Gr 6-Social Sciences-Study Guide History 1

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SOCIAL SCIENCES STUDY GUIDE: HISTORY

Grade 6

A member of the FUTURELEARN group

Social Sciences Study guide: History

1806-E-SOS-SG01

Í2&È-E-SOS-SG01MÎ

Grade 6

CAPS aligned

E van Emmenes

Study Guide G06 ~ Social Sciences: History

CONTENTS LESSON ELEMENTS.......................................................................................................... 3 PREFACE ............................................................................................................................ 5 YEAR PLAN ........................................................................................................................ 6 UNIT 1: An African kingdom long ago in Southern Africa ............................................. 9 1.1. Lesson 1: Changes in the society in the Limpopo valley between 900 AD and 1300 AD .............................................................................................................. 9 1.2 Lesson 2: Settlements in the Limpopo valley before Mapungubwe – K2 and Schroda............................................................................................................. 10 ACTIVITY 1 ....................................................................................................... 11 UNIT 2: Mapungubwe: First state in Southern Africa 1220 AD – 1300 AD .................. 12 2.1. Lesson 3: King and holy leadership .................................................................. 13 ACTIVITY 2 ....................................................................................................... 13 2.2. Lesson 4: First rock-walled palace .................................................................... 14 2.3. Lesson 5: Importance of Mapungubwe hill ........................................................ 14 2.4. Lesson 6: First town .......................................................................................... 15 ACTIVITY 3 ....................................................................................................... 15 2.5. Lesson 7: Distinct social classes....................................................................... 16 2.6. Lesson 8: Golden rhinoceros and other golden objects .................................... 17 2.7. Lesson 9: Trade across Africa and the Indian Ocean ....................................... 18 2.8. Lesson 10: Traded goods ................................................................................. 18 REVISION EXERCISE ON UNIT 2 ................................................................... 20 UNIT 3: Changes and continuity in East Coast trade ................................................... 21 3.1. Lesson 11: Great Zimbabwe ............................................................................. 21 ACTIVITY 4 ....................................................................................................... 22 UNIT 4: European explorers in Asia ............................................................................... 23 4.1. Lesson 12: European explorer Marco Polo ....................................................... 23 ACTIVITY 5 ....................................................................................................... 26 4.2. Lesson 13: Marco Polo’s influence on European traders .................................. 26 REVISION EXERCISE ON UNIT 1 – 4 ............................................................. 27 UNIT 5: European explorers discover Southern Africa ................................................ 28 5.1. Lesson 14: Reasons for European exploration ................................................. 28 5.2. Lesson 15: Case study – Leonardo da Vinci ..................................................... 31 ACTIVITY 6 ....................................................................................................... 32 5.3. Lesson 16: Case study – Galileo Galilei ........................................................... 32 ACTIVITY 7 ....................................................................................................... 34 5.4. Lesson 17: New ideas and knowledge .............................................................. 34 5.5. Lesson 18: Inventions – gun powder, magnetic compass and the carvel ......... 34 REVISION EXERCISE ON UNIT 5 ................................................................... 36 UNIT 6: Trade and profit .................................................................................................. 37 6.1. Lesson 19: European trade route to the East via Southern Africa ................... 37 6.2. Lesson 20: Dias’ voyage and his meeting with the Khoikhoi in Mossel Bay ..... 38 1

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Study Guide G06 ~ Social Sciences: History

6.3. Lesson 21: Da Gama’s voyage ......................................................................... 39 6.4. Lesson 22: The Dutch East India Company (VOC)........................................... 41 REVISION EXERCISE ON UNIT 6 ................................................................... 42 UNIT 7: Democracy and citizenship ............................................................................... 43 7.1. Lesson 23: How people govern themselves in a democracy – our national government ....................................................................................................... 43 7.2. Lesson 24: The first democratic government in South Africa in 1994 ............... 44 7.3. Lesson 25: The role of parliament..................................................................... 47 7.4. Lesson 26: Importance of rules and laws .......................................................... 48 7.5. Lesson 27: The legal system and equality according to the law ....................... 49 7.6. Lesson 28: Rights and responsibilities of citizens in a democracy ................... 50 7.7. Lesson 29: The Constitutional Court ................................................................. 52 REVISION EXERCISE ON UNIT 7 ................................................................... 54 UNIT 8: Children’s rights and responsibilities .............................................................. 55 8.1. Lesson 30: Children’s Rights Charter of South Africa ....................................... 56 REVISION EXERCISE ON UNIT 8 ................................................................... 58 UNIT 9: National symbols since 1994............................................................................. 60 9.1. Lesson 31: Coat of Arms................................................................................... 60 9.2. Lesson 32: National flag ................................................................................... 62 9.3. Lesson 33: National anthem ............................................................................. 64 REVISION EXERCISE ON UNIT 9 ................................................................... 66 UNIT 10: Medical science over the years ....................................................................... 67 10.1. Lesson 34: Indigenous medicine (healing) in South Africa ............................... 67 10.2. Lesson 35: How people are identified and trained to become healers ............. 69 UNIT 11: Some discoveries of modern Western medicine ........................................... 70 11.1. Lesson 36: The fight against infectious diseases: Small pox and the role of Edward Jenner .................................................................................................. 70 11.2. Lesson 37: Link between germs and diseases, and the role of Louis Pasteur .. 71 11.3. Lesson 38: Germs that cause TB and the role of Robert Koch ......................... 73 11.4. Lesson 39: The first antibiotics and the role of Alexander Fleming ................... 74 UNIT 12: Link between holistic and Western healing ................................................... 81 12.1. Lesson 40: What is the difference between holistic and Western healing? ...... 81 REVISION EXERCISE ON UNIT 10 – 12 ......................................................... 82 GLOSSARY ....................................................................................................................... 83 BIBLIOGRAPHY ............................................................................................................... 86

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Study Guide G06 ~ Social Sciences: History

YEAR PLAN TERM

UNIT AND LESSON

DATE

DATE

STARTED

COMPLETED

Unit 1: An African kingdom long ago in Southern Africa Lesson 1: Changes in the society in the Limpopo valley between 900 AD and 1300 AD Lesson 2: Settlements in the Limpopo valley before Mapungubwe: K2 and Schroda Unit 2: Mapungubwe: 1st state in Southern Africa 1220 AD – 1300 AD Lesson 3: King and holy leadership Lesson 4: First rock-walled palace

TERM 1

Lesson 5: Importance of Mapungubwe hill Lesson 6: First town Lesson 7: Distinct social classes Lesson 8: Golden rhinoceros and other golden objects 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 explorer in Asia Lesson 12: European explorer Marco Polo Lesson 13: Marco Polo’s influence on European traders

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Study Guide G06 ~ Social Sciences: History

TERM 2

Unit 5: European explorers discover Southern Africa Lesson 14: Reasons for European exploration Lesson 15: Case study – Leonardo da Vinci Lesson 16: Case study: – Galileo Galilei Lesson 17: New ideas and knowledge Lesson 18: Invention: gunpowder, compass and carvel Unit 6: Trade and profit Lesson 19: European trade routes to the East via Southern Africa Lesson 20: Dias’ voyage and Dias and his crew meet the Khoikhoi in Mossel Bay Lesson 21: Da Gama’s voyage

TERM 3

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: The first democratic government in South Africa in 1994 Lesson 25: The role of parliament Lesson 26: Importance of rules and laws Lesson 27: The legal system and equality according to law Lesson 28: Rights and responsibilities of citizens in a democracy Lesson 29: The Constitutional Court Unit 8: Children’s rights and responsibilities Lesson 30: Children’s Charter of South Africa Unit 9: National symbols since 1994 Lesson 31: Coat of Arms Lesson 32: National flag Lesson 33: National anthem 7

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TERM 4

Study Guide G06 ~ Social Sciences: History

Unit 7: Democracy and citizenship Lesson 23: How people govern themselves in a democracy – our national government Lesson 35: How people are identified and trained to become healers Unit 11: Some discoveries of modern Western medical science Lesson 36: The fight against infectious diseases: small pox and the role of Edward Jenner Lesson 37: Relationship between germs and diseases and the role of Louis Pasteur Lesson 38: Germs that cause TB and the role of Robert Koch Lesson 39: The first antibiotics and the role of Alexander Fleming Unit 12: Link between holistic and Western methods of healing today Lesson 40: What is the difference between holistic and Western healing?

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Study Guide G06 ~ Social Sciences: History

Unit

1

UNIT 1: An African kingdom long ago in Southern Africa LEARNING AIMS After completing this unit, you should be able to do the following: 

The importance of heritage and conservation  Explain how and why events in the community, town or city should be commemorated.  Research how people and events have been commemorated with ceremonies, festivals, museums and monuments.

INTRODUCTION This term and in this unit, we will learn about kingdoms in Southern Africa. It is about how communities became part of a bigger world through trade.

Learn this unit like a story and tell your facilitator the story of Mapungubwe at the end of the unit. This is a fun way to learn!

IMPORTANT TERMINOLOGY • • •

AD Archaeologist Artefact

1.1. Lesson 1: Changes in the society in the Limpopo valley between 900 AD and 1300 AD DEFINE AD: It means after Christ was born.

CORE CONTENT Big changes occurred in South African farming communities between 900 AD and 1300 AD. Farming communities were initially small groups of people who lived together, but when other farmers saw how well crops grew there and that there was an abundance of food, more and more people moved to the Limpopo valley.

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Study Guide G06 ~ Social Sciences: History

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We are going to learn about places such as K2, Schroda, Mapungubwe and Great Zimbabwe.

The map gives us an indication of where the small towns in the Limpopo valley were situated.

You will see that Mapungubwe is in the upper right-hand corner. The other two points on the right side are K2 and Schroda respectively. Archaeologists believe that these two settlements amalgamated to form Mapungubwe. (http://www.touraco.co.za)

A settlement is a place where people live.

K2 and Schroda were two settlements where black farmers lived. The two towns were small. The farmers who lived there were subsistence farmers. That means they planted crops they could eat and kept animals that could provide for their needs. Their cows gave them milk and the other animals could be slaughtered for their meat. The farmers did not sell their crops to survive.

When the farmers could no longer use the soil, they moved to Mapungubwe. As the farmers moved out of Schroda and K2, the residents of Mapungubwe also moved.

Archaeologists have been unable to establish why they moved.

Great Zimbabwe started at about the same time when Mapungubwe had no more residents. It is suspected that they moved to Great Zimbabwe, but we will never be able to say for sure. You will learn more about these places in Lesson 2 and Unit 2, respectively.

1.2

Lesson 2: Settlements in the Limpopo valley before Mapungubwe – K2 and Schroda DEFINE Archaeologists: people who search for artefacts that remained where people lived.

Artefact: an object that was made or used in ancient times.

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CORE CONTENT Many years ago, there were many kingdoms in Southern Africa, but information about these kingdoms is hard to come by. These people did not record everything they did, and archaeologists only discovered the residents’ artefacts in the twentieth 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.

The information we have so far about these two places, is the following: During the period between 900 AD and 1300 AD, there were several small towns in the Limpopo valley. The African farmers who lived in these towns were subsistence farmers.

They raised livestock and planted crops to provide for themselves and their families. The farmers used iron to make tools and implements. Therefore, this period in our history is referred to as the Late Iron Age. These towns were not dependent on each other, although a group of small towns sometimes formed part of a bigger town. The town was ruled by a chief, and older people were more important than younger people. Men also had more power than women.

K2 and Schroda were a part of the towns in the Limpopo valley. Large herds of elephant were found in that area and they were hunted. Farmers removed their ivory tusks and started trading them. They traded the ivory for goods like glass beads and decorative ceramic works.

ACTIVITY 1

1.1. Explain, in your own words, what an archaeologist is.

1.2. Explain, in your own words, what an artefact is.

1.3. How did archaeologists get information about K2 and Schroda?

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Study Guide G06 ~ Social Sciences: History

Unit

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UNIT 2: Mapungubwe: First state in Southern Africa 1220 AD – 1300 AD LEARNING AIMS After completing this unit, you should be able to do the following: 

The importance of heritage and conservation  Explain how and why events in the community, town or city should be commemorated.  Research how people and events have been commemorated with ceremonies, festivals, museums and monuments.

INTRODUCTION In this unit, you will learn about Mapungubwe, how things have changed since K2 and Schroda and how Mapungubwe originated.

IMPORTANT TERMINOLOGY • • • • • • •

State Social classes Status Status symbol Trade Goods Profitable

TIPS The story continues from Unit 1. Learn more and upon completion of the unit, tell someone the story of Mapungubwe again.

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2.1. Lesson 3: King and holy leadership DEFINE State: an organised settlement that is permanently inhabited by a group of people

CORE CONTENT Everything started to change after the farmers of K2 and Schroda discovered ivory. Archaeologists found remains of ivory jewellery, but they say the majority of the ivory was exchanged for glass beads from the east coast of Africa.

The towns suddenly started getting bigger because everybody wanted to live there. Most farmers from the towns then moved to the Mapungubwe hill.

Mapungubwe is also called ‘place of the jackals’. The hill is about 50 m high and about 300 m long. The top of the hill is only accessible by two steep walking trails, making it easier to defend against enemies.

The first state in South Africa was formed and the chief was now a king. The king lived on top of the hill with his family and a few other important people.

It was the first time in South African history that leaders lived apart from regular people. It was believed that the king could communicate with the ancestors on the hill, because he was closer to them there. This is known as holy leadership.

ACTIVITY 2 Answer the following questions in full sentences: 2.1 Why did farmers move from K2 and Schroda?

2.2 What is Mapungubwe also called?

2.3 Explain in your own words, what holy leadership is.

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Study Guide G06 ~ Social Sciences: History

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2.2. Lesson 4: First rock-walled palace CORE CONTENT Archaeologists discovered the remains of large traditional African homes on the top of the hill.

These houses were surrounded by rock walls, causing them to be out of sight of other townspeople.

The rock walls were also built on the top to make the ground even, so that the king’s houses could be built here. His house had to be higher than any of the regular people’s houses.

Archaeologists discovered evidence of smaller towns on both sides of the Limpopo river. Although these towns were much smaller, the chief’s houses were also built on higher ground and behind rock walls, but not as high as the king’s house.

It is referred to as a rock-walled palace, because these houses were so much bigger than the regular townspeople’s houses.

2.3. Lesson 5: Importance of Mapungubwe hill CORE CONTENT People considered Mapungubwe to be a holy place. They believed the spirits of their ancestors lived there and therefore the townspeople never looked directly at the hill.

People climbing the hill, would walk backwards and only glance over their left shoulder now and again to see where to step. Regular people were not allowed to climb to the top of the hill.

As mentioned before, there were only two footpaths to the hill. Rock pillars formed a narrow staircase. At the top of the staircase, soldiers stood guard. They were called ‘the king’s eyes’.

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http://www.kubasa.com

2.4. Lesson 6: First town CORE CONTENT Until 1270 AD, Mapungubwe was considered to be the biggest town in the whole of Southern Africa.

Archaeologists found a lot of artefacts from the smaller towns on both sides of the Limpopo. Although these towns were significantly smaller, indications were found that the chief’s houses were built on higher ground and were surrounded by a rock wall.

Archaeologists also found glass and gold beads there, as well as the similar pots to the ones found at the houses of the king of Mapungubwe and his family. This indicates that the smaller towns had the same traditions and culture as Mapungubwe. It is therefore presumed that they were part of the kingdom.

ACTIVITY 3 Answer the following questions in full sentences: 3.1 Until when is Mapungubwe considered to be the largest town?

3.2 Along which river were the small towns built that are considered part of Mapungubwe?

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Study Guide G06 ~ Social Sciences: History

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2.5. Lesson 7: Distinct social classes DEFINE Social classes: groups created in a society in terms of certain criteria, for example money CORE CONTENT Archaeologists found evidence of distinct social classes at Mapungubwe.

The kings and chiefs lived on top of the hill or at higher heights. Rock walls surrounded their houses so that regular townspeople could not see them.

The king and his chiefs must have had large herds of cattle, although no evidence has been found that there were cattle in Mapungubwe. Archaeologists say they suspect that young men from neighbouring towns were divided in groups to tend the royal cattle and to have them graze in large areas, to prevent one area from being overgrazed by too many cattle. The royals probably also used the men as soldiers in ivory hunting and controlled the trade activities.

In these pictures, it is obvious how and where the houses of the different social classes were built.

http://www.newhistory.co.za

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2.6. Lesson 8: Golden rhinoceros and other golden objects DEFINE Status: indicates people’s importance Status symbol: object that shows someone is important

CORE CONTENT Gold is a very valuable element. Archaeologists found gold objects in people’s graves.

Gold was not mined near Mapungubwe. The mines were further north. Gold was scarce and only people with high status or importance had gold objects as status symbols.

The most important artefact found in Mapungubwe is the golden rhinoceros.

http://www.peaceparks.org

The rhinoceros was actually made from wood and covered in thin leaves of gold, fixed with small nails. The rhino was a symbol of leadership because it is a formidable animal and others do not bother it. The horn symbolises the leader’s role of protecting his people.

A gold sceptre was excavated from the graves. A sceptre is like a small staff. It is also an indicator of a leadership position.

The chiefs carried sceptres.

Besides hundreds of glass beads, a large amount of gold beads were also found at Mapungubwe. Only the king and his family wore gold beads. It served as symbols of their power and leadership. http://www.sahra.org.za

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There is an award in South Africa called Order of Mapungubwe. The gold rhinoceros is shown on the medal that is awarded to South Africans only by the President.

It is awarded to people for excellence and exceptional achievement, because Mapungubwe represents ingenuity and change in our thinking. Ingenuity is the power of creative imagination; the people of Mapungubwe came up with the idea of exchanging ivory for things they needed or wanted. In this way, they had contact with people from different countries.

The Order of Mapungubwe was awarded to Nelson Mandela for his excellent and exceptional achievements. The medal was awarded to him by the then-President, Thabo Mbeki.

2.7. Lesson 9: Trade across Africa and the Indian Ocean DEFINE Trade: when people buy, sell or exchange items, e.g. I exchange my cattle for your sheep Profitable: making good money from something you do CORE CONTENT It quickly became widely known that ivory had been discovered in Mapungubwe. The people from Asia sailed to Africa on ships, bringing goods with them to exchange for ivory and trade started this way. It became a profitable business.

Some Muslim Arabs settled on the eastern coast of Africa. A new culture evolved when the local people adopted and accepted the Arabs’ religion as their own and their language mixed with the Arabic language. This new language became Swahili, a mixture of African and Arabic languages.

The farmers of Mapungubwe traded with the Swahili traders who in turn did business with people from Asia. Swahili traders crossed the Indian Ocean on small sailing boats, called dhows.

2.8. Lesson 10: Traded goods DEFINE Goods: objects that were traded (bought and sold)

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CORE CONTENT The Swahili traders wanted goods like gold, ivory, rhino horn and tortoise shells from the African farmers. They exchanged these goods with the Arab traders from Asia. The kings of Arabia sent traders to Africa on ships known as dhows.

The Arab traders had goods like beads, fabric, glassware and carpets. People had to hide their goods from thieves. They had all kinds of plans to hide their gold, amongst others to hide it in porcupine quills so that the thieves would not know they had gold with them.

The people from Mapungubwe, Swahili traders and Arabian merchants traded goods here and so trade started on a worldwide scale.

There is a map on the next page that indicates which goods were brought in from Asia, and which goods were given to them.

It is clear when you study this map: Found in Africa

Received from Asia

Ivory

Beads

Fabric

Gold

Tortoise shells

Carpets

Rhino horn

Glass items

www.studyzone.org

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REVISION EXERCISE ON UNIT 2

1.

2.

Give a short description of each of the following words: a) Trade b) Status (2) Look at the picture below and describe in your own words how the social classes were distinguished at Mapungubwe.

(4)

http://www.newhistory.co.za

3.

4.

Write down every golden object found at Mapungubwe; and next to it the meaning of the golden object and who wore or had it.

(6) Complete the following table about the goods that were exported from Africa and imported from Asia.

(8) Exported from Africa

Imported from Asia

4.1

4.5

4.2

4.6

4.3

4.7

4.4

4.8

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