in development and nation building.
6 Display understanding of major historical developments that have shaped the contemporary world.
7 Apply historical knowledge and skills such as Botho in everyday life.

TARGET POPULATION AND ENTRY REQUIREMENTS

The target population for this programme shall be graduates of junior secondary school. All prospective history learners should have attained a
minimum of a C grade in Social Studies. Learners taking History as a subject must have successfully completed Junior Secondary Examination (JSE)
National Credit and Qualification Framework level 2 or equivalent.

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EMPLOYMENT AND FURTHER STUDIES OPPORTUNITIES
Graduates of this programme will have 21st Century skills which will allow them to fit seamlessly to the world of work. Some of these skills include
collaboration, analysis and interpretation. As graduates of this programme will be equipped with a broad set of skills, they will have the ability to
pursue almost any programme of study in a tertiary institution. More specifically, graduates of this programme will be suitable for university
programmes in the followings fields of study careers:
 Law
 Social sciences
 Humanities.
 Archaeology
 Anthropology
 Archives and records management/Librarian
 Museum archivist
 Writer /editor
 Park ranger
 Historian
 Researcher

SYLLABUS STRUCTURE
The syllabus has been divided into five (5) modules. The first three modules will be offered at form 4 while the last two (2) modules will be offered at
form 5. The following modules will be covered at form 4: Explore the fundamentals of History, Explore pre- independence Botswana and Analyse

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developments in post- independence Botswana. The form 5 content will be drawn from the following modules: Explore the impact of slavery,
colonialism and race relations and explore the dynamics of Modern World History. The modules are as follows:

NAME OF MODULE MODULE PURPOSE TYPE YEAR OF STUDY

HISSL 1: Explore the To expose learners to the different interpretations of Compulsory Form 4
fundamentals of History. History, diverse explanations on the origins of humanity
and make them appreciate technological innovations across
eras of human civilisations. The module introduces History
as a discipline.
HISSL2: Examine developments To appreciate the lifestyle of the peoples of present-day Compulsory Form 4
in Pre-independence Botswana Botswana before and during colonial times. Learners would
from 1800. also evaluate the nature of British imperialism and the role
played by Batswana in the rise of nationalism.
HISSL 3: Analyse developments To make learners appreciate developments that took place Compulsory Form 4
in Post-independence Botswana. in Botswana after independence and how Botswana relates
with the global world.
HISSL 4: Examine the impact of To explore the imposition and institutionalisation of human Compulsory Form 5
slavery, colonialism and race suffering and bondage, its effects on African populations,
relations. as well as its influence on Botswana’s relations with
liberation movements.

HISSL 5: Explore the dynamics of To make learners understand major global issues, their Compulsory Form 5

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 Modern World History. causes and effects as well as the rise of major global
powers in the 20th century and beyond.

DELIVERY MODE
Full time and part time.
This programme will be delivered through direct contact between assessors and learners, independent learning and learner collaboration. The role of
the assessor will be primarily to facilitate the learning process. Learners will be required to embark on independent and collaborative study to do
research work, written assignments, reports and portfolios.

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SYLLABUS DELIVERY ROAD MAP
MODULE LEARNIG CONTACT SUGGESTED SUGGESTED ASSESSMENT SELF/OTHERS

CODE OUTCOME TIME 60% FACILITATION LEVEL TIME 20% 20%

CODE TERM
HSSL 1 HISSL 1.1 16HRS 1 FORM 4 6 HRS 39 HRS
HISSL 1.2 35HRS 1
72 HRS 133 HRS
HISSL 1.3 55HRS 1
HISSL 1.4 15HRS 1 60 HRS 130 HRS
HISSL 1.5 15 HRS 1
15 HRS 70 HRS

15 HRS 80 HRS
TOTAL 84 HRS 28 HRS 29 HRS
HSSL 2 HISSL 2.1 7.2HRS 2 FORM 4 2.6 HRS 2.4 HRS
HISSL 2.2 4.8HRS 2
9.6 HRS 1.6 HRS

06 HRS 9.6 HRS

HISSL 2.3 28.8HRS 2
HISSL 2.4 18HRS 2 8.4 HRS 6.0 HRS
HISSL 2.5 25.2 HRS 2
25.2 HRS 8.4 HRS
TOTAL 84 HRS 28 HRS 29 HRS
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HSSL 3 HISSL 3.1 25HRS 3 FORM 4 250 HRS 225HRS
HISSL 3.2 35 HRS 3
HISSL 3.3 25HRS 3
HISSL 3.4 30 HRS 3
HISSL 3.5 20HRS 3
TOTAL 72HRS
HSSL 4 HISSL 4.1 48HRS 1 FORM 5 244 HRS 243 HRS
HISSL 4.2 35 HRS 1
HISSL 4.3 41 HRS 1
HISSL 4.4 30 HRS 1
TOTAL 180HRS
HSSL 5 HISSL 5.1 70HRS 2 FORM 5 205 HRS 308 HRS
HISSL 5.2 66 HRS 2
HISSL 5.3 72 HRS 2
HISSSL 5.4 52 Hrs 2-3
HISSL 5.5 100 Hrs 2-3
TOTAL 360 HRS
TOTAL 504 HRS 168 HRS 168HRS

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METHODOLOGY
The senior secondary school History syllabus is informed by the recommendations of the Revised National Policy on Education (RNPE, 1994) which
put more emphasis on learner centred approaches as effective methods of teaching and learning. In this era of rapid technological changes and a shift to
the knowledge-based economy, it is essential that all countries empower human resources by preparing learners adequately for their future (Republic of
Botswana, 2000). For a 21st century learner to acquire knowledge and skills, the teacher must not be seen as the fountain of knowledge but rather a
facilitator, that is, learners must dominate the process of teaching and learning through methods like:

 Role play
 Exploring
 Collaborations
 Inquiry
 Presentations
 Debates
 Research
 Historical Excursions
 Individual study.

Given the wide range of learning outcomes to be achieved in this syllabus, there is no single methodology or approach that can ensure the fulfilment of
these outcomes. Facilitators should therefore adopt a variety of approaches and strategies to suit the content and to respond to learners` different needs.
The suggestions made in this guide are by no means the only approaches or activities for teaching the topics specified in this programme. They are
provided for reference only.

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Historical investigations give learners the opportunity to appreciate real world historical issues, to acquire knowledge, skills and competencies required
in the 21st century. Historical inquiry by learners should be viewed as an alternative to direct instruction or a continuation of the learning process after
background knowledge has been provided by the teacher. Learners are therefore required to carry out more in-depth analysis. Teachers should become
facilitators of learning and use open-ended questions to lead learners to conduct their own enquiry (Curriculum Development Council and the Hong
Kong Examinations and Assessment Authority, 2014)

It is of paramount importance to recognise and acknowledge that learners have different learning styles and preferences and overindulgence in
limited traditional methodologies of content delivery may exclude some learners. Therefore, remedial and enrichment lessons as well as individual
attention should be encouraged. As a result, interactive learning activities are paramount in enabling learners to develop social skills, organise their
thinking and develop logical arguments thus making the learning environment conducive, inclusive and democratic.

In conclusion, it is very important to note that in implementing the envisaged history syllabus, there should be an alignment of expectations, in-service
training of teachers, use of ICT in teaching and learning as well as relevant assessment procedures so as to cater for varied learners’ needs.

RESOURCES
The success of this programme is pivoted on the availability of resources. The list below, which is by no means exhaustive, includes some of the
critical items needed for the successful implementation of this programme:
• textbooks
• encyclopaedias
• internet
• tablets
• projectors
• computers

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 • scanners
• printers
• smart boards
• resource rooms
• digital cameras

ASSESSMENT
In order to provide all learners with an equal opportunity to demonstrate their learning, assessment procedures and methods must be flexible enough to
allow adjustments to overcome any substantial disadvantage that individual learners may experience. The following are some of the assessment
methods that can be used, depending on the individual learner’s needs:
a) Modified Assessment: This provides for special arrangements or adjustments with existing systems, which may include different assessment
methods, including extra-time, own time, scribes, interpreters, using laptops, presentations, text-to-speech software, videos and audios. Modification
of the assessment is usually done for learners with disability.

b) Inclusive Assessment: This is when a flexible range of assessment modes are made available to all. This method is capable of assessing the same
learning outcome in different ways, such as practical, presentations, projects, group work, increasing text font size, using assistive devices like
CCTV or recorders instead of written work, to avoid complex vocabulary. Inclusive assessment promotes equity and improves the chances for all
learners to demonstrate their knowledge and skills to meet the learning outcomes.

Types of Assessment
Formative Assessment
 Class activities
 Class quizzes

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  Presentations
 Performance and practical activities
NB: Assessment can be written or oral
Summative Assessment
 Module/Learning outcome summary tests
 End of term tests
 Performance and practical activities
NB: Assessment can be written or oral
External/Terminal Assessment
NB. It will be administered by BEC.

Provider-Based Assessment:
Portfolio Evidence File consisting of:
Formative and summative Assessments (written work/oral and Practical performance rubric)
NB: Summative assessments to be internally and externally moderated

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HISSL 1. : EXPLORE THE FUNDAMENTALS OF HISTORY

MODULE 1 Explore the Fundamentals of History COD HISSL 1 TOTAL HOURS: 62

E
Purpose: To expose learners to the different interpretations of History (expose learners to the nature of history), diverse explanations on the
origins of humanity and make them appreciate technological innovations across eras of human civilisations.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
HISSL 1.1 Explore the Nature of History.
HISSL 1.2 Explore the Origins of Humankind.
HISSL 1.3 Examine the Transition from Stone Age to Iron Age Civilisations.

LEARNING OUTCOME HISSL 1.1: Explore the Nature of History

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
1.1.1 Examine the different interpretations of • Working definitions of • Expository method • Presentations
History • Research • Peer review
History
• Importance of History • Peer Teaching • Corrective feedback
• Different approaches to • Braining storming
History
1.1.2 Analyse sources of historical information • Primary (diaries, oral • Expository method • Portfolio
interviews traditions, • Brainstorming • Corrective Feedback
photos, archaeology, • Group discussions • Presentations
rock art) • Oral interviews
• Secondary sources
(books, journals,
magazines)
• Tertiary Source
(Documentaries,
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 dictionaries,
encyclopaedia, electronic
media)
1.1.3 Discuss research methods used in • Qualitative • Expository method • Presentations
(individual/group/elite • Research • Portfolio
History
interviews, documentary • Peer teaching • Corrective feedback
study)
• Quantitative method
(statistical data, surveys,
questionnaires)
RANGE STATEMENT
EVIDENCE • Recorded videos, recorded group presentations (1.1.1, 1.1.2, 1.1.3); Portfolio detailing work done
REQUIREMENTS (1.1.2, 1.1.3)

LEARNING OUTCOME HISSL 1.2: Explore the Origins of Humankind

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
1.2.1 Analyse the different theories on • Cultural Explanations • Brainstorming • Written tests
• Creationist Theories • Expository method • Presentations
the origins of humankind
• Scientific Theory • Excursions • Written reports
• Research • Corrective Feedback

1.2.2 Analyse the technological • Definition of the concept • Mapping (GIS) • Presentations
developments of the Stone Age period • Phases of the Stone Age • Research • Peer review
• Characteristics of the Stone • Excursions • Portfolio
Age • Collaborative
learning
• Exhibitions

18
1.2.3 Discuss the way of life of the Late • Late Stone Age sites in • Brainstorming • Written tests
Botswana (sites, artefacts, • Collaborative • Presentations
Stone Age people
rock art) learning • Corrective feedback
• Socio-economic and political • Research
organization/lifestyle • Exhibitions

• Cultural: Tswana, Herero, Hambukushu, !kung, Zulu (1.2.1)

RANGE STATEMENT • Creationist: Christianity, Islam, Buddhism, Sikhism (1.2.1)
• Scientific: Theory of evolution. (1.2.1)
EVIDENCE • Written test marks (1.2.1, 1.2.3); Portfolio (1.2.2); group presentations slides and class discussion
REQUIREMENTS videos (1.2.1, 1.2.2, 1.2.3)

LEARNING OUTCOME HISSL 1.3: Examine the Transition from Stone Age to Iron Age Civilisations
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
1.3.1 Examine the transition from Late Stone Age to  Reasons for the transition • Mapping (GIS) • GIS presentations
 Clash of • Brainstorming • Written tests
Iron Age Societies
cultures/civilisations • Individual and • Presentations
 The discovery and spread collaborative • Portfolio
of Iron Age learning
 Changes brought by the • Exhibition
introduction of Iron
technology (socio-
economic and political
lifestyles)
1.3.2 Illustrate Iron Age sites in Botswana • Early Iron Age sites in • Mapping (GIS) • GIS presentations
Botswana (Tsodilo Hills, • Research • Peer review
Magagarape, Maunatlala) • Excursions • Corrective
• Late Iron Age sites – Feedback
Toutswemogala,
Domboshaba)
19
1.3.3 Reconstruct Iron Age civilisations in Botswana • In-depth study of • Mapping (GIS) • GIS presentations
Toutswemogala and • Research • Corrective
Domboshaba • Excursions Feedback
• Exhibitions • Portfolio

RANGE STATEMENT
EVIDENCE • GIS presentations slides, written tests marks, group presentations slides and class discussion sheet
REQUIREMENTS (1.3.1, 1.3.2, 1.3.3); Portfolio (1.3.1, 1.3.3)

HISSL 2. : EXAMINE DEVELOPMENTS IN PRE-INDEPENDENCE BOTSWANA FROM 1800 TO 1966

MODULE 2 EXPLORE PRE-INDEPENDENCE BOTSWANA FROM 1800 COD HISSL NOTIONAL 90

TO 1966 E 2 HOURS:
Purpose: The module equips learners with knowledge and understanding in order to appreciate the lifestyle of the peoples of
present-day Botswana before and during colonial times. Learners would also evaluate the nature of British imperialism and the role
played by Batswana in the rise of nationalism.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
HISSL 2.1: Examine the way of life of the peoples of pre- independence Botswana.
HISSL 2.2: Examine the nature of the British declaration of a protectorate over Bechuanaland.
HISSL 2.3: Assess the rise of nationalism before independence.

LEARNING OUTCOME HISSL 2.1: Examine the way of life of the peoples of pre - independence Botswana
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
20
2.1.1 Analyse the societal structure of the peoples • Social structure (marriage, • Individual • Presentation
religion, initiation study • Portfolio
of Botswana
ceremonies, settlement • Collaborative • Written tests/quizzes
patterns, clothing) learning • Peer review
• Economic (agriculture, • e-collaboration
trade, mining, hunting, • Research
gathering, fishing) • Dramatization
• Political (Chieftainship, • Audio visual
administration, security)
2.1.2 Evaluate relations between ethnic groups in • Positives (Peaceful co- • Role play • Presentations
existence, tolerance, • Research • Written reports
Botswana
intermarriages, Military • map study • Written tests
Alliances: Case study- • Debate • Peer review
Battle of Dimawe) • Project work

• Negatives (Land alienation,

domination, servitude
(Case study: Relations
between minority groups
and major groups; relations
between major groups)
2.1.3 Assess the role of women in the society before • Advisory roles,
nursing • Brainstorming • Peer review
• Collaborative • Presentations
independence wounded soldiers, Queens
learning • Portfolio
led Bojale (education), mid-
• Research • Written quizzes
• Mind-mapping
wives, household chores,
• Role play
growing crops, pottery,
basketry,
• Challenges: marginalization
in decision making and
21
 property ownership
2.1.4 Evaluate the impact of early Europeans on • European activities (trade, • Expository • Question and Answer
spreading Christianity, • Group • Written tests
the lives of the peoples of pre- colonial
education, advisors) discussions • Peer review
Botswana • Social, economic and • e-collaboration • Written reports
political impact • Research

RANGE STATEMENT • Missionaries, Traders, Explorers and Hunters (2.1.4)

EVIDENCE • Portfolio (2.1.1, 2.1.3); group presentations slides, written tests marks, class discussions sheet (2.1.1,
REQUIREMENTS 2.1.2, 2.1.3, 2.1.4); oral responses recordings (2.1.4)

LEARNING OUTCOME HISSL 2.2: Examine the British declaration of a protectorate over Bechuanaland
FACILITATION
ASSESSMENT
PERFORMANCE CRITERIA CONTENT AND LEARNING
STRATEGIES
STRATEGIES
2.2.1 Discuss the reasons for declaration of a • Missionaries’ influence • Expository • Question and answer
• Threats from the Boers & • Individual • Written tests
protectorate over the lands of Batswana in
Germans study • Presentation
1885 • British political and • Pair work • Portfolio
economic interests • Audio-visuals • Peer review
• Peer teaching

2.2.2 Analyse the reactions of dikgosi towards the • Acceptance (Khama III) • Brainstorming • Question and answer
• Opposition (Sebele, • Role play • Peer review
declaration of the protectorate
Sechele, Gaseitsiwe, • Collaborative • Presentation
Linchwe’s reactions) learning • Portfolio
• Kopong Conference of 1889 • Research
• British Policy of Indirect rule

22
2.2.3 Discuss reasons for the three dikgosi’s visit to • Reasons for intended • Individual • Written tests
transfer of the Protectorate study • Presentation
England in 1895
to BSACo. • Debate • Peer review
• Protest against • e-collaboration • Written reports
incorporation to BSACo. • Peer teaching
• Outcomes of dikgosi’s visit • Research
to England

2.2.4 Analyse the impact of the British • Socio-economic effects • Individual • Written tests
(education, health, study • Presentation
administration on the protectorate
agriculture) • Debate • Peer review
• e-collaboration • Written reports
• Political effects (reduction • Peer teaching
of powers of Dikgosi, • Research
expansion of tribal land,
subjugation of other
groups, acquisition of guns)

• Resistance (Tshekedi,
Linchwe, Gaseitsiwe)

RANGE STATEMENT
EVIDENCE • Portfolio (2.2.1, 2.2.2); recorded oral responses, group presentations slides, class discussions sheet
REQUIREMENTS (2.2.1, 2.2.2, 2.2.3); written tests marks (2.2.1, 2.2.3); written report (2.2.3)

LEARNING OUTCOME HISSL 2.3: Assess the rise of nationalism before Independence
FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
2.3.1 Analyse factors that contributed to the rise of • Independence of • Individual study • Presentation
• Collaborative • Portfolio
23
 nationalism amongst Batswana other African learning • Peer Review
• e-collaboration • Written tests
Countries
• Research
• Involvement of • Peer teaching
Batswana in World
War 2
• Migrant labour
• British laws (the
African Advisory
Council, European
Advisory Council,
Joint Advisory Council
and LEGCO)
• Role of Dikgosi
2.3.2 Trace the formation of political parties in • Founders • Individual study • Presentation
(L.D.Raditladi, Phillip • Collaborative • Written reports
pre- independence Botswana
Matante, Kgalemang learning • Peer review
Motsete, Motsamai • e-collaboration, • Written quizzes
Mpho, Seretse • Research
Khama, Dr. Kenneth • Peer learning
Koma)
2.3.3 Analyse the processes leading to the • Role of European • Individual study • Presentation
Advisory Council, • Pair work • Peer review
independence of Botswana
African Advisory • e-collaboration • Portfolio
Council, European • Research
Advisory Council,
Joint Advisory
Council, LEGCO
• Drafting of the
constitution (1963)
• General elections
(1965)
• Building the capital
RANGE STATEMENT
• Political parties (Bechuanaland Protectorate Federal Party (1959), The Bechuanaland
24
 Peoples’ Party (1962), Bechuanaland Independence Party (1964), Bechuanaland Democratic
Party (1961), Botswana National Front (1965) (2.3.2)
EVIDENCE • Group presentations slides, class discussions sheet (2.3.1, 2.3.2, 2.3.3); portfolio (2.3.1, 2.3.3); written
REQUIREMENTS test and quiz marks recordings (2.3.1, 2.3.2); written report (2.3.2)

HISSL 3. ANALYSE DEVELOPMENTS IN POST INDEPENDENCE BOTSWANA

MODULE 3 ANALYSE DEVELOPMENTS IN POST INDEPENDENCE COD HISSL TOTAL HOURS: 96

BOTSWANA E 3
Purpose: The module equips learners with knowledge and understanding of developments that took place in Botswana after
independence and how Botswana relates with the global world.
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
HISSL 3.1 Analyse the socio- economic and political changes in Botswana after independence
HISSL 3.2 Assess the development of mining
HISSL 3.3 Assess Botswana’s foreign policy
HISSL 3.4 Evaluate nation building strategies

LEARNING OUTCOME HISSL 3.1: Analyse the socio- economic and political changes in Botswana after
independence

25
 FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
3.1.1 Examine the socio-economic and political • Education (basic, • Debate • Presentation
vocational, tertiary • Collaboration • Written tests &
changes in Botswana
and non-formal • Peer teaching quizzes
education, education • e- collaboration • Question & Answer
commissions- 1975, • Audio visual • Portfolio
1994) • Peer review
• Health (primary
health care,
HIV/AIDS)
• Water provision
• Development of
tourism
• Improvement in
agriculture
• Reduction of powers
of dikgosi
• Parliamentary
democracy
• Constitutional
developments
(Balopi Commission)
3.1.2 Examine the role played by women in • Contribution in • Collaboration • Presentation
Education (Professor • Research • Question & Answer
Botswana after independence
Serara Khupe- • Peer teaching • Portfolio
Mogwe) • Audio visual • Peer review
• Role played in • Lecture
politics (Dr. Gaositwe
Chiepe)
• Gender equity (Kgosi
Mosadi Seboko)
3.1.3 Examine the impact of government policies • Basarwa of the • Debate • Presentation
CKGR, Wayei, • Research • Question & Answer
towards minority groups
26
 Basubiya • Peer teaching • Peer assessment
• Response of • e- collaboration • Portfolio
• Lecture
minorities groups
towards government
policies- legal action
• Women in Botswana: Professor Serara Khupe- Mogwe, Dr. Gaositwe Chiepe, Kgosi
RANGE STATEMENT Mosadi Seboko (3.1.2)
• Minority groups: Basarwa, Wayei, Basubiya (3.1.3)
EVIDENCE • Group presentations slides, recorded oral responses, recorded videos, portfolio, class observation
REQUIREMENTS sheet. (3.1.1, 3.1.2, 3.1.3); written tests mark recordings (3.1.1)

LEARNING OUTCOME HISSL 3.2: Assess the development of mining in Botswana

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
3.2.1 Investigate the development of mining • Pre- colonial period • Collaboration • Presentation
(Toutswemogala & • Research • Tests & Quizzes
Domboshaba case • Peer teaching • Question & Answer
studies) • Audio visual • Portfolio
• Colonial times (Gold • Poster presentation • Peer review
mining at Tati,
Moshaneng, Matsitama
1930s)
• Post- independence
period (Copper- Nickel-
1968, Coal- 1973,
Diamonds- 1971; 1982,
27
 Soda Ash- 1992)
3.2.2 Examine the legislation that governs mining • Mineral Policy (from • Collaboration • Presentation
1969) • Research • Question & Answer
in Botswana
• Peer teaching • Portfolio
• Individual study • Peer review
• Lecture
3.2.3 Assess the impact of mining in Botswana after • Socio-economic benefits/ • Debate • Presentation
changes- infrastructural • Collaboration • Tests & Quizzes
independence
developments, human • Research • Question & Answer
development e.g., free • e- collaboration • Portfolio
public healthcare; access • Lecture
to free primary and
secondary education
• Overreliance on minerals
revenue
• Withdrawal of donor aid

• Mines and Minerals Act, Precious and Semi-precious stones Act, Import and Export of
RANGE STATEMENT
rough diamonds regulations (3.2.2)
EVIDENCE • Group presentations slides, portfolio, oral responses recordings, class discussions sheet (3.2.1, 3.2.2,
REQUIREMENTS 3.2.3); written tests and quizzes mark recordings (3.2.1, 3,2,3)

LEARNING OUTCOME HISSL 3.3: Assess Botswana’s Foreign Policy

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
3.3.1 Discuss the concept of foreign • Definition of concept of foreign • Collaboration • Presentation
policy (origins, justifications, • Research • Written tests &
policy
etc.) • Peer teaching quizzes
• Approaches to foreign policy • Lecture • Question & Answer
(Multilateralism, bilateralism) • Peer review
28
 3.3.2 Examine Botswana’s foreign policy • Pillars of Botswana’s foreign • Debate • Written tests &
policy (national principles, • Collaboration quizzes
domestic policies and national • Research • Question & Answer
priorities) • Peer teaching • Peer review
• Botswana’s relations with • e- collaboration • Presentation
Frontline States, SADC, AU,
EU, UN
• Botswana’s relations with
South Africa, USA, China
3.3.3 Assess the effectiveness of • Successes- Preservation of • Debate • Presentation
sovereignty, Peaceful co- • Collaboration • Written tests &
Botswana’s foreign policy
existence with neighbouring • Research quizzes
states, e.g., South Africa • Peer teaching • Question & Answer
(bilateralism), Access to • e- collaboration • Peer review
common markets (SADC,
SACU (multilateralism),
financial assistance from
western multilateral
institutions (IMF, World Bank),
access to markets, e.g.,
European Union market for
beef.
• Challenges- not documented
RANGE STATEMENT
EVIDENCE • Group presentations slides, oral responses recordings, class discussions video/sheet, written tests
REQUIREMENTS and quizzes recorded marks (3.3.1, 3.3.2, 3.3.3)

LEARNING OUTCOME HISSL 3.4: Evaluate nation building strategies

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
3.4.1 Discuss the concept of nation building • Definition of concept of • Collaboration • Presentation
29
 nation building • Research • Written tests &
• Purpose of nation • Peer teaching quizzes
building • Lecture • Question & Answer
• Audio-visual • Peer review

3.4.2 Appraise strategies used by dikgosi in • Conquest • Debate • Presentation

• Subjugation • Collaboration • Tests & quizzes
nation building
• Kgamelo system • Research • Question & Answer
• Protection • Peer teaching • Peer review
• Assimilation • e- collaboration

3.4.3 Analyse threats to nation building  Competition for • Debate • Presentation

resources e.g., land
• Collaboration • Written tests &
• Ethnic intolerance e.g.,
major versus minor • Research quizzes
groups
• Peer teaching • Question & Answer
• Marginalisation
• Servitude • Audio visual • Peer review
RANGE STATEMENT Dikgosi Sechele I, Letsholathebe I, Tshekedi Khama (regent), Sebego (3.4.2)
EVIDENCE • Group presentations videos, written tests and quizzes marks, oral responses sheet, class discussions
REQUIREMENTS sheet (3.4.1, 3.4.2, 3.4.3)

HISSL 4. EXAMINE THE IMPACTOF SLAVERY, COLONIALISM AND RACE RELATIONS

MODULE 4 EXPLORE THE IMPACT OF SLAVERY, COLONIALISM AND COD HISSL NOTIONAL 96
RACE RELATIONS E 4 HOURS:
Purpose: The module explores the imposition and institutionalisation of human suffering and bondage, its effects on African
populations, as well as its influence on Botswana’s relations with liberation movements.
LEARNING OUTCOMES FOR THE MODULE

30
On completion of this module the learners are able to:
HISSL 4.1 Examine the Trans-Atlantic Slave Trade
HISSL 4.2 Evaluate the concept of Pan Africanism
HISSL 4.3 Assess Race Relations in Southern Africa
HISSL 4.4 Explain the role played by Botswana in the liberation struggle of Southern Africa

LEARNING OUTCOME HISSL 4.1: Examine the Trans-Atlantic Slave Trade

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
4.1.1 Trace the concept of slavery • Definition of slavery • Group research & • Question and answer
• Origins of slavery Individual research • Presentations
• Nature of slave trade • Audio-visuals • Student self-
• Role playing assessment
• Exhibitions • Portfolio
4.1.2 Explore the Trans-Atlantic Slave Trade • Acquisition &- • e-collaboration • Question & answer
transportation of • Dramatization • Portfolios
slaves • Peer teaching • Written tests & quizzes
• Slave revolts • Audio-visuals • Presentations
• Triangular trade • Map study
4.1.3 Examine the impact of slavery on humanity • Relations between • Collaboration • Report journals
slaves and their • Research • Hand signals
masters (positive and • Audio-visuals • Quizzes and tests
negative). • Role playing • Peer review
• Impact on the • Debate
indigenous people
(socio – economic
31
 and political effects).
• Impact on slave
traders (socio-
economic & political)
• Racism
RANGE STATEMENT
EVIDENCE • Recorded oral responses, portfolio, group presentations chart (4.1.1, 4.1.2); written tests and quizzes
REQUIREMENTS (4.1.2. 4.1.3); written report (4.1.3)

LEARNING OUTCOME HISSL 4.2: EVALUATE THE CONCEPT OF PAN AFRICANISM

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
4.2.1 Trace the origins of Pan Africanism • Definition • e -collaboration • Peer review
• Origins • Research • Presentations
• Leading figures of • Map studying • Quiz & test
Pan Africanism • Peer teaching • Question & answer
(Kwame Nkrumah,
Marcus Garvey,
William Du Bois and
Sol Plaatje
4.2.2 Discuss the different interpretations of Pan • Meaning of Pan • e- collaboration • Question & answer
Africanism to the • Concept mapping • Written test & quiz
Africanism
Africans • Role playing • Reports
• Meaning of Pan • Peer teaching • Presentations
32
 Africanism outside
Africa (Diaspora)
• Application of Pan
Africanism in Africa
• Application of Pan
Africanism in the
Diaspora
4.2.3 Assess the contribution of Pan • Influence of Pan • Research • Peer assessment
Africanists in gaining • e-learning • Journals
Africanism in liberating African countries from
of independence • Peer teaching • Written tests & quizzes
colonial rule (Kwame Nkrumah, • Lecture • Presentations
Jomo Kenyatta, Julius
Nyerere and Kenneth
Kaunda)
RANGE STATEMENT
EVIDENCE • Class discussions sheet, group presentations video, written tests and quizzes marks recordings (4.2.1,
REQUIREMENTS 4.2.2, 4.2.3); written report (4.2.3), oral responses sheet /chart (4.2.1, 4.2.2)

LEARNING OUTCOME HISSL 4.3: Assess Race Relations in Southern Africa

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
4.3.1: Trace the origins of racial discrimination in • Definition of racial • e-collaboration • Peer assessment
discrimination • Brainstorming • Map reading
Southern Africa
• Origins of racial • Individual tasks • Questions and
discrimination (from • pair tasks answers
arrival of Dutch • Peer teaching • Tests & quizzes
settlers in 1652,
Portuguese arrival,
British arrival)
• Reactions of
indigenous people to
33
 racial discrimination
4.3.2: Evaluate the processes of land alienation in • Reasons for land • e-collaboration • Presentations
alienation • Research • Questions and answers
Southern Africa
• Concessions and • Debate • Debate
treaties • Maps & pictures • Tests and Quizzes
• Settler farming • Enactment
• Peasant production
• Impact of land
alienation (socio-
economic & political-
creation of native
reserves, etc.)
4.3.3: Analyse the impact of race relations in • Socio – economic and • Collaboration • Presentation
political impact • Research • Tests and quizzes
Southern Africa
(segregation, • Enactment • Hand signals
language, race, • e- collaboration • Question and answer
education, apartheid)
RANGE STATEMENT • Southern Africa: South Africa, Zimbabwe, Mozambique (4.3.3)
EVIDENCE • Oral responses chart, written tests and quizzes marks, group presentations slides (4.3.1, 4.3.2, 4.3,3)
REQUIREMENTS

LEARNING OUTCOME HISSL 4.4: Examine Botswana’s contribution in the liberation of Southern Africa

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
4.4.1 Trace the origins of liberation movements in • Definition of liberation • Research • Peer-assessment
• Reasons for formation • Audio- visual • Response cards
Southern Africa
of liberation • Peer teaching • Question and answer
movements (ANC, • Collaboration • Quizzes and tests

34
 ZANU, ZAPU, SWAPO,
FRELIMO)
4.4.2 Assess the role played by Botswana in the • Botswana’s role in the • Research • Presentations
liberation of Namibia, • Interviews • Tests and quizzes
liberation struggle
South Africa and • Project activities • Question and answer
Zimbabwe (refugee • Collaboration • Report
camps, education, • Questionnaires
health)
• Socio- economic and
political impact
4.4.3 Evaluate the impact of the liberation • Political impact- • Research • Peer review
Security threats • Role play • Report journal
struggle on Batswana
(bombings, Lesoma • Debate • Question and answer
Incident, formation of • Collaboration • Tests & quizzes
the national army)
• Hostile relations
• Socio-economic impact
(Delayed economic
development- tourism
sector)
RANGE STATEMENT • Southern Africa: South Africa, Zimbabwe, Namibia, Mozambique (4.4.1)
EVIDENCE • Oral responses sheet, written tests and quizzes marks (4.4.1, 4.4.2, 4.4.3); group presentations slides
REQUIREMENTS (4.4.2); written report (4.4.3)

HISSL 5. EXPLORE THE DYNAMCS OF MODERN WORLD HISTORY

MODULE 5 EXPLORE THE DYNAMCS OF MODERN WORLD HISTORY HISSL CREDIT: 7.6 NOTIONAL 76
CODE 5 HOURS:
Purpose: The module equips learners with knowledge and understanding of major global issues, their causes and effects as well as the rise of major global powers in

35
the 20th century and beyond
LEARNING OUTCOMES FOR THE MODULE
On completion of this module the learners are able to:
HISSL 5.1Analyse the causes of World War I
HISSL 5.2Evaluate the efforts made for promotion of peace and cooperation from 1919 to 1939
HISSL 5.3Examine post-World War II international relations
HISSL 5.4Assess the rise of global economic powers from 1945 (USA, China, Japan and Singapore)

LEARNING OUTCOME HISSL 5.1: Analyse the causes of World War 1

FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
5.1.1 Analyse the contribution of the alliance • Dual Alliance • Mind mapping and map • Presentations
• Entente Cordiale study • Quizzes
system to World War 1
• Triple Alliance • Collaboration • Question & answer
• Triple Entente • Research • Portfolio
• Franco-Russian Alliance • Debate
• Lecture
5.1.2 Evaluate the role of imperialism in the outbreak of • Colonial rivalry: The First • Individual research • Response cards
and Second Moroccan • Electronic mind • Individual assignment
World War 1
Crises mapping • Presentations
• Audio-visuals • Written quiz and test
• Textual and pictorial
sources
• Collaboration

5.1.3 Assess the contribution of militarism to the • Naval Rivalry • Map interpretation • Open book and take-
• Arms Race • Class discussion home tests
outbreak of World War 1
36
 • War Plans: • Peer teaching • Presentations
o 1910 Russian War • Collaboration • Quizzes
Plan • Individual essays
o British
Expeditionary
Force
o French Plan No.
17
o Germany’s
Schlieffen Plan
5.1.4 Analyse the contribution of nationalism to the • The Eastern Question • Posters and gallery • Presentations
• 1908 Bosnia -Herzegovina walk • Portfolio
outbreak of World War 1 • Quiz
Crisis • Collaboration
• The First Balkan War • Debate • Question & answer
(1912) and Second • Lecture
Balkan War (1913) • Research
• The assassination of Franz
Ferdinand
RANGE STATEMENT
EVIDENCE • Group presentations videos, written tests and quizzes recorded marks (5.1.1, 5.1.2, 5.1.3, 5.1.4); oral
REQUIREMENTS responses sheet, portfolio (5.1.1)

LEARNING OUTCOME HISSL 5.2: Evaluate the efforts made for promotion of peace and cooperation from
1919 to 1939
PERFORMANCE CRITERIA CONTENT FACILITATION AND ASSESSMENT
37
 LEARNING
STRATEGIES
STRATEGIES
5.2.1 Evaluate the Paris Peace Treaties in • Treaty of Versailles • Debate • Written tests & quizzes
• Treaty of Trianon • Map study • Presentations
maintaining world peace
• Treaty of St. Germain • Collaboration • Peer review
• Treaty of Neuilly • Audio-visual • Question & answer
• Treaty of Sevres/ later • Musical or auditory
Lausanne • Lecture
5.2.2 Discuss the role of the League of Nations in • Origins and aims • Debate • Written test & quiz
• Structure of the League • Group work • Presentations
promoting world peace
• Successes • Audio-Visual • Peer review
• Failures • Peer teaching
• Weaknesses • Lecture
5.2.3 Analyse the causes of World War 2 • The violation of the • Audio visual • Response cards
Treaty of Versailles • Dramatisation • Individual assignment
• The Great Depression • Debate • Oral presentations
• Failure of the League of • Research • Written quiz and test
Nations
• Appeasement policy
• Hitler’s foreign policy
RANGE STATEMENT
EVIDENCE • Written tests and quizzes marks recordings, group presentations slides, class discussions sheet (5.2.1, 5.2.2, 5.2.3); oral
REQUIREMENTS responses videos/chart (5.2.1)

LEARNING OUTCOME HISSL 5.3: Examine post-World War 2 international relations

38
 FACILITATION AND
ASSESSMENT
PERFORMANCE CRITERIA CONTENT LEARNING
STRATEGIES
STRATEGIES
5.3.1 Assess the role of the United Nations • Origins of the United • Audio-visual • Written tests
Nations • Collaboration • Question & answer
Organisation
• Aims • Peer teaching • Debate
• Organs • Lecture • Peer review
• Successes
• Failures
5.3.2 Explore the concept of decolonisation in • Definition of the concept • Audio-visual • Presentations
of Decolonisation • Musical • Quizzes
developing countries
• Reasons for • Collaboration • Question & answer
Decolonisation • Pictorial & textual • Individual assignment
• The impact of source interpretation
Decolonisation • Lecture

5.3.3 Discuss the concept of neo-colonialism in • Definition of neo- • Individual reading • Individual assignment
colonialism • Group work • Presentations
developing countries
• Basic features of neo- • Collaboration • Written quiz and test
colonialism • Lecture • Peer review
• Effects of neo-
colonialism
5.3.4 Evaluate the origins of the Cold War • Ideological differences/ • Collaboration • Individual assignment
Fallout between United • Research • Presentations
States and the Soviet • Debate • Written quiz and test
Union 1945-46 • Lecture • Question & answer
• The Policy of
Containment and its
Application in 1947-48
39
 • The North Atlantic
Treaty Organisation
5.3.5 Analyse the impact of the Cold War • Cuban missile crisis • Pictorial and textual • Witten test & quiz
• Cold War proxy wars – sources • Presentation
Angola, Korea, Vietnam • Debate • Peer review
• Control by and • Collaboration • Source interpretation
challenges from • Lecture • Individual assignment
international capitals
• Asymmetrical threats
e.g., terrorism
• Regional and
transnational conflicts
RANGE STATEMENT
EVIDENCE • Written tests and quizzes mark recordings, oral responses sheet, group presentations recorded videos, class observation
REQUIREMENTS sheet (5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5)

LEARNING OUTCOME HISSL 5.4: Assess the rise of global economic powers from 1945
PERFORMANCE CRITERIA CONTENT FACILITATION AND ASSESSMENT
40
 LEARNING
STRATEGIES
STRATEGIES
5.4.1 Analyse factors which contributed to the rise of China: Opening up and • Collaboration • Presentation
reform post 1976, • Internet search • Portfolio
global economic powers from 1945
educational reforms, • Audio visual • Question & answer
socialism with Chinese • Debate • Peer review
characteristics, culture, • Peer teaching
Confucianism, Role of state- • Lecture
owned corporations
USA: Marshall Plan,
Multi- national
corporations, Free liberal
market economy,
Washington Consensus,
Militarism, USA foreign
policy
Japan: State-owned
corporations, Economic
protectionism, Japan-USA
security pact, Land reform,
Demilitarisation, Dodge
Plan, Constitutional reforms
Singapore: Financial
services, Service industry,
Industrialisation, Economic
regionalism, Research and
technology,
Developmentalist state,
Strong leadership
5.4.2 Analyse emerging global issues • Causes of emerging • Debate • Presentation
global issues • Group work • Peer review
• Impact of emerging • Research • Question and answer
global issues • Lecture • Portfolio
RANGE STATEMENT • Global economic powers: USA, China, Japan and Singapore (5.4.1)
41
 • Emerging global issues: Human trafficking, terrorism, xenophobia, politics of oil (5.4.2)
EVIDENCE • Group presentations slides, portfolio, class discussions sheet, oral responses recorded videos (5.4.1,
REQUIREMENTS 5.4.2)

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