Gr 5-Social Sciences-Study Guide History 1 by Impaq

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SOCIAL SCIENCES STUDY GUIDE: HISTORY

Grade 5

A member of the FUTURELEARN group

Social Sciences Study guide: History

1805-E-SOS-SG01

Í2%È-E-SOS-SG01KÎ

Grade 5

CAPS aligned

S Grimsley E van Emmenes

Study Guide G05 ~ Social Sciences: History

CONTENTS LESSON ELEMENTS.......................................................................................................... 4 INTRODUCTION ................................................................................................................. 6 YEAR PLAN ........................................................................................................................ 7 UNIT 1: Hunter-gatherers and shepherds in southern Africa ........................................ 9 Lesson 1: How we get information about the hunter-gatherers and shepherds ........ 10 ACTIVITY 1 ......................................................................................................... 11 Lesson 2: Information from stories ............................................................................ 11 Lesson 3: Information from objects ........................................................................... 13 ACTIVITY 2 ......................................................................................................... 14 Lesson 4: Information from rock paintings ................................................................. 14 ACTIVITY 3 ......................................................................................................... 16 Lesson 5: Information from books ............................................................................. 16 UNIT 2: The San hunter-gatherer society in the Later Stone Age ............................... 18 Lesson 6: How the San people lived in their environment ......................................... 19 Lesson 7: Discovery of the bow and arrow ................................................................ 20 Lesson 8: Social organisation within the San community .......................................... 21 Lesson 9: Medicinal plants ........................................................................................ 21 ACTIVITY 4 ......................................................................................................... 23 Lesson 10: San beliefs and religion........................................................................... 24 ACTIVITY 5 ......................................................................................................... 24 Lesson 11: Rock art .................................................................................................. 24 ACTIVITY 6 ......................................................................................................... 25 REVISION EXERCISE UNIT 2 ........................................................................... 26 UNIT 3: The Khoikhoi shepherd society in the Later Stone Age ................................. 27 Lesson 12: The pastoral way of life ........................................................................... 27 Lesson 13: How the San and Khoikhoi people shared the same land....................... 29 REVISION EXERCISE UNIT 3 ........................................................................... 29 UNIT 4: The first farmers in southern Africa ................................................................. 31 Lesson 14: Interaction with the Khoisan people ........................................................ 31 REVISION EXERCISE UNIT 4 ........................................................................... 33

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Study Guide G05 ~ Social Sciences: History

UNIT 5: The chieftainship of the early African farmers ................................................ 34 Lesson 15: Homesteads and farming villages ........................................................... 35 Lesson 16: Agriculture: Crops and livestock.............................................................. 36 Lesson 17: Social, political and economic structures ................................................ 38 Lesson 18: A culture of cooperation – the roles of men and women ......................... 39 Lesson 19: Role of the paramount chief .................................................................... 40 Lesson 20: The role of cattle ..................................................................................... 41 REVISION EXERCISE UNIT 5 ........................................................................... 42 UNIT 6: Tools and weapons of iron and copper ............................................................ 43 Lesson 21: Metal work .............................................................................................. 43 Lesson 22: Pottery .................................................................................................... 44 Lesson 23: Trade ...................................................................................................... 46 Lesson 24: Religion and medicine............................................................................. 46 REVISION EXERCISE UNIT 6 ........................................................................... 47 UNIT 7: An ancient African society – Egypt .................................................................. 48 Lesson 25: The Nile River and how it influenced settlements ................................... 49 ACTIVITY 7 ......................................................................................................... 51 UNIT 8: The way of life in ancient Egypt ........................................................................ 52 Lesson 26: The social structure in ancient Egypt ...................................................... 52 Lesson 27: Beliefs and religion.................................................................................. 54 Lesson 28: Pharaohs ................................................................................................ 56 Lesson 29: Sphinx, pyramids and temples ................................................................ 57 Lesson 30: Hieroglyphics .......................................................................................... 58 ACTIVITY 8 ......................................................................................................... 59 Lesson 31: Mathematics and astronomy ................................................................... 60 ACTIVITY 9 ......................................................................................................... 61 Lesson 32: Medicine and healers .............................................................................. 61 Lesson 33: Case study: Tutankhamun’s grave.......................................................... 62 ACTIVITY 10 ....................................................................................................... 64 REVISION EXERCISE UNIT 8 ........................................................................... 65 UNIT 9: A heritage trail through the provinces of South Africa ................................... 66 Lesson 34: The names of the provinces and their capital cities on a map ................ 66 ACTIVITY 11 ....................................................................................................... 67 UNIT 10: What is heritage? ............................................................................................. 68 Lesson 35: Heritage of places of importance ............................................................ 68 Lesson 36: Heritage in objects .................................................................................. 70 Lesson 37: Heritage in people’s achievements ......................................................... 71 Lesson 38: Heritage in place names ......................................................................... 72 Lesson 39: Heritage and changing identity ............................................................... 73 Lesson 40: Heritage and indigenous medicines ........................................................ 74 Lesson 41: Heritage in architecture ........................................................................... 74

Study Guide G05 ~ Social Sciences: History

Lesson 42: Natural heritage and indigenous knowledge systems ............................. 75 Lesson 43: Heritage in art ......................................................................................... 76 REVISION EXERCISE UNIT 10 ......................................................................... 77 GLOSSARY....................................................................................................................... 78 BIBLIOGRAPHY ............................................................................................................... 81

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Study Guide G05 ~ Social Sciences: History

YEAR PLAN TERM 1

UNIT AND LESSON

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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Study Guide G05 ~ Social Sciences: History

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

Study Guide G05 ~ Social Sciences: History

Unit

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, you will learn about how the first people in southern Africa lived a long time ago. You will also need to look up information about the San and Khoikhoi people, 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 people, the earliest inhabitants of southern Africa. Some lessons have an activity that must be completed. These activities summarise the work that you have to learn. Make sure you can do each activity.

Study Guide G05 ~ Social Sciences: History

Unit

Lesson 1: How we get information about the hunter-gatherers and shepherds DEFINE Stone Age: thousands of years ago when people made objects from stone. Hunter: a person who kills animals for their meat and skins. Shepherd: a person who keeps cattle and looks after them. KEY 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 people. We can get information about them from different sources. We distinguish between three types of sources namely primary, secondary and tertiary sources. A primary source, among others, is a book written by a San person (the person writes down his or her 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 his or her own interpretation of the book and we obtain information about the San people 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 people 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. The San people were hunters, which means they hunted and killed wild animals, mainly for food. After them, the Khoikhoi people 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 people. 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. 10

Study Guide G05 ~ Social Sciences: History

Unit

FOR THE CURIOUS Search on the Internet or read through books for any interesting facts about the San people. Read about their lifestyle and what they did to survive. ACTIVITY 1 Study the following images and answer the questions. 1. 2.

What do you think the two San men in source 1.1 are doing? What are the two men in source 1.2 trying to make?

Source 1.1 http://cnx.org

(2) (2)

Source 1.2 http://www.expertbotswana.com

[4] Lesson 2: Information from stories DEFINE Story: a tale told to you by someone about something. KEY CONTENT We can find information about the hunter-gatherers and shepherds from the Later Stone Age by reading the stories they have told.

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Study Guide G05 ~ Social Sciences: History

Unit

Below is an example of a story told by the San people.

Little Hare Harelip 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. “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: 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 past them. He ran and sang: “I am Hare Four-foot, I am Hare-run-wild, I am Hare Fleet-foot, I am the Wind’s own child.” 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

Study Guide G05 ~ Social Sciences: History

Unit

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 one!” said Mother Full Moon. “You bungled everything!” “But, Mother ...,” pleads 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 1.3: Grobbelaar, P. W. (1985). Famous South African folk tales, Cape Town: Human & Rousseau

FOR THE CURIOUS ONES 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

KEY CONTENT We can get information about the hunter-gatherers and shepherds of the Later Stone Age by studying objects they made.

Study Guide G05 ~ Social Sciences: History

Unit

Below are pictures of objects that were used by the hunter-gatherers.

Source 1.4 http://cnx.org

Source 1.5 http://cnx.org

Source 1.4 shows the weapons the hunter-gatherers and shepherds used, and Source 1.5 shows the pots that were used by Khoikhoi shepherds. FOR THE CURIOUS See if you can find examples of other objects made by the huntergatherers and shepherds. ACTIVITY 2 1. 2.

What do you think the objects in source 1.4 are made from? What do you think the object in source 1.5 is made from?

(1) (1) [2]

Lesson 4: Information from rock paintings DEFINE Rock art: drawings or images made on rocks

KEY 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 are able to learn something about how they lived.

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Study Guide G05 ~ Social Sciences: History

Unit

Let us have a look at the pictures below.

Source 1.6.1 http://kunsbril.blogspot.com

Source 1.6.2 http://www.antbear.com/bushman-rock-art.htm

Source 1.7 http://mieliestronk.com

FOR THE CURIOUS See if you can find more pictures of rock art by the hunter-gatherers and shepherds from the Later Stone Age.

These drawings indicate to us that wild animals played a very important role in the San people’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. Source 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. In Source 1.6.1 we see a drawing of an eland – the eland was very important to them. They believed that finding an eland would bring them prosperity and happiness.

Study Guide G05 ~ Social Sciences: History

Unit

ACTIVITY 3 Look at the simple rock painting by the San people below.

Source 1.8 http://cnx.org

1. 2. 3.

What do the images in source 1.8 tell us about the San people? What weapons did they use? Which two animals do you see in source 1.8.?

(1) (1) (1) [3]

Lesson 5: Information from books KEY CONTENT We can obtain information about hunter-gatherers and shepherds from the Later Stone Age by reading books that have been written about them.

Here are examples of such books:

Source 1.9.1 http://www.kejafa.co.za

Source 1.9.2 http://www.awareness.co.za/start-readingbook/Tribes%20web/San/San-p1.htm

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Study Guide G05 ~ Social Sciences: History

Unit

We often have to read what has been written by the San people two or three times because their way of speaking and expressing their emotions is very different to ours. Many people have studied their actions and have written books about it, which makes for very interesting reading. STUDY/REVISION 1.

Summarise the important elements you learnt about in Unit 1. Address the following: • How to collect information. • What value can be gained from the different sources of information. • How to distinguish whether the source is a primary, secondary or tertiary source.

Draw a mind map. A mind map will help you remember everything that we have learnt about the San people so far. Include information about the historical objects and the rock art. (You may ask your Facilitator to help you draw a mind map.)

Study Guide G05 ~ Social Sciences: History

Unit

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 In this unit, we learn about the San people, their customs, how they lived, what they valued and what was sacred to them. The San people were among the first people in southern Africa. We can learn about them by looking at pictures, reading books, studying objects such as their paintings, and listening to stories about how they lived. IMPORTANT TERMINOLOGY • • • • • • •

Ethnography Nomads Tracking Bow and arrow Social organisation Medicinal plants Archaeologist

TIPS Study each lesson carefully and then answer questions in the activities as completely as possible. Answer the questions in full sentences. This will also help you to complete formal assessment tasks.

Study Guide G05 ~ Social Sciences: History

Unit

Lesson 6: How the San people lived in their environment DEFINE Ethnography: systematic study of people and cultures, a holistic study of people’s history, area of residence, climate and habitat – interaction of ethnic groups/ interaction with the environment Nomads: people who move from place to place to find food and water. They do not have fixed homes. KEY CONTENT We have now learned how we obtain information about the San people. There are people who still today live like the San people lived long ago and we can get information from others who observe how these people live. The process is called ethnography. The San people lived in harmony with their environment. This means they took everything they needed from their environment without harming it. The San people never hunted more meat or collected more food than what they needed. The men and women worked equally hard. The women’s job was to gather wild honey and edible plants such as roots, fruits and nuts and to care for the children. Because the San people relied on their environment for food, they moved around often in search of food and water – they were nomads. The San people lived in dry areas, which meant that water was often very scarce. They therefore had to make plans to get hold of water and to store it. So, for example, they learned how to extract water from under the surface of the sand. They first scratched away the sand from the surface and then pushed a hollow reed deep into the ground through which they sucked up the water. To prevent sand from being sucked up with the water, they tied a bundle of grass to the bottom of the reed to serve as a filter. The water was then poured into empty ostrich shells. The hole in the shell was covered with a grass or clay plug. The egg shells were buried and when the San people needed the water, they unearthed the egg shells. This way the water remained cold.

Source 2.1 http://www.krugerpark.co.za/africa_bushmen.html Here we see a man drinking from an ostrich shell. If you look carefully at the egg you will notice that it is dirty at the bottom. This indicates that it has been buried.