Social Sciences: History
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Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: History
Grade 5
SAMPLE
CAPS aligned
S Grimsley E van Emmenes
Learning objectives
What learners should know at the end of the lesson according to CAPS requirements.
Lesson elements
Important terminology
New terminology to assist with the understanding of the subject as part of the lesson.
Define
Definitions of concepts to understand the content.
Activity
Questions to complete to test learners’ knowledge of the completed lesson.
Tips
Any information other than the content, to guide learners through the learning process.
SAMPLE
Core content
Emphasise the core of the content; in-depth explanation of a specific section of the lesson; learners must understand this content.
Study/Revision
Time spent studying the content at the end of the unit and to prepare for a test or examination.
For the curious Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): Explain the need to complete the basic questions to achieve a pass mark.
Timetable and time management
According to CAPS, learners should spend 3 (three) hours per week on Social Sciences. A term of 10 weeks therefore gets 30 hours. The time allocation for History is therefore 15 hours per term of 10 weeks and Geography also 15 hours per term of 10 weeks. As a result, learners must spend 1½ hours per week on History, but you will find that some tasks take less time than others.
According to the study guide:
Term 1: There are 13 lessons for term 1, some of which include activities. In a 10-week term, learners will have one History lesson per week, and an additional lesson every third week. This means learners will have two History lessons every third week.
Term 2: There are 11 lessons for term 2. In a 10-week term, learners will have one History lesson per week, and a second lesson for one week only to address the eleventh lesson. Review exercises are provided at the end of each unit.
Term 3: There are nine lessons for term 3. In a 10-week term, learners will have one History lesson per week.
Term 4: There are ten lessons for term 4. In a 10-week term, learners will have one History lesson per week. Since term 4 is usually very short, it will be beneficial for learners to complete two to three lessons per week. If possible, start with term 4’s lessons in term 3.
Assessment requirements
The recommended assessment programme is as follows:
Term 1
Term 2
Term 3
Term 4
History Test
Geography Test
History Assignment and examination
Geography Assignment and examination
History Assignment
Geography Project
Continuous assessment
75%
HistoryExamination November examination
Geography Examination
● Give short answers to questions
● Write paragraphs
● Do research and write down a few sentences
● Read and summarise
● Listen and make notes
● Record observations
● A nswer questions (short and longer answers)
● Set questions
SAMPLE
25%
Information about the project will be communicated to facilitators via e-mail and the subject forum. Tasks may include:
● Make connections between cause and effect
● Identify similarities and differences
● Read, complete and/or draw maps
● Work with data
● Find and work with sources
● Compare cross-referencing and information
● Provide explanations
● Identify and discuss issues
● Complete question and answer sheets
● Make charts/graphs and labels
● Match, sort, list, describe and compare texts, graphs, maps, photos, pictures
● Make models, posters or graphs
● Interpret photos and write captions
Codes and percentages for recording and reporting
Study tips and methods
History should be learnt like a story. Encourage learners at the end of each unit to tell you in a story what he or she has learnt.
There is an activity at the end of some lessons to help learners understand the content of the lesson. Go through the activities with learners in preparation for their examinations. Lessons that do not include an activity are covered by a revision exercise at the end of the unit.
Every activity must be completed as thoroughly as possible and the questions must be answered in full sentences.
Other useful information
History is about collecting and interpreting information. Assist learners in collecting as much supplementary information as possible and by reading as background before doing the lessons. You will note that approximately one lesson is scheduled per week, but the allocated time is 1½ hours per week. Enough time has been set aside for own research.
Where possible, use reliable sources on the internet. Many organisations and projects provide useful information online. Compare different websites to see if factual content corresponds
The learning objectives are a set standard of guidelines that are set by the Department of Basic Education to ensure that learners meet certain criteria and gain valuable skills.
SAMPLE
Learners often struggle to arrange events chronologically. The sooner learners learn to do this, the better. Draw up a timeline at the end of each unit to help learners arrange events chronologically. It is a crucial skill in History.
Preface
This guide is for the facilitator only, not learners. This guide is to be used with the study guide for Grade 5. Therefore, all the lesson information is in the study guide.
The answers to the activities are provided in this guide, although there are some activities with no specific answer. It will be pointed out under each such activity.
Try to have a conversation with learners about the lesson before working through it. Talk about the topics in general to test the learners’ existing knowledge. Each lesson is preceded by a brief introduction on which you may expand, if possible. You may have to ask many leading questions in the beginning to engage learners’ interest.
SAMPLE
G05 ~ Social Sciences: History
Year plan
Keep the following in mind when planning your year:
● Be realistic and flexible
● Keep your other subject timetables in mind
● A llow for enough time to study for tests and examinations
Term Unit and lesson
1
2
Date started Date completed
Unit 1: Hunter-gatherers and shepherds in Southern Africa
Lesson 1: How we obtain information from huntergatherers and shepherds
Lesson 2: Information from stories
Lesson 3: Information from objects
Lesson 4: Information from rock paintings
Lesson 5: Information from books
Unit 2: The San hunter-gatherer society in the Later Stone Age
Lesson 6: How the San lived in their environment
Lesson 7: Discovery of the bow and arrow
Lesson 8: Social organisation within the San community
Lesson 9: Medicinal plants
Lesson 10: San beliefs and religion
Lesson 11: Rock art
Unit 3: The Khoikhoi shepherd society in the Later Stone Age
SAMPLE
Lesson 12: The pastoral way of life
Lesson 13: How the San and Khoikhoi shared the same land
Unit 4: The first farmers in Southern Africa
Lesson 14: Interaction with the Khoisan
Unit 5: The chieftainship of the first African farmers
Lesson 15: Homesteads and farming villages
Lesson 16: Agriculture: Crops and livestock
Lesson 17: Social, political and economic structures
Lesson 18: A culture of cooperation: The roles of men and women
Lesson 19: Role of the paramount chief
Lesson 20: The role of cattle
2
Unit 6: Tools and weapons of iron and copper
Lesson 21: Metal work
Lesson 22: Pottery
Lesson 23: Trade
Lesson 24: Religion and medicine
Unit 7: An ancient African society: Egypt
Lesson 25: The Nile River and how it influenced settlements
Unit 8: The way of life in ancient Egypt
Lesson 26: The social structure in ancient Egypt
Lesson 27: Beliefs and religion
3
4
Lesson 28: Pharaohs
Lesson 29: Sphinxes, pyramids and temples
Lesson 30: Hieroglyphics
Lesson 31: Mathematics and astronomy
Lesson 32: Medicine and healers
Lesson 33: Case study: Tutankhamun’s grave
Unit 9: A heritage trail through the provinces of South Africa
Lesson 34: The provinces and their capital cities on a map
Unit 10: What is heritage?
Lesson 35: Heritage of places of importance
Lesson 36: Heritage in objects
Lesson 37: Heritage in people’s achievements
Lesson 38: Heritage in place names
Lesson 39: Heritage and changing identity
Lesson 40: Heritage and indigenous medicines
Lesson 41: Heritage in architecture
Lesson 42: Natural heritage and indigenous knowledge systems
Lesson 43: Heritage in art
Hunter-gatherers and shepherds in Southern Africa Unit 1
Learning objectives
After completing this unit, learners must be able to do the following:
● Use a variety of sources to obtain information about the past.
● Gather information from text, photos and images.
● Obtain information from songs, poems and interviews with people.
● Use more than one source, e.g. books, magazines, newspapers and the internet.
Introduction
In this unit, learners learn about the first people who lived in Southern Africa, namely the San hunters who are also known as Bushmen. After them, the Khoikhoi shepherds came to Southern Africa. Hunters are people who hunt for their food and shepherds are people who keep livestock and care for their animals. It is important to highlight and explain the main difference between these two groups of people as learners might get confused.
Lesson 1
How we obtain information from hunter-gatherers and shepherds
Talk to learners about how we obtain information about the San and Khoikhoi. Remember to mention that these people could not read or write back then. Therefore, the information we obtained are from various sources – pictures, stories and studying their rock paintings. We also obtained information about these groups of people from folk tales.
Activity 1
1. W hat is the San man doing in image 1.3.1?
The man is hunting for food. (2)
2. W hat are the San men doing in image 1.3.2?
The men are trying to make a fire.
Lesson 2
Information from stories
Until recently, a few groups of hunter-gatherers still lived in various parts of Southern Africa. People, known as ethnographers, went to stay with these hunter-gatherers to study the way they live. Using this information, they wrote books about their experiences. Through this we obtained information about the stories of the San and Khoikhoi.
Lesson 3
Information from objects
Objects that belonged to the San and Khoikhoi were studied by archaeologists and they provided a lot of information about the hunter-gatherers and shepherds. For example, from the study of these objects we know the San used a bow and arrow to hunt. We also know the Khoikhoi used pots for storing milk. The fact that they stored milk in containers indicated that they kept livestock such as cows. There are pictures of objects from which we can obtain information in the study guide.
Activity 2
1. W hat do you think the objects in image 1.6.1 are made of?
Stone and bone (1)
2. W hat do you think the objects in image 1.6.2 are made of? Clay
Lesson 4
Information from rock paintings
Rock paintings are an important part of the San and Khoikhoi’s history. Everything that happened to them and that was important to them were depicted on rocks and stones.
Activity 3
1. W hat type of scene does the rock art in image 1.8 portray? A hunting scene (1)
2. W hat type of weapons did they use?
Spears/bows and arrows (Any other relevant answer) (1)
3. W hat type of animal do you think is portrayed in this rock art?
Rhinoceros/hippopotamus (Any other relevant answer) (1) [3]
Lesson 5
Information from books
SAMPLE
This lesson ties in with lesson 2. The books we read about the San and Khoikhoi were written by ethnographers and by other people who have heard what the ethnographers experienced. It is important for learners to know that a story can be told by someone who experienced events or it can be captured on paper, in books.