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Social Sciences

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GEOGRAPHY GRADE 5 TEACHER’S GUIDE

NOTE:

1. History and Geography must each be allocated 90 minutes per week. It is strongly suggested, that each must be broken into sessions of one half hour and an hour lesson. Both disciplines must be taught and assessed each term.

2. The three Learning Outcomes (with the appropriate Assessment Standards) are always

used together throughout the teaching, learning and assessment process.

3. The knowledge focus framework (content) and the appropriate Assessment Standards (skills) must be taught and explained during lessons and practised by the learners in their workbooks.

4. New concepts must be explained to learners as they work through the knowledge focus

framework for Social Sciences. Use the terminology that would be used in the assessment tasks.

5. The Social Sciences learning area is based on the enquiry skills learning process. The

process should encourage learners to work with evidence and consider the logic of arguments and give them opportunities to consider their own values, opinions and judgements in relation to those of their peers.

6. The construction of knowledge and the development of interpretation skills are based on

the foundation of enquiry. Teachers and learners are encouraged to always ask questions. The use of Key Questions is important to the development of critical thinking. Learners need to be encouraged to create and frame their own questions. Encourage critical thinking by doing the following:

• Challenge learners to question • Develop the learners’ questioning skills • Ask learners for their own understanding • Encourage learners to seek alternatives before deciding on an answer • Encourage learners to give reasons for saying or suggesting certain things • Ask learners to justify their choices • Provide opportunities for learners to classify, analyse and create • Engage learners in dialogue • Provide opportunities for focussed discussion with their peers • Challenge stereotypes and prejudice

7. Whenever possible use real things (authenticity) in the classroom: look at real objects and

handle real documentary and visual sources. Find sources that appeal to the learner rather than to the teacher. For History, use items from the past and for Geography use fieldwork maps, photographs and current newspapers.

8. Use fewer sources in greater depth. Care needs to be taken when choosing sources to

make sure that there is enough information for meaningful work. Do smaller topics in more detail. Real learning comes when learners are given the opportunity to do in-depth investigations rather than skimming over a number of topics.

9. Learners must be able to communicate their findings to the rest of the class and to

others within and outside of the school community: • In Grade 4 through writing a paragraph, discussion, constructing a book, a collage,

using a poster, artwork, drama, dance and music • In Grade 5 through short paragraphs, simple graphs, maps, diagrams, creating

artwork, posters, music, dance and drama, projects, discussion, debates and charts • In Grade 6 through structured writing, discussion and guided debate, graphs,

tables, maps and diagrams, artwork and drama.

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10. THERE ARE 6 FORMAL ASSESSMENT TASKS FOR SOCIAL SCIENCES

Number Term Date/ week History / Geography Task Minimum Mark Allocation

1 1 Week 10 History & Geography Test

H = 20 G = 20

Total: 40

2 2 Week 16 History Source Based and Extended Writing Assignment

Source work: 30 Extended writing: 10

Total: 40

3 2 Week 20 Geography * Project (Research Assignment/ Creative Response)

40

4 3 Week 26 Geography Map Work and Data Handling Assignment

40

5 3 Week 28 History * Project (Research assignment/ Creative Response)

40

6 4 Week 40 History & Geography

Examination H = 40 G = 40

• All assessment tasks must be developed within the context of the learners. • All the learning outcomes (with the appropriate assessment standards) and the

content (knowledge focus framework) are assessed together.

• If the project in History is a research assignment, then the project for Geography must be a creative response assignment or vice versa.

• Instructions must be clear to the learners. All the formal assessment tasks have the

same weight.

• Evidence of all the content, exercises and activities (informal assessment) must be evident in learner workbooks, before the formal assessment task for recording and reporting is done. (Look in the work schedule). A good practice to ensure that learners do their own work is to do these tasks in the class under controlled circumstances. This practice will ensure authenticity. It might also ensure that all the learners hand their tasks in.

• Map Work and Data Handling skills, together with the content, must be

continuously taught and informally assessed each term. A formal assessment for map work and data handling takes place during the third term. Map work and data handling skills must also be assessed in the test and the exam. Consult the Social Sciences Policy document for the map work skills and concepts for each grade – note the progression.

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11. Different types of sources. The following diagram shows the variety of sources, which can be used in both History and Geography within Social Sciences.

ORAL Interviews and Reminiscences Oral traditions Myths and legends Poems Songs Stories Questionnaire responses

WRITTEN Textbooks Books Newspapers Magazines Census data Documents Letters Journals Diaries, Reports Pamphlets Advertisements Internet, CD ROM

VISUAL Photographs Cartoons Maps and plans Atlases Topographic maps Aerial Photographs Satellite images Paintings and drawings Film, television, video Statues and carvings Internet, CD ROM

POSSIBLE SOURCE

ARCHAEOLOGICAL

Ruined or buried sites and buildings Pollen traces Fossils Artefacts (objects found on sites), e.g. pottery, bone, coins, charcoal, tools, weapons

PHYSICAL

Objects surviving from the past, e.g. passes Historic buildings Monuments Statues and sculptures Carvings Everyday objects, e.g. furniture, clothing, jewellery, vehicles

LANDSCAPE

Settlements and their plans Buildings and sites Roads, tracks, paths Bridges, railways, harbours Effects of human activity on the environment Aerial photographs Physical landscape features, e.g. passes, plains, bays, caves

(Adapted from: Teacher’s Guide for the Development of Learning Programmes: Social Sciences 2003, p.27. Geographical Sources on p. 31.)

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GRADE 5

WEEK 1 Introduction to Geography in Grade 5 Methodology Step 1: An introduction to Geography as a discipline of Social Sciences.

The teacher will lead a discussion using relevant pictures and other resources to answer the following questions: • What is Geography? • Where can you apply Geography in real life? • What will you learn in Geography? • What is a source? • Why are newspapers, maps and atlases important in geography? • What is the enquiry process? NOTE: The questions remain the same as in Grade 4, but the answers are more complex.

Step 2: The educator explains the following concept: physical features (mountains, rivers, etc.) Resources: Textbooks, atlases, magazines, videos, pictures, etc Integration: History, Languages WEEK 2 The physical structure of South Africa Context: Map work – Cross section Methodology Step 1: The educator starts with the key question: What are physical features? The educator

explains where necessary. Step 2: The educator explains new concepts like highveld, plateau, Karoo, escarpment, coastal

plain, currents, desert, hills, lowveld, rivers, cross section and height above sea level. Step 3: The learners record the new concepts in their work books Step 4: The educator supplies the learners with a map of South Africa. The learners identify and

locate the physical features on the given map (valleys, mountains, oceans, etc.) Resources: Textbooks, atlases, magazines, videos, pictures, etc Integration: History, Languages WEEK 3 The physical structure of South Africa Context: Map work – Physical features (Mountains) Methodology Step 1: The educator initiates an oral discussion with the key question: Where are the important

mountain ranges located in South Africa? The educator supplies atlases and helps the learners to identify and locate the mountain ranges.

Step 2: Introduce the symbols used on a map to indicate mountains. The educator uses a relief map of South Africa to focus on the following mountain ranges: Drakensberg, Swartberg, Hottentots-Holland, Outeniqua, Olifantsberg, Cedarberg, etc.

Step 3: The learners locate the mountains on the maps and add a key to indicate symbols to identify mountains on a map.

Step 4: Informal assessment: The learners complete a relief map of South Africa in their workbooks with guidance from the educator.

Resources: Textbooks, atlases, magazines, videos, pictures, etc. Integration: History, Languages

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WEEK 4 The physical structure of South Africa Context: Highveld and Plateau Methodology Step 1: Study a map of South Africa. The educator revises and consolidates completed work

about mountains using questions and answers. Step 2: Using the atlases, learners identify and locate the Highveld and other plateau regions on a

map of South Africa. Step 3: The educator demonstrates and explains to learners how to draw a cross section of South

Africa to show the plateau. Step 4: The learners get an opportunity to draw their own cross section of South Africa in their

workbooks to show the build from east to west and north to south. Label the relevant physical features (Highveld and plateau) on the cross section.

Resources: Textbooks, atlases, magazines, videos, pictures, etc. Integration: History, Languages WEEK 5 The physical structure of South Africa Context: Highveld and Plateau Methodology Step 1: The educator consolidates the learners understanding of "the Highveld" and "plateau" with

a short revision exercise. Provide each learner with a map to test their previous knowledge about physical features.

Step 2: The educator explains the concept of coastal plains and indicates them on a physical map.

Step 3: The educator uses overlay transparencies to build up the physical features learnt to date. Step 4: The learners use the map issued the previous week to locate, with guidance, all the

coastal plains Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 6 The physical structure of South Africa Context: Rivers Methodology Step 1: The educator uses a wall map of South Africa to indicate the important rivers of our

country. The educator explains the following new concepts: tributaries, mouth, shores, dam, waterfalls, rapids, meanders, perennial and non-perennial rivers.

Step 2: The educator explains and shows learners what symbols are used to indicate rivers on a map

Step 3: Informal assessment: The learners are issued with a physical map and asked to locate the following rivers: Breede, Berg, Great Fish, Great Kei, Tugela, Vaal, Orange, Limpopo, Olifants and Gourits.

Step 4: Use sources. The learners must identify and record why it is important NOT to pollute rivers.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages

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WEEK 7 The physical structure of South Africa Context: Oceans Methodology Step 1: The educator uses a world map to indicate and explain the important oceans of the world.

List them on the board. Step 2: Explain new concepts: oceans, currents, continents, islands and coastline. Emphasize

the importance of ocean currents and explain why some are warm and others cold, as well as how they affect the climate of our coastal regions.

Step 3: Use atlases to locate oceans and emphasize the importance of the Atlantic and Indian oceans for our country

Step 4: Use the atlas as a resource. Issue the learners with a blank map of South Africa. Ask them to locate oceans and ocean currents.

Step 5: In their work books, learners record information on the cold Benguella Current and the warm Mozambique Current and their effects on South Africa’s climate

Step 6: Group work: Learners build a relief model (using any available materials or medium). Include all the completed physical features (mountains, plateaus, plains, rivers, etc.). Refer to Assessment Guidelines for Social Sciences (IP & SP), p. 44 for more ideas.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 8 The physical structure of South Africa Context: Relationship between physical features and human activities Methodology Step 1: The educator initiates an oral discussion by posing a key question: How have physical

features influenced human settlements and activities in South Africa? Step 2: Explain where necessary and write important points on the board. Learners complete

these in their work books. Step 3: The educator revises completed work and explains new concepts like: landscape,

agriculture, energy, irrigation, reservoirs, fertilizers and pest control. Step 4: Group work: Learners discuss how the physical features (rivers, mountains, plains, etc.)

of our country have influenced human activity in South Africa. Step 5: The educator records their findings on the board and adds important ideas left out by

learners. Learners summarise these in their work books. Step 6: Learners do the following in their work books: Explain the influence of physical features on

human activities in our country. Write at least two paragraphs. Guide the learners in identifying and recording of information

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages

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WEEK 9 The physical structure of South Africa Context: How human activities change the physical landscape Methodology Step 1: The educator introduces an oral discussion with a key question: Can human activity

change the physical landscape? Give reasons for your answer. Step 2: The educator explains new concepts like pollution, erosion, weathering and landscape

and asks the learners to record these terms and explanations of them in their work books Step 3: Learners use sources to investigate, identify and record in groups how human activities

have changed the physical landscape (wetlands, flood plains, pollution, erosion, etc.) Step 4: Learners report back in groups while the educator records important ideas on the board. Step 5: Informal assessment: Using written sources, the class discussion and notes on the

board, the learners write two paragraphs about the above topic Step 6: The educator explains that the effect of human activity is almost always harmful to the

environment or landscape. What can we do to prevent this of happening? (Pollution, erosion and wetlands) The learners brainstorm their ideas.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 10 FORMAL ASSESSMENT TASK 1: Test Methodology Step 1: All 3 LOs, with the appropriate ASs, must be assessed. Step 2: The test must consist of the following:

• Questions testing knowledge of topics covered in the first term and map work. • Sources must be contextualised.

Step 3: Remember that tests should focus on measuring the level of achievement relative to the particular learning outcomes or assessment standards covered during the term.

Step 4: Tests should have a range of questions that assess skills and levels of cognitive understanding (see Bloom's Taxonomy) and should not be based on simple recall.

Step 5: Use short-answer questions for a maximum of 40% of the test. E.g. name, list, identify, classify, etc.

Step 6: True/False questions require an additional response, e.g. Give a reason for your answer. Step 7: Matching items in two columns is useful for testing concepts. There should be more

answer options than stimuli. There should be only a few (5-6) of these questions asked. Step 8: Use sources to ask longer responses which test cognitive skills e.g. appraise, analyse,

classify, compare, contrast, etc. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 25 – 30.

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WEEK 11 Map work Context: Sketch maps Methodology Step 1: The educator revises all work completed on maps and gives a short test about physical

features in South Africa. Step 2: The educator explains the following new concepts: landmarks, physical features, keys,

symbols, co-ordinates, natural and human-built features, and grids Step 3: The educator explains the following practical activity for learners to complete individually

• Fold a blank sheet of paper to make 16 equal-sized blocks. • Label the top row of blocks numerically, from 1 to 4, and the side blocks alphabetically,

from A to D. • These are your co-ordinates. • Plot the journey from home to school or from school to any nearby venue. • Mark the beginning and end point of your journey. • Mark the half-way point • Fill in the detail. Include natural and built features, using symbols and a key (link to

Grade 4 work)

Note to the educator: The above processes need to be taught and consolidated. Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 12 Map work Context: Introduction of map scales Methodology Step 1: The educator starts this section with a key question: Why do we use different scales on

maps? Explain where necessary. Step 2: The educator explains the following new concepts: line scale, ratio scale, direct distance,

route distance, and allows learners to record this information in work books. Step 3: The educator asks learners what tradesmen use maps with scales and how they are used

in their daily workplace. (bricklayers, carpenters) Step 4: Explain to learners how to enlarge or reduce any simple drawing and guide them through

a few exercises. Step 5: Issue the learners with a blank grid page in order to do the following exercise:

• Draw a picture over the grid. (See picture below.) • On a new grid, with bigger blocks, draw the same picture. (This is to enlarge a

drawing.) • In the same way, maps or drawings can be reduced.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages

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WEEKS 13 and 14 Climatic regions of South Africa Context: Climatic regions - Mediterranean, Sub-tropical, Desert, Semi-desert Methodology Step 1: The educator starts an oral discussion with key questions:

• In which climatic region do you live? • How would you describe the climate of your region? • Does the whole country have the same type of climate?

Step 2: The educator introduces the seven climatic regions to the class and explains in detail how they differ from each other: Mediterranean, Sub-topical, Desert, Semi-desert, Semi-arid, Temperate Eastern Plateau and Temperate Coastal.

Step 3: The learners are issued with a map showing the provincial boundaries of South Africa and asked to indicate the different climatic regions using sources

Step 4: Using sources, write a paragraph on each of the following climatic regions: Mediterranean, Sub-tropical, Desert, Semi-desert in their workbooks

Step 5: Explain why you prefer or would prefer to live in a particular region. Give detailed explanations.

Step 6: Look at the climatic regions on your map and say which part of the country will be the most sparsely populated.

Note to the educator: It is important to explain to learners the effect of the sea currents on our respective coastlines Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEKS 15 and 16 Climatic regions of South Africa Context: Climatic regions – Semi-arid, Temperate Eastern Plateau and Temperate Coastal. Methodology Step 1: The educator revises climatic regions completed the previous week. Step 2: From sources, learners identify and record a paragraph on each of the above climatic

regions. Step 3: Informal assessment: From sources about climatic regions, the learners answer

questions: • Which climatic region will be the most densely populated? Give a reason for your

answer. • In which climatic region will you prefer not to live? Explain. • Which region would you visit to see the world-renowned Namaqualand flowers? • Which climatic region gets rain throughout the year? Note to the educator: Educator may add more questions.

Step 4: Group discussion: Discuss, in groups, what influence the climate has on human activity and development on the eastern and western coast of South Africa respectively. Groups report back while the educator notes important points on the board.

Step 5: Learners record the above activities in work books. Step 6: From sources, draw a bar graph showing the rainfall of the different climatic regions.

Note to educator: Bar graphs should be emphasized as data handling forms part of a formal assessment task in the 3rd term.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages

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WEEKS 17 and 18 Climatic regions of South Africa Context: Vegetation and links to economic activities and settlement Methodology Step 1: The educator asks the following key questions:

• How does climate effect the natural vegetation? • How is climate linked to economic activities and settlement in South Africa? Learners discuss and the educator explains where necessary.

Step 2: The educator explains the following new concepts: Natural and alien vegetation, economic activity, fynbos, grassland, savannah and forest.

Step 3: Learners are issued with a map showing the climatic regions in South Africa, on which they have to indicate the different vegetation regions, using sources

Step 4: The educator explains the link between vegetation and climatic regions of South Africa. Emphasis should be placed on rainfall of the different climatic regions and how it affects vegetation.

Step 5: Learners create an awareness chart which highlights problems and solutions e.g. invasion of alien vegetation, drought, forest fires OR they can make a brochure, collage or poster highlighting human activity in a specific vegetation region e.g. sheep farming, tourism.

Note to the educator: The activity in step 5 can be done as an informal assessment Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 19 Map work Context: Data handling Methodology Step 1: The educator does revision on map work completed thus far. Step 2: The educator explains new concepts like bar graphs, pie graphs, line graphs and columns. Step 3: Learners bring to class a weather map of South Africa, cut out from any newspaper. It ill

be used as a source from which they answer questions. Step 4: Learners record the maximum temperature of the major towns or cities of that day on a

line graph. Step 5: The educator can also draw up a questionnaire about the bar graph, to be answered in the

work books, e.g. Which town is the warmest/coldest for the day? Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEK 20 FORMAL ASSESSMENT TASK 3: Project (Research Assignment OR Creative Response) If the History Project is going to be a creative response, then this Geography project must be a research assignment and vice versa. This assessment task should have been handed out 2 to 3 weeks earlier than WEEK 20 and must completed in class under supervision, so as to ensure authenticity, by the end of the term. The project should assess whether the learner is able to use enquiry skills to investigate geographical and environmental concepts and processes and whether they are able to select, giving reasons, key information. If the learners complete a creative response project, ensure that it is a learning experience, not just a creative task. Give the learners guidelines.

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Research Task: Step 1: Give clear instructions. Step 2: When completing a research task, learners are expected to follow the enquiry process.

• We work with sources (evidence) (LO 1) • Ask a key question • Identify information • Answer questions • Communicate the answer

Step 3: The educator must provide a framework for the research project. Stipulate what must be covered, what LOs and ASs will be covered, and what skills, knowledge and values will be assessed.

Step 4: Discuss the project with the learners. Discuss what the research entails and issue and discuss the criterion-referenced assessment grid with the learners.

Step 5: Ensure that the task is criteria- and age-appropriate. Step 6: Monitor the progress of the learners by setting deadlines for different stages of the

research task. Creative Response Task: Step 1: Give clear instructions. Step 2: These include creating models, posters, collages and role-play. Step 3: The creative response can be incorporated with another form of assessment, e.g. source-

based and research. Step 4: Poster-making entails organizing information in a logical way on a specific topic. Step 5: Discuss the project with the learners. Discuss what the poster, model, art work or collage

entails and issue and discuss a criterion referenced assessment grid with the learners. Step 6: Ensure that the task is criteria- and age-appropriate. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 35 – 47. WEEK 21 Resources: Renewable and non-renewable resources Context: Use and abuse of natural resources in South Africa. Links to natural resources and economic activities Methodology Step 1: The educator starts with the key question to initiate a discussion: What are renewable and

non-renewable resources? Step 2: The educator explains new concepts: resources, renewable and non-renewable resources

and allows learners to record them in their work books Step 3: Divide the learners into groups and provide each group with different pictures of

renewable and non-renewable products. Ask them to categorize them under the two headings.

Step 4: Explain how to do a mind map and ask the learners to do one in their groups about the following: The link between natural resources and economic activities

Resources: Textbooks, atlases, magazines, videos, pictures Integration: Languages, EMS

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WEEKS 22 and 23 Resources: Links between natural resources and economic activities Context: Impact of mining on settlement, now and in the past Methodology Step 1: The educator asks the key question to initiate an oral discussion: How does mining

influence economic activities? The educator records learner’s ideas on the board and explains where necessary.

Step 2: The educator explains new concepts: mineral, steel, coal, reef, machinery, work force, settlements, migrant workers, migration and family life

Step 3: The learners are issued with a blank map of South Africa and asked to indicate where and what kinds of mining take place in South Africa.

Step 4: Using sources, learners record information on mining related diseases past and present Step 5: The learners use the information from the above sources to discuss the negative impact of

these diseases on families and the health facilities in our country – focus on facts and opinions.

Step 6: The learners record the above information in their work books. Step 7: The learners investigate the health problems associated with mining and suggest ways to

reduce the health risks – write at least 2 paragraphs in work books. Step 8: The learners make a poster or collage showing mining activities in the past and present,

or different end-products, e.g. the mining of gold and the jewellery worn today. Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, Languages WEEKS 24 and 25 Resources: Links between natural resources and economic activities Context: Manufacturing in South Africa: Impact of manufacturing on settlements now and in the past Methodology Step 1: The educator poses a key question to the learners: What processes are involved from raw

material to end product? Learners discuss in groups and report back to class Step 2: The educator explains the following new concepts: manufacturing, economic activities,

secondary and tertiary activities, skills, export, import, cheap labour. Learners record these concepts in work books

Step 3: The learners use a map index to identify where and what kind of manufacturing activities take place in South Africa

Step 4: From picture sources, investigate how primary activities link with secondary and tertiary activities. The educator should explain primary, secondary and tertiary activities in detail and this should be with recorded in work books

Step 5: Tabulate the following information under the above three activities: fishing, fire brigade, coal mining, cattle farming, shoe factory, hospitals, South African army, railway lines, guest house, bakery, jeweller

Step 6: The learners discuss and summarize the different manufacturing techniques from the past and present in their workbooks

Step 7: The learners investigate and identify problems associated with manufacturing in South Africa (production costs, labour strikes, pollution, dangerous and expensive machinery, etc) and suggest ways to solve these problems - summarise in work books.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: History, EMS

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WEEK 26 FORMAL ASSESSMENT TASK 4: Map Work and Data Handling Assignment Step 1: Give clear instructions. Step 2: The task should provide the learners with the opportunity to demonstrate their ability to

read and interpret different types of maps and to work with different kinds of data and graphs.

Step 3: Learners must also be able to make deductions in different contexts. Step 4: Learners glean information from maps by reading map symbols, draw sketch maps and

measurements Step 5: Learners use maps to develop special orientation, map scale, direction, cross-referencing,

etc. Step 6: Learners use maps to ascertain impacts in certain contexts, e.g. political, environmental,

human, economic. They explore issues, providing possible solutions for problems, etc. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 35 – 47. WEEKS 27 and 28 Resources: Renewable and non-renewable resources Context: Water Methodology Step 1: The educator starts with a key question: Why is it important to conserve water? Step 2: The educator explains new concepts: conservation, domestic use, irrigation, recreational,

travelling, industries, mining, alien vegetation, contamination Step 3: Issue the learners with details of the percentage of water used by the various sectors in a

settlement, e.g. mining, industry, farming, business, residential. Learners use the information to draw a pie chart.

Step 4: The educator explains that South Africa is a dry country. With this in mind, we need to conserve water. Learners participate in a water purifying project, e.g. Clean-up river beds in area.

Step 5: The learners brainstorm and explore possible ideas to prevent pollution and wasting of water. The learners report back to class and record ideas in work books.

Step 6: Develop, for a school display, an awareness brochure about conservation of water. Step 7: Learners discuss and record the challenges and dangers for settlements without running

water (informal settlements). Resources: Textbooks, atlases, magazines, videos, pictures Integration: EMS, Natural Sciences

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WEEKS 29 and 30 Resources: Renewable and non-renewable resources Context: Energy resources Methodology Step 1: The educator starts with key questions:

• What is an energy resource? • Why do we have to conserve our energy resources?

Step 2: The educator explains new concepts: everyday life, solar, biomass, nuclear energy Step 3: The learners use visual sources to identify and record energy resources that we use every

day. Step 4: Educational excursion: The educator can arrange an educational excursion to any

appropriate power station (e.g. ESKOM). To make the excursion worthwhile, the educator needs to prepare a questionnaire for the learners.

Step 5: From sources, identify health risks associated with energy resources: e.g. cancer, skin diseases, disorders. Learners investigate and write a paragraph on each of these health risks.

Step 6: The learners design or draw a house that will be self-sufficient by making use of renewable sources of energy

Step 7: Group discussion: Why is it important for all South Africans to conserve our non-renewable resources? Provide possible strategies and report back to class. Summarise in work books.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: EMS, Natural Sciences WEEKS 31 to 33 Population Context: Distribution patterns in South Africa Methodology Step 1: The educator starts with an oral discussion and poses the following questions:

• What is population distribution? • What is population density?

Step 2: The educator explains new concepts: distribution, diversity, density, migration, xenophobia, forced removals, apartheid, work opportunities, pull and push factors, infrastructure, informal settlements

Step 3: The educator writes the explained concepts on the board to be recorded in learners work books

Step 4: The learners use a population distribution map of South Africa, which also shows the provincial borders, to compare and record the different population densities of the nine provinces.

Step 5: The learners discuss in groups why the Northern Cape is sparsely populated whilst Gauteng is densely populated. Brainstorm and report back to class.

Step 6: The learners record their findings in their work books. Step 7: The learners discuss, identify and record the following problems experienced by densely

populated provinces: overpopulation, informal settlements, traffic congestion, lack of infrastructure (schools, hospitals ,etc.)

Step 8: With guidance from the educator, learners use a population map to identify links between natural resources and economic activities of the following towns and cities: Grabouw - forestry Hout Bay - fishing Cape Town - tourism Kimberley - mining

Step 9: The learners record their finding in work books. Step 10: The learners explain how the availability of natural resources or the lack thereof

influenced development.

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Resources: Textbooks, atlases, magazines, videos, pictures Integration: EMS, Natural Sciences WEEKS 34 and 35 Population Context: Natural and social factors affecting population distribution and density pattern in South Africa Methodology Step 1: The educator starts with key question: How is population distribution affected by natural

and social factors in South Africa? Step 2: The educator explains the history of our country with regards to apartheid, pass laws,

forced removals, group areas act, homelands and segregation. Step 3: From sources, identify and record the reasons why urbanization increased rapidly after 27

April 1994 Step 5: The educator explains the process and purpose of a census in a country. Learners record

the information in work books Step 6: The learners do their own survey and conduct a census of all the educators, non-teaching

staff, teacher vehicles and Grade 5 pupils at school. Step 7: The educator issue learners with a relevant census sheet to be completed Step 8: The educator issues learners with statistics from the date when the school started to the

current date. Step 9: The learners compare and discuss their findings in groups and report back to the class –

summarise findings in work books. Resources: Textbooks, atlases, magazines, videos, pictures. Integration: History, EMS WEEKS 36 and 37 Health and Welfare Context: Distribution of diseases, such as cholera and malaria Methodology Step 1: The educator starts with key questions:

• Which areas are most prone to cholera? • Which areas are most prone to malaria? • Why are these areas most prone to these diseases?

Step 2: The educator explains new concepts: stagnant water, bacteria, germs, sanitation, malnutrition, symptoms, treatment, prevention, causes, contamination, diarrhoea

Step 3: The educator provides information to be recorded by learners. Step 4: The learners identify and locate the different areas in our country where these diseases

are prevalent. Step 5: The educator explains that lack of hygiene and poor sanitation are the major reasons for

the spreading of cholera and subtropical locations. Not taking preventative medication and not sleeping under nets are the major reasons for the spreading of malaria.

Step 6: If possible, the educator shows the learners a video on the causes and treatment of the above diseases.

Step 7: The learners use sources to investigate and explain how cholera is spread and how it can be prevented. Consider aspects such as water, sanitation, over-populated households and lack of infrastructure.

Step 8: From sources, determine and record how malaria is spread and what we can do to prevent it – summarise in work books.

Resources: Textbooks, atlases, magazines, videos, pictures Integration: EMS, Natural Sciences

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WEEKS 38 and 39 Health and Welfare Context: Distribution of disease types such as tuberculosis and asbestosis Methodology Step 1: The educator starts with key questions:

• Which areas are most prone to tuberculosis? • Which areas are most prone to asbestosis? • Why are these areas most prone to these diseases?

Step 2: The educator explains new concepts: infectious, fever, vaccination, isolation, hospitalization, medicine, epidemic, completing a course of tablets.

Step 3: The educator provides information to be recorded by learners. Step 4: The learners identify and locate the different areas in our country where these diseases

are most prevalent. Step 5: The educator explains that overcrowding, informal settlements, poverty, poor nutrition,

lack of education about TB, neglect of sick patients are the major reasons for the spread of TB. Exposure to airborne fibres or dust caused by mining are the major reasons for the spreading of mining-associated diseases.

Step 6: The educator shows the learners a video on the above diseases: causes and treatment. Step 7: From sources, determine and record how tuberculosis and asbestosis are spread and

what we can do to prevent an epidemic – summarise findings in work books. Resources: Textbooks, atlases, magazines, videos, pictures. Integration: History, EMS WEEK 40 FORMAL ASSESSMENT TASK 6: Examination The examination should be on the work covered during the last 10 weeks of the year. It should count a minimum of 40 marks. Use a variety of question techniques: source- based questions, basic questions such as "What is the ….?, questions highlighting similarity and difference, questions on cause and effect, and higher-order questions. Step 1: Give clear instructions. Step 2: The exam must consist of the following:

• Knowledge questions on topics covered in the last term and on map work. • Sources must be included in the exam, e.g. written sources, pictures, photographs,

maps, data. Step 3: Remember that the exam should focus on measuring the level of achievement relative to

the particular learning outcomes or assessment standards covered during the term. Step 4: Include a range of questions that assess skills and levels of cognitive understanding, and

not only questions based on simple recall. Step 5: Use short-answer questions for a maximum of 40% of the exam, e.g. name, list, identify,

classify, etc. Step 6: True/False questions require an additional response, e.g. Give a reason for your answer. Step 7: Matching items in two columns is useful for testing concepts. There should be more

answer options than stimuli. There should be only a few (5-6) of these questions asked. Step 8: Use sources to ask longer responses that test cognitive skills e.g. appraise, analyse,

classify, compare, contrast, etc. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 25 – 30.

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HISTORY GRADE 5 TEACHER’S GUIDE

NOTE:

1. History and Geography must each be allocated 90 minutes per week. It is strongly suggested, that each must be broken into sessions of one half hour and an hour lesson. Both disciplines must be taught and assessed each term.

2. The three Learning Outcomes (with the appropriate Assessment Standards) are always

used together throughout the teaching, learning and assessment process.

3. The knowledge focus framework (content) and the appropriate Assessment Standards (skills) must be taught and explained during lessons and practised by the learners in their workbooks.

4. New concepts must be explained to learners as they work through the knowledge focus

framework for Social Sciences. Use the terminology that would be used in the assessment tasks.

5. The Social Sciences learning area is based on the enquiry skills learning process. The

process should encourage learners to work with evidence and consider the logic of arguments and give them opportunities to consider their own values, opinions and judgements in relation to those of their peers.

6. The construction of knowledge and the development of interpretation skills are based on

the foundation of enquiry. Teachers and learners are encouraged to always ask questions. The use of Key Questions is important to the development of critical thinking. Learners need to be encouraged to create and frame their own questions. Encourage critical thinking by doing the following:

• Challenge learners to question • Develop the learners’ questioning skills • Ask learners for their own understanding • Encourage learners to seek alternatives before deciding on an answer • Encourage learners to give reasons for saying or suggesting certain things • Ask learners to justify their choices • Provide opportunities for learners to classify, analyse and create • Engage learners in dialogue • Provide opportunities for focussed discussion with their peers • Challenge stereotypes and prejudice

7. Whenever possible use real things (authenticity) in the classroom: look at real objects and

handle real documentary and visual sources. Find sources that appeal to the learner rather than to the teacher. For History, use items from the past and for Geography use fieldwork maps, photographs and current newspapers.

8. Use fewer sources in greater depth. Care needs to be taken when choosing sources to

make sure that there is enough information for meaningful work. Do smaller topics in more detail. Real learning comes when learners are given the opportunity to do in-depth investigations rather than skimming over a number of topics.

9. Learners must be able to communicate their findings to the rest of the class and to

others within and outside of the school community: • In Grade 4 through writing a paragraph, discussion, constructing a book, a collage,

using a poster, artwork, drama, dance and music • In Grade 5 through short paragraphs, simple graphs, maps, diagrams, creating

artwork, posters, music, dance and drama, projects, discussion, debates and charts • In Grade 6 through structured writing, discussion and guided debate, graphs,

tables, maps and diagrams, artwork and drama.

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10. THERE ARE 6 FORMAL ASSESSMENT TASKS FOR SOCIAL SCIENCES

Number Term Date/ week History / Geography Task Minimum Mark Allocation

1 1 Week 10 History & Geography Test

H = 20 G = 20

Total: 40

2 2 Week 16 History Source based and extended writing assignment

Source work: 30 Extended writing: 10

Total: 40

3 2 Week 20 Geography * Project (Research Assignment/ Creative Response)

40

4 3 Week 26 Geography Map work and data handling assignment

40

5 3 Week 28 History * Project (Research assignment/ Creative Response)

40

6 4 Week 40 History & Geography

Examination H = 40 G = 40

• All assessment tasks must be developed within the context of the learners. • All the learning outcomes (with the appropriate assessment standards) and the

content (knowledge focus framework) are assessed together.

• If the project in History is a research assignment, then the project for Geography must be a creative response assignment or vice versa.

• Instructions must be clear to the learners. All the formal assessment tasks have the

same weight.

• Evidence of all the content, exercises and activities (informal assessment) must be evident in learner workbooks, before the formal assessment task for recording and reporting is done. (Look in the work schedule). A good practice to ensure that learners do their own work is to do these tasks in the class under controlled circumstances. This practice will ensure authenticity. It might also ensure that all the learners hand their tasks in.

• Map work and data handling skills, together with the content, must be

continuously taught and informally assessed each term. A formal assessment for map work and data handling takes place during the third term. Map work and data handling skills must also be assessed in the test and the exam. Consult the Social Sciences Policy document for the map work skills and concepts for each grade – note the progression.

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11. Different types of sources The following diagram shows the variety of sources, which can be used in both History and Geography within Social Sciences.

ORAL Interviews and Reminiscences Oral traditions Myths and legends Poems Songs Stories Questionnaire responses

WRITTEN Textbooks Books Newspapers Magazines Census data Documents Letters Journals Diaries, Reports Pamphlets Advertisements Internet, CD ROM

VISUAL Photographs Cartoons Maps and plans Atlases Topographic maps Aerial Photographs Satellite images Paintings and drawings Film, television, video Statues and carvings Internet, CD ROM

POSSIBLE SOURCE

ARCHAEOLOGICAL

Ruined or buried sites and buildings Pollen traces Fossils Artefacts (objects found on sites), e.g. pottery, bone, coins, charcoal, tools, weapons, etc.

PHYSICAL

Objects surviving from the past, e.g. passes Historic buildings Monuments Statues and sculptures Carvings Everyday objects, e.g. furniture, clothing, jewellery, vehicles

LANDSCAPE

Settlements and their plans Buildings and sites Roads, tracks, paths Bridges, railways, harbours Effects of human activity on the environment Aerial photographs Physical landscape features, e.g. passes, plains, bays, caves

(Adapted from: Teacher’s Guide for the Development of Learning Programmes: Social Sciences 2003, p.27. Geographical Sources on p. 31.)

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GRADE 5 WEEK 1 Introduction: The Social Sciences Learning Area-History Methodology: Step1: Revise Grade 4 knowledge, e.g. What is history? And the concepts of the past, the

present, a historian and the enquiry process. Step 2: Select different sources and explain to the learners what evidence is in terms of history. Step 3: Divide class into groups for group discussion on different types of sources a historian may

use. Step 4: Learners must summarise different types of sources in their work books. WEEK 2 Step 1: Explain to the learners the order in which events happen in history – focus on chronology

and time. Step 2: Give learners opportunity to demonstrate knowledge and understanding of events in

history by drawing a timeline of their school years. Step 3: Explain the concepts: cause and effect and similarity and difference. Step 4: Explain the concepts: to interpret the past and to represent the past. (Refer to p. 28 in SS

Teacher’s Guide for the Development of Learning Programmes 2003.) Step 5: Provide the learners with a written text on which they answer questions that lead them to

make an interpretation. WEEK 3 Provincial History Context: Heritage & Identity Methodology: Step 1: Ask a key question: What is heritage and identity? Step 2: Start the lesson by asking the learners what they understand by the concepts: Heritage

and identity. Step 3: Initiate a class discussion on the following questions

• What is your heritage? • What is your identity?

Step 4: The learners must use a provincial map to identify different heritage sites in the province, e.g. Table Mountain, Just Nuisance, San Rock Paintings, etc.

Step 5: From sources, the learners record and categorise information on why these sites are important.

Step 6: The learners must write a paragraph on why these sites are heritage sites. Step 7: The learners must write a paragraph on why they are proud to be South Africans.

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WEEKS 4 and 5 Provincial History Context: Tradition and indigenous knowledge of the significance of place names, e.g. rivers, mountains and landmarks, including indigenous and environmental practices Methodology: Step 1: Start the lesson by explaining the following concepts: indigenous practices, environmental

practices. Lead class discussion on oral traditions – using previous knowledge from Grade 4.

Step 2: Ask a key question: What is special about our province? • How many official languages do we speak in our country? • Name a few heritage sites (special places, rivers, mountains and landmarks) which

have a historical connotation to their name. Step 3: Use maps, newspapers, magazines and videos, etc to identify special heritage sites in the

province, e.g. Gugulethu Seven and District Six. Write a few indigenous names on the board and ask learners to identify the language origin of these names, e.g. Qunu – Xhosa name (origin).

Step 4: List the various heritage sites in your province and compare old provincial boundaries to the new provincial boundaries (four provinces versus nine provinces). Learners must do research on the most prominent languages used in their province and illustrate/ represent their findings on a graph.

Step 5: The learners must discuss in groups why these heritage sites are important to the different cultures in our province and create a heritage route brochure.

Step 6: The learners must identify differences and similarities between the heritage sites and write two paragraphs in their workbooks.

Integration: Geography, Life Orientation Resources: Maps, newspapers, magazines, videos WEEKS 6 and 7 Provincial History Context: Government and symbols Methodology: Step 1: Ask key questions:

• What is the name of your country? • What is the name of your province? • What is the coat of arms? • How is your province governed?

Step 2: Explain the concepts: Premier, MECs, mayors, councillors, coat of arms, governed; and link their role and function to the different portfolios in the government structure of the province.

Step 3: Tabulate and compare on the board the current legislature of governance to the past regime.

Step 4: The learners must design an organogram of the government structure of the province in their work books.

Step 5: Use sources (textbooks, pamphlets) to explain the various coats of arms used in different provinces and show examples of them.

Step 6: The learners must compare the similarities and differences between the various provincial coats of arms and then design their own coat of arms.

Step 7: After designing the coat of arms the learners must explain in writing, the meanings/ relevance of the symbols and colours used in their own coat of arms.

Integration: Geography, Languages Resources: Maps, newspapers, magazines, videos, textbook, pamphlet, documents, etc.

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WEEKS 8 and 9 Provincial History Context: The role of the democratically elected leaders Methodology: Step 1: Start an oral discussion by asking the following questions:

• What is the meaning of Apartheid? • What is the meaning of democracy? • What is a leader? • How do we choose leaders? • Why is it important to vote?

Step 2: Explain the following concepts: democracy, leader, vote, elected, practise, process, and role players.

Step 3: Summarise the answers to the above questions on the board and give the learners the opportunity to rewrite these in their work books.

Step 4: Explain the role of democratically elected leaders and how to participate in a democracy.

Step 5: The learners must identify different democratically elected leaders in South Africa. Step 6: Group Discussion:

a) Why is democracy necessary? b) Do we practise democracy in the classroom? c) What is the difference between Apartheid and democracy?

Step 7: The learners must write down the summarised notes from the board in their workbooks. Step 8: The learners must prepare for mock elections in the class / School hall. Integration: Languages, Life Orientation Resources: Maps, newspapers, magazines, videos WEEK 10 FORMAL ASSESSMENT TASK 1: Test Methodology Step 1: All 3 LOs, with the appropriate ASs, must be assessed. Step 2: The test must consist of the following:

• Questions testing knowledge about topics covered in the first term • At least 3 sources must be included in the test, e.g. census data, documents, letters,

newspapers, magazines, diaries, reports, pamphlets, books, advertisements, photographs, cartoons, maps, plans, aerial photographs, satellite images, paintings and drawings

• Sources must be contextualized and include a key question • An extended writing piece consisting of 2 paragraphs or 5 to 10 sentences based on the

sources provided. • Minimum mark allocation: 30 marks for the source work and 10 marks for the extended

writing Step 3: Remember that tests should focus on measuring the level of achievement relative to the

particular learning outcomes or assessment standards covered during the term. Step 4: Tests should have a range of questions that assess skills and levels of cognitive

understanding (see Bloom's Taxonomy) and should not be based on simple recall. Step 5: Use short answer questions for a maximum of 40% of the test, e.g. name, list, identify,

classify. Step 6: True/False questions also require an additional response, e.g. Give a reason for your

answer. Step 7: Matching items in two columns is useful for testing concepts. There should be more

answer options than stimuli. There should be only a few (5-6) of these questions asked. Step 8: Use sources to ask longer responses that test cognitive skills e.g. appraise, analyse,

classify, compare, contrast, etc.

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Step 9: The extended writing must be based on all sources. Learners must write in their own words. Provide an assessment grid for the extended writing.

Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 25 – 30. WEEKS 11 and 12 Early Civilisations: Egypt/ Nubia Context: Origin of the Egyptian civilisation. Key Characteristics of the Egyptian society. The role of the environment in the shaping of the society Methodology: Step 1: Ask a key question: What is a civilisation? Step 2: Identify and explain, using a world map, the origin of early civilisations. Step 3: The learners must discuss in groups why they think the early Egyptian civilisation settled

in that specific area and how these settlements changed the environment. Step 4: Use different sources e.g. textbooks or videos, etc. to identify and explain the different

farming methods and tools used by the Egyptians. Group discussion: Can the same Egyptian tools be used effectively in large scale farming today?

Step 5: After the group discussions the learners must write two paragraphs on why the Egyptians chose to settle next to the Nile River and make a model of a farming tool used by the Egyptians, e.g. a shaduf.

Integration: Geography, Languages Resources: Maps, newspapers, magazines, videos WEEK 13 Early Civilisations: Egypt Context: The development of Cities, Technology and Trade Methodology: Step 1: Explain the following by asking these key questions:

• Why did trade and technology develop? • How did trade and technology develop?

Step 2: Explain by using different sources (textbooks, maps, videos, posters, etc.) how the Egyptians used the Nile Valley to their advantage for developing their farming technology and trade methods.

Step 3: Provide a poster/pictures which indicate the different farming and technology activities. The learners must draw conclusions from the poster/pictures which illustrate the advantages the Egyptians gained from their technological methods.

Step 4: Learners must summarise their conclusions in their workbook. Step 5: Learners must draw a timeline of the Egyptian civilisation depicting decades and

centuries. Step 6: Learners must make a poster to illustrate the technological methods the Egyptians used to

build the pyramids. Integration: Geography, Technology Resources: Maps, newspapers, magazines, videos, textbook, pamphlet, documents, etc

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WEEK 14 Early Civilisations: Egypt Context: Communication Methodology: Step 1: Ask key questions:

• What is communication? • Identify the different ways to communicate. • How did the Egyptians communicate with each other?

Step 2: Provide sources (written source) on communication (Egyptian alphabet) and explain the symbols (Hieroglyphics) the Egyptians used to communicate.

Step 3: The learners must compare the Egyptian alphabet (Hieroglyphics) and our alphabet in their work books.

Step 4: Ask the learners to write their own name using Hieroglyphics. Learners assess their partner’s effort.

Step 5: Ask the learners to write a sentence from the board in their workbooks by using Hieroglyphics.

Integration: Geography, Technology Resources: Maps, newspapers, magazines, videos, textbooks, pamphlets, documents, etc WEEK 15 Early Civilisations: Egypt/ Nubia Context: Belief systems Methodology: Step 1: Initiate a class discussion by asking a key question: Did the Egyptians have a religion? Step 2: Explain the following concepts: Belief systems, religion, pyramid, etc. Step 3: Introduce the concepts by using maps, textbooks, etc to identify the location of the

pyramids and explain how these belief systems influenced the lives of the Egyptians. Step 4: The learners must write two paragraphs on the role the pyramids played in the belief

system (religion) of the Egyptians. Step 5: The learners must demonstrate their understanding by creating a poster to compare the

different levels and status between the pharaoh and workers in Egypt. Integration: Languages, Life Orientation Resources: Maps, newspapers, magazines, videos, textbooks, pamphlets, documents, etc WEEK 16 FORMAL ASSESSMENT TASK 2: Source Based and Extended Writing Assignment. It may be on all or selected sections of Egypt/ Nubia. It may also be on one of the other Early Civilisations. It is important to note that, in about Week 16 or 17, a formal assessment task will need to be completed. It should be a source-based task. It may be on any one of the sections of work recently covered. Learners must complete the task individually and under controlled circumstances to ensure authenticity. Step 1: Give clear instructions. Step 2: The educator must supply contextualized sources. Use at least 3 sources, e.g. census

data, documents, letters, newspapers, magazines, diaries, reports, pamphlets, books, advertisements, photographs, cartoons, maps and plans, aerial photographs, paintings and drawings

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Step 3: Set a variety of questions on the sources. These questions must include lower, middle and higher order questions. Questions should be based on the learning outcomes and assessment standards - we are not only assessing comprehension, e.g. learners should be able to answer questions from written and visual sources; work with chronology and time lines; be able to represent the past by means of a drawing mind map, etc.; recognise that there can be more than one version of a story; give reasons and explanations; identify similarities and differences; answer questions based on source interpretation, and cause and effect.

Step 4: Ask the learners to use the relevant sources to write 2 paragraphs related to the key question.

Step 5: Minimum mark allocation: 30 marks for source work and 10 marks for the extended writing.

WEEKS 17 and 18 Early Civilisations: Any ONE – Mesopotamia; Indus River Valley, China, The Americas Context: Origin of this civilisation. Key characteristics of this society. The role of the environment in the shaping of the society Methodology: Step 1: Start a class discussion by asking the key question: How did the environment play a role

in shaping this society? Step 2: Identify and explain, using a world map, the origin of early civilisations. Step 3: The learners must discuss, in groups, why they think this civilisation settled in that specific

area and how these settlements changed the environment. Step 4: Use different sources, e.g. textbooks, videos, etc to identify and explain the different

farming methods and tools used by this civilisation. Organise group discussion on: Can the tools of this society be used effectively in large scale farming today?

Step 5: After the group discussions, ask the learners to write two paragraphs on why this civilisation chose to settle next to a river or valley.

Step 6: The learners must make a model of a farming tool used by this civilisation. Integration: Languages, Technology Resources: Maps, newspapers, magazines, videos WEEK 19 Early Civilisations: Choice Context: The development of Cities, Technology and Trade Methodology: Step 1: Explain the following by asking these key questions:

• Why did trade and technology develop? • How did trade and technology develop?

Step 2: Explain, using different sources (textbooks maps videos posters etc.), how this society used a river or valley to its advantage in developing their farming technology and trade methods.

Step 3: Provide pictures, posters, etc. which indicate the different farming and technology activities. The learners must draw conclusions from the sources which illustrate the advantages this society gained from their technological methods.

Step 4: Learners must summarise their conclusion in their work book. Step 5: Learners must draw a timeline of this civilisation, depicting decades and centuries. Step 6: Learners must make a poster to illustrate the technological methods this civilisation used

to build, e.g. shelters, etc. Integration: Geography, Technology Resources: Maps, newspapers, magazines, videos, textbooks, pamphlets, documents, etc.

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WEEK 20 Early Civilisations: Choice Context: Communication Methodology: Step 1: Ask a key question:

• What is communication? • Identify the different ways to communicate. • How did this society communicate with each other?

Step 2: Provide sources (written source) on communication and explain the symbols used by this civilisation to communicate.

Step 3: The learners must compare this society’s symbols and our alphabet in their work books. Step 4: The learners must summarise the communication methods of this society in their work

books. Integration: Languages, Technology Resources: Maps, newspapers, magazines, videos, textbooks, pamphlets, documents, etc. WEEK 21 Early Civilisations: Choice Context: Belief systems Methodology: Step 1: Initiate a class discussion by asking the key question: Did this society have a religion? Step 2: Explain the following concepts: Belief systems, religion, etc. Step 3: Introduce the concepts and use maps, textbooks, etc to identify the location of this society

and how these belief systems influenced the lives of this society. Step 4: The learners must write two paragraphs on the role the

environment/landmarks/animals/temples played in the belief system (religion) of this society.

Step 5: The learners must demonstrate their understanding by comparing the belief system of this society with the Egyptians. (Tabulate comparisons)

Integration: Geography, Life Orientation Resources: Maps, newspapers, magazines, videos, textbooks, pamphlets, documents, etc. WEEK 22 Early South African Societies Context: Hunter-gatherers Methodology: Step 1: Introduce the early societies in SA until 1600 with a key question: Who were the first

South Africans and where did they live? Focus on the fact that these societies lived off the land.

Step 2: Provide learners with different sources and guide them to locate these societies on a map of South Africa.

Step 3: The learners must record information from the sources, focussing on how these societies lived.

Step 4: The learners must discuss why we consider these societies the first inhabitants of southern Africa.

Integration: Geography, Life Orientation Resources: Maps, newspapers, magazines, videos

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WEEK 23 Context: Hunter-gatherer Societies Methodology Step 1: Ask a key question: How did the environment play a role in shaping this society? Step 2: Explain and provide information on how people can make use of the land to feed them.

Focus on the fact that they only hunted enough to sustain the group and they moved around every season as the wild animals migrated for better grazing, etc.

Step 3: The learners must record information from the sources provided and list different animals they hunted and different food they gathered.

Step 4: The learners must write at least two paragraphs identifying similarities and differences between their own lifestyle with that of the hunter-gatherers

Integration: Geography, Technology Resources: Maps, newspapers, magazines, videos WEEK 24 Hunter-gatherers Context: Social organisation

Methodology: Step 1: Ask a key question: How did they encourage sharing and co-operation in their groups? Step 2: Explain the concepts: sharing and co-operation. Step 3: Supply the learners with information from various sources on sharing and co-operation;

and gathering methods of hunter-gatherers. Step 4: In groups, learners must categorise the information using the following questions:

• Who did the hunting? • Who did the herding? • What role did the children play? • Who was the leader? • What was the size of the groups? • How did they manage their environment so that there was always enough food?

Step 5: Learners must role-play / demonstrate the difference between hunters-gatherers and our society.

Step 6: The learners must summarise the social organisation of the hunter-gatherers in their work books. (Cause and effects)

Integration: Life Orientation, Technology Resources: Maps, newspapers, magazines, videos WEEK 25 Hunter-gatherers Context: Technology Methodology: Step 1: Start a class discussion by asking a key question: Were the hunter-gatherers dependent

on any technology? Step 2: Explain the concepts: technology and dependence, and introduce the use of modern

technology in providing food. Step 3: Provide sources relevant to technology used by the hunter-gatherers and guide learners

to extract information. Step 4: The learners must summarise the information under the following headings: Shelter;

cooking of food; weapons they made; paint for rock art, etc. Step 5: The learners must identify any interesting tool this society used for hunting or gathering

and make a poster / model of it for a class display.

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Integration: Life Orientation, Technology Resources: Maps, newspapers, magazines, videos

WEEK 26 Hunter-gatherers Context: Stories exploring systems of belief Methodology Step 1: Ask a key question: Did the hunter-gatherers have a belief system? Step 2: Explain the concepts: belief system, religion, trance dance, shaman, and story telling. Step 3: Supply the learners with information from various sources on the following: rock painting,

the role of the shaman, the trance dance, story telling, and beliefs of the hunter-gatherers. Step 4: The learners must write at least two paragraphs on the following: What the hunter-

gatherers believed in and why they danced themselves into a trance state of mind. Step 5: The learners must write a paragraph to demonstrate their understanding on rock painting

and what it represented. Integration: Languages, Life Orientation Resources: Maps, newspapers, magazines, videos WEEK 27 Hunter-gatherers Context: Co-operation and conflict

Methodology Step 1: Start a class discussion by asking a key question: Was there any co-operation and conflict

amongst the hunter-gatherer and between them and other groups? Step 2: Explain the concepts: co-operation and conflict. Step 3: Supply learners with information from various sources on the following:

• How did they encourage sharing and co-operation in their group? • How did they encourage sharing and co-operation between different groups? • Was there conflict amongst themselves and with other groups?

Step 4: Group discussion on the above questions with the focus on cause and effect Step 5: Summarise these findings on the board and have the learners rewrite these in their work

books. Integration: Languages, Life Orientation Resources: Maps, newspapers, magazines, videos

WEEK 28 FORMAL ASSESSMENT TASK 5: Project (Research Assignment / Creative Response) If the Geography Project was a creative response, then this project for History must be a research assignment and vice versa. This assessment task should be handed out 1 to 2 weeks earlier than WEEK 28 and must be completed in class under supervision, so as to ensure authenticity, by the end of the term. The project should assess whether the learner is able to use enquiry skills to investigate past and present and whether they are able to select, with reasons, key information to represent the past. If the learners complete a creative response project, ensure that it is a learning experience, not just a creative task. Give the learners guidelines – the project should show a timeline creatively and should include descriptors.

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Research Task: Step 1: Give clear instructions. Step 2: When completing a research task, learners are expected to follow the enquiry process.

• We work with sources (evidence) (LO 1) • Ask a key question • Identify information • Answer questions • Communicate the answer

Step 3: The educator must provide a framework for the research project. Stipulate what must be covered, what LOs and ASs will be covered, and what skills, knowledge and values will be assessed.

Step 4: Discuss the project with the learners. Discuss what the research entails and issue and discuss the criterion-referenced assessment grid with the learners.

Step 5: Ensure that the task is criteria- and age-appropriate. Step 6: Monitor the progress of the learners by setting deadlines for different stages of the

research task. Creative Response Task: Step 1: Give clear instructions. Step 2: These include creating models, posters, collages and role-play. Step 3: The creative response can be incorporated with another form of assessment, e.g. source-

based and research. Step 4: Poster-making entails organising information in a logical way on a specific topic. Step 5: Discuss the project with the learners. Discuss what the poster, model, art work or collage

entails and issue and discuss a criterion referenced assessment grid with the learners. Step 6: Ensure that the task is criteria- and age-appropriate. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 35 – 47. WEEK 29 Early South African Societies – Herders Context: The role of the environment Methodology Step 1: Ask a key question: How did the environment play a role in shaping this society? Step 2: Explain and provide information on how people can make use of the land to feed them.

Focus on how their livestock sustained the group and how they moved around every season for better grazing, etc.

Step 3: Learners must record information from the sources provided on the different foods they ate and how the environment played a role in shaping this society.

Step 4: Learners must write at least two paragraphs identifying similarities and differences between their own lifestyle with that of the herders.

. Integration: Life Orientation, Technology Resources: Maps, newspapers, magazines, videos

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WEEK 30 Early South African Societies – Herders Context: Social organisation Methodology: Step 1: Ask a key question: How did they encourage sharing and co-operation in their groups? Step 2: Explain the concepts: sharing and co-operation. Step 3: Supply the learners with information from various sources on sharing and co-operation of

the herders. Step 4: In groups, learners must categorise information using the following questions:

• Who did the hunting? • Who did the herding? • What role did the children play? • Who was the leader? • What was the size of the groups? • How did they manage their environment so that there was always enough food?

Step 5: Learners must make a poster/ collage portraying the social organisation of the herders. Step 6: Learners must summarise the social organisation of the herders in their work books.

(Cause and effect) Integration: Life Orientation, Technology Resources: Maps, newspapers, magazines, videos WEEK 31 Early South African Societies until 1600: Herders Context: Appropriate technologies Methodology Step 1: Ask a key question: Were the herders dependent on any technology? Step 2: Guide the learners to select different types of sources with information on the shelter,

utensils, weapons, etc that were used by herders pre-1600. The following sources are suitable e.g. written sources, textbooks, books, documents, newspapers, magazines, videos, Map of South Africa, artefacts, weapons, etc.

Step 3: Set questions on the shelter, utensils and weapons used by herders pre-1600. Focus on why the shelter, utensils and weapons were designed the way they were (what were the circumstances?) and how they used technology to improve on what the hunter-gatherer had developed.

Step 4: Discuss our modern day dependence on technology. Step 5: Compare the technology used by the herders to the technology of today. Categorise the

technology under headings: Pre-1600 and Modern. Step 6: Identify any interesting tool this society used for hunting or gathering, and make your own

drawing/poster/model of it. Integration: Arts and Culture, Technology. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs

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WEEK 32 Early South African Societies until 1600: Herders Context: Stories exploring systems of belief Step 1: Start an oral discussion with a key question: Did these people have a belief system and

what was it? Explain why you think so. Step 2: Explain where necessary and record important notes on the board. Step 3: The learners must identify and locate from sources the different aspects of their belief

system and discuss them in their groups (moon, their 2 gods, singing and dancing) Step 4: The learners must record the information by writing a paragraph on each of the above in

their work books. Integration: Geography, Life Orientation Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs WEEK 33 Early South African Societies until 1600 – Herders Context: Co-operation and Conflict Methodology Step 1: Pose a key question to start oral discussion: Was there any co-operation amongst

themselves and with other groups? Guide the class discussion of the question. Step 2: From sources learners must identify and determine ways in which herders co-operated

with each other and in groups, and look at how they handled conflict. Step 3: Learners must record the above information in their work books. (2 paragraphs) Step 4: Learners must be issued with a questionnaire to be answered in work books from a text. Integration: Geography, Languages, Arts and Culture, Natural sciences, EMS. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs WEEK 34 Early South African Societies until 1600 – African farmers Context: Role of the environment Methodology Step 1: Ask a key question to start an oral discussion: How did the environment play a role in

shaping this society? Step 2: Support the learners’ discussion of the above question. Step 3: Group work: Learners must study the location of the African farmers in Southern Africa on

a map and brainstorm how they think the environment was used to ensure that they always had food.

Step 4: The groups must report back to the class while the educator notes important points on the board. The educator also explains and adds information where necessary.

Step 5: The learners must identify and categorise the information from step 4‘s discussion under the following headings: Animals they hunted and Different food they gathered.

Step 6: The learners must compare the lifestyle of the African farmer with their own and record their findings in their work books.

Integration: Arts and Culture, Natural Sciences. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs

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WEEK 35 Early South African Societies until 1600 – African farmers Context: Social Organisation Methodology Step 1: Start with a key question: How did they encourage sharing and co-operation in their

groups? Support learners by asking leading questions. Step 2: Focus the attention of the learners on our daily social life and how each community has its

own social system. Ask the question: Do you think these people had a government and police stations?

Step 3: Explain the information from sources and write important notes on the board. E.g., • Who did the hunting? • Who did the gathering? • Who was the leader? • How was the leader elected? • What role did the children and women play? • What was the size of these groups?

Step 4: From sources, the learners must identify and record the answers to the above questions in their work books.

Step 5: Learners must identify and explain the differences and similarities between ourselves and African farmers.

Step 6: Group work: Learners must do a role-play/drama/dance/etc. on the lifestyle of the African farmers.

Integration: Languages, Arts and Culture. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs WEEKS 36 and 37 Early South African Societies until 1600 – African farmers Context: Appropriate Technologies Methodology Step 1: Pose a key question to the learners to encourage oral discussion: Were the African

farmers dependent on any technology? Step 2: The learners must use sources to identify and discuss in groups how the African farmers

used technology for survival. Step 3: Groups must report back to class and the educator must help and support where

necessary by emphasising the importance of technology and machines in modern society and our dependence on it.

Step 4: Learners must answer a questionnaire about the types of technology African farmers used, e.g. • Where and how did they shelter from the wind and rain? • Where did they cook their food? • How did they cook their food? • What type of weapons did they use? • What type of farming tools did they use? (Learners must write 2 -3 sentences on each

question.) Step 5: The learners must identify any interesting tool and make their own model or drawing to be

displayed in class or library. Integration: Arts and Culture, EMS. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs

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WEEK 38 Early South African Societies until 1600 – African farmers Context: Stories exploring systems of belief Methodology Step 1: Start the lesson with a key question: Did the African farmers have any belief system? If so,

what was it like and how does it compare to ours? Step 2: The learners must investigate on their own from different sources what belief system the

African farmers had and how they practised it in daily life. Step 3: The learners must report back on their findings, while the educator records the information

on the board. Step 4: Explain the belief system of the African farmers, focussing on:

• The moon • Singing and dancing • Musical instruments • Story telling.

Step 5: The learners must record/write 1 paragraph on each of the above forms of belief in their work books.

Integration: Languages, Life Orientation. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs WEEK 39 Early South African Societies until 1600 – African farmers Context: Co-operation and conflict Methodology Step 1: Revise the completed work about the African farmers and ask the following question for

oral discussion: Given everything that you know about the African farmers, do you think they had good relations with one another and how did they handle conflict amongst themselves and with other groups?

Step 2: Learners must use their previous knowledge and given sources to answer the above questions in their groups.

Step 3: Groups must report back to class, while the educator monitors their answers. Step 4: Learners must take their answers from the above activity and compare it with the herder

and hunter-gatherer information. Step 5: Learners tabulate and record the co-operation and conflict handling of the above 3

groups, in order to compare them with each other. Integration: Languages, Life Orientation. Resources: Textbooks, atlases, magazines, newspapers, pictures, videos, DVDs

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WEEK 40 FORMAL ASSESSMENT TASK 6: Examination The examination should be on the work covered during the last 10 weeks of the year. It should count a minimum of 40 marks. Use a variety of question techniques: source- based questions, basic questions such as "What year did …?”, questions highlighting similarity and difference, questions on cause and effect, and higher-order questions. Step 1: Give clear instructions. Step 2: The exam must consist of the following:

• Knowledge questions on topics covered in the last term. • Sources must be included in the exam, e.g. written sources, pictures and photographs.

See Weeks 2 & 3. • An extended writing piece consisting of at least 2 paragraphs based on the sources

provided. • Minimum mark allocation: 30 marks for the source work and 10 marks for the extended

writing. Step 3: Remember that the exam should focus on measuring the level of achievement relative to

the particular learning outcomes or assessment standards covered during the term. Step 4: Include a range of questions that assess skills and levels of cognitive understanding, and

not only questions based on simple recall. Step 5: Use short-answer questions for a maximum of 40% of the exam, e.g. name, list, identify,

classify, etc. Step 6: True/False questions require an additional response, e.g. Give a reason for your answer. Step 7: Matching items in two columns is useful for testing concepts. There should be more

answer options than stimuli. There should be only a few (5-6) of these questions asked. Step 8: Use sources to ask longer responses that test cognitive skills, e.g. appraise, analyse,

classify, compare, contrast, etc. Resources: Assessment Guidelines for Social Sciences (Intermediate and Senior Phase) pp. 25 – 30.