Grade 5 Facilitator's Guide Social Sciences History by Impaq

Intermediate Phase Grade 5 • Facilitator’s Guide

Social Sciences: History CAPS IEB

Social Sciences Facilitator’s guide: History

CAPS aligned

S Grimsley E van Emmenes

2005-E-SOS-FG01

Í4%È-E-SOS-FG01%Î

Grade 5

G05 ~ Social Sciences: History

Contents

Lesson elements.......................................................................................................................................... 6 Timetable and time management......................................................................................................... 7 Assessment requirements.......................................................................................................................8 Study tips and methods............................................................................................................................ 9 Other useful information......................................................................................................................... 9 Preface......................................................................................................................................................... 10 Year plan......................................................................................................................................................11 Unit 1: Hunter-gatherers and shepherds in Southern Africa.....................................................13 Lesson 1: How we obtain information from hunter-gatherers and shepherds................................. 13 Activity 1..................................................................................................................................................................... 14

Lesson 2: Information from stories......................................................................................................................14

Lesson 3: Information from objects......................................................................................................................14 Activity 2..................................................................................................................................................................... 14

Lesson 4: Information from rock paintings....................................................................................................... 15 Activity 3..................................................................................................................................................................... 15

Lesson 5: Information from books........................................................................................................................ 15 Unit 2: The San hunter-gatherer society in the Later Stone Age...............................................16

Lesson 6: How the San lived in their environment........................................................................................ 16

Lesson 7: Discovery of the bow and arrow........................................................................................................ 17 Lesson 8: Social organisation within the San community........................................................................... 17

Lesson 9: Medicinal plants........................................................................................................................................ 17 Activity 4..................................................................................................................................................................... 18

Lesson 10: San beliefs and religion.......................................................................................................................18 Activity 5..................................................................................................................................................................... 18

Lesson 11: Rock art......................................................................................................................................................19 Activity 6..................................................................................................................................................................... 19 Revision exercise.................................................................................................................................................... 19

Facilitator’s Guide

Unit 3: The Khoikhoi shepherd society in the Later Stone Age.................................................21

Lesson 12: The pastoral way of life....................................................................................................................... 21

Lesson 13: How the San and Khoikhoi shared the same land................................................................... 21 Revision exercise.................................................................................................................................................... 22

Unit 4: The first farmers in Southern Africa....................................................................................24

Lesson 14: Interaction with the Khoisan............................................................................................................24 Revision exercise.................................................................................................................................................... 24

Unit 5: The chieftainship of the first African farmers..................................................................26 Lesson 15: Homesteads and farming villages.................................................................................................. 26

Lesson 16: Agriculture: Crops and livestock..................................................................................................... 27 Lesson 17: Social, political and economic structures.................................................................................... 27 Lesson 18: A culture of cooperation: The roles of men and women...................................................... 27

Lesson 19: Role of the paramount chief.............................................................................................................. 27 Lesson 20: The role of cattle....................................................................................................................................28 Revision exercise....................................................................................................................................................28

Unit 6: Tools and weapons of iron and copper.............................................................................. 30

Lesson 21: Metal work................................................................................................................................................30 Lesson 22: Pottery........................................................................................................................................................30

Lesson 23: Trade........................................................................................................................................................... 31

Lesson 24: Religion and medicine......................................................................................................................... 31 Revision exercise.....................................................................................................................................................31

Unit 7: An ancient African society: Egypt..........................................................................................33 Lesson 25: The Nile River and how it influenced settlements.................................................................. 33 Activity 7..................................................................................................................................................................... 33

Unit 8: The way of life in ancient Egypt.............................................................................................35

Lesson 26: The social structure in ancient Egypt........................................................................................... 35 Lesson 27: Beliefs and religion............................................................................................................................... 35

Lesson 28: Pharaohs.................................................................................................................................................... 36

Lesson 29: Sphinxes, pyramids and temples.................................................................................................... 37

G05 ~ Social Sciences: History

Lesson 30: Hieroglyphics........................................................................................................................................... 37 Activity 8..................................................................................................................................................................... 37

Lesson 31: Mathematics and astronomy............................................................................................................ 37 Activity 9.....................................................................................................................................................................38

Lesson 32: Medicine and healers...........................................................................................................................38 Lesson 33: Case study: Tutankhamun’s grave..................................................................................................38 Activity 10..................................................................................................................................................................38

Revision exercise....................................................................................................................................................39

Unit 9: A heritage trail through the provinces of South Africa..................................................41 Lesson 34: The provinces and their capital cities on a map....................................................................... 41 Activity 11.................................................................................................................................................................. 42

Unit 10: What is heritage?.....................................................................................................................43 Lesson 35: Heritage of places of importance.................................................................................................... 43

Lesson 36: Heritage in objects................................................................................................................................44 Lesson 37: Heritage in people’s achievements................................................................................................44

Lesson 38: Heritage in place names.....................................................................................................................44 Revision exercise....................................................................................................................................................44

Facilitator’s Guide

Learning objectives What learners should

know at the end of the

lesson according to CAPS requirements.

Lesson elements

Important terminology

Tips

New terminology to assist

Any information other

with the understanding of the subject as part of the lesson.

than the content, to guide learners through the learning process.

Activity Define Definitions of concepts to understand the content.

Questions to complete to

test learners’ knowledge of the completed lesson.

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

Core content

Study/Revision

Emphasise the core of

Time spent studying the

the content; in-depth

explanation of a specific section of the lesson;

learners must understand

content at the end of the

unit and to prepare for a test or examination.

exercises. For Learners with Special Educational Needs

(LSEN): Explain the need to

complete the basic questions to achieve a pass mark.

this content.

G05 ~ Social Sciences: History

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.

According to the study guide: Term 1: There are 13 lessons for term 1, some of which include activities. In a 10-week term, learners will have one History lesson per week, and an additional lesson every third week. This

means learners will have two History lessons every third week.

Term 2: There are 11 lessons for term 2. In a 10-week term, learners will have one History lesson per week, and a second lesson for one week only to address the eleventh lesson. Review exercises are provided at the end of each unit.

Term 3: There are nine lessons for term 3. In a 10-week term, learners will have one History lesson per week.

Term 4: There are ten lessons for term 4. In a 10-week term, learners will have one History lesson per week. Since term 4 is usually very short, it will be beneficial for learners to complete two to three lessons per week. If possible, start with term 4’s lessons in term 3.

Facilitator’s Guide

Assessment requirements

The recommended assessment programme is as follows:

Term 1

Term 2

Term 3

Term 4

History Geography History Geography History Geography History Geography

Test Test Assignment and examination Continuous assessment Assignment and examination 75% Assignment Project Examination November examination Examination

25%

Information about the project will be communicated to facilitators via e-mail and the subject forum. Tasks may include: ● ● ● ● ● ● ● ● ● ● ●

Give short answers to questions 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 Make models, posters or graphs Interpret photos and write captions

Codes and percentages for recording and reporting

Code 7 6 5 4 3 2 1

Description of competence Outstanding performance Deserving performance Significant performance Adequate performance Average performance Basic performance Not achieved

Percentage 80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 0 – 29

G05 ~ Social Sciences: History

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.

There is an activity at the end of some lessons to help learners understand the content of the

lesson. Go through the activities with learners in preparation for their examinations. Lessons that do not include an activity are covered by a revision exercise at the end of the unit.

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

The learning objectives are a set standard of guidelines that are set by the Department of Basic Education to ensure that learners meet certain criteria and gain valuable skills.

Learners often struggle to arrange events chronologically. The sooner learners learn to do this, the better. Draw up a timeline at the end of each unit to help learners arrange events chronologically. It is a crucial skill in History.

Facilitator’s Guide

Preface

This guide is for the facilitator only, not learners. This guide is to be used with the study guide for Grade 5. 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. Each lesson is preceded by a

brief introduction on which you may expand, if possible. You may have to ask many leading questions in the beginning to engage learners’ interest.

G05 ~ 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

Date started

Date completed

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

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 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

Facilitator’s Guide Unit 6: Tools and weapons of iron and copper 2

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 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

Unit 1

Hunter-gatherers and shepherds in Southern Africa

Learning objectives After completing this unit, learners must 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, 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 obtain information from hunter-gatherers and shepherds

Talk to learners about how we obtain information about the San and Khoikhoi. Remember to mention that these people could not read or write back then. Therefore, the information we obtained are from various sources – pictures, stories and studying their rock paintings. We also obtained information about these groups of people from folk tales.

Facilitator’s Guide Activity 1 1.

What is the San man doing in image 1.3.1?

The man is hunting for food. 

What are the San men doing in image 1.3.2?

The men 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 ethnographers, 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.

Lesson 3 Information from objects

Objects that belonged to the San and Khoikhoi 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 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. There are pictures of objects from which we can obtain

information in the study guide. Activity 2

What do you think the objects in image 1.6.1 are made of?

What do you think the objects in image 1.6.2 are made of?

Stone and bone 

Clay 

(1) (1)

[2]

G05 ~ Social Sciences: History

Lesson 4 Information from rock paintings

Rock paintings are an important part of the San and Khoikhoi’s history. Everything that happened to them and that was important to them were depicted on rocks and stones. Activity 3 1.

What type of scene does the rock art in image 1.8 portray?

What type of weapons did they use?

What type of animal do you think is portrayed in this rock art?

A hunting scene 

Spears/bows and arrows (Any other relevant answer) 

Rhinoceros/hippopotamus (Any other relevant answer) 

(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 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.

Unit 2

The San huntergatherer society in the Later Stone Age

Learning objectives After completing this unit, learners must be able to do the following: ● ● ●

Understand how the San survived off their environment.

Discuss how the bow and arrow contributed to more effective hunting.

Identify social organisation: all things were meant to be shared equally within a group.

•

Introduction

Plant medicines

Beliefs and religion Rock art

This unit deals only with the San. We will 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 lived in their environment

The San lived in small groups and obtained everything they needed from nature. It is important for learners to know that the San 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.

G05 ~ Social Sciences: History

Lesson 7 Discovery of the bow and arrow

The San used bows and arrows to hunt. 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 arrowheads were made of stone or bone. The

arrowhead was coated with the poison from a small beetle. The poison was placed just behind

the arrowhead 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.

It requires a great deal of skill to shoot a wild animal with a bow and arrow. 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 startling it. After the San hunter shot an animal with the bow and arrow, he 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 knew nature so well that they knew exactly which plants to use for which ailments. Some of the different plants’ medicinal uses are discussed in the study guide.

Facilitator’s Guide Activity 4 1.

Which ailments were relieved by the buchu plant?

Name one use of the hoodia plant.

What was the bitter aloe used for?

To sooth a sore throat. 

Why is the liquorice plant also known as the ‘bedding plant’?

Stomach aches and bladder problems 

(1)

It relieves hunger and thirst. 

(1) (1)

The San wrapped themselves in this plant when they went to sleep to keep them warm. 

(1)

[4]

Lesson 10 San beliefs and religion The San 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 also believed that the shaman could ask for rain during the dances and that

the ancestors would send them game to hunt. Activity 5

What did the San call their god?

According to the San, their god could change into a/an

Which celestial body also played an important part in the San’s religion?

Kaggen 

grasshopper/eland/hare/snake/vulture 

The moon 

(1) (1) (1)

[3]

G05 ~ Social Sciences: History

Lesson 11 Rock art

The San 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). Activity 6 1.

Describe in your own words what an archaeologist is.

Which colours did the San use most in their paintings?

How did the San make the coloured paints?

To get red, orange and purple, they heated rusted iron and crushed it into a powder.

What was used to bind the paint?

Someone who does excavations to find artefacts (objects from long ago)  to try and reconstruct the past. 

Red/yellow/black/white 

(2) (2)

The powder was mixed with egg white, animal blood or fat to make paint.  (2)

Animal blood/animal fat/plant juices 

(2)

[8]

Revision exercise 1.

What is ethnography?

Why can we consider the San to be nomads?

A study of the lives of people who live in the same way as people who lived a long time ago. 

The San moved from place to place and had no fixed home. 

(1) (1)

Facilitator’s Guide 3.

Explain what it means to live in harmony with the environment.

Name ONE medicinal use of the sicklebush.

Toothache, headache, snake-bite wounds. 

Which plant can be used to treat the flu, colds and coughs?

Which plant can be used to treat skin rashes?

What is this plant (question 6) used for today?

If a San was bitten by a snake, which plant did they use to treat the wound?

What did the San make paintbrushes from?

10.

Draw a bow and arrow and give a description of each part.

Living from nature and the environment, taking only what is needed without damaging anything. 

Wormwood 

Redroot 

(1) (1) (1) (1)

As an ingredient in sleeping pills. 

Sicklebush 

Animal hair and feathers tied to reeds. 

(1) (1) (1)

String  Arrowhead  Bow  (6)

[15]

Unit 3

The Khoikhoi shepherd society in the Later Stone Age

Learning objectives After completing this unit, learners must be able to do the following: ● ● ●

Understand the importance of heritage and conservation.

Explain how and why people and events in a society must be commemorated.

Investigate how people, past events, ceremonies, celebrations, museums and monuments were commemorated.

Introduction

In this unit, we take another look at the Khoikhoi and consider in which aspects they were the same as the San or how they differed from the San.

Lesson 12 The pastoral way of life

The Khoikhoi 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 were known as shepherds and the San were known as hunters.

Lesson 13 How the San and Khoikhoi shared the same land

It happened at times that the San and Khoikhoi had to live in the same area. This usually worked

well and both the tribes were able to live off their environment, but when the San struggled to find game to hunt they sometimes stole the Khoikhoi’s cattle for meat. This disturbed the

balance of harmonious living.

Facilitator’s Guide

As a result, the Khoikhoi started forming larger groups so that they could fight the San when they stole cattle. In time, some of the San decided to move away to live in the mountainous areas, while some chose to stay behind. Revision exercise

Provide the correct term for each of the following descriptions. a.

b. c.

Stone Age 

People who hunt animals. Hunters 

Someone who keeps and cares for livestock. Shepherd 

Observing/studying people who live in the same way today people who lived a long

People who trek from place to place to find food and water.

time ago.

Ethnography 

They do not have fixed homes. Nomads 

Are the following statements true or false? a.

b. c.

d. e.

f. 22

Thousands of years ago when people still made objects from stone.

(5)

Water was usually scarce where the San lived.

True 

The Khoikhoi were not considered nomads. False 

Water is stored/saved in small reeds. False 

The Khoikhoi moved in groups of 200 to 300 people.

True 

Livestock was the Khoikhoi’s most valuable possession.

True 

The San had a chief, similar to the Khoikhoi. False 

Grade 5 Facilitator's Guide Social Sciences History

Articles inside

Year plan

Lesson elements

Preface

Timetable and time management