FACILITATOR S GUIDE SOCIAL SCIENCES: HISTORY GRADE 5

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1 FACILITATOR S GUIDE SOCIAL SCIENCES: HISTORY GRADE 5 Copyright 2016 Impak Onderwysdiens (Pty.) Ltd. Apart from any fair dealing for the purpose of research, criticism or review as permitted in terms of the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. CAPS aligned Compiler E Emmenes Revised by S Grimsley Ë1605-E-SOS-FG02µ Î

2 TABLE OF CONTENTS LESSON ELEMENTS... 3 TIMETABLE AND TIME MANAGEMENT... 5 ASSESSMENT REQUIREMENTS... 6 STUDY TIPS AND METHODS... 7 OTHER USEFUL INFORMATION... 7 PREFACE... 8 YEAR PLAN... 9 UNIT 1: Hunter-gatherers and shepherds in southern Africa Lesson 1: How we get information about the hunter-gatherers and shepherds ACTIVITY Lesson 2: Information from stories Lesson 3: Information from objects ACTIVITY Lesson 4: Information from rock paintings ACTIVITY Lesson 5: Information from books UNIT 2: The San hunter-gatherer society in the Later Stone Age Lesson 6: How the San people lived in the environment Lesson 7: Discovery of the bow and arrow Lesson 8: Social organisation within the San community Lesson 9: Medicinal plants ACTIVITY Lesson 10: San beliefs and religion ACTIVITY Lesson 11: Rock art ACTIVITY REVISION EXERCISE UNIT 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 REVISION EXERCISE UNIT UNIT 4: The first farmers in southern Africa Lesson 14: Interaction with the Khoisan People REVISION EXERCISE UNIT 5: The chieftainship of the early African farmers Lesson 15: Homesteads and farming villages Lesson 16: Agriculture: Crops and livestock Impak 1

3 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 REVISION EXERCISE UNIT UNIT 6: Tools and weapons of iron and copper Lesson 21: Metal work Lesson 22: Pottery Lesson 23: Trade Lesson 24: Religion and medicine REVISION EXERCISE UNIT UNIT 7: An ancient African society Egypt Lesson 25: The Nile River and how it influenced settlements ACTIVITY 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: Sphinx, pyramids and temples Lesson 30: Hieroglyphics ACTIVITY Lesson 31: Mathematics and astronomy ACTIVITY Lesson 32: Medicine and healers Lesson 33: Case study: Tutankhamun s grave ACTIVITY REVISION EXERCISE UNIT 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 ACTIVITY 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 REVISION EXERCISE UNIT Impak 2

4 Unit 2 UNIT 2: The San huntergatherer society in the Later Stone Age LEARNING OBJECTIVES After completing this unit, you should be able to do the following: Understand how the San people survived off of their environment. Discuss the invention of the bow and arrow, which contributed to hunting effectiveness. Identify social organisation: all things were meant to be shared equally within a group. o Plant medicines o San believes and religion o Rock art INTRODUCTION This unit deals only with the San people. We look at their customs, how they lived and what was important and sacred to them. The San were the first people in southern Africa. We can learn about them by looking at pictures, reading books, investigating objects such as their paintings, and listening to or reading stories about their lifestyles. In each lesson we will consider how we obtained the information. Lesson 6: How the San people lived in the environment The San people lived in small groups and obtained everything they needed from nature. It is important for the learner to know that the San people did not harm nature, in other words they did not cut down or remove plants that they could not use. They knew a lot about the environment and their knowledge of plants was excellent. We can therefore say that they lived in harmony with their environment. Impak 14

5 Unit 2 Lesson 7: Discovery of the bow and arrow The San people used bows and arrows to hunt with. The bows were made from flexible wooden sticks and the strings were made from animal hair or the muscles of animals that had been killed. The arrows were usually made from reeds and the arrow points were made of stone or bone. The tip of the arrow was coated with the poison from a small beetle. The poison was placed just behind the arrow point to prevent the hunter from accidentally touching the poison if he happened to touch the tip of the arrow. When an animal was shot and killed the hunter would cut out the piece of flesh where the arrow hit the animal, and burn it. To shoot a wild animal with a bow and arrow requires a great deal of skill. The arrow usually does not travel further than 20 m, so the San hunter had to stalk the animal and get quite close to it without alerting it. After the San hunter shot an animal with the bow and arrow, the San hunter would use a sharpened spear and strike it again to make sure it was dead. Lesson 8: Social organisation within the San community Everyone within the San family had a specific job to do. It was the men's responsibility to hunt for meat. They sometimes stayed away for many days hunting game. The women's responsibility was to search for edible plants such as fruit, nuts, berries and roots. The roots of plants were scraped with sharpened objects to extract plant juices for drinking. Lesson 9: Medicinal plants The San people knew nature so well that they knew exactly which plants could be used for which ailments. Some of the different plants medicinal uses are discussed in the study guide. Impak 15

6 Unit 2 ACTIVITY 4 1 For which ailment was the Buchu plant used? Abdominal pain (1) 2 Name one use of the Hoodia plant. Prevented people from getting hungry or thirsty. (1) 3 What was the Aloe ferox plant used for? To treat sore throats. (1) 4 Why do you think one of the plants is named bedding plant? The San wrapped it around themselves for warmth when they went to sleep in winter. (1) [4] Lesson 10: San beliefs and religion The San people believed that they could go into a trance while dancing and in this way heal the sick. During a trance the shaman, the person who went into in a trance, communicated with the ancestors. The San people also believed that the shaman could ask for rain during the dances and that the ancestors would send them game to hunt. ACTIVITY 5 1 What did the San people call their god? Kaggen (1) 2 Into what did the San believe Kaggen could change? Into an eland, hare, snake or a vulture (1) 3 What celestial body was also an important part of their religion? The moon (1) [3] Lesson 11: Rock art The San people painted everything that was important to them on rocks; this is how we know that the eland was very important to them. The San s rock art drawings are such a significant part of our heritage and history that they have been incorporated into our country s Coat of Arms. Two San men looking at each other as if they are about to greet one another are depicted on the Coat of Arms. Even the motto on the Coat of Arms is from the San language; it means people who are different can stand together (united). Impak 16