Gr 6-Social Sciences-Study Guide History 1

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SOCIAL SCIENCES STUDY GUIDE: HISTORY Grade 6

Social Sciences Study guide: History

2006-E-SOS-SG01

Í4&È-E-SOS-SG01OÎ

Grade 6

CAPS aligned

E van Emmenes

G06 ~ Social Sciences: History

Contents

Lesson elements.......................................................................................................................................... 6 Preface............................................................................................................................................................ 7 Year plan........................................................................................................................................................8 Unit 1: An African kingdom long ago in Southern Africa........................................................... 10 Lesson 1: Changes in the society in the Limpopo Valley.............................................................................. 11 Lesson 2: Settlements before Mapungubwe – K2 and Schroda................................................................ 13 Activity 1..................................................................................................................................................................... 14

Unit 2: Mapungubwe – the first state in Southern Africa ...........................................................15 Lesson 3: The king and his holy leadership....................................................................................................... 16

Activity 2......................................................................................................................................................................17

Lesson 4: The first rock-walled palace................................................................................................................18

Lesson 5: The importance of Mapungubwe Hill..............................................................................................19

Lesson 6: The first formal village ..........................................................................................................................20 Activity 3..................................................................................................................................................................... 20

Lesson 7: Social classes of Mapungubwe............................................................................................................20

Lesson 8: The Golden Rhinoceros and other artefacts................................................................................. 22

Lesson 9: Trade across Africa and the Indian Ocean.....................................................................................24 Lesson 10: Trade goods..............................................................................................................................................24

Revision exercise.................................................................................................................................................... 26

Unit 3: Change and continuity in East Coast trade.........................................................................27 Lesson 11: Great Zimbabwe..................................................................................................................................... 27 Activity 4..................................................................................................................................................................... 29

Unit 4: European explorers in Asia.................................................................................................... 30

Lesson 12: Marco Polo................................................................................................................................................ 31 Activity 5..................................................................................................................................................................... 33

Lesson 13: Marco Polo’s influence on European traders............................................................................. 33

Revision exercise.................................................................................................................................................... 35

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Study Guide

Unit 5: European explorers discover Southern Africa.................................................................36

Lesson 14: Reasons for European exploration................................................................................................. 37

Lesson 15: Leonardo da Vinci..................................................................................................................................40

Activity 6..................................................................................................................................................................... 42

Lesson 16: Galileo Galilei........................................................................................................................................... 43 Activity 7.....................................................................................................................................................................44

Lesson 17: New ideas and knowledge................................................................................................................. 45 Lesson 18: Inventions – gunpowder, the compass and caravels.............................................................. 45 Revision exercise....................................................................................................................................................48

Unit 6: Trade and profit..........................................................................................................................49 Lesson 19: European trade routes to the East via Southern Africa........................................................50

Lesson 20: Bartolomeu Dias meets the Khoikhoi........................................................................................... 51

Lesson 21: Vasco da Gama’s voyage......................................................................................................................53

Lesson 22: The Dutch East India Company....................................................................................................... 55

Revision exercise.....................................................................................................................................................57

Unit 7: Democracy and citizenship.................................................................................................... 58

Lesson 23: How people govern themselves in a democracy – our national government..............60

Lesson 24: 1994 – the first democratic South African government....................................................... 61 Project.......................................................................................................................................................................... 63

Lesson 25: Parliament’s role.................................................................................................................................... 66 Lesson 26: The importance of rules and laws..................................................................................................68

Lesson 27: The legal system and equality according to the law...............................................................69

Lesson 28: Citizens’ rights and responsibilities in a democracy..............................................................69

Lesson 29: The Constitutional Court....................................................................................................................73

Revision exercise.................................................................................................................................................... 75

Unit 8: Children’s rights and responsibilities.................................................................................76 Lesson 30: The Children’s Charter of South Africa.........................................................................................78

Revision exercise.................................................................................................................................................... 79

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G06 ~ Social Sciences: History

Unit 9: National symbols since 1994..................................................................................................82 Lesson 31: The coat of arms ....................................................................................................................................83

Lesson 32: The national flag.................................................................................................................................... 86

Lesson 33: The national anthem............................................................................................................................ 87 Revision exercise....................................................................................................................................................90

Unit 10: Medical science over the years............................................................................................91 Lesson 34: Indigenous healing in South Africa................................................................................................ 92

Lesson 35: Identification and training of new healers.................................................................................94

Unit 11: Modern Western healing.......................................................................................................96

Lesson 36: The fight against smallpox and Edward Jenner’s role .......................................................... 97 Lesson 37: The relationship between germs and diseases and Louis Pasteur’s role......................99

Lesson 38: Germs that cause tuberculosis and Robert Koch’s role.......................................................101 Lesson 39: The first antibiotics and Alexander Fleming’s role.............................................................. 102 Unit 12: The link between holistic and Western healing ........................................................110

Lesson 40: The difference between holistic and Western healing....................................................... 110

Revision exercise.................................................................................................................................................. 111

Glossary.................................................................................................................................................... 113 Bibliography............................................................................................................................................ 116

Addendum................................................................................................................................................ 117

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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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G06 ~ 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?

●

What was the impact of events and decisions on society?

● ●

When did it happen?

Why did it happen?

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: 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

2

8

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

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G06 ~ Social Sciences: History 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 9

Eenheid Unit 1 1 An African kingdom

long ago in Southern Africa

Learning aims After completing this unit, you 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, you will learn about kingdoms in Southern Africa. It is about how communities became part of a bigger world through trade.

As you learn, try to summarise the work in order to tell your facilitator the story of Mapungubwe at the end of the unit. This is a fun way to learn!

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G06 ~ Social Sciences: History

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Important terminology BC | AD | BCE | CE c. (Circa)

Archaeologist Artefact

Lesson 1 Changes in the society in the Limpopo Valley

Define AD (Anno Domini): (literally: ‘in the year of our Lord’) the way of referring to dates after the birth of Jesus, e.g. Nelson Mandela was born in 1918 AD

BC (Before Christ): the way of referring to dates before the birth of Jesus, e,g, Julius Caesar

was born in 100 BC

BCE (Before Common/Current Era): replaces BC as a neutral, non-religious term

c. (circa): (literally: ‘approximately’) used when the specific date is unknown, e.g, Shaka

was born c. 1790 (exact date of birth unknown)

CE (Common/Current Era): replaces AD as a neutral, non-religious term Note: We no longer use BC/AD in History, but rather BCE/CE. Core content

Big changes occurred in South African farming communities between 900 and 1300.

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

Image 1.1: Mapungubwe, K2 and Schroda’s location in Southern Africa

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 villages in the Limpopo Valley were situated. The

map shows where Mapungubwe is as well as two other points – K2 and Schroda. Archaeologists believe that these two settlements merged to form Mapungubwe. A settlement is a place where people live and establish a community.

K2 and Schroda were two small settlements where black farmers lived. 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 they could slaughter

the animals 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.

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G06 ~ Social Sciences: History

Lesson 2 Settlements before Mapungubwe – K2 and Schroda

1

Define Archaeologist: a person who does excavations to find and study prehistoric and historic artefacts or objects to help them reconstruct the past

Artefact: an object that was made and/or used in the past, e.g., furniture, clothes, utensils, tools, jewellery, etc. Artefacts can be very valuable sources of information, especially when

historians have no or little access to written information

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.

Archaeologists only discovered the 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. The information we have so far about these two places, is the following:

During the period between 900 and 1300, there were several small villages in the Limpopo

Valley. The farmers who lived in these villages 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 villages were independent from each other, although a group of small villages 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.

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Study Guide

K2 and Schroda were a part of the villages in the Limpopo Valley. Large herds of elephant were

found in that area, which 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.

2.

3.

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

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

How did archaeologists get information about K2 and Schroda?

(1) (1) (1)

[3]

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Eenheid Unit 2 1 Mapungubwe –

the first state in Southern Africa

Learning aims After completing this unit, you 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, you will learn about Mapungubwe, how things have changed since K2 and Schroda and how Mapungubwe was established.

Important terminology State

Social classes Status

Status symbol

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Trade

Goods

Profitable

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Study Guide

For the curious This YouTube video explores the Mapungubwe National Park. bit.ly/2v7TTjm

Lesson 3 The king and his holy leadership

Define State: an organised settlement, community, nation or territory that is permanently

inhabited by a group of people under one government

Core content Everything started to change after the farmers of K2 and Schroda discovered ivory.

Archaeologists found remains of ivory jewellery, but they say that most of the ivory (made from elephant tusks) was exchanged for glass beads from the east coast of Africa.

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

Mapungubwe is also known as the ‘hill of the jackal.’ The hill is about 50 m high and about

300 m long. The top of the hill is only accessible by two steep footpaths, making it easier to defend against enemies.

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

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G06 ~ Social Sciences: History

Image 2.1: Mapungubwe Hill today

It was the first time in South African history that leaders lived apart from regular people in a specific social structure with the royal family living on top of the hill. It was believed that the

king could communicate with the ancestors on the hill, because he was closer to them. This is known as holy leadership.

Activity 2

Answer the following questions in full sentences.

1.

2.

3.

Why did farmers move from K2 and Schroda?

What is Mapungubwe also called?

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

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(1) (1)

(1)

[3]

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Study Guide

Lesson 4 The 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 ordinary people’s houses.

Image 2.2: Remnants of rock walls on Mapungubwe Hill

Archaeologists discovered evidence of smaller villages on both sides of the Limpopo River.

Although these villages were much smaller, the chiefs’ 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 rock-walled palaces, because these houses were so much bigger than the ordinary townspeople’s houses.

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G06 ~ Social Sciences: History

Lesson 5 The importance of Mapungubwe Hill

2

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. Ordinary people were not allowed to climb to the top of the hill.

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

Image 2.3: The hill as seen from the north

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Study Guide

Lesson 6 The first formal village

Core content Until 1270, Mapungubwe was considered the largest village in Southern Africa.

Archaeologists found many artefacts from smaller villages on both sides of the Limpopo River.

Although these villages were significantly smaller, indications were found that the chiefs’ houses were built on higher ground and were surrounded by a rock wall.

Archaeologists also found glass and gold beads there, as well as pots similar to the ones found

at the house of the king of Mapungubwe and that of his family. This indicates that the smaller

villages had the same traditions and cultural practices as Mapungubwe. It is therefore presumed that they were part of the Kingdom of Mapungubwe.

Activity 3

Answer the following questions in full sentences.

1.

2.

Until when was Mapungubwe considered to be the largest village?

Along which river were the small villages located that were considered part of Mapungubwe?

(1)

(1)

[2]

Lesson 7 Social classes of Mapungubwe

Define Social classes: groups created in society in terms of certain criteria, e.g., money

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G06 ~ Social Sciences: History 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 ordinary 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 villages were divided in groups to tend the royal cattle and to have them graze in large areas, to prevent one area from being overgrazed. The royals probably also used these men as soldiers, to hunt ivory and to control trade activities.

Image 2.4: An artist’s impression of what the Kingdom of Mapungubwe looked like

It is clear how and where the houses of the different social classes were built.

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Study Guide

Lesson 8 The Golden Rhinoceros and other artefacts

Define Status: people’s importance or position in society, based on things such as wealth, occupation, gender, etc.

Status symbols: objects that represent someone’s importance, e.g., cattle or gold

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

Gold was not mined near Mapungubwe, but in mines further north. Gold was scarce and only people with high status or importance owned gold objects as status symbols. Gold artefacts

were found in three of the 27 graves at Mapungubwe Hill.

Image 2.5: The Golden Rhinoceros of Mapungubwe

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

The rhinoceros was actually made from wood and covered in thin sheets of gold, fixed with

small nails. The rhino was a symbol of leadership because it is a formidable animal and other

animals do not mess with it. The horn symbolises the leader’s role of protecting his people.

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G06 ~ Social Sciences: History

Image 2.6 & 2.7: Other golden artefacts discovered at Mapungubwe

A golden sceptre was also excavated from one of the graves. A sceptre is like a small staff. It indicates a leadership position. The chiefs carried sceptres.

Besides hundreds of glass beads, a large amount of gold beads was also found at Mapungubwe.

Only the king and his family wore gold beads. It served as symbols of their power and leadership.

South Africa has an award called the Order of Mapungubwe. The golden rhinoceros is shown on the award, which is awarded to South Africans 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. In this way, they made contact with people from different countries.

Image 2.8: The Order of Mapungubwe

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

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Study Guide

Lesson 9 Trade across Africa and the Indian Ocean

Define Profitable: making good money from something you do, manufacture or produce

Trade: when people buy, sell or exchange items, e.g., I exchange my cattle for your sheep

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 quickly evolved. The local people adopted and accepted the Arabs’ religion as their own and their language mixed with the Arabic language. This new language became known as Swahili, a mixture of African languages and Arabic.

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.

Lesson 10 Trade goods

Define Goods: objects that are traded (bought and sold) with

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G06 ~ Social Sciences: History 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 among porcupine quills so that the thieves would not know they had gold with them.

As a result of the trade that occurred between the people from Mapungubwe, Swahili traders and Arabian merchants, trade started to occur on a global scale.

Here is a map that shows which goods were traded between Africa and Asia.

Ivory

Beads

Gold

Fabric

Tortoise shells Rhino horns

Carpets Glass items

Image 2.9: Trade between Southern Africa and Asia

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Study Guide Revision exercise 1.

2.

Define each of the following terms:

1.1.

1.2.

Trade

(1)

Status

Describe in your own words how the social classes were distinguished at

(1)

Mapungubwe.

(4)

and who wore or had it.

(6)

3.

List the golden objects found at Mapungubwe, and next to it the meaning of the object

4.

Complete the table about the goods that were exported from Africa and imported from

Asia.

Exported from Africa 4.1 4.2 4.3 4.4

Imported from Asia 4.5 4.6 4.7 4.8

(4 × 2) = (8) [20]

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Eenheid Unit 3 1

Changes and continuity in East Coast trade

Learning aims After completing this unit, you must be able to do the following: ● ● ● ●

Know and understand basic concepts.

Know about and have a grasp of Great Zimbabwe.

Describe and compare Great Zimbabwe with Mapungubwe – structure, importance and trade.

Continuously exercise various cognitive levels: define, describe, explain, evaluate, analyse, etc.

Introduction

In this unit, you will learn about what happened after Mapungubwe. You will learn about Great Zimbabwe and how trade brought about change worldwide.

Lesson 11 Great Zimbabwe

Core content People moved away from Mapungubwe. Archaeologists have not yet been able to determine

the exact reason why, but at about the same time that Mapungubwe was abandoned (1300)

a new and bigger city was built to the north. This new city was known as Great Zimbabwe,

which is known as present-day Zimbabwe.

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Study Guide

Image 3.1: An aerial photo of the ruins of Great Zimbabwe

The name Great Zimbabwe is derived from the Shona word dzimba-dza-mabwe which means

‘large houses of stone’. To this day, we do not know whether the people of Mapungubwe

moved there, but we do know that they had the same customs and culture as the people from

Mapungubwe.

Image 3.2: Inside the ruins of Great Zimbabwe. The city had a number of walls and towers.

Archaeologists discovered that large circular walls were built on the hill in Great Zimbabwe.

This is where the king and his family lived. There were also big huts on the slopes of the hill and smaller huts in the valley that were built closer together.

They also discovered evidence of trade. The people of Great Zimbabwe exchanged goods like gold, iron and ivory for fabric, beads, glass and Chinese glazed ceramics.

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G06 ~ Social Sciences: History

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Image 3.3: The Zimbabwe Bird. Sculptures of the bird were found among the ruins and became one of the national symbols of Zimbabwe.

For the curious Watch the YouTube video on Great Zimbabwe. bit.ly/2PcDkMc

Activity 4 Answer the following questions in full sentences.

1.

2.

3.

From which Shona word is Great Zimbabwe derived?

What does the word mentioned in question 1 mean?

Identify three similarities you have noticed between Great Zimbabwe and Mapungubwe.

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(1)

(1)

(3)

[5]

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Eenheid Unit 4 1 European explorers in Asia

Learning aims After completing this unit, you must be able to do the following: ●

Know and understand basic concepts.

●

Continuously exercise various cognitive levels: define, describe, explain,

●

Know about Marco Polo as a European explorer, his life in China, as well as his influence on the world and European trade. evaluate, analyse, etc.

Introduction

In this unit, you will learn about travellers who travelled around Africa at the time of Mapungubwe, and how Europeans started participating in the trade that was already established here.

Important terminology Explorer

Merchant

Dynasty

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