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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY
Grade 5
A member of the FUTURELEARN group
Social Sciences Facilitator’s guide: History
1805-E-SOS-FG01
Í2%È-E-SOS-FG01#Î
Grade 5
CAPS aligned
S Grimsley E van Emmenes
Facilitator’s Guide G05 ~ Social Sciences: History
CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 6 STUDY TIPS AND METHODS ............................................................................................ 7 OTHER USEFUL INFORMATION ....................................................................................... 7 PREFACE............................................................................................................................ 8 YEAR PLAN ........................................................................................................................ 9 UNIT 1: Hunter-gatherers and shepherds in southern Africa ...................................... 11 Lesson 1: How we get information about the hunter-gatherers and shepherds ........ 11 ACTIVITY 1 ....................................................................................................... 12 Lesson 2: Information from stories ............................................................................ 12 Lesson 3: Information from objects ........................................................................... 12 ACTIVITY 2 ....................................................................................................... 12 Lesson 4: Information from rock paintings ................................................................. 12 ACTIVITY 3 ....................................................................................................... 13 Lesson 5: Information from books ............................................................................. 13 UNIT 2: The San hunter-gatherer society in the Later Stone Age ............................... 14 Lesson 6: How the San people lived in the environment ........................................... 14 Lesson 7: Discovery of the bow and arrow ................................................................ 15 Lesson 8: Social organisation within the San community .......................................... 15 Lesson 9: Medicinal plants ........................................................................................ 15 ACTIVITY 4 ....................................................................................................... 15 Lesson 10: San beliefs and religion........................................................................... 16 ACTIVITY 5 ....................................................................................................... 16 Lesson 11: Rock art .................................................................................................. 16 ACTIVITY 6 ....................................................................................................... 17 REVISION EXERCISE UNIT 2 ......................................................................... 17 UNIT 3: The Khoikhoi shepherd society in the Later Stone Age ................................. 19 Lesson 12: The pastoral way of life ........................................................................... 19 Lesson 13: How the San and Khoikhoi people shared the same land....................... 19 REVISION EXERCISE UNIT 3 ......................................................................... 20 UNIT 4: The first farmers in southern Africa ................................................................. 22 Lesson 14: Interaction with the Khoisan People ........................................................ 22 REVISION EXERCISE 4 ................................................................................... 22 UNIT 5: The chieftainship of the early African farmers ................................................ 24 Lesson 15: Homesteads and farming villages ........................................................... 24 Lesson 16: Agriculture: Crops and livestock.............................................................. 24 Lesson 17: Social, political and economic structures ................................................ 25 Lesson 18: A culture of cooperation – the roles of men and women ......................... 25 Lesson 19: Role of the paramount chief .................................................................... 25 1
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Facilitator’s Guide G05 ~ Social Sciences: History
Lesson 20: The role of cattle ..................................................................................... 25 REVISION EXERCISE UNIT 5 ......................................................................... 26 UNIT 6: Tools and weapons of iron and copper ............................................................ 28 Lesson 21: Metal work .............................................................................................. 28 Lesson 22: Pottery .................................................................................................... 28 Lesson 23: Trade ...................................................................................................... 28 Lesson 24: Religion and medicine............................................................................. 29 REVISION EXERCISE UNIT 6 ......................................................................... 29 UNIT 7: An ancient African society – Egypt .................................................................. 31 Lesson 25: The Nile River and how it influenced settlements ................................... 32 ACTIVITY 7 ....................................................................................................... 32 UNIT 8: The way of life in ancient Egypt ........................................................................ 33 Lesson 26: The social structure in ancient Egypt ...................................................... 33 Lesson 27: Beliefs and religion.................................................................................. 33 Lesson 28: Pharaohs ................................................................................................ 34 Lesson 29: Sphinx, pyramids and temples ................................................................ 34 Lesson 30: Hieroglyphics .......................................................................................... 35 ACTIVITY 8 ....................................................................................................... 35 Lesson 31: Mathematics and astronomy ................................................................... 35 ACTIVITY 9 ....................................................................................................... 35 Lesson 32: Medicine and healers .............................................................................. 36 Lesson 33: Case study: Tutankhamun’s grave.......................................................... 36 ACTIVITY 10 ..................................................................................................... 36 REVISION EXERCISE UNIT 8 ......................................................................... 36 UNIT 9: A heritage trail through the provinces of South Africa ................................... 38 Lesson 34: The names of the provinces and their capital cities on a map ................ 38 ACTIVITY 11 ..................................................................................................... 39 UNIT 10: What is heritage? ............................................................................................. 40 Lesson 35: Heritage of places of importance ............................................................ 40 Lesson 36: Heritage in objects .................................................................................. 40 Lesson 37: Heritage in people’s achievements ......................................................... 41 Lesson 38: Heritage in place names ......................................................................... 41 REVISION EXERCISE UNIT 10 ....................................................................... 42
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Facilitator’s Guide G05 ~ Social Sciences: History
YEAR PLAN TERM 1
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UNIT AND LESSON
DATE
DATE
STARTED COMPLETED Unit 1: Hunter-gatherers and shepherds in southern Africa Lesson 1: How we get information about the hunter-gatherers 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: San hunter-gatherer society in the Later Stone Age Lesson 6: How the San lived in the 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 Lesson 13: How the San and Khoikhoi people shared the same land Preparation for term test Unit 4: The first farmers in southern Africa Lesson 14: Interaction with the Khoisan Unit 5: The chieftainship of the early 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 Lesson 19: Role of the paramount chief Lesson 20: The role of cattle Unit 6: Tools and weapons from iron and copper Lesson 21: Metal work Lesson 22: Pottery Lesson 23: Trade Lesson 24: Religion and medicine
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Facilitator’s Guide G05 ~ Social Sciences: History
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4
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 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 names of 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
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
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 of written information, for example books, magazines, newspapers and websites.
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 get information about the hunter-gatherers and shepherds Talk to learners about how we obtain information about the San and Khoikhoi people. Remember to mention that these people could not read or write back then. Therefore, the information we obtained are from various sources – looking at pictures, reading stories written about them and studying their rock paintings. We also obtained information about these groups of people from folktales.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
1
ACTIVITY 1 1 2.
What do you think the two San men in source 1.1 are doing? The two men are hunting for food. What are the men in source 1.2 trying to make? They are trying to make a fire.
(2) (2) [4]
Lesson 2: Information from stories Until recently, a few groups of hunter-gatherers still lived in various parts of southern Africa. People, known as ethnologists, 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 people. Lesson 3: Information from objects Objects that belonged to the San and Khoikhoi people 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 people 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. In the study guide, there are pictures of objects from which we can obtain information.
ACTIVITY 2 1. 2.
What do you think the objects in source 1.4 are made from? Stone and bone What do you think the object in source 1.5 is made from? Clay
(1) (1) [2]
Lesson 4: Information from rock paintings Rock paintings are an important part of the San and Khoikhoi people’s history. Everything that happened to them and what was important to them were depicted on rocks and stones.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
1
ACTIVITY 3 1 2 3
What do the images in source 1.8 tell us about the San people? How they hunted. What weapons did they use? Spears, bows and arrows. Which two animals do you see in source 1.8.? Dog and rhino.
(1) (1) (1) [3]
Lesson 5: Information from books This lesson ties in with Lesson 2. The books we read about the San and Khoikhoi people 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.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
2
UNIT 2: The San huntergatherer society in the Later Stone Age LEARNING OBJECTIVES After completing this unit, you should be able to do the following: •
Understand how the San people survived off of their environment.
•
Discuss the invention of the bow and arrow, which contributed to hunting effectiveness.
•
Identify social organisation: all things were meant to be shared equally within a group. o Plant medicines o San believes and religion o Rock art
INTRODUCTION This unit deals only with the San people. We look at their customs, how they lived and what was important and sacred to them. The San were the first people in southern Africa. We can learn about them by looking at pictures, reading books, investigating objects such as their paintings, and listening to or reading stories about their lifestyles. In each lesson we will consider how we obtained the information. Lesson 6: How the San people lived in the environment The San people lived in small groups and obtained everything they needed from nature. It is important for learners to know that the San people did not harm nature, in other words they did not cut down or remove plants that they could not use. They knew a lot about the environment and their knowledge of plants was excellent. We can therefore say that they lived in harmony with their environment.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
2
Lesson 7: Discovery of the bow and arrow The San people used bows and arrows to hunt with. The bows were made from flexible wooden sticks and the strings were made from animal hair or the muscles of animals that had been killed. The arrows were usually made from reeds and the arrow points were made of stone or bone. The tip of the arrow was coated with the poison from a small beetle. The poison was placed just behind the arrow point to prevent the hunter from accidentally touching the poison if he happened to touch the tip of the arrow. When an animal was shot and killed the hunter would cut out the piece of flesh where the arrow hit the animal, and burn it. To shoot a wild animal with a bow and arrow requires a great deal of skill. The arrow usually does not travel further than 20 m, so the San hunter had to stalk the animal and get quite close to it without alerting it. After the San hunter shot an animal with the bow and arrow, the San hunter would use a sharpened spear and strike it again to make sure it was dead. Lesson 8: Social organisation within the San community Everyone within the San family had a specific job to do. It was the men's responsibility to hunt for meat. They sometimes stayed away for many days hunting game. The women's responsibility was to search for edible plants such as fruit, nuts, berries and roots. The roots of plants were scraped with sharpened objects to extract plant juices for drinking. Lesson 9: Medicinal plants The San people knew nature so well that they knew exactly which plants could be used for which ailments. Some of the different plants’ medicinal uses are discussed in the study guide.
ACTIVITY 4 1 2 3 4
For which ailment was the Buchu plant used? Abdominal pain Name one use of the Hoodia plant. Prevented people from getting hungry or thirsty. What was the Aloe ferox plant used for? To treat sore throats. Why do you think one of the plants is named ‘bedding plant’? The San wrapped it around themselves for warmth when they went to sleep in winter.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
2
Lesson 10: San beliefs and religion The San people believed that they could go into a trance while dancing and in this way heal the sick. During a trance the shaman, the person who went into in a trance, communicated with the ancestors. The San people also believed that the shaman could ask for rain during the dances and that the ancestors would send them game to hunt.
ACTIVITY 5 1 2 3
What did the San people call their god? Kaggen Into what did the San believe Kaggen could change? Into an eland, hare, snake or a vulture What celestial body was also an important part of their religion? The moon
(1) (1) (1) [3]
Lesson 11: Rock art The San people painted everything that was important to them on rocks; this is how we know that the eland was very important to them. The San’s rock art drawings are such a significant part of our heritage and history that they have been incorporated into our country’s Coat of Arms. Two San men looking at each other as if they are about to greet one another are depicted on the Coat of Arms. Even the motto on the Coat of Arms is from the San language; it means people who are different can stand together (united).
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
2
ACTIVITY 6 1
2 3
4
Describe in your own words what an archaeologist is. A person who studies objects made by people who lived a long time ago, and who then draws conclusions about the people. Which colours were used most often in San paintings? Red, yellow, black and white. How did the San people make the coloured paints? To get red, orange and purple they heated rusted iron and crushed it into a powder. The powder was mixed with egg white, animal blood or fat to make paint. What was used to bind the paint? Animal blood or animal fat and plant juices.
(2) (3)
(3) (3) [11]
REVISION EXERCISE UNIT 2
1.
2. 3.
4. 5. 6. 7. 8.
What is ethnography? A study of the lives of people who live in the same way as people who lived a long time ago. (1) Why do we say the San people are nomads? The San moved from place to place and had no fixed home. (1) Explain in your own words what it means to live in harmony with the environment. Living from nature and the environment, taking only what is needed without damaging anything. (1) Name the medicinal uses of the sickle bush. Toothache, headache, snake-bite wounds. (1) Which plant can be used to treat colds, flu and coughs? African wormwood (1) Which plant can be used to treat a skin rash? Red root (1) What is this plant used for today? To induce sleep. (1) If a San person was bitten by a snake, which plant did they use to treat the wound? Sickle bush (1)
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
What did the San people make paint brushes from? Animal hair and feathers tied to reeds. 10. Draw a bow and arrow and give a description of each part.
2
9.
(1)
String Arrow point Bow (6) [15]
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Facilitator’s Guide G05 ~ Social Sciences: History
3
Unit
UNIT 3: The Khoikhoi shepherd society in the Later Stone Age LEARNING OBJECTIVES After completing this unit, you should be able to do the following: • • •
Understand the importance of heritage and conservation. Explain how and why people and events in a society, town or city must be commemorated. Investigate how people, past events, ceremonies, celebrations, museums and monuments are commemorated.
INTRODUCTION In this unit, we take another look at the Khoikhoi people and consider in which aspects they were the same as the San people or how they differed from the San people. Lesson 12: The pastoral way of life The Khoikhoi people lived a pastoral lifestyle, which means they kept livestock such as sheep and cattle. The cattle were well cared for and were not slaughtered without good reason. Cows were especially important to the Khoikhoi because milk was their main source of food. The Khoikhoi people were known as shepherds and the San were known as hunters. Lesson 13: How the San and Khoikhoi people shared the same land It happened at times that the San and Khoikhoi people had to live in the same area. This usually worked well and both the tribes were able to live off of their environment, but when the San struggled to find game to hunt they sometimes stole the Khoikhoi people’s cattle for meat. This disturbed the balance of harmonious living. As a result the Khoikhoi people started forming larger groups so that they could fight the San people when they stole cattle. In time, some of the San decided to move away to live in the mountainous areas, while some chose to remain behind.
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Facilitator’s Guide G05 ~ Social Sciences: History
Unit
3
REVISION EXERCISE UNIT 3
1.
2.
3.
Provide the correct term for each of the following descriptions. a. A period of time thousands of years ago when people still made objects from stone. Stone Age b. People who hunt animals. hunters c. A person who keeps and cares for livestock. shepherd d. Observing/studying people who live in the same way today people who lived a long time ago. ethnography e. People who trek from place to place to find food and water. They do not have fixed homes. nomads (5) Are the following statements true or false? a. Water was usually scarce where the San people lived. true b. The Khoikhoi people were not considered nomads. false c. Water is stored/saved in small reeds. false d. The Khoikhoi people moved in groups of 200 to 300 people. true e. Livestock was the Khoikhoi people’s most valuable possession. true f. The San people had a chief, similar to the Khoikhoi people. false g. The San and the Khoikhoi people used plants to treat ailments. true h. An archaeologist is someone who studies objects that were used by people who lived a long time ago. true i. The San used things found in nature to draw rock art paintings. true j. The San and Khoikhoi people were not good at tracking. false (10) Say whether the picture shows a San person, a Khoikhoi person or both and describe in your own words what you see in the picture. The pictures can depict both. The women are looking for edible plants, and the men are hunting. (2) 20
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Facilitator’s Guide G05 ~ Social Sciences: History
4.
Unit
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Explain in your own words what process he must follow to get the water and how he then stores it. He must first scratch the sand away from the surface and then press a hollow reed deep into the soil. He then sucks the moisture from the soil. To prevent sand from being sucked in with the moisture the man first places a bundle of grass to the bottom of the reed to serve as a filter. He pours the water that has been sucked up into an empty ostrich shell. When the shell is filled with water, he seals the hole with a clay or grass stopper. (3) [20]
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