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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 6
Social Sciences Facilitator’s guide: History
2006-E-SOS-FG01
Í4&È-E-SOS-FG01’Î
Grade 6
CAPS aligned
E van Emmenes
G06 ~ Social Sciences: History
Contents
Lesson elements.......................................................................................................................................... 5 Timetable and time management......................................................................................................... 6 Assessment requirements....................................................................................................................... 6 Study tips and methods............................................................................................................................ 7 Other useful information.........................................................................................................................8 Preface............................................................................................................................................................8 Year plan........................................................................................................................................................ 9 Unit 1: An African kingdom long ago in Southern Africa............................................................11 Lesson 1: Changes in the society in the Limpopo Valley.............................................................................. 12
Lesson 2: Settlements before Mapungubwe – K2 and Schroda................................................................ 12
Activity 1..................................................................................................................................................................... 12
Unit 2: Mapungubwe – the first state in Southern Africa ...........................................................13 Lesson 3: The king and his holy leadership.......................................................................................................14 Activity 2..................................................................................................................................................................... 14
Lesson 6: The first formal village ..........................................................................................................................14 Activity 3..................................................................................................................................................................... 14
Lesson 9: Trade across Africa and the Indian Ocean.....................................................................................14 Lesson 10: Trade goods..............................................................................................................................................14
Revision exercise.................................................................................................................................................... 15
Unit 3: Change and continuity in East Coast trade.........................................................................17 Lesson 11: Great Zimbabwe..................................................................................................................................... 17 Activity 4......................................................................................................................................................................17
Unit 4: European explorers in Asia.................................................................................................... 18
Lesson 12: Marco Polo................................................................................................................................................19
Activity 5..................................................................................................................................................................... 19 Revision exercise.................................................................................................................................................... 19
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Facilitator’s Guide
Unit 5: European explorers discover Southern Africa.................................................................21
Lesson 14: Reasons for European exploration................................................................................................. 22
Lesson 15: Leonardo da Vinci..................................................................................................................................22
Activity 6..................................................................................................................................................................... 22
Lesson 16: Galileo Galilei........................................................................................................................................... 22
Activity 7..................................................................................................................................................................... 22 Revision exercise.................................................................................................................................................... 23
Unit 6: Trade and profit..........................................................................................................................25
Lesson 19: European trade routes to the East via Southern Africa........................................................ 26 Revision exercise.................................................................................................................................................... 26
Unit 7: Democracy and citizenship.....................................................................................................27 Lesson 24: 1994 – the first democratic South African government.......................................................28
Revision exercise....................................................................................................................................................29
Unit 8: Children’s rights and responsibilities................................................................................ 30
Revision exercise.....................................................................................................................................................31
Unit 9: National symbols since 1994..................................................................................................32
Lesson 31: The coat of arms ....................................................................................................................................32
Lesson 32: The national flag....................................................................................................................................33 Revision exercise.................................................................................................................................................... 33
Unit 10: Medical science over the years............................................................................................34
Unit 11: Modern Western healing.......................................................................................................35 Unit 12: The link between holistic and Western healing ...........................................................36 Revision exercise.................................................................................................................................................... 36
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G06 ~ Social Sciences: History
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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Facilitator’s Guide
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.
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 Assignment and examination Project Assignment Examination Examination
Continuous
assessment 75% November
examination 25%
Information on the project will be communicated to facilitators by e-mail and the subject forum.
Tasks may include:
● ●
Write paragraphs.
●
Read and summarise.
●
Answer questions (short and longer
●
Complete question and answer sheets.
● ● ● ● ● 6
Give short answers to questions.
●
Do research and write down a few
●
sentences.
●
Record observations.
●
Listen and make notes. answers).
Set questions.
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.
●
Interpret photos and write captions.
● ●
Identify and discuss issues.
Mode models, posters or graphs.
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G06 ~ Social Sciences: History
Codes and percentages for recording and reporting: Code 7 6 5 4 3 2 1
Description of competence Outstanding performance Meritorious performance Significant performance Adequate performance Average performance Basic performance Not achieved
Study tips and methods
Percentage 80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 0 – 29
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.
Learners must also learn how to apply history skills – they must not only learn content and
facts but understand the impact of events on people and society. Learners must learn empathy and understand that history is not just a mere story, but true events experienced by real
people and that all decisions have consequences.
There is an activity at the end of every lesson to help learners understand the content of the lesson. Go through the activities with learners in preparation for their examinations.
Every activity must be completed as thoroughly as possible and the questions must be answered in full sentences.
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Facilitator’s Guide
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.
Other CAPS prescribed textbooks may also be used as supplementary sources.
Preface
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.
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.
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G06 ~ 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: An African kingdom long ago in Southern Africa Lesson 1: Changes in the society in the Limpopo Valley Lesson 2: Settlements before Mapungubwe – K2 and Schroda
Unit 2: Mapungubwe – the first state in Southern Africa
Lesson 3: The king and his holy leadership Lesson 4: The first rock-walled palace
1
Lesson 5: The importance of Mapungubwe Hill Lesson 6: The first formal village
Lesson 7: Social classes of Mapungubwe
Lesson 8: The Golden Rhinoceros and other artefacts 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 explorers in Asia
Lesson 12: Marco Polo Lesson 13: Marco Polo’s influence on European traders
Unit 5: European explorers discover Southern Africa
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Lesson 14: Reasons for European exploration Lesson 15: Leonardo da Vinci Lesson 16: Galileo Galilei
Lesson 17: New ideas and knowledge Lesson 18: Inventions – gunpowder, the compass and caravels 9
Facilitator’s Guide Unit 6: Trade and profit 2
Lesson 19: European trade routes to the East via Southern Africa Lesson 20: Bartolomeu Dias meets the Khoikhoi Lesson 21: Vasco da Gama’s voyage
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: 1994 – the first democratic South African government Lesson 25: Parliament’s role 3
Lesson 26: The importance of rules and laws Lesson 27: The legal system and equality according to the law Lesson 28: Citizens’ rights and responsibilities in a democracy Lesson 29: The Constitutional Court Unit 8: Children’s rights and responsibilities
Lesson 30: The Children’s Charter of South Africa Unit 9: National symbols since 1994
Lesson 31: The coat of arms
Lesson 32: The national flag
Lesson 33: The national anthem
Unit 10: Medical science over the years
Lesson 34: Indigenous healing in South Africa
Lesson 35: Identification and training of new healers
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Unit 11: Modern Western healing Lesson 36: The fight against smallpox and Edward Jenner’s role Lesson 37: The relationship between germs and diseases and Louis Pasteur’s role Lesson 38: Germs that cause tuberculosis and Robert Koch’s role Lesson 39: The first antibiotics and Alexander Fleming’s role Unit 12: The link between holistic and Western healing Lesson 40: The difference between holistic and Western healing © Optimi
Unit 1
An African kingdom long ago in Southern Africa
Learning aims After completing this unit, learners must be able to do the following: ● ● ● ● ● ● ●
Know and understand basic concepts.
Understand and explain the changes in the Limpopo Valley between 900 and
1300.
Know about settlements in the Limpopo Valley preceding Mapungubwe. Study Mapungubwe – inhabitants’ social structure and lifestyle.
Understand archaeology and the importance of archaeological studies and preservation of historic artefacts.
Describe the trade that took place.
Continuously exercise various cognitive levels: define, describe, explain, evaluate, analyse, etc.
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 to tell you what they learnt as a story.
Important terminology BC | AD | BCE | CE c. (Circa)
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Archaeologist Artefact
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Facilitator’s Guide
Lesson 1 Changes in the society in the Limpopo Valley
If you have a map, show learners where Limpopo is; alternatively, look at the map in the Geography book. Discuss the terms ‘CE’ and ‘BCE’.
Lesson 2 Settlements before Mapungubwe – K2 and Schroda
Activity 1 1.
A person who does excavations to find and study prehistoric and historic artefacts or
2.
An object that was made and/or used in the past, e.g., furniture, clothes, utensils, tools,
3.
These people did not record everything they did. Archaeologists only discovered the
objects to help them reconstruct the past. (1)
jewellery, etc. Artefacts can be very valuable sources of information, especially when historians have no or little access to written information.
(1)
residents’ artefacts in the 20th 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. (1) [3]
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Unit 2
Mapungubwe – the first state in Southern Africa
Learning aims After completing this unit, learners must be able to do the following: ● ● ● ● ● ● ●
Know and understand basic concepts.
Understand and explain the changes in the Limpopo Valley between 900 and
1300.
Know about settlements in the Limpopo Valley preceding Mapungubwe. Study Mapungubwe – inhabitants’ social structure and lifestyle.
Understand archaeology and the importance of archaeological studies and preservation of historic artefacts.
Describe the trade that took place.
Continuously exercise various cognitive levels: define, describe, explain, evaluate, analyse, etc.
Introduction
In this unit, learners will learn about Mapungubwe, how things have changed since K2 and
Schroda and how Mapungubwe was established. Discuss the following words with the learners: Important terminology State
Social classes Status
Status symbols
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Trade
Goods
Profitable
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Facilitator’s Guide
Lesson 3 The king and his holy leadership
Activity 2 1.
2.
3.
The villages became too big. (1)
Hill of the Jackal (1)
The king had the ability to communicate with the ancestors and ask them for advice.
(1)
[3]
Lesson 6 The first formal village Activity 3 1.
2.
Mapungubwe was considered the largest village until 1270. (1)
The small villages were located along the Limpopo River. (1) [2]
Lesson 9 Trade across Africa and the Indian Ocean Discuss what trade is and how people also used barter trade.
Lesson 10 Trade goods Discuss the map with the learners and show them which goods were traded between Africa and Asia.
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