Social Sciences: History
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Social Sciences
Study 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.
G05 ~ Social Sciences: History
Preface
What is History and how is it presented?
History is the study of change and development in society over time. History will enable you to see how past human action has an impact on the present; and to evaluate and understand how it influences the future.
History is a process of investigating and asking questions about the past:
● W hat happened?
● W hen did it happen?
● W hy did it happen?
● W hat was the impact of events and decisions on society?
When people know what happened in the past, they can learn from past mistakes and prevent it from happening again. This is especially important when social, political and economic decisions are made in any society.
The specific aim of History is creating the following:
● A n interest in and enjoyment of the study of the past.
● K nowledge, understanding and appreciation of things that happened in the past.
SAMPLE
● The ability to participate in a historical enquiry, to participate in research and projects throughout the year.
● To develop cognitive and other skills necessary for holistic educational development.
● To help us understand the present and even predict future events.
● To ensure responsible citizenship.
You should learn how to apply history knowledge and skills in source-based questions and longer questions like paragraphs and essays. Sources may include cartoons, articles, case studies, comprehension tests, photos and pictures. To be able to interpret sources, you should not only memorise facts and content but learn to apply knowledge as well. Additional sources like CAPS prescribed textbooks may also be used in conjunction with this study guide.
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
Date started
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
1
Date completed
2
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
Lesson 12: The pastoral way of life
SAMPLE
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
Eenheid
1 Unit 1
Hunter-gatherers and shepherds in Southern Africa
Learning objectives
After completing this unit, you should 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, we learn about the first people who lived in Southern Africa. Research the San and Khoikhoi and learn how to conduct research and find facts about them.
Important terminology
Stone Age
Hunter Shepherd Story
Tips
We will learn about the San and Khoikhoi, the earliest inhabitants of Southern Africa. Some lessons have an activity that you must complete. These activities summarise the work you must learn. Make sure you can do each activity.
Lesson 1
How we obtain information from hunter-gatherers and shepherds
Define
Hunter: a person who kills animals for their meat and skins
Shepherd: a person who keeps cattle and looks after them
SAMPLE
Stone Age: thousands of years ago when people made objects from stone
Core content
The first people who lived in Southern Africa were hunter-gatherers. The men usually hunted animals for food and the women collected roots, nuts and berries for food. These people are known as the San. We can get information about them from different sources.
Image 1.1: A San woman from Botswana
We distinguish between three types of sources:
Primary sources
Secondary sources
Tertiary sources
A primary source, among others, is a book written by a San person (the person writes down their personal experiences), so we get the information directly from the person who was there.
A secondary source, for example, is when someone reads the book and then writes a report with their own interpretation of the book and we obtain information about the San in this way.
A tertiary source, for example, is when a person uses the secondary source to obtain more information to also write a book, report or some other kind of publication. We therefore obtain information that does not come directly from someone who was actually present.
The San came to live in Southern Africa 10 000 years ago. They are the people whom we refer to in the ‘Later Stone Age’. The Stone Age refers to the period when people made tools from stone.
SAMPLE
The San were hunters, which means they hunted wild animals for food. After them, the Khoikhoi moved into Southern Africa but they had a different way of living. They were shepherds who kept livestock and looked after their animals.
Later during the term, we will learn more about the San and the Khoikhoi. For now, it is important that you know how we obtained the information about these people. We obtained the information from stories, objects, paintings and books. We call these sources.
Image 1.2: A spearhead made from stone. The San used similar spearheads for hunting.
For the curious
Search the internet or read through books for any interesting facts about the San. Read about their lifestyle and what they did to survive.
Activity 1
Study the images and answer the questions.
Image 1.3.1
Image 1.3.2
1. W hat is the San man doing in image 1.3.1? (2) 2. W hat are the San men doing
Lesson 2
Information from stories
Define
Story: a tale told to you by someone about something
Core content
We can find information about the hunter-gatherers and shepherds from the Later Stone Age by reading the stories they told.
Below is an example of a story told by the San.
Little Hare Harelip
This is a traditional San tale about Mother Moon’s message to man about life after death, and how the Hare’s lip was split.
Mother Full Moon peered over the shoulder of the mountain at the people on the plain. She saw how they rejoiced at her coming. She saw them dance. But she knew that all men carry a stone in their hearts, for they feared death.
SAMPLE
‘I must send a message to my children,’ she said to herself, ‘then they will never again be unhappy.’ She searched with shining eyes throughout the night until she saw Owl, who was out hunting. ‘Owl!’ she called. ‘Will you take a message for me?’ ‘I cannot,’ sighed Owl. ‘The night is short, and mice are few. Leave me alone!’ ‘Now I understand why you always have to hide in the dark.’ said Mother Full Moon with disgust. ‘There is no light or warmth in your heart.’
Just then, Jackal came trotting around a bush. Sniffle-snuffling here and there and everywhere, tracking stuff no one else wanted so that he could eat it. ‘Jackal!’ called Mother Full Moon. ‘Will you take a message for me?’ Jackal sat on his haunches, stuck his nose in the air and howled, ‘Oow! Oow! Mother Full Moon, look how I suffer. Look how little I have to live on. Do not ask more of me. Rather help me, help me. Give me food.’ ‘Be off, you beggar!’ said Mother Full Moon crossly.
Then she saw Hare feeding in the field. ‘Hare, will you take a message for me?’ ‘Yes, yes, Mother Full Moon.’ he said. He sat bolt upright on his short tail and sang: ‘I am Hare Four-foot, I am Hare-run-wild, I am Hare Fleet-foot, I am the Wind’s own child.’
‘I want to send you to my people,’ said Mother Full Moon, ‘to the men of the veld.’ ‘I know them, Mother,’ said Hare. Mother Full Moon continued, ‘You must tell them this:
SAMPLE
Image 1.5
“Look at Mother Moon and be content. First, she is like the horn of an eland. Then, she becomes round and fat like the hunters when the herds of animals are plentiful, and every arrow finds its mark. Then, she melts away until there is only a crane’s wishbone left. In the end she vanishes completely. So, it is with men too. First, a man is young, but he grows and becomes strong. Then, old age comes and sucks his bones dry. But when he dies, he shall live again – just as I do.”’
‘Is that all, Mother?’ asked Hare. ‘Yes, but ...,’ said Mother Full Moon. But before she could say, ‘wait a while’, Hare had gone. He ran so fast that the stones flew up behind him and the bushes rustled as he passed them. He ran and sang: ‘I am Hare Four-foot, I am Hare-runwild, I am Hare Fleet-foot, I am the Wind’s own child.’
Image 1.4:
A San man from Namibia
Whoops! He crashed so hard into something that he had to sit back on his hind legs. ‘Can’t you look where you are going?’ asked the thing. It was a man of the veld. ‘I was looking for you!’ said Hare importantly, ‘Mother Full Moon sent me. She says you are the eland’s horn. No, she says you are Crane’s wishbone. I mean, she says, when you are dead, you are dead, and you will not live again.’ ‘Yes,’ sighed the man and hung his head. This was what he had always feared.
‘Perhaps it is the other way around!’ Hare called after him, for he was completely muddled now, but the man was already gone. Hare hung his head. He peered over his shoulder and saw Mother Full Moon’s face, red above the mountains. She looked angry. Hare slipped in under a bush. He ran through the dark places to his lair. But Mother Full Moon lay in wait for him. When he came around a high tussock of grass, she grabbed him by the hind legs. ‘Bad bunny!’ said Mother Full Moon. ‘You bungled everything!’ ‘But, Mother ...,’ pleaded Hare. Before he could say ‘Full Moon’ she smacked him in the face so violently that his lip split open. ‘You will have a harelip forever because you did not listen carefully to what I told you!’ said Mother Full Moon. ‘Yes, Mother,’ said Hare, ‘but how can I fix the mess I made?’ Then Mother Full Moon’s heart melted. ‘Go,’ she said, ‘go quickly and give my people the right message.’
(Source: Famous South African Folk Tales, Pieter Grobbelaar, 1985)
For the curious
Try to find more stories from the hunter-gatherers and shepherds of the Later Stone Age.
Lesson 3
Information from objects
Define
Object: something one can see and touch
Core content
We can get information about the hunter-gatherers and shepherds of the Later Stone Age by studying objects they made.
Here are examples of objects that were used by the hunter-gatherers.
For the curious
Try to find examples of other objects made by the hunter-gatherers and shepherds.
Activity 2
SAMPLE
1. W hat do you think the objects in image 1.6.1 are made of? (1)
2. W hat do you think the objects in image 1.6.2 are made of? (1)
Image 1.6.1: Examples of weapons used by the hunter-gatherers and shepherds.
Image 1.6.2: Examples of pots used by Khoikhoi shepherds.
Lesson 4
Information from rock paintings
Define
Rock art: drawings or images made on rocks
Core content
We can obtain information about the hunter-gatherers and shepherds from the Later Stone Age by looking at the rock paintings they made. Rock paintings were their means of communication and by studying these images we can learn something about how they lived.
Study the pictures below:
Image 1.7: The San made various rock art paintings across Southern Africa.
For the curious
Try to find more pictures of rock art by the hunter-gatherers and shepherds of the Later Stone Age.
These drawings indicate to us that wild animals played a very important role in the San’s lives. It shows quite clearly how they hunted and killed the animals. Take a close look at how the people are depicted in the drawings. For example, their heads are very small and they have large, round buttocks. Image 1.7 shows how they point their weapons up to the sky and celebrate when they have completed the hunt, since it meant that they could eat meat again. We also see a drawing of eland – the eland was very important to them. The San believed that finding an eland would bring them prosperity and happiness.
Activity 3
Study the simplified San rock painting and answer the questions.
Image 1.8
1. W hat type of scene does the rock art in image 1.8 portray?
Lesson 5
Information from books
Core content
We can obtain information about hunter-gatherers and shepherds from the Later Stone Age by reading books that have been written about them.
A few examples of such books:
Image 1.9: There are many books on Southern Africa’s hunter-gatherers and their culture.
We often have to read what has been written by the San two or three times because their way of speaking and expressing their emotions is very different to ours. Many people have studied them and have written books, which makes for very interesting reading.
SAMPLE
Revision exercise
1. Summarise the important elements you learnt about in unit 1.
Address the following:
● How to collect information.
● W hat value can be gained from the different sources of information.
● How to distinguish whether the source is a primary, secondary or tertiary source.
2. Draw a mind map. A mind map will help you remember everything that you have learnt about the San so far. Include information about the historical objects and the rock art. (You may ask your facilitator to help you draw a mind map.) [10]