Social Sciences: History
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Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: History
Grade 6
SAMPLE
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.
Assessment requirements
The recommended assessment programme is as follows:
Term 1
Term 2
Term 3
Term 4
History Test
History Assignment and examination Geography Assignment and examination
History Project Geography Assignment
Continuous assessment 75% Geography Test
History Examination November examination 25% Geography Examination
Information on the project will be communicated to facilitators by e-mail and the subject forum. Tasks may include:
● Give short answers to questions.
SAMPLE
● Write paragraphs.
● Do research and write down a few sentences.
● Read and summarise.
● Listen and make notes.
● Record observations.
● Answer questions (short and longer answers).
● Set questions.
● Complete question and answer sheets.
● Make charts/graphs and labels.
● Match, sort, list, describe and compare texts, graphs, maps, photos, pictures.
● 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.
● Mode models, posters or graphs.
● Interpret photos and write captions.
G06 ~ Social Sciences: History
Codes and percentages for recording and reporting:
1
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.
Learners must also learn how to apply history skills – they must not only learn content and facts but understand the impact of events on people and society. Learners must learn empathy and understand that history is not just a mere story, but true events experienced by real people and that all decisions have consequences.
There is an activity at the end of every lesson to help learners understand the content of the lesson. Go through the activities with learners in preparation for their examinations.
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.
Other CAPS prescribed textbooks may also be used as supplementary sources.
Preface
This guide is for the facilitator only, not learners. This guide is to be used with the study guide for Grade 6. 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.
SAMPLE
G06 ~ 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
● Allow for enough time to study for tests and examinations
Term Unit and lesson
1
2
Date started
Unit 1: An African kingdom long ago in Southern Africa
Lesson 1: Changes in the society in the Limpopo Valley
Lesson 2: Settlements before Mapungubwe – K2 and Schroda
Unit 2: Mapungubwe – the first state in Southern Africa
Lesson 3: The king and his holy leadership
Lesson 4: The first rock-walled palace
Lesson 5: The importance of Mapungubwe Hill
Lesson 6: The first formal village
Lesson 7: Social classes of Mapungubwe
Lesson 8: The Golden Rhinoceros and other artefacts
Lesson 9: Trade across Africa and the Indian Ocean
Lesson 10: Trade goods
Unit 3: Change and continuity in East Coast trade
Lesson 11: Great Zimbabwe
SAMPLE
Unit 4: European explorers in Asia
Lesson 12: Marco Polo
Lesson 13: Marco Polo’s influence on European traders
Unit 5: European explorers discover Southern Africa
Lesson 14: Reasons for European exploration
Lesson 15: Leonardo da Vinci
Lesson 16: Galileo Galilei
Lesson 17: New ideas and knowledge
Lesson 18: Inventions – gunpowder, the compass and caravels
Date completed
2
Unit 6: Trade and profit
Lesson 19: European trade routes to the East via Southern Africa
Lesson 20: Bartolomeu Dias meets the Khoikhoi
Lesson 21: Vasco da Gama’s voyage
Lesson 22: The Dutch East India Company
Unit 7: Democracy and citizenship
Lesson 23: How people govern themselves in a democracy – our national government
Lesson 24: 1994 – the first democratic South African government
Lesson 25: Parliament’s role
Lesson 26: The importance of rules and laws
Lesson 27: The legal system and equality according to the law
3
4
Lesson 28: Citizens’ rights and responsibilities in a democracy
Lesson 29: The Constitutional Court
Unit 8: Children’s rights and responsibilities
Lesson 30: The Children’s Charter of South Africa
Unit 9: National symbols since 1994
Lesson 31: The coat of arms
Lesson 32: The national flag
Lesson 33: The national anthem
Unit 10: Medical science over the years
Lesson 34: Indigenous healing in South Africa
Lesson 35: Identification and training of new healers
Unit 11: Modern Western healing
Lesson 36: The fight against smallpox and Edward Jenner’s role
Lesson 37: The relationship between germs and diseases and Louis Pasteur’s role
Lesson 38: Germs that cause tuberculosis and Robert Koch’s role
Lesson 39: The first antibiotics and Alexander Fleming’s role
Unit 12: The link between holistic and Western healing
Lesson 40: The difference between holistic and Western healing
An African kingdom long ago in Southern Africa Unit 1
Learning aims
After completing this unit, learners must be able to do the following:
● Know and understand basic concepts.
● Understand and explain the changes in the Limpopo Valley between 900 and 1300.
● Know about settlements in the Limpopo Valley preceding Mapungubwe.
● Study Mapungubwe – inhabitants’ social structure and lifestyle.
● Understand archaeology and the importance of archaeological studies and preservation of historic artefacts.
● Describe the trade that took place.
● Continuously exercise various cognitive levels: define, describe, explain, evaluate, analyse, etc.
Introduction
This term and in this unit, learners will learn about kingdoms in Southern Africa. It is about how communities became part of a bigger world through trade.
Help learners to tell you what they learnt as a story.
Important terminology
BC | AD | BCE | CE
c. (Circa)
Archaeologist Artefact
Lesson 1
Changes in the society in the Limpopo Valley
If you have a map, show learners where Limpopo is; alternatively, look at the map in the Geography book. Discuss the terms ‘CE’ and ‘BCE’.
Lesson 2
Settlements before Mapungubwe – K2 and Schroda
Activity 1
1. A person who does excavations to find and study prehistoric and historic artefacts or objects to help them reconstruct the past. (1)
2. An object that was made and/or used in the past, e.g., furniture, clothes, utensils, tools, jewellery, etc. Artefacts can be very valuable sources of information, especially when historians have no or little access to written information. (1)
3. These people did not record everything they did. Archaeologists only discovered the residents’ artefacts in the 20th century. We can draw certain conclusions about their lifestyle from the K2 and Schroda residents’ tools, jewellery and buildings. Luckily, there are some of their descendants who can give us more information by telling us their stories and practices. (1)