Intermediate Phase Grade 5 • Study Guide
Social Sciences: History CAPS IEB
Social Sciences Study guide: History
CAPS aligned
S Grimsley E van Emmenes
2005-E-SOS-SG01
Í4%È-E-SOS-SG01MÎ
Grade 5
G05 ~ Social Sciences: History
Contents
Lesson elements.......................................................................................................................................... 6 Preface............................................................................................................................................................ 7 Year plan........................................................................................................................................................8 Unit 1: Hunter-gatherers and shepherds in Southern Africa.................................................... 10 Lesson 1: How we obtain information from hunter-gatherers and shepherds................................. 11 Activity 1..................................................................................................................................................................... 13
Lesson 2: Information from stories......................................................................................................................14
Lesson 3: Information from objects...................................................................................................................... 16
Activity 2......................................................................................................................................................................17
Lesson 4: Information from rock paintings.......................................................................................................18
Activity 3..................................................................................................................................................................... 19
Lesson 5: Information from books........................................................................................................................20 Revision exercise....................................................................................................................................................20
Unit 2: The San hunter-gatherer society in the Later Stone Age...............................................21 Lesson 6: How the San lived in their environment........................................................................................ 22
Lesson 7: Discovery of the bow and arrow........................................................................................................24
Lesson 8: Social organisation within the San community........................................................................... 26
Lesson 9: Medicinal plants........................................................................................................................................28
Activity 4.....................................................................................................................................................................30
Lesson 10: San beliefs and religion.......................................................................................................................30
Activity 5......................................................................................................................................................................31
Lesson 11: Rock art...................................................................................................................................................... 32 Activity 6..................................................................................................................................................................... 33 Revision exercise.................................................................................................................................................... 33
Unit 3: The Khoikhoi shepherd society in the Later Stone Age.................................................34
Lesson 12: The pastoral way of life.......................................................................................................................34
Lesson 13: How the San and Khoikhoi shared the same land................................................................... 37 Revision exercise.................................................................................................................................................... 37
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Study Guide
Unit 4: The first farmers in Southern Africa................................................................................... 40
Lesson 14: Interaction with the Khoisan............................................................................................................ 41 Revision exercise.................................................................................................................................................... 43
Unit 5: The chieftainship of the first African farmers..................................................................44
Lesson 15: Homesteads and farming villages.................................................................................................. 45 Lesson 16: Agriculture: Crops and livestock.....................................................................................................48
Lesson 17: Social, political and economic structures....................................................................................50
Lesson 18: A culture of cooperation: The roles of men and women...................................................... 51
Lesson 19: Role of the paramount chief..............................................................................................................53
Lesson 20: The role of cattle....................................................................................................................................54
Revision exercise.................................................................................................................................................... 55
Unit 6: Tools and weapons of iron and copper...............................................................................56
Lesson 21: Metal work................................................................................................................................................ 57 Lesson 22: Pottery........................................................................................................................................................58
Lesson 23: Trade...........................................................................................................................................................60
Lesson 24: Religion and medicine......................................................................................................................... 61 Revision exercise.................................................................................................................................................... 62
Unit 7: An ancient African society: Egypt..........................................................................................63 Lesson 25: The Nile River and how it influenced settlements..................................................................64
Activity 7..................................................................................................................................................................... 66
Unit 8: The way of life in ancient Egypt.............................................................................................67 Lesson 26: The social structure in ancient Egypt...........................................................................................68
Lesson 27: Beliefs and religion...............................................................................................................................70
Lesson 28: Pharaohs....................................................................................................................................................74
Lesson 29: Sphinxes, pyramids and temples.................................................................................................... 75
Lesson 30: Hieroglyphics........................................................................................................................................... 77 Activity 8.....................................................................................................................................................................78
Lesson 31: Mathematics and astronomy............................................................................................................79
Activity 9..................................................................................................................................................................... 81
Lesson 32: Medicine and healers........................................................................................................................... 81
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G05 ~ Social Sciences: History
Lesson 33: Case study: Tutankhamun’s grave.................................................................................................. 83
Activity 10.................................................................................................................................................................. 85 Revision exercise.................................................................................................................................................... 85
Unit 9: A heritage trail through the provinces of South Africa..................................................87 Lesson 34: The provinces and their capital cities on a map....................................................................... 87
Activity 11........................................................................................................................................................................90
Unit 10: What is heritage?.....................................................................................................................91
Lesson 35: Heritage of places of importance.................................................................................................... 92
Lesson 36: Heritage in objects................................................................................................................................94
Lesson 37: Heritage in people’s achievements................................................................................................ 96
Lesson 38: Heritage in place names..................................................................................................................... 97 Lesson 39: Heritage and changing identity.......................................................................................................98
Lesson 40: Heritage and indigenous medicines..............................................................................................99 Lesson 41: Heritage in architecture................................................................................................................... 100
Lesson 42: Natural heritage and indigenous knowledge systems.........................................................101
Lesson 43: Heritage in art...................................................................................................................................... 102 Revision exercise..................................................................................................................................................103
Glossary.................................................................................................................................................... 104 Bibliography............................................................................................................................................108
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Study 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.
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G05 ~ Social Sciences: History
Preface
What is History and how is it presented? History is the study of change and development in society over time. History will enable you to
see how past human action has an impact on the present; and to evaluate and understand how
it influences the future.
History is a process of investigating and asking questions about the past:
● ● ● ●
What happened?
When did it happen? Why did it happen?
What was the impact of events and decisions on society?
When people know what happened in the past, they can learn from past mistakes and prevent it from happening again. This is especially important when social, political and economic decisions are made in any society.
The specific aim of History is creating the following:
● ● ● ● ● ●
An interest in and enjoyment of the study of the past.
Knowledge, understanding and appreciation of things that happened in the past.
The ability to participate in a historical enquiry, to participate in research and projects throughout the year.
To develop cognitive and other skills necessary for holistic educational development. To help us understand the present and even predict future events. To ensure responsible citizenship.
You should learn how to apply history knowledge and skills in source-based questions and longer questions like paragraphs and essays. Sources may include cartoons, articles, case
studies, comprehension tests, photos and pictures. To be able to interpret sources, you should
not only memorise facts and content but learn to apply knowledge as well. Additional sources like CAPS prescribed textbooks may also be used in conjunction with this study guide.
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Study Guide
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
1
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
2
8
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
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G05 ~ Social Sciences: History 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
3
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
4
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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Eenheid Unit 1 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, e.g. books, magazines, newspapers and the internet.
Introduction In this unit, we learn about the first people who lived in Southern Africa. Research the San and Khoikhoi 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, the earliest inhabitants of Southern Africa. Some
lessons have an activity that you must complete. These activities summarise the work you
must learn. Make sure you can do each activity.
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G05 ~ Social Sciences: History
Image 1.1: A San woman from Botswana
Lesson 1 How we obtain information from hunter-gatherers and shepherds
Define Hunter: a person who kills animals for their meat and skins Shepherd: a person who keeps cattle and looks after them
Stone Age: thousands of years ago when people made objects from stone Core 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. We can get information about them from different sources.
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Study Guide
We distinguish between three types of sources:
Primary sources
Secondary sources
Tertiary sources
A primary source, among others, is a book written by a San person (the person writes down their 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 their own interpretation of the book and we obtain information about the San 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 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 were hunters, which means they hunted wild animals for food. After them, the Khoikhoi moved into Southern Africa
but they had a different way of living. They were shepherds who kept livestock and looked after their animals.
Image 1.2: A spearhead made from stone. The San used similar spearheads for hunting.
Later during the term, we will learn more about the San and the Khoikhoi. 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.
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G05 ~ Social Sciences: History
For the curious Search the internet or read through books for any interesting facts about the San. Read about their lifestyle and what they did to survive.
Activity 1 Study the images and answer the questions.
Image 1.3.1
1.
2.
What is the San man doing in image 1.3.1?
What are the San men doing in image 1.3.2?
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Image 1.3.2
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Study Guide
Lesson 2 Information from stories
Define Story: a tale told to you by someone about something Core content We can find information about the hunter-gatherers and shepherds from the Later Stone
Age by reading the stories they told.
Below is an example of a story told by the San. Little Hare Harelip This is 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.’
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G05 ~ Social Sciences: History 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.
Image 1.4: A San man from Namibia
‘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:
Image 1.5
“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 he passed them. He ran and sang: ‘I am Hare Four-foot, I am Hare-runwild, I am Hare Fleet-foot, I am the Wind’s own child.’
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Study Guide 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 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
bunny!’ said Mother Full Moon. ‘You bungled everything!’ ‘But, Mother ...,’ pleaded 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: Famous South African Folk Tales, Pieter Grobbelaar, 1985)
For the curious 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 16
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G05 ~ Social Sciences: History Core content
We can get information about the hunter-gatherers and shepherds of the Later Stone Age by studying objects they made.
Here are examples of objects that were used by the hunter-gatherers.
Image 1.6.1: Examples of weapons used by the hunter-gatherers and shepherds.
Image 1.6.2: Examples of pots used by Khoikhoi shepherds.
For the curious Try to find examples of other objects made by the hunter-gatherers and shepherds.
Activity 2 1.
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?
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[2]
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Study Guide
Lesson 4 Information from rock paintings
Define Rock art: drawings or images made on rocks Core 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 can learn something about how they lived.
Study the pictures below:
Image 1.7: The San made various rock art paintings across Southern Africa.
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G05 ~ Social Sciences: History
For the curious Try to find more pictures of rock art by the hunter-gatherers and shepherds of the Later Stone Age.
These drawings indicate to us that wild animals played a very important role in the San’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. Image 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.
We also see a drawing of eland – the eland was very important to them. The San believed that finding an eland would bring them prosperity and happiness. Activity 3 Study the simplified San rock painting and answer the questions.
Image 1.8
1.
2.
3.
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?
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(1) (1)
(1)
[3]
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Study Guide
Lesson 5 Information from books
Core content We can obtain information about hunter-gatherers and shepherds from the Later Stone Age by reading books that have been written about them.
A few examples of such books:
Image 1.9: There are many books on Southern Africa’s hunter-gatherers and their culture.
We often have to read what has been written by the San two or three times because their way of speaking and expressing their emotions is very different to ours. Many people have studied
them and have written books, which makes for very interesting reading. Revision exercise
1.
Summarise the important elements you learnt about in unit 1.
Address the following:
● ● ● 2.
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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 you have learnt
about the San so far. Include information about the historical objects and the rock art.
(You may ask your facilitator to help you draw a mind map.)
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Eenheid Unit 2 1 The San hunter-
gatherer society in the Later Stone Age
Learning objectives After completing this unit, you should 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
In this unit, we learn about the San, their customs, how they lived, what they valued and what
was sacred to them. The San 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
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Social organisation
Medicinal plants
Archaeologist
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Study Guide
1 000 km Image 2.1: The San originated from this general area in Southern Africa, mainly in the Kalahari Desert in Namibia, Botswana and South Africa.
Lesson 6 How the San 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
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G05 ~ Social Sciences: History Core content
2
We have learnt how we obtain information about the San. Today there are still people who
live like the San lived long ago and we can get information from others who observe how these people live. The process is called ethnography.
The San lived in harmony with their environment. This means they took everything they needed from their environment without harming it. The San 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 relied on their environment for food, they moved around often in search of food and water – they were nomads.
Image 2.2: A man drinking water from an ostrich eggshell. Do you see how dirty the eggshell is? This indicates that it had been buried.
The San lived in dry areas, which meant that water was often very scarce. They 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.
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Study Guide
The water was then poured into empty ostrich shells. The hole in the shell was covered with
a grass or clay plug. The eggshells were buried and when the San needed the water, they
unearthed the eggshells. This way the water remained cold.
Lesson 7 Discovery of the bow and arrow
Define Bow and arrow: weapons used to hunt and kill animals
Sansevieria plant: a plant with flat leaves that was used to make ropes
Tracking: to recognise animal tracks and follow them
The San hunted for the food. They had exceptional hunting skills, were good trackers and able to spot wild from an impressive distance.
They did not have guns like we have today. Their weapons were made from stone and wood. They made and used bows and arrows to hunt wild animals.
Image 2.3: A hunter out on a hunt
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G05 ~ Social Sciences: History A bow and arrow consists of:
● ● ●
The bow was made from a strong, straight, flexible piece of branch.
The string was made by cutting the back muscles of an oryx into small pieces and rolling them tightly.
The arrows were usually made from reeds and the arrowheads were made of stone or bone.
The San placed poison just behind the arrowhead to avoid poisoning the hunter if he accidentally touched the tip. The poison was usually made from a toxic liquid found in beetle larvae, but some San groups also used snake venom.
Image 2.4.1: Traditional bow and arrow
Image 2.4.2
San men were very skilled at hunting; they knew their areas well and were adept at maintaining direction. A bow and arrow are only accurate at short distances, therefore they had to get close
to the game before they could shoot. They had perfected the skill of stalking animals, shooting
them and pursuing them until they collapsed. The place where the arrow hit the animal was cut out and thrown away, but the rest of the meat was eaten.
After the hunt, everyone celebrated together by dancing and singing around a fire.
Smaller animals such as rabbits, turtles, partridges and other birds were captured in traps or snares. The wet leaves of the Sansevieria plant were used as ropes for the traps.
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Study Guide
Image 2.5: Sansevieria aethiopica
For the curious Try to make your own bow and arrow or make your own snare by using material you find in nature.
Lesson 8 Social organisation within the San community
Define Social organisation: the way groups are formed and how they interact in communities
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G05 ~ Social Sciences: History Core content
The San’s social organisation was flexible and very informal. The way they lived did not have specific rules that everyone had to follow.
A few families of about 15 to 20 members each lived together, creating a tribal group. Each tribal group had its own hunting area and its own water supply, and this was respected by the
other groups. The San did not have many possessions but what they did have was regarded as
the common property of the group.
Image 2.6: A traditional San hut and family
The San had no formal leader or chief but ruled themselves by group consensus. They resolved fights and arguments through long discussions in which everyone who was involved in the
fight had a chance to make themselves heard until some form of an agreement was reached. Certain individuals did have leadership roles regarding specific things, such as hunting or healing rituals, but there were no positions of general influence or power. The elders of the group were often called upon to be the mediators and overseers of the people.
This sense of equality filtered down to the family structure as well. The work was divided
between men and women; the men had weapons and hunted, while the women searched for edible plants, cooked and took care of the children. Gender roles were not strict and women did
occasionally hunt and men could also look for plants to eat.
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Study Guide
Lesson 9 Medicinal plants
Define Medicinal plants: plants used as medicine to treat and heal ailments or diseases
Core content The San had a thorough knowledge of their environment. They knew all the plants; not necessarily the names but what they could be used for. They used several plants to treat
wounds and to heal the sick.
Some examples of medicinal plants:
Hoodia gordonii San hunters chewed this plant when they
went hunting to relieve their hunger and thirst.
Image 2.7.1: Hoodia
Artemisia afra The San boiled this plant and drank the
extract to prevent diseases such as colds
and flu.
Image 2.7.2: African Wormwood
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G05 ~ Social Sciences: History
Agathosma betulina
2
The San used the buchu plant to relieve
stomach aches and bladder problems,
and rubbed it on wounds. The Dutch
came to know of the buchu plant from the
San and made tea from it, also mixing it
Image 2.7.3: Buchu
with vinegar or brandy. Dichrostachys cinerea
The sicklebush was used for various
ailments. The roots were chewed and
rubbed on snake bites. The bark of the wood was used for toothache and
headaches. The sicklebush is also known
Image 2.7.4: Sicklebush
as the ‘Kalahari Christmas tree’.
Aloe ferox The aloe plant was used to sooth a sore
throat. We still use this miracle plant today for various ailments and it is also an ingredient in many beauty products.
Image 2.7.5: Bitter aloe
Helichrysum petiolare The San wrapped themselves in this
plant when they went to sleep to keep
them warm. It also has medicinal value; the twigs and leaves were burned and the fumes were inhaled.
Image 2.7.6: Liquorice plant (Bedding plant)
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Study Guide
Ceanothus americanus The juice of this plant’s roots was used for
skin rashes and bladder infections. Today,
it is also an ingredient in sleeping pills.
Image 2.7.7: Redroot plant
Activity 4 Study each plant’s use and answer the questions.
1.
Which ailments were relieved by the buchu plant?
(2)
4.
Why is the liquorice plant also known as the ‘bedding plant’?
(1)
2.
3.
Name one use of the hoodia plant.
(1)
What was the bitter aloe used for?
(1)
[5]
Lesson 10 San beliefs and religion
Define Kaggen: the name of the god worshipped by the San
Shaman: a person who enters the spirit world to seek help from the ancestral spirits
The San believed in the flow of energy. All spirits were of value to them but the most important spirit was Kaggen, the trickster god. He created many things and appears in many myths in
which he is either foolish or wise, tiresome or helpful.
The word 'Kaggen' can be translated into English as ‘mantis’. This led to the belief that the San
worshipped the praying mantis. However, Kaggen did not always appear as a praying mantis;
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