Gr 6-Social Sciences-Facilitator’s Guide History 1

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SOCIAL SCIENCES FACILITATOR’S GUIDE: HISTORY Grade 6

A member of the FUTURELEARN group

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.

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Read and summarise.

●●

Answer questions (short and longer

●●

Complete question and answer sheets.

●● ●● ●● ●● ●● 6

Give short answers to questions.

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Do research and write down a few

●●

sentences.

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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

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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 © Impaq