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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY
Grade 6
A member of the FUTURELEARN group
Social Sciences Facilitator’s guide: History
1806-E-SOS-FG01
Í2&È-E-SOS-FG01%Î
Grade 6
CAPS aligned
E van Emmenes
Facilitator’s Guide G06 ~ Social Sciences: History
TABLE OF CONTENTS LESSON ELEMENTS.......................................................................................................... 3 TIMETABLE AND TIME MANAGEMENT ........................................................................... 5 ASSESSMENT REQUIREMENTS ...................................................................................... 5 STUDYING TIPS AND METHODS ...................................................................................... 6 OTHER USEFUL INFORMATION ....................................................................................... 6 YEAR PLAN ........................................................................................................................ 7 UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
UNIT 6
UNIT 7
An African kingdom long ago in Southern Africa ...................................... 10 Lesson 1: Changes in the society in the Limpopo valley between 900 BC and 1300 BC .......................................................................................................... 10 Lesson 2: Settlements in the Limpopo valley before Mapungubwe – K2 and Schroda .......................................................................................................... 11 ACTIVITY 1..................................................................................................... 11 Mapungubwe: First state in Southern Africa 1220 BC – 1300 BC ............. 12 Lesson 3: King pand holy leadership .............................................................. 13 ACTIVITY 2..................................................................................................... 13 Lesson 6: First town ........................................................................................ 13 ACTIVITY 3..................................................................................................... 13 Lesson 9: Trade across Africa and the Indian Ocean ..................................... 13 Lesson 10: Traded goods ............................................................................... 14 REVISION EXERCISE ON UNIT 2 ................................................................. 14 Changes and continuity in East Coast trade............................................... 16 Lesson 11: Great Zimbabwe ........................................................................... 16 ACTIVITY 4..................................................................................................... 16 European explorers in Asia .......................................................................... 17 Lesson 12: European explorer Marco Polo ..................................................... 17 ACTIVITY 5..................................................................................................... 17 REVISION EXERCISE ON UNIT 1 – 4 ........................................................... 18 European explorers discover Southern Africa ........................................... 20 Lesson 14: Reasons for European exploration ............................................... 20 Lesson 15: Case study – Leonardo da Vinci................................................... 21 ACTIVITY 6..................................................................................................... 21 Lesson 16: Case study – Galileo Galilei ......................................................... 21 ACTIVITY 7..................................................................................................... 21 REVISION EXERCISE ON UNIT 5 ................................................................. 21 Trade and profit ............................................................................................. 24 Lesson 19: European trade route to the East via Southern Africa .................. 24 REVISION EXERCISE ON UNIT 6 ................................................................. 24 Democracy and citizenship ......................................................................... 26 Lesson 24: The first domocratic gaverment in South Africa in 1994 .............. 27 REVISION EXERCISE ON UNIT 7 ................................................................. 28
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Facilitator’s Guide G06 ~ Social Sciences: History
UNIT 8 UNIT 9
UNIT 10 UNIT 11 UNIT 12
Children’s rights and responsibilities......................................................... 29 Revision exercise on Unit 8 ............................................................................ 30 National symbols since 1994 ....................................................................... 31 Lesson 31: Coat of Arms ................................................................................ 31 Lesson 32: National flag ................................................................................. 31 REVISION EXERCISE ON UNIT 9 ................................................................. 32 Medical science over the years .................................................................... 33 Some discoveries of modern Western medicine ........................................ 34 Link between holistic and Western healing ................................................ 35 REVISION EXERCISE ON UNIT 10 – 12 ....................................................... 35
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Facilitator’s Guide G06 ~ Social Sciences: History
INTRODUCTION 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. As facilitator, please 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.
YEAR PLAN TERM
UNIT AND LESSON
DATE
DATE
STARTED
COMPLETED
Unit 1: An African kingdom long ago in Southern Africa Lesson 1: Changes in the society in the Limpopo valley between 900 AD and 1300 AD Lesson 2: Settlements in the Limpopo valley before Mapungubwe: K2 and Schroda Unit 2: Mapungubwe: 1st state in Southern Africa 1220 AD – 1300 AD Lesson 3: King and holy leadership Lesson 4: First rock-walled palace
TERM 1
Lesson 5: Importance of Mapungubwe hill Lesson 6: First town Lesson 7: Distinct social classes Lesson 8: Golden rhinoceros and other golden objects 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 Unit 4: European explorer in Asia Lesson 12: European explorer Marco Polo Lesson 13: Marco Polo’s influence on European traders
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Facilitator’s Guide G06 ~ Social Sciences: History
TERM 2
Unit 5: European explorers discover Southern Africa Lesson 14: Reasons for European exploration Lesson 15: Case study – Leonardo da Vinci Lesson 16: Case study: – Galileo Galilei Lesson 17: New ideas and knowledge Lesson 18: Invention: gunpowder, compass and carvel Unit 6: Trade and profit Lesson 19: European trade routes to the East via Southern Africa Lesson 20: Dias’ voyage and Dias and his crew meet the Khoikhoi in Mossel Bay Lesson 21: Da Gama’s voyage
TERM 3
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: The first democratic government in South Africa in 1994 Lesson 25: The role of parliament Lesson 26: Importance of rules and laws Lesson 27: The legal system and equality according to law Lesson 28: Rights and responsibilities of citizens in a democracy Lesson 29: The Constitutional Court Unit 8: Children’s rights and responsibilities Lesson 30: Children’s Charter of South Africa Unit 9: National symbols since 1994 Lesson 31: Coat of Arms Lesson 32: National flag Lesson 33: National anthem
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TERM 4
Facilitator’s Guide G06 ~ Social Sciences: History
Unit 7: Democracy and citizenship Lesson 23: How people govern themselves in a democracy – our national government Lesson 35: How people are identified and trained to become healers Unit 11: Some discoveries of modern Western medical science Lesson 36: The fight against infectious diseases: small pox and the role of Edward Jenner Lesson 37: Relationship between germs and diseases and the role of Louis Pasteur Lesson 38: Germs that cause TB and the role of Robert Koch Lesson 39: The first antibiotics and the role of Alexander Fleming Unit 12: Link between holistic and Western methods of healing today Lesson 40: What is the difference between holistic and Western healing?
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Facilitator’s Guide G06 ~ Social Sciences: History
1
Unit
UNIT 1: An African kingdom long ago in Southern Africa LEARNING AIMS: After completing this unit, you should be able to do the following: The importance of heritage and conservation Explain how and why events in the community, town or city should
be commemorated. Research how people and events have been commemorated with ceremonies, festivals, museums and monuments. 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 tell you what they learnt in a story. IMPORTANT TERMINOLOGY • • • 1.1.
AD Archaeologist Artefact
Lesson 1: Changes in the society in the Limpopo valley between 900 AD and 1300 AD
If you have a map, show learners where Limpopo is; alternatively, look at the map in the Geography book. Discuss the terms AD and BC.
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Facilitator’s Guide G06 ~ Social Sciences: History
1.2
Unit
1
Lesson 2: Settlements in the Limpopo valley before Mapungubwe –
K2 and Schroda ACTIVITY 1
1.1 People who search for artefacts that remained where people lived in the past.
(1)
1.2 An object used or made in ancient times
(1)
1.3 These people did not write down everything they did. Archaeologists only discovered some of the residents’ artefacts in the twentieth 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.
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(1) [3]
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Facilitator’s Guide G06 ~ Social Sciences: History
2
Unit
UNIT 2: Mapungubwe: first state in Southern Africa 1220 BC – 1300 BC LEARNING AIMS: After completing this unit, you should be able to do the following:
The importance of heritage and conservation. Explain how and why events in the community, town or city should
be commemorated. Research how people and events have been commemorated with ceremonies, festivals, museums and monuments. INTRODUCTION In this unit, learners will learn about Mapungubwe – how things have changed since K2 and Schroda and how Mapungubwe originated. Discuss the following words with the learners: IMPORTANT TERMINOLOGY • • • • • • •
State Social classes Status Status symbol Trade Goods Profitable
TIPS: The story continues from Unit 1. Learn more, and upon completion of the unit, let learners tell you the story of Mapungubwe again.
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Facilitator’s Guide G06 ~ Social Sciences: History
2.1.
Unit
2
Lesson 3: King and holy leadership ACTIVITY 2 Answer the following questions in full sentences.
2.1 Towns became too big. (1) 2.2 Place of the jackals (1) 2.3 The king had the ability to communicate with the ancestors and ask them for advice. (1) [3]
2.4.
Lesson 6: First town
ACTIVITY 3
Answer the following questions in full sentences. 3.1 1270 AD 3.2 Limpopo River
2.7.
(1) (1) [2]
Lesson 9: Trade across Africa and the Indian Ocean
Discuss what trade is and how people also used barter trade.
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Facilitator’s Guide G06 ~ Social Sciences: History
2.8.
2
Unit
Lesson 10: Traded goods
Discuss the map with the learners and show them what comes into the country and what goes out. Found in Africa
Received from Asia
Ivory
Beads
Fabric Gold
Carpets
Tortoise shells
Glass items
Rhino horn
REVISION EXERCISE ON UNIT 2
1. a) Trade When people buy, sell or exchange items, e.g. I exchange my cattle for your sheep. b) Status Indicates people’s importance (2) 2. In the picture, it is clear that houses were built on the hill. These were the king and his family’s houses. Below the hill, there are houses close to the hill for the chiefs. Further away, houses were built for the regular town’s people. These houses were too far away from the hill for the people to see the king and his people. (4) 3. Golden rhinoceros: symbol of leadership and the horn symbolises the role of the leader to protect his people. The king and his family had the golden rhinoceros. Golden sceptre: indicates leadership. The chiefs carried them. Golden beads: Symbol of power and leadership. 14
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Facilitator’s Guide G06 ~ Social Sciences: History
2
Unit
Only the king and his family wore beads. (6) 4. In any order Exported from Africa 4.1 Ivory 4.2 Gold 4.3 Tortoise shells 4.4 Rhino horn
(8) Imported from Asia 4.5 Beads 4.6 Fabric 4.7 Carpets 4.8 Glass items [20]
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Facilitator’s Guide G06 ~ Social Sciences: History
3
Unit
UNIT 3: Changes and continuity in East Coast trade LEARNING AIMS: After learners have completed the unit, they should be able to do the following: To find different kinds of information about the past and decide
whether it is relevant. Get information from text, visual material, songs, poems and interviews. Decide whether or not the information is important. INTRODUCTION Learners are going to learn about what happened after Mapungubwe, and about Great Zimbabwe and how trade brought about change worldwide. TIPS: The story continues and it tells how towns changed and grew bigger. It is also about people’s way of thinking and lifestyles.
3.1.
Lesson 11: Great Zimbabwe
ACTIVITY 4 Answer the following questions in full sentences: 4.1 dzimbahwe 4.2 Place of rock 4.3 Both built circular walls around their houses. Both believed in social classes. Evidence of trade has been found.
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(1) (1)
(3) [5]
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Facilitator’s Guide G06 ~ Social Sciences: History
4
Unit
UNIT 4: European explorers in Asia LEARNING AIMS: After learners have completed the unit, they should be able to do the following:
Decide whether or not information is relevant and write history in an organised way and with a logical line of argument. Decide what information is important and what it is not. Write about a part of history. Set out relevant information. Come to a conclusion.
INTRODUCTION Discuss the term traveller and why people want to travel. Look at the map again and indicate the location of Europe and Asia. IMPORTANT TERMINOLOGY •
4.1.
Explorer
Lesson 12: European explorer Marco Polo ACTIVITY 5 Timeline of Marco Polo 1200 1210 1220 1230 1240 1250 1254 Marco Polo was born 1260 1270 1271 Started travelling 1280 1290 1295 Returned from his travels 1300 1310 1320 1324 Died
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Unit
4
1330 1340 1350 1360 1370 1380 1390 1400 [4] REVISION EXERCISE ON UNIT 1 – 4
1.1 Archaeologists People who search for artefacts that remained where people lived. 1.2 Artefact an object that was made or used in ancient times. 1.3 State an organised settlement permanently inhabited by people. 1.4 Social classes groups created in a society in terms of certain criteria, for example money. 1.5 Status indicates people’s importance. 1.6 Status symbol object that shows someone was important. 1.7 Trade When people buy, sell or exchange things, e.g. I exchange my cattle for your sheep. 1.8 Goods Things that were traded. 1.9 Explorer Person who travels with the purpose of discovering new things. (9) 2. Many people read the book about Marco Polo’s travels and learnt more about the East. They found out that it is possible to reach the East. European traders wanted silk fabrics from China, and spices from India and the Indian Ocean Islands. They travelled over land to China and India, but Marco Polo’s voyages showed them that these places were accessible by sea. As a result of Marco Polo’s voyages and the record thereof, many people discovered new areas of the world in the late 15th and 16th century. Bigger and more trade routes were opened and people benefitted from trade. (5) 3. 1200 1210 18
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Facilitator’s Guide G06 ~ Social Sciences: History
1220 1230 1240 1250 1260 1270 1280 1290 1300 1310 1320 1330
Unit
4
1220 Mapungubwe begins
1254 Marco Polo born 1271 Starts travelling 1295 Returns from his travels 1300 Mapungubwe ends 1324 Marco Polo died (6) TOTAL: 20
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Facilitator’s Guide G06 ~ Social Sciences: History
Unit
5
UNIT 5: European explorers discover Southern Africa LEARNING AIMS: After learners have completed the unit, they should be able to do the following: Understand the importance of heritage and conservation. Explain how and why people should commemorate events in the
community, town or city. Research how people and events have been commemorated with ceremonies, festivals, museums and monuments. INTRODUCTION In this unit, learners learn about the explorers who discovered South Africa and why they wanted to travel. The Europeans did not know much about the rest of the world. Their ideas and knowledge only started changing around the late 15th and 16th century. Many changes happened all over the world during that time. It happened during the busiest period in Great Zimbabwe. IMPORTANT TERMINOLOGY: • • • • 5.1.
Renaissance Tax Gunpowder Carvel
Lesson 14: Reasons for European exploration
Here are the reasons, discuss each before looking at the study guide: o o o o o o
The Europeans’ curiosity about the world. The Europeans were in search of trade and profit. The Europeans went in search of spices. The Europeans went in search of silver and gold. The Europeans wanted silk. The Europeans wanted to spread Christianity around the world.
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