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Teacher's Guide Gr 5 Platinum

Geography (Zimema Senior Primary School)

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CAPS

Social Sciences

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Maskew Miller Longman (Pty) Ltd

Forest Drive, Pinelands, Cape Town

Offices in Johannesburg, Durban, King William’s Town, Polokwane, Bloemfontein,

representatives in Mahikeng and companies throughout southern and central Africa.

Maskew Miller Longman (Pty) Ltd

website: www.mml.co.za
© Maskew Miller Longman (Pty) Ltd 2012

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the copyright holder.

First published in 2012

ISBN 978-0-636-13796-7
Pack ISBN 978-0-636-13762-2
ePDF ISBN 978-0-636-17804-5

Book design by MML Studio

Cover design by MML Studio
Cover photo by Garry Gay/Getty Images/Gallo Images
Edited by Lawrence Hoepner
Illustrations by Rudi Elliott, Rob Foote, Carole Howes, Annelie van de Vyver
Typesetting by Ingrid Richards
Printed by

Photo acknowledgements
The publisher and authors wish to thank the following individuals and/or companies for permission to
reproduce photographic material:
Alamy (page 94); Big Stock Photo (pages 34, 44, 90); Bureau of Heraldry (page 93); Corbis (page 95);
iStock Photos (page 50); Iziko Social History Centre (page 51).

Text acknowledgements
Every effort has been made to trace copyright holders. We, the publishers, apologise for any
errors or omissions, and invite copyright holders to contact us if any have occurred, so that
we can rectify them.

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CONTENTS
INTRODUCTION 6

HOW TO USE PLATINUM SOCIAL SCIENCES ............................................6

PLANNING FOR SOCIAL SCIENCES ........................................................7

1. What is Social Sciences? ......................................................................... 7
2. Skills and concepts ................................................................................. 7

SOCIAL SCIENCES ANNUAL TEACHING PLAN ..................................... 10

Geography ............................................................................................... 10
History..................................................................................................... 11

ASSESSMENT FRAMEWORK .................................................................. 14

Informal assessment................................................................................. 14
Formal assessment ................................................................................... 14

INCLUSIVE EDUCATION .......................................................................... 16

GEOGRAPHY

TERM 1

TOPIC 1 MAP SKILLS

Topic overview ......................................................................................... 18
Unit 1: World map and compass directions.............................................. 19
Unit 2: Africa our continent (oceans, countries and main cities) .............. 21
Unit 3: A physical map of Africa ............................................................. 22
Unit 4: Images of Africa .......................................................................... 24

TERM ASSESSMENT EXEMPLAR ...........................................................25

TERM 2

TOPIC 2 PHYSICAL FEATURES OF SOUTH AFRICA

Topic overview ......................................................................................... 26
Unit 1: South Africa from above (physical map) ...................................... 27
Unit 2: Physical features........................................................................... 27
Unit 3: Rivers .......................................................................................... 28
Unit 4: Physical features and human activities ......................................... 30

TERM ASSESSMENT EXEMPLAR ...........................................................32

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TERM 3

TOPIC 3 WEATHER, CLIMATE AND VEGETATION OF SOUTH AFRICA

Topic overview ......................................................................................... 33
Unit 1: Weather........................................................................................ 35
Project: Observing and recording weather ................................................ 37
Unit 2: Rainfall ........................................................................................ 38
Unit 3: Climate ........................................................................................ 40
Unit 4: Natural vegetation ....................................................................... 40

TERM ASSESSMENT EXEMPLAR ...........................................................42

TERM 4

TOPIC 4 MINERALS AND MINING IN SOUTH AFRICA

Topic overview ......................................................................................... 43
Unit 1: Mineral and coal resources of South Africa................................. 45
Unit 2: Mining and the environment ........................................................ 46
Unit 3: Mining and people ....................................................................... 47

TERM ASSESSMENT EXEMPLAR ...........................................................49

HISTORY

TERM 1

TOPIC 1 HUNTER-GATHERERS AND HERDERS IN SOUTHERN AFRICA

Topic overview ......................................................................................... 50
Unit 1: How we find out about hunter-gatherers and herders................... 52
Unit 2: San hunter-gatherer society in the Later Stone Age ..................... 52
Unit 3: Medicine from plants ................................................................... 53
Unit 4: The hunt and the bow and arrow ................................................. 53
Unit 5: What did the San believe? ............................................................ 54
Unit 6: San rock art ................................................................................. 54
Unit 7: Khoikhoi herder society in the Later Stone Age .......................... 55

TERM ASSESSMENT EXEMPLAR ...........................................................56

TERM 2

TOPIC 2 THE FIRST FARMERS IN SOUTHERN AFRICA

Topic overview ......................................................................................... 57
Unit 1: When, why and where the first African farmers settle in
southern Africa ............................................................................ 59
Unit 2: Homesteads and villages .............................................................. 59
Unit 3: Agriculture: crops and livestock ................................................... 60
Unit 4: Social, political and economic structures ..................................... 60
Unit 5: Cattle were very important........................................................... 61

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Unit 6: Tools and weapons from iron and copper .................................... 61

Unit 7: Pottery ......................................................................................... 62
Unit 8: Trade............................................................................................ 62
Unit 9: Religion, medicine and healing .................................................... 63
Unit 10: Hunting ..................................................................................... 63

TERM ASSESSMENT EXEMPLAR ...........................................................64

TERM 3

TOPIC 3 AN ANCIENT AFRICAN SOCIETY: EGYPT

Topic overview ......................................................................................... 65
Unit 1: The Nile River and how it influenced settlement .......................... 67
Unit 2: Way of life in Ancient Egypt ........................................................ 67
Unit 3: Tutankhamun .............................................................................. 70
Unit 4: The spread of Egypt’s advanced knowledge to other places,
such as Europe and the Middle East ............................................ 72

TERM ASSESSMENT EXEMPLAR ...........................................................73

TERM 4

TOPIC 4 A HERITAGE TRAIL THROUGH THE PROVINCES OF SOUTH

AFRICA
Topic overview ......................................................................................... 74
Unit 1: The names of provinces and their capital cities on a map ............ 76
Unit 2: What heritage is ........................................................................... 76
Unit 3: Heritage in sites of significance: Cradle of Humankind –
Gauteng ....................................................................................... 77
Unit 4: Heritage in objects: Golden objects at Mapungubwe – Limpopo . 78
Unit 5: Heritage in people’s achievement: Frances Baard –
Northern Cape ............................................................................. 78
Unit 6: Heritage in names: Gariep Dam – Free State ............................... 79
Unit 7: Heritage and changing identities: the Castle – Western Cape ....... 79
Unit 8: Heritage and indigenous medicine: The healing properties of
the aloe – Eastern Cape................................................................ 80
Unit 9: Heritage in architecture: Stone-walled town of Kaditshwene –
North West .................................................................................. 81
Unit 10: Natural heritage and indigenous knowledge systems:
Makhonjwa Mountains – Mpumalanga..................................... 81
Unit 11: Heritage in art: San rock art in the Drakensberg – KwaZulu-
Natal .......................................................................................... 81

TERM ASSESSMENT EXEMPLAR ...........................................................83

RESOURCES .............................................................................................84

FORMAL ASSESSMENT TASKS ..............................................................88

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INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) is a revision of the National Curriculum
Statement (NCS). In developing the CAPS, a key aim has been to have just one document providing
guidelines for planning, content and assessment for each subject. The CAPS also continues to support the
key principles that underline the NCS, including: social transformation; high knowledge and high skills;
integration and applied competence; progression; articulation and portablility; human rights, inclusivity,
environmental and social justice; valuing of indigenous knowledge systems (IKS) and credibility, quality
and efficiency.
The Platinum Social Sciences series has been especially developed to comply with the CAPS for
Social Sciences:
• Work is divided into terms and follows the CAPS sequence.
• Each term works through topics, covering the required content and skills.
• Clear guidelines are given on how to carry out the required Assessment tasks.
• Daily lesson guidelines follow CAPS-specified methodology and time allocation for each section
of content.

HOW TO U SE PLATINUM SOCIAL SCIENCES

The Platinum Social Sciences Teacher’s Guide:
• Planning: The term and topic overviews help you with planning and preparation.
• Teaching: Follow the weekly lesson guidelines to take you through each part of the topic being covered.
• Resources: The resources section refers you to the required Learner’s Book activities and any other
resources like maps, graphs and data you may need to complete the lesson.
• Assessment: Formal assessment activities, with assessment tools and teaching guidelines are provided
for each required activity for full CAPS programme of assessment coverage.
• Comprehensive content: All content as stipulated in the CAPS programme has been covered within
Social Sciences. The Teacher’s Guide provides comprehensive advice on how to cover each section of
content with your class.
The Platinum Social Sciences Learner’s Book:
• Planning: Work for the year is planned across terms and weeks, matching the required CAPS
sequence.
• Content and skills: Themes are carefully planned to cover the key Geography and History concepts.
• Support for learners: Each unit within a topic has helpful key words and summary activities. Target
worksheets have been provided to assist learners with different abilities.
• Assessment: Formal assessment pages cover the required formal assessment for the year.
• Teacher support: Teaching guidelines in the Teacher’s Guide tell you how to use the Learner’s Book
with your learners. Answers and guidance on how to assess learners have been provided for each
activity.
Platinum Social Sciences Target Worksheets
A set of target worksheets ( in booklet form) accompany this Teacher’s Guide. These worksheets offer
opportunities for remediation and extension. The remediation worksheets (labelled A) will offer learners
opportunities to practise skills required for Social Sciences. The extension worksheets (labelled B) offer
more challenging activities which encourage learners to apply the skills they have learnt and extend the
learners beyond the curriculum. There are sixteen worksheets for History and Geography, covering each
of the topics in the Social Sciences curriculum. The worksheets are photocopiable and answers to all
activities are provided at the back of the booklet.

6 Introduction

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PLANNING FOR SOCIAL SCIENCES

1. WHAT IS SOCIAL SCIENCES?
The subject Social Sciences consists of History and Geography. Although the two disciplines are kept
separate, the CAPS is designed to complement the knowledge (content, skills and concepts) outlined
in each.
It is essential in the teaching of both History and Geography that learners are encouraged to ask
questions: Who? Where? What? Why? When? How? Should? Could? Is/Are? And by the time they reach
the Senior Phase: If ? The questions learners ask give teachers a good indication of prior knowledge,
perceptions, interests, insights and concerns.
2. SKILLS AND CONCEPTS
2.1 GEOGRAPHY TABLE OF SKILLS
The Geography curriculum aims to develop learners who:
1. Are curious about the world they 1. ask questions and identify issues
live in. 2. discuss and listen with interest
3. collect and refer to information (including newspapers, books and,
where possible, websites).
2. Have a sound general 1. read and use sources in order to assimilate information
knowledge of places and the 2. use information to describe, explain and answer questions about
natural forces at work on earth. people, places and the relationship between the two.
3. Understand the interaction 1. consider, synthesise and organise information
between society and the natural 2. make links between cause and effect; change and continuity
environment. 3. acknowledge and appreciate diverse lifestyles and world views.
4. Think independently and 1. use geographical knowledge to solve problems
support their ideas with sound 2. discuss and debate issues
knowledge. 3. recognise bias and different points of view
4. develop own ideas based on new knowledge
5. suggest solutions to problems.
5. Care about their planet and the 1. engage with issues relating to the planet, its people and resources
well-being of all who live on it. with knowledge and sensitivity
2. act responsibly towards people and the environment.
6. Understand and work with a 1. use and draw maps
range of sources – including 2. identify and extract information from texts, atlases and other sources
maps, data and photographs. including visual sources such as photographs
3. work with data and statistics in the form of graphs, tables and
diagrams
4. cross-reference information using different sources.
7. Observe and engage with 1. develop observation, interviewing and recording skills through
phenomena in their own fieldwork
environment. 2. interview people and apply social skills
3. process, interpret and evaluate data.
8. Find out about places, people, 1. devise and frame questions
events, and issues using 2. develop and apply research skills
different sources, e.g. books, 3. analyse, process and present information.
people, photographs, the
internet.

Introduction 7

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9. Communicate ideas and 1. speak in a clear and informed way

information. 2. write in a structured and coherent way
3. draw maps, sketches, simple illustrations, graphs, and flow charts
4. provide reasoned explanations.
10. Make informed decisions and 1. work co-operatively and independently
take appropriate action. 2. plan and evaluate actions systematically and critically.

2.2 HISTORY TABLE OF SKILLS

The specific aims of History Examples of skills involved
1. Finding a variety of kinds of Being able to bring together information, for example, from text, visual
information about the past material (including pictures, cartoons, television and movies), songs,
poems and interviews with people; using more than one kind of written
information (books, magazines, newspapers, websites).
2. Selecting relevant information Being able to decide about what is important information to use. This
might be choosing information for a particular history topic, or more
specifically, to answer a question that is asked. Some information that
is found will be relevant to the question, and some information although
relevant will not be as important or as useful as other information.
3. Deciding about whether Being able to investigate where the information came from, who wrote or
information can be trusted created the information and why did they do it? It also involves checking
to see if the information is accurate – comparing where the information
came from with other information. Much information represents one point
of view only.
4. Seeing something that Being able to contrast what information would be like if it was seen or
happened in the past from used from another point of view. It also requires being able to compare
more than one point of view two or more different points of view about the same person or event.
5. Explaining why events in the Being able to see how historians, textbook writers, journalists, or
past are often interpreted producers and others come to differing conclusions from each other and
differently being able to give a reason(s) for why this is so in a particular topic of
history.
6. Debating about what Being able to take part in discussions or debates and developing points of
happened in the past on the view about aspects of history, based on the evidence that comes from the
basis of the available evidence information available.
7. Writing history in an organised Being able to write a piece of history which has an introduction, sets out
way, with a logical line of the relevant information in a logical way and in chronological order, and
argument comes to a conclusion that answers the question asked in a coherent way.
8. Understanding the importance Being able to explain how and why people and events are publicly
of heritage and conservation remembered in a community, town or city, province and the country.
It also involves investigating how people and events in the past are
commemorated in ceremonies, celebrations, museums and monuments.

8 Introduction

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Notional time
The instructional time in the Intermediate Phase is as follows:
Subject Hours
Home Language 6
First additional Language 5
Mathematics 6
Natural Science and technology 3,5
Social Sciences 3
Life Skills 4
Creative 1
Physical Education 1,5
Personal and Social Wellbeing 1,5
27,5

Time allocation and weighting of topics in the Platinum Social

Sciences series
Both subjects, History and Geography , should be taught and assessed every term of the school year.
Schools are free to organise their timetables within this constraint. The total time allocation for Social
Sciences is 3 hours per week. A term of 10 weeks is therefore allocated 30 hours of contact time. Within
this framework it follows that:
• The time allocation for History is approximately 15 hours per term of 10 weeks.
• The time allocation for Geography is approximately 15 hours per term of 10 weeks.

A suggested time allocation is given for each Geography and History topic and sub-topic. The suggested
time allocations indicate the weighting or the depth of investigation required for each topic relative to
other topics.
Analysing and weighing up the conclusions reached, or opinions about, events or people in the past
The interpretations may be those made by different historians, textbook writers, journalists or actors/
producers, for example, about the same things.
Participating in debate about what happened (and how and why it happened) involves being able to
talk with others about the information from the sources and use the information to develop a point of
view. It also involves the development of formal debating skills.
Using evidence to back up an argument in a systematic way
Usually this is done by writing an essay, but it may also be done for example by making or completing a
table, designing a diagram or chart, or preparing a speech. Coherent writing has a narrative that follows
a clear order and is organised in a logical way (for example sequence; explanation; discussion). Original
(independent) writing may contain one’s own opinion or one’s version of another writer’s opinion. It is
balanced if its conclusion(s) are not one-sided or subjective. It could also be done in a debate.
Thinking about how the past is remembered and what a person or community or country
chooses to remember about the past
It also concerns the way the events from the past are portrayed in museums and monuments, and in
traditions. It is about whose past is remembered and whose past has been left unrecognised, or how a
monument or museum could be made more inclusive.
Social Sciences Annual Teaching plan
The Annual Teaching plan on pages 10–13 provides a suggested plan for covering content in Social
Sciences Grade 6. This can be used as a starting point for your own individual planning.

Introduction 9

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SOCIAL SCIENCES ANNUAL TEACHING PLAN

The Annual Teaching Plan on the following pages provides a suggested plan for covering content in Social
Sciences Grade 5. This can be used as a starting point for your own individual planning.

Geography
Annual Teaching Plan Term 1
Topic 1 Map skills
Units Topic Time allocation
Unit 1 World map and compass Map Skills 2 hours
directions
Unit 2 Africa our continent (oceans, Map Skills 4 hours
countries and main cities)
Unit 3 A physical map of Africa Map Skills 3 hours
Unit 4 Images of Africa Map Skills 3 hours
Revision, assessment The assessment for Term 1 includes a task. An 3 hours
example of an appropriate task is included in
Platinum Social Sciences Grade 5 Learner’s
Book. Guidance on how to assess this task is
included in Platinum Social Sciences Grade 5
Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 2

Topic 2 Physical features of South Africa
Units Topic Time allocation
Unit 1 South Africa from above Physical features of South Africa 2 hours
(physical map)
Unit 2 Physical features of South Africa Physical features of South Africa 3 hours
Unit 3 Rivers Physical features of South Africa 3 hours
Unit 4 Physical features and human Physical features of South Africa 4 hours
activities
Revision and assessment The assessment for Term 2 includes a task/test. 3 hours
An example of an appropriate task is included
in Platinum Social Sciences Grade 5 Learner’s
Book. Guidance on how to assess this task is
included in Platinum Social Sciences Grade 5
Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 3

Topic 3 Weather, climate and vegetation of South Africa
Units Topic Time allocation
Unit 1 Weather Weather, climate and vegetation of South Africa 3 hours
Project Observing and recording the Weather, climate and vegetation of South Africa 2 hours
weather (independent project)

10 Introduction

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Units Topic Time allocation

Unit 2 Rainfall Weather, climate and vegetation of South Africa 2 hours
Unit 3 Climate Weather, climate and vegetation of South Africa 3 hours
Unit 4 Natural vegetation Weather, climate and vegetation of South Africa 3 hours
Revision and assessment The assessment for Term 3 includes a project. 2 hours
Introduce this project early in the term for
submission later in the term. It should not absorb
much formal classroom time. However, some
time for explaining and monitoring the project will
be necessary.
An example of an appropriate project is included
in Platinum Social Sciences Grade 5 Learner’s
Book. Guidance on how to assess this task is
included in Platinum Social Sciences Grade 5
Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 4

Topic 4 Minerals and mining in South Africa
Units Topic Time allocation
Unit 1 Mineral and coal resources of Minerals and mining in South Africa 4 hours
South Africa
Unit 2 Mining and the environment Minerals and mining in South Africa 5 hours
Unit 3 Mining and people Minerals and mining in South Africa 3 hours
Revision and assessment The assessment for Term 4 includes a test/exam. 3 hours
Formal and informal assessment should take
place on an ongoing basis throughout the term.

History
Annual Teaching Plan Term 1
Topic 1 Hunter-gatherers and herders in southern Africa
Units Topic Time allocation
Unit 1 How we find out about hunter Hunter gatherers and herders in southern Africa 2 hours
gatherers and herders
Unit 2 San hunter-gatherer society in Hunter gatherers and herders in southern Africa 8 hours
the Later Stone Age
Unit 3 Medicine from plants
Unit 4 The hunt and the bow and
arrow
Unit 5 What did the San believe?
Unit 6 San rock art
Unit 7 Khoikhoi herder society in the 2 hours
Later Stone Age

Introduction 11

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Units Topic Time allocation

Revision and assessment The assessment for term 1 includes a task. An 3 hours
example of an appropriate task is included in
Platinum Social Sciences Grade 5 Learner’s
Book. Guidance on how to assess this task is
included in Platinum Social Sciences Grade 5
Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 2

Topic 2 The first farmers in southern Africa
Units Topic Time allocation
Unit 1 When, why and where the first The first farmers in southern Africa 2 hours
African farmers settled in southern
Africa
Unit 2 Homesteads and villages The first farmers in southern Africa 10 hours
Unit 3 Agriculture: crops and livestock
Unit 4 Social, political and economic
structures
Unit 5 Cattle were very important
Unit 6 Tools and weapons from iron
and copper
Unit 7 Pottery
Unit 8 Trade
Unit 9 Religion, medicine and healing
Unit 10 Hunting
Revision and assessment The assessment for term 2 includes a task/ 3 hours
test. An example of an appropriate task/test is
included in Platinum Social Sciences Grade 5
Learner’s Book. Guidance on how to assess this
task is included in Platinum Social Sciences
Grade 5 Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 3

Topic 3 An ancient African society: Egypt
Units Topic Time allocation
Unit 1 The Nile River and how it An ancient African society: Egypt 2 hours
influenced settlement
Unit 2 Ways of life in Ancient Egypt An ancient African society: Egypt 8 hours
Unit 3 The tomb of Tutankhamun An ancient African society: Egypt 2 hours
Unit 4 The spread of Egypt’s An ancient African society: Egypt 1 hour
knowledge to other places, such as
Europe and the Middle East

12 Introduction

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Units Topic Time allocation

Revision and assessment The assessment for term 3 includes a task/ 2 hours
test. An example of an appropriate task/test is
included in Platinum Social Sciences Grade 5
Learner’s Book. Guidance on how to assess this
task is included in Platinum Social Sciences
Grade 5 Teacher’s Guide.
Formal and informal assessment should take
place on an ongoing basis throughout the term.

Annual Teaching Plan Term 4

Topic 4 A heritage trail through the provinces of South Africa
Units Topic Time allocation
Unit 1 The names of provinces and A heritage trail through the provinces of South 1 hour
their capital cities on a map Africa
Unit 2 What heritage is A heritage trail through the provinces of South 2 hours
Africa
Unit 3 Heritage in sites of significance: A heritage trail through the provinces of South 9 hours
Cradle of Humankind – Gauteng Africa
Unit 4 Heritage in objects: Golden
objects at Mapungubwe – Limpopo
Unit 5 Heritage in people’s
achievements: Frances Baard –
Northern Cape
Unit 6 Heritage in names of places:
Gariep Dam – Free State
Unit 7 Heritage and changing
identities: The Castle – Western Cape
Unit 8 Heritage and indigenous
medicine: The healing properties of
the aloe – Eastern Cape
Unit 9 Heritage in architecture: Stone-
walled town of Kaditshwene – North
West
Unit 10 Natural heritage and
indigenous knowledge systems:
Makhonjwa Mountains – Mpumalanga
Unit 11 Heritage in art: San rock art in
the Drakensberg – KwaZulu-Natal
Revision and assessment The assessment for term 4 includes a test/exam. 3 hours
Formal and informal assessment should take
place on an ongoing basis throughout the term.

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ASSESSMENT FRAMEWORK
INFORMAL ASSESSMENT
Informal assessment is a daily monitoring of learners’ progress. This is done through observations,
discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc.
Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss
with learners how learning is progressing. Informal assessment should be used to provide feedback to the
learners and to inform planning for teaching, but need not be recorded.

FORMAL ASSESSMENT
In the Intermediate Phase, formal assessment takes the form of a project, formal assessment tasks and
tests and examinations.
Projects
Learners complete one project in Social Sciences in each grade. They therefore do a project in either
History or Geography in a given year.

The CAPS divides the projects between the two subjects as follows:

Intermediate phase
Grade 4 Term 1 History project
Grade 5 Term 3 Geography project
Grade 6 Term 3 History project

Programme of Assessment
The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school
throughout a term.
Intermediate Phase
Continuous assessment 75% (including mid-year examination)
Year-end examination 25%

Grade 4
Term 1 History Project Continuous assessment
Geography Task 75%
Term 2 History Task/Test
Geography Task/Test
Term 3 History Task
Geography Task
Term 4 History Test/examination Year-end examination
Geography Test/examination 25%

14 Introduction

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Grade 5
Term 1 History Task Continuous assessment
Geography Task 75%
Term 2 History Task/Test
Geography Task/Test
Term 3 History Task
Geography Project
Term 4 History Test/examination Year-end examination
Geography Test/examination 25%

Grade 6
Term 1 History Task Continuous assessment
Geography Task 75%
Term 2 History Task/Test
Geography Task/Test
Term 3 History Project
Geography Task
Term 4 History Test/examination Year-end examination
Geography Test/examination 25%

Recording and reporting

Within the Intermediate Phase teachers should use the 7-point rating scale (see below) to record a
learner’s achievement.

Rating code Description of competence Percentage

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

How Platinum Social Sciences series helps you with assessment

The Social Sciences Programme of Assessment tasks are built in throughout each term of the Platinum
Social Sciences Learner’s Book, exactly where you need them.

Introduction 15

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Grade 5 Learner’s Book Teacher’s Guide

page number page number
Term 1 History Task 108 56
Geography Task 22 25
Term 2 History Task/Test 128 64
Geography Task/Test 42 32
Term 3 History Task 146 73
Geography Project 54 37
Term 4 History Test/examination 162 83
Geography Test/examination 86 49

How Platinum Social Sciences helps you with formal assessment and exam
preparation:
There are a variety of activities within each unit which assist in consolidating the content covered. There
are also activities at the end of each unit to test knowledge gained and skills learnt. Key words and their
explanations assist learners to grasp key concepts. The revision at the end of each topic will be useful to
the learners as they are formatted in the same style as test and examination questions.
INCLUSIVE EDUCATION
Our schools are all different; however, what we have in common is that there are generally many learners
in mainstream classes who experience barriers to learning. These barriers differ depending on a range of
circumstances. It is important to understand and acknowledge the main barriers to learning in your class.
We suggest you draw up a profile of your class to help you identify and understand the main barriers to
learning in your particular class. The table below will help you to get a general idea of the barriers preventing
learning. Of course some of the difficulties may be small whereas others may be more extreme. For example,
you may have a learner with a minor hearing loss of hearing in one ear, requiring minimal support or you
could have a learner with a severe loss in both ears requiring far more support. Additional advice can be gained
from your local education office on management of barriers to learning.

Type of barrier Examples

Physical Hearing loss; visually impaired; chronically sick; unable to walk and needs a
wheelchair
Cognitive Mentally challenged; specific learning difficulties. This could be due to a syndrome
such as foetal alcohol syndrome (FAS).
Specific academic Gaps in learning. For example, a learner may have missed school during the early
experiences/ years and subsequently has limited reading / writing skills.
difficulties
Psychological/ Too many experiences of failure – no motivation; post traumatic stress; depression
emotional
Involving the family or Family moves continuously; natural disaster for example fire or floods; physical or
society sexual abuse at home; excessive violence at home / in the community; hunger,
neglect and general deprivation
Specific language The language of learning and teaching (LOLT) is different from the learner’s home
issues language and the learner is not fluent in the LOLT.

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Accommodating diversity in the classroom

For most teachers, the most difficult aspect of inclusive education is classes having a very diverse range of
learners with different abilities, as well as different types of barriers to learning. Below are some practical
suggestions for accommodating diversity in your classroom.
• Create a safe working environment
• Praise learners whenever possible and make positive comments; notice positive behaviour (and don’t
just focus on the negative behaviour)
• Create a positive atmosphere of mutual respect and trust in your classroom with ground rules, for
example:
— Learners laugh together, NEVER at each other.
— Learners must not tease or bully.
— There should be only one speaker at a time, who is closely listened to.
• Develop a ‘team’ relationship between the learner, educator, parent – anyone who should be working
towards the success of the learner.
• We all receive information, process and express information differently, depending on our learning
styles. Keep in mind that in your class there will be learners whose learning style is different from
yours.
• Set up different group-work systems.
— Same ability groups: This is useful when learners are working on a task that develops specific
skills. It enables you to adjust the task slightly depending on the level of the group. It also
enables groups of learners to work at different paces.
— Mixed ability groups: These work well for tasks, projects and activities where you want learners
to work together and learn from each other.
• Allow learners to help each other.
• Train learners in your class to become tutors and introduce peer tutoring. You may want to train
learners from higher grades to become tutors or develop a volunteer system using willing and able
adults from the community.

Platinum Social Sciences helps you teach learners of diverse

abilities by providing:
• A range of activities to cater for different learning styles.
• Opportunities for group, pair and individual work.
• Many opportunities to develop and practise the same skill. This is based on the spiral approach to
learning where learners are exposed to the same concepts and skills but in increasing complexity
throughout a grade and phase.
• Target worksheets to give learners extra, differentiated, practice at their level.
• Key words and an explanation of them are listed within each unit. These definitions assist learners to
understand the key words covered in each unit.
• Unit activities – each unit of work has a short activity that is completed at the end of the unit to
assist the learner with consolidating their knowledge.
• Revision activities are used to consolidate a whole topic once it has been taught.
• Case studies assist in getting the learners to relate to real life occurrences, the consequences thereof
and for them to come up with relevant solutions.
Integration
The Social Science CAPS requires that Geographical skills and techniques are integrated throughout
the year in all Geography topics. Activities covering Geographical skills and techniques have been clearly
identified throughout the Learners Book.
The Social Science CAPS curriculum also provides for a natural integration with content requirements for
Natural Science and Technology, English Home and Additional language.

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TERM 1 GEOGRAPHY
TOPIC 1: MAP SKILLS

Overview
Unit TG Pages LB Pages Hours Resources needed
Unit 1: World map and 19 4–5 2 Compass
compass directions Globe
Unit 2: Africa our continent 21 7–9 4 Political map of Africa
(oceans, countries and main
cities)
Unit 3: A physical map of Africa 22 10–17 3 Travel agency brochures promoting the
Victoria Falls, Zimbabwe and Zambia
Encyclopaedias and dictionaries
Books
Photographs
Unit 4: Images of Africa 24 18–21 3 Encyclopaedias and dictionaries
Term assessment exemplar 25 22–23 3

Introduction
You could introduce the topic of mapping to your learners by telling them that mapping has been part of
people’s lives for thousands of years. The first maps were painted on the walls of caves 17 000 years ago.
You could also ask them to think about why maps were necessary and talk about the first sailing ships and
forms of transport that they learnt about in Grade 4.
You could also remind your learners about the way the San people found their way around in search
of food – not with maps, but through their expertise at tracking (making use of the wind, animal spoor
and even their knowledge of the type of grass that certain animals grazed on).
Today maps of our planet have been photographed from the skies, high above the earth. We can look
at a map that is transmitted from hundreds of kilometres above earth – or we can zoom into maps of our
own streets.
The first map of Africa which was mostly correct was drawn in China. It has been improved since
then, but it is this map that your learners will be learning about in this term.
Resources
• atlases
• a globe or map of the world
• a dictionary
• an encyclopaedia
• blank sheets of paper
• cardboard
• copies of the outline of the continent of Africa (for learners to colour in)
• pencils and colour pencils
• paper clips
• a real magnetic compass
• a magnet
• simple cardboard copies of compasses (learners should be able to make their own compasses by
following the instructions for making one on page 20 of this guide)

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• at least one poster-sized map of continents and countries – but especially of Africa (You can source
this from government departments or travel agencies, or from the Department of Surveys and
Mapping in Rondebosch, Cape Town.)
• quizzes (You could draw them up, but it might be a good idea to divide your class into teams of four
or five and give each team a chance to draw up questions and to act as quiz masters.)
• a computer programme such as Google Earth (If you have access to the internet you could show
learners how these programmes work.)
Teaching guidelines
A good way to get learners to engage with the information on a map is to get them to colour in the
physical properties of Africa. Make copies of the outline of the continent, with desert areas, mountains,
valleys and coastlines clearly marked. Then, after dividing your class into groups, instruct them to colour
in the features you marked on the map, using green, brown and yellow.

ACTIVITY 1: PLANET EARTH LB PAGE 3

Answers
1. a. Africa, Europe
b. Atlantic Ocean, Indian Ocean
c. Mediterranean Sea
d. South Africa
e. The Nile
f. Sahara Desert

Unit 1: World map and compass directions

Teaching guidelines Time allocation: 2 hours
Refer learners to the picture on page 4. Explain that a compass is an instrument which is used to find
direction. It has a dial showing the four main compass points – north, south, east and west, and a freely
swinging needle. Expand on the intermediate points of the compass, explaining that if, for example, you
want to go in the direction between north and east, you would be travelling north-east. Then guide them
in naming the rest of the intermediate compass points.
In order to help learners remember the eight points of the compass, draw circles on blank sheets of
paper. Divide the class into pairs and ask them to fill in the points of the compass.
Take the map of Africa which, in the previous exercise given above, you asked the learners to colour
in, and draw a small compass (with the main directions) in the left-hand border, approximately in line with
Namibia. This will enable your learners to associate all the other countries on the map with a direction (in
this instance, in all directions except west). For example, they will be able to see that a person travelling
south from Botswana will reach South Africa; a person wanting to go to Egypt from South Africa will
have to travel north; and someone wanting to get to Mozambique from Namibia will have to travel east.
If you are at all able to show learners a real compass, do so. A practical demonstration will increase
their understanding of its workings.

ACTIVITY 2: CHECK YOUR UNDERSTANDING LB PAGE 5

Answers
1. Divide learners into pairs. Get them to copy the drawing in their N
Learner’s Books and fill in the directions that have been left out. NW NE
2. a. False
b. False W E

c. True
SW SE
d. True
S

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Extension
1. How to make a cardboard compass: Draw a circle on a piece of cardboard. Cut it out. Draw the
points of the compass on the circle. Cut out another strip of cardboard. Shape one end like the point
of an arrow. The strip should fit within the circle. Attach the strip to the centre of the circle with a
paper clip knotted at both ends. This should allow the strip to be moved in a circular manner.
2. Conduct a treasure hunt. Draw a map of your school. Draw a small compass in the centre of the
page. Fill in some landmarks. Prepare a number of clues, all dealing with direction, which will help
learners find a hidden ‘treasure’. The first clue should be written on the map. Every subsequent clue
will depend on how learners work out the other clues. Divide your class into at least four teams, with
a team leader and a note-taker in each team. If you decide on four teams, ensure that there is a set
of clues for each team. At the end of the hunt, give each team the opportunity to report on their
experience.
Remedial
Have a ‘true or false’ class quiz. Set up a wall map of Africa in class. Attach a big drawing of a compass
next to the map. Divide the participants into two teams. The questions will take the form of statements –
for example, ‘Namibia is east of South Africa’. A member of the team will look at the map, find Namibia,
find South Africa and look at the compass to decide whether the statement is true or false.
Teaching guidelines Time allocation: 1 hour
Encourage learners to draw maps of Africa. Get them into the habit of drawing a small compass on the
left-hand side of their main drawing, close to Namibia. Encourage co-operation between learners by
getting those who are good at drawing to help those who are not.
Ask your learners to find directions to cities or other landmarks on poster-size maps by using the
cardboard compasses they made earlier.
Give them as many opportunities as possible to get used to the idea that the earth is globe shaped.
Make learning fun by running regular quizzes on work that has been covered. (See the quiz
suggestion under the ‘Remedial activity’ in the previous lesson.)
To help your learners remember the names of the continents, encourage them to make up a word
or phrase using the first letters of the seven continents – for example SEAN AAA for South America,
Europe, Australia, North America, Africa, Asia, Antarctica.

ACTIVITY 3: NAME PLACES AND GIVE DIRECTIONS LB PAGE 6

Answers
1. Africa, South America, Australia, Antarctica, North America, Europe, Asia
2. Africa, South America
3. North America, Europe, Asia
4. Australia, Antarctica
5. a. North
b. East
c. North-west
d. South-west
e. West
6. a. South
b. West
c. South-east
d. North-east
e. East
7. India, China
8. Antarctica

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9. a. North-east
b. South-west
10. a. North
b. South
Extension
Create an atlas of the world in blocks. Take a blank A4 sheet of paper. Turn it lengthways. Approximately
three-quarters of the way down the page, in the middle, draw a small block and name it South Africa. At
the bottom of the page, also in the middle, draw another block and name it Antarctica. Now, divide your
class into four teams and ask each team to do the following: tell them to use their plastic rulers to measure
a distance 9 cm east of the South Africa block; using a pencil, draw another block, and label it Australia;
at 5 cm north of South Africa get them to draw a block called Democratic Republic of the Congo; at
14 cm north-east of South Africa, tell them to draw a block called India and at 8 cm west of South
Africa, tell them to draw a block of Argentina. Do as many of these as you think necessary.
Remedial activity
Make a copy of your block atlas. Draw lines to join South Africa to the other countries. Ask the learners
to tell you the directions from South Africa to the places marked on the block atlas.

Unit 2: Africa our continent (oceans, countries and main cities)

Teaching guidelines Time allocation: 4 hours
You could start this lesson in which the Atlantic Ocean forms a part by saying: ‘Did you know the
Atlantic Ocean is the second largest ocean in the world?’ In case you are asked, the Pacific Ocean is the
largest in the world. Also, Africa is the second largest continent.
Encourage learners to look at an atlas to learn new things about African countries. Get your learners
to be focused. Make sure they know exactly what they are looking for. For example, explain to learners
what a port is and then get them to suggest the nearest port for landlocked countries. Point out how
rivers, mountains, forests and a lack of proper roads can affect that choice.
Spend at least a few minutes to help them understand terms such as ‘landlocked’ – and what to be
landlocked means for a country.
Encourage learners to look up places on the globe to get them used to the fact that the earth is round.

ACTIVITY 4: READ A MAP OF AFRICA LB PAGE 9

Answers
1. a. Atlantic Ocean
b. Indian Ocean
2. a. Mediterranean Sea
b. Red Sea
3. a. Namibia, Botswana, Zimbabwe, Lesotho, Swaziland, Mozambique
b. Windhoek, Gaborone, Harare, Maseru, Mbabane, Maputo
c. Botswana, Zimbabwe, Lesotho, Swaziland
4. Pretoria, Cape Town
5. Johannesburg
6. Any three of: Kenya, Uganda, Democratic Republic of Congo, Republic of Congo, Gabon
7. Madagascar
8. Tanzania (the name is a shortened combination of Tanganyika and Zanzibar)
9. a. Cairo
b. Lagos
c. Nairobi

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Extension
Divide your class into groups, making each group responsible for researching a country and get them to
source, say, at least three facts about that country. Go through their research with them and help them list
information that is different. Separate this from information that is common to all their efforts.
Remedial
Have a ‘true or false’ quiz. Draw up at least a dozen statements relating to African countries, capitals and
the seas that surround the continent. A typical question would be ‘Nairobi is the capital of Malawi – true
or false?’ Teach them clever ways to remember the correct answers – for example, with regard to capitals,
KEN could mean: ‘the capital of KENya is Nairobi’.

Unit 3: A physical map of Africa

Teaching guidelines Time allocation: 3 hours
Introduce this topic by telling learners to look at the photographs of Africa’s ten most famous natural
features on pages 10–11. Encourage learners to say which photographs show rivers, waterfalls, lakes,
mountains and deserts.
Photographs of spectacular physical features such as the Victoria Falls in Zimbabwe/Zambia or the
Maletsunyane Falls in Lesotho are likely to stick in the minds of learners far longer than the most exciting
descriptions of these sights. Travel agency brochures are a good source of photographs as are books
borrowed from the local library (if available).
Build up a selection of blank maps of Africa and southern Africa. Plot one or two of these features
on a map for them. Once they get the idea, encourage them to do the plotting themselves.
Start a class scrapbook of photographs and other facts about natural features or a fact board on the
wall of the classroom. Encourage all the learners to get involved in class activities.
Resources
• travel agency brochures promoting the Victoria Falls, Zimbabwe and Zambia
• encyclopaedias and dictionaries
• books
• photographs

ACTIVITY 5: MATCH THE PHYSICAL FEATURES LB PAGE 12

Answers
2. A–5
B–7
C – 10
D–1
E–2
F–9
G–4
H–8
I–3
J–6
Extension
Divide the class into groups (with a group leader) and get them to look up facts about some of Africa’s
natural features in encyclopaedias and dictionaries. Stories passed down from generation to generation
should also be considered. Instruct each group leader to present at least five facts about a selected subject.

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Teaching guidelines
Refer learners to the map on page 14 and discuss how the features are displayed on the map. Once you
have done this learners can look at various maps in an atlas and identify various features like mountains,
rivers, lakes and deserts – and can begin to compare countries in terms of their features.

ACTIVITY 6: READ HEIGHTS AND FIND FEATURES ON A PHYSICAL MAPLB PAGE 14

Answers
1. a. green
b. yellow
c. brown
2. Any two of: Mt. Kilimanjaro (5 895), Mt. Kenya (5 199), Dj.Toubkal (4 165)
Mt. Batu (4 307) and Thabana Ntlenyana (3 482)
3. Mount Kilimanjaro
4. Learners find ten physical features on the map.

ACTIVITY 7: LOOK AT RIVERS AND WHERE THEY GO LB PAGE 15

Answers
1. a. Lake Victoria, Uganda
b. Blue Nile
c. Mediterranean Sea
2. Atlantic Ocean
3. Congo River
4. Zambezi, Limpopo
5. a. True
b. True
c. False

ACTIVITY 8: TALK ABOUT LAKES AND BORDERS IN AFRICA LB PAGE 15

Answers
1. a. Lake Victoria, Lake Tanganyika, Lake Malawi
b. The length and breadth of Victoria is wide while Tanganyika and Malawi are finger-shaped.
2. a. Malawi
b. Tanganyika
c. Tanzania, Uganda, Kenya

ACTIVITY 9: IDENTIFY RIVERS, BORDERS AND COUNTRIES LB PAGE 17

Answers
1. a. Limpopo River
b. South Africa and Zimbabwe
2. a. Lesotho
b. South Africa
c. Namibia
d. South Africa
3. a. Zambezi
b. Zimbabwe
c. Zambia

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Unit 4: Images of Africa

Teaching guidelines Time allocation: 3 hours
If you are able to source photographs of some of Africa’s top attractions, get learners to draw maps of
individual countries and pin these photographs to the maps so that learners can form a mental picture of
what different parts of the continent look like, as well as where these features occur.
Get your learners to draw or paint some of Africa’s best-known tourist attractions, using
photographs in the Learner’s Book as a reference. Divide the class into teams and discuss the vegetation,
the animals, the choice of colour, as well as other materials, that they will need to produce a painting or
drawing. Allow them to use their imagination.
Try to gather local folklore about some of the big attractions – for example, the Victoria Falls.
Start a class scrapbook of photographs of different aspects of Africa. You can begin by suggesting a
subject; once learners know what to do, encourage them to suggest their own topics.
Resources
• encyclopaedias and dictionaries

Form a partnership with schools in your area and begin a letter-writing campaign to the tourism
departments (or appropriate departments) of every country in Africa, asking them to send you as many
copies as there are schools in your partnership of the best-known tourism landmarks in their countries.

ACTIVITY 10: ASK QUESTIONS ABOUT PHOTOGRAPHS LB PAGE 19

Answers
1. Learners draw up questions on the three photographs in the Learner’s Book.
2. Learners swap their questions with another group and follow the instructions in the Learner’s Book.

ACTIVITY 11: LINK THE PHOTOGRAPHS TO PLACES IN AFRICA LB PAGE 21

Answers
1. a. Picture 2
b. Pictures 1, 3 and 8
c. Picture 1
d. Picture 1
e. Pictures 2 and 5
f. Pictures 4 and 6
g. Picture 7
2. Learners find the location of the places shown in the photographs.
3. Picture 1: Lesotho
Picture 2: Maputo/Luanda
Picture 3: Botswana
Picture 4: Madagascar
Picture 5: Cairo
Picture 6: Tanzania
Picture 7: Ghana
Picture 8: Kenya

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TERM ASSESSMENT EXEMPLAR

Answers
1. A. Madagascar
B. Cairo
C. Indian Ocean
D. Equator
E. Atlantic Ocean 5 × 1 = (5)
2. Compass directions
a. East
b. South
c. North-east
d. North-west
e. West 5 × 1 = (5)
3. a. Lake Victoria
b. 5 895 m above sea level
c. Lagos
d. Namibia
e. Indian Ocean
f. Lesotho
g. The Congo
h. Sahara Desert
i. F4 9 × 1 = (9)
4. a. The shades of blue show that some parts of the ocean are deeper than others.
b. The lighter blue shows where the water is shallower.
5. a. 2 marks: – Name of feature = 1; Location in words = 1
b. 2 marks: each sentence should give an accurate piece of information about the
selected feature.
Total: 25

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TERM 2 GEOGRAPHY
TOPIC 2: PHYSICAL FEATURES OF SOUTH AFRICA

Overview
Unit TG Pages LB Pages Hours Resources needed
Unit 1: South Africa from above 27 26–27 2 Learner’s Book, side plate
(physical map)
Unit 2: Physical features of 27 28–32 3 Pictures of physical features, library
South Africa books, magazines
Unit 3: Rivers 28 34–36 3 Clean sand, jug of water
Unit 4: Physical features and 30 37–41 4
human activities
Term assessment exemplar 32 42–43 3

Introduction
Draw a simple cross-section of the build of South Africa on the board. Describe the build of the land
using the terms ‘high’, ‘low’, ‘flat’ or ‘sloping’.
Illustrate this by using an upturned side plate. Place the inverted plate on a table high enough for all
learners to see. Explain that the short, steep part is the coastal plain, the plate’s ridge is the escarpment
(mountain ridges), and the larger inner surface is the central plateau. Point out the size of the plateau and
the height of this area.
Tell learners that the surface on which the plate rests is the sea; the part of the plate that touches the
‘sea’ is like the flat land near the sea. The rim before the centre of the plate represents the part of the build
where the land becomes higher. The flat central part of the plate is higher than the part near the ‘sea’ but
not as high as the rim. Transfer the above ideas to the first cross-sectional drawing. Make sure learners
understand that this is a drawing from coast to coast, across South Africa. Let them find the same areas
of land as they saw with the inverted plate.
Then introduce terms such as ‘coastal plain’, ‘plateau’ and ‘escarpment’. Point out the location of
Namaqualand, the Kalahari and Karoo.

ACTIVITY 1: LOOK AT THE PHOTOGRAPH LB PAGE 25

Answers
This activity can be done together as a class – learners need not write answers.
1 Walk around the class and check that learners are pointing to the correct features as you call them
out. Check they understand that sea water is salty and that river water is fresh. You may also choose
to ask them to identify other details they can see in the photograph.
2 Water could be used for: watering crops; drink for animals; cooking; doing the washing; fishing;
recreational activities such as swimming and boating. If clean it could be used for drinking (or boiled
first to purify, if necessary).
3 This question serves to open up discussion about possible human activities in and around this
settlement. Learners could suggest activities relating to the sea such as surfing, sailing or fishing.
They could also suggest different kinds of work such as running a shop; selling things; going to
school; tourism and the provision of services. (This will draw on their knowledge of settlements
gained in Grade 4.)

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Unit 1: South Africa from above (physical map)

Teaching guidelines Time allocation: 2 hours
This activity may be completed in small groups or together as a class.

ACTIVITY 2: USE A PHYSICAL MAP TO ANSWER QUESTIONS LB PAGE 27

Answers
1. Learners should all be able to follow the coastline with their finger. Ensure they understand the term
‘coastline’. This is a word they learnt in Topic 1, Map skills.
2 green
3 1 500 – 2 000 m above sea level
4 KwaZulu-Natal
5 escarpment
6 Indian Ocean

Unit 2: Physical features

Teaching guidelines Time allocation: 3 hours
In this unit learners are introduced to the various physical features which form part of the landscape.
These include more specific features at both sea level and above sea level.
If possible, collect pictures of physical features such as capes, bays, coastlines, rivers, mountains and
waterfalls, and show these to your learners. Find out about any well-known physical features in your own
local area and discuss these with your learners. Refer learners to the photographs in the Learner’s Book
so that they have a clearer idea of what these images look like in reality. This will also enable learners to
visualise these features when they look at a map.

ACTIVITY 3: NAME THE PHYSICAL FEATURE IN EACH PHOTOGRAPH LB PAGE 28

Answers
1 Read through the six words and their meanings with your class. As you do this you may choose to
draw a rough picture on the board of each feature. Take care not to refer to the pictures on page 28
as learners check their understanding of each term when they link the photographs to the features in
question 2.
2 Learners may complete this question individually or in pairs.
A mountain range
B cape
C hills
D bay
E mountain peak
F valley

ACTIVITY 4: FIND PLACES ON A MAP LB PAGE 29

Learners should complete this activity in pairs or groups of three. This activity aims to introduce learners
to a variety of landscapes in South Africa. In linking a set of photographs to their various locations on a
map, learners are also developing their cross-referencing skills.
Extension
Bring library books and magazines to the class that include landscape pictures of South Africa. Ask
learners to do likewise. Spend time looking at the different photographs, identifying the natural features
and locating the area where each photograph may have been taken.

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ACTIVITY 5: USE A MAP TO ORGANISE INFORMATION LB PAGE 30

As this is a fairly challenging activity you may choose to introduce it by finding an example of each
feature together with the class. Get them to complete questions 2 and 3 in groups of no more than four.
Answers
1. and 2.
Rivers Mountains Coastline features Areas
Olifants Ukhahlamba- Cape Point Great Karoo
Drakensberg
Limpopo Soutpansberg Algoa Bay Namaqualand
Gariep-Orange Asbesberge Lowveld
Tugela Waterberg Little Karoo
Vaal Highveld
Mzimkulu
3. Any example of each feature will suffice. For example:
Rivers Mountains Coastline features Areas
Great Fish Magaliesberg St. Helena Bay Kalahari

ACTIVITY 6: NAME PHYSICAL FEATURES IN YOUR PROVINCE LB PAGES 30

Answers to this activity clearly depend on where learners are located. Learners should work through this
activity in small discussion groups.
Before they break into their groups make sure that they understand that they are to identify physical
features. In other words, they should talk about what the land looks like. Plants and trees relate to
vegetation and not directly to physical features. Similarly, climatic characteristics are not included here.
(Vegetation and climate are covered in Term 3.)
In Question 2c learners may identify smaller features such as cliffs, rocks of interesting shapes, sandy
areas, waterfalls, fast or slow flowing sections of river. Check their understanding of ‘natural’ as opposed
to ‘human made’.

ACTIVITY 7: COMPLETE SENTENCES ABOUT PLACES AND THEIR

NAMES LB PAGE 32

Answers
Examples of answers are given below. Allow a slight variation on these.
1 ... it is covered in cloud.
2 ... the lower coastal plains and the inland plateau.
3 ... the peaks look like the back of a dragon. (Or any answer that relates to what a dragon may look
like or represent (pain/danger/suffering.)
4 ... the waves crash in the hole/cave.

Unit 3: Rivers
Teaching guidelines Time allocation: 3 hours
Draw a sketch of a river on the board, or use various pictures, to discuss rivers with your learners. Point
out the river source, delta and mouth, and how we are able to identify the direction in which a river flows
(from higher to lower ground) when looking at a picture or map.
Explain that rivers follow a path as it flows downhill, away from the source. Discuss the terms
‘tributaries’, ‘stream’, ‘river system’, ‘catchment area’ while referring to the diagram on page 34 in the
Learner’s Book which illustrates these.

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ACTIVITY 8: CHECK YOUR UNDERSTANDING OF WORDS

ABOUT RIVERS LB PAGE 34

Answers
A source
B stream
C waterfall
D tributary
E valleys
F coastal plain
G mouth
H bay
I catchment
J system
Extension
Go outside and make a mound of sand or soil. Pour a jug of water slowly over this mound. Ask learners
to closely observe the path the water takes. Relate this back to the words they have learnt. For example:
source; stream; tributary; catchment area; river system.
Use this as an opportunity to talk about river safety. Discuss the dangers of jumping or diving into a
river which may be shallow or have rocks just below the surface. Talk about the dangers of crossing rivers
that are in flood or flowing quickly. Did you know that rivers flow fastest in the middle? Most people
assume that because the current on the edges of the river is not very strong the whole river flows like that.

ACTIVITY 9: FOLLOW THE MAIN RIVERS OF SOUTH AFRICA ON A MAP LB PAGE 35

Answers
Learners should complete this activity individually or in pairs.
1. a. Lesotho
b. Caledon/ Vaal/ Harts/ Riet/ Kraai (Or any other two tributaries they may locate on the map they
are using.)
c. Northern Cape
2. a. North West Province
b. northeast
c. east
d. Mozambique
e. Olifants
f. tributary
3. a. Any two rivers in KwaZulu-Natal that are on the map. For example: Tugela, Umfolozi,
Umkomaas, Mzimkulu.
b. uKhahlamba-Drakensberg mountains
c. Any answer that demonstrates an understanding of the link between steep slopes or rocky terrain
and waterfalls. For example: the rivers flow down steep slopes from the high mountains to the
sea./These rivers flow down steep mountainsides./There are many rocky slopes for the water to
flow over.
4. a. False
b. True
c. False
d. True

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ACTIVITY 10: DRAW AN ISLAND WITH MOUNTAINS AND RIVERS LB PAGE 36

Answers
1. a. Discuss possible answers with the class. The point is that all rivers flow downhill. Sea level is the
lowest level to which rivers flow. For a river to flow from one side of the island to the other it
would have to flow uphill.
b. The boy could correct his drawing by adding a mountain or steep hill on the island and
converting his river into two separate rivers that start on different sides of the mountain or hill
(or any other similar suggestion).
2. This activity is a final test of learner understanding of how rivers flow. Many may start by making
mistakes similar to that of the boy in the cartoon. Other common mistakes include showing rivers
that cross or flow over each other instead of joining together as tributaries; having a single river split
or divide into smaller rivers and run in opposite directions.
Give learners the opportunity to redraw their islands and to fill in other features as they wish.

Unit 4: Physical features and human activities

Teaching guidelines Time allocation: 4 hours
Find pictures which illustrate examples of how people and their activities have changed the landscape.
Show learners photographs of these and talk about the fact that people can change a physical landscape.
For example, a human settlement such as a town changes the landscape. Trees, bushes and natural
vegetation are cleared in order for construction to take place. Use any local examples you can think of.
Sometimes the slope of the land is changed by the removal of soil so that roads can be built. Bridges
are built to allow people and motor vehicles access to areas in order for development to take place and for
people to access these areas later on.
Discuss the local area in which you and your learners live and encourage them to think about the
changes that took place in order for the town or city to develop.

ACTIVITY 11: LINK PHYSICAL ACTIVITIES TO HUMAN ACTIVITIES LB PAGE 39

Answers
Learners should complete questions 1 and 2 individually or in pairs. Question 3 is best discussed together
as a class.
1 and 2.
Picture number Physical feature Human activities
1 hills looking after cattle
2 valley growing mealies
3 gently sloping building houses
4 rocky coastline fishing
5 bay surfing
6 river washing
7 mountains hiking
8 coastal plain growing bananas
3. Learners answer these questions in a class discussion. Ensure that learners explain or give reasons for
their answers.

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ACTIVITY 12: DISCUSS DAMS WITH YOUR CLASS LB PAGE 40

Answers
1. This is a discussion topic that aims to introduce learners to the concept of damming water. Many
children enjoy building little dams. Talk about what happened when thy tried to hold the water back.
What happened to the water? What happened upstream from the dam wall? Ask them to relate how
the water flooded the land behind the wall.
2. a. The Marico Rivers flows from the south towards the north.
b. It is a tributary of the Limpopo River.
3. The area has a long, dry season. Farmers need water for their crops. The dam stores water for the dry
season. Farmers can use this water when they need it.
4. The land above the dam wall is flooded by water from the dam. More people can farm in the river
valley because they now have water all through the year.

ACTIVITY 13: USE INFORMATION TO ANSWER QUESTIONS ABOUT

PEOPLE AND PLACES LB PAGE 41

Answers
This can be completed as an individual written activity. Ask selected learners to read their answers for
discussion.
1 People at the top of the road grow trees.
2 Learners should use their own words.The road was built so that the people who grow trees at the top
can get their logs down the mountain and sell the wood. Trucks carry the wood down the mountain.
3 Slopes have been cut on the mountain. Baskets of rock have been put onto the cut slopes.

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TERM ASSESSMENT EXEMPLAR

Answers
1. A – mountain peak
B – coastline
C – waterfall
D – hills (4 marks)
2. A – source
B – tributary
C – valley
D – coastal plain
E – mouth
F – catchment area (6 marks)
3. a. A group or line of mountains is called a mountain range.
b. A valley is a low area between hills or mountains.
c. Rivers always flow downhill.
d. A cape is a high piece of land that goes into the sea.
e. The source of the Tugela River is in the uKhahlamba-Drakensberg Mountains. (5 marks)
4. First paragraph = 2 marks (at least two physical features should be described).
Second paragraph = 3 marks. Learners must demonstrate a clear understanding of the
links between the physical environment and human activities. (5 marks)
5. a. They have built a bridge over the river.
b. The bridge was built so that people and vehicles could cross the river.
c. The stones could have been collected from the river bed and banks.
d. Trees grow higher up in the river valley.
e. The river flows from Y to X. (5 marks)
Total: 25

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TERM 3 GEOGRAPHY
TOPIC 3: WEATHER, CLIMATE AND VEGETATION OF SOUTH
AFRICA

Overview
Unit TG Pages LB Pages Hours Resources needed
Unit 1: Weather 35–37 46–53 3 material to make a thermometer, rain
gauge and a wind sock. This would
include: a glass bottle, a plastic bottle,
water, food colouring, a straw, cellotape
(clear), a piece of cardboard and Prestik
Project: Observing and 37–38 54–55 2 homemade measuring instruments,
recording weather notebooks, paper, pencils, rulers
Unit 2: Rainfall 39 56–58 2 photos of dry, drought-stricken areas
and of flooding
Unit 3: Climate 40 59 – 62 3 additional photos
Unit 4: Natural vegetation 40 63 – 67 3 additional photos
Term assessment exemplar 42 68–69 2

Introduction
In Term 2, learners familiarised themselves with the general physical features of South Africa. In this
topic, they continue their exploration of South Africa by doing fieldwork on weather observation, and
learning about the variety of climates and vegetation areas in the country.
• Weather refers to daily environmental elements, such as temperature, wind speed and wind direction,
cloud cover, rainfall and other forms of precipitation (such as snow, hail and frost).
• We measure temperature in degrees Celsius (°C). We use a thermometer to measure temperature.
• We measure the amount of rainfall in millimetres (mm). We use a rain gauge to measure the amount
of rainfall.
• We name winds according to the direction that they are blowing from, not the direction that they are
blowing to. We use a wind vane or a wind sock to find and name the direction of the wind.
• Weather maps give information about daily temperatures, precipitation and wind in different parts of
a country.

A simple example of a weather map of South Africa

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• The type of weather at a place affects people, such as their clothing, food, transport and outdoor
activities.
• We can observe and describe the different weather elements, such as:
Weather element Words we can use to describe the weather element
Temperature hot, warm, mild, cool, cold
Cloud cover clear, partly cloudy, cloudy
Wind speed calm, light breeze, moderate breeze, very windy
Rainfall dry, wet, light showers, heavy showers
• The eastern half of South Africa gets more rain than the western half.
• The south-western parts of the country receive most of its rain in winter. The south-east coast
receives rain throughout the year. Most of the country receives rain during summer.
• We use the maps and graphs to determine rainfall patterns over a long period.

Example of a rainfall map

Example of a rainfall graph

• Climate is the average pattern in weather conditions for an area over a long period.
• Different places in South Africa experience different kinds of climate at the same time of year.
• Natural vegetation is the grass, plants and trees that grow naturally in an area without being planted
there by people.
• The natural vegetation in an area is suited to the area’s climate.
• The savannah grassland is one type of natural vegetation found in South Africa. It is warm
throughout the year and usually receives rainfall in summer.

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Savannah landscape

Teaching guidelines
We have tried to include many photographs of different climates and vegetation in the Learner’s Book.
However, where possible add more visual resources of your own, as the learners may find this topic
particularly difficult to conceptualise without visual aids.

ACTIVITY 1 : THE WEATHER LB PAGE 45

Answers
In this activity, the learners start to engage with the aspects that they will learn about in the topic.
1. b. Some rain
2. c. Lots of grass, small bushes and few trees
3. It is hard to say. Learners could say gentle breeze or no wind.

Unit 1: Weather
Teaching guidelines Time allocation: 3 hours
Ask learners what the weather is like today, what it was like yesterday and also the day before. As you
discuss the temperature (how hot or cold it is/was), the absence or presence of wind, rainfall and cloud
cover, list these elements of the weather on the board.
Show learners pictures of different weather conditions or refer them to the pictures in the Learner’s
Book and ask them to discuss these using the elements you have listed together: temperature, wind,
precipitation and cloud cover.
Tell learners that the elements of weather are described and measured in standard ways. Precipitation
refers to all water that falls from a cloud and that there are various forms of precipitation.
Activity 2 helps learners to start using appropriate terminology to describe the weather. They also
begin to develop observational skills and recording skills. This activity provides good preparation for
when the learners do the project on weather observation.

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ACTIVITY 2: DESCRIBE AND OBSERVE THE WEATHER LB PAGE 47

Answers
1. temperature, cloud cover, wind speed, rainfall
2. The learners can fill in their table on their own or as a class. If they do it on their own, give the
learners a few minutes every day in the classroom to compare and discuss their answers in their group
or as a class. The answers will depend on the weather and the learners’ observational skills. However,
do ensure that they use appropriate terminology as they describe each weather element.
An example of a completed table could look like this:
Day 1 Day 2 Day 3
Temperature cold cool cool
Cloud cover mostly cloudy partly cloudy clear sky
Wind speed moderate breeze light breeze calm
Rainfall light showers no rain no rain

ACTIVITY 3: MAKE YOUR OWN THERMOMETER AND RAIN GAUGE LB PAGE 49

This activity is also good preparation for the project they have to complete on weather observation. They
can keep their instruments to use in the project.
These home-made weather instruments are not too difficult to make. The learners should be able
to make them by looking at the labelled pictures. However, we have included more detailed instructions
below should they need them.

Instructions for making a bottle thermometer:

1. Fill a bottle with water.
2. Add food colouring to the water.
3. Add more water until the bottle overflows a little.
4. Roll a piece of Prestik or plasticine around a drinking straw about 12 cm from the top.
5. Put the drinking straw into the bottle of water. Secure the Prestik around the top of the bottle so that
no air can escape from the bottle. You will see that some water will rise in the straw.
6. Make a scale from a 15 cm strip of cardboard. Mark the strip at every centimetre.
7. Tape the scale to the drinking straw.
8. Put the bottle outside in the shade and record the water level at the same time on different days.

Instructions for making a rain gauge:

1. Cut a plastic bottle in half.
2. Turn the top half upside down and fit it into the bottom half so that it forms a funnel.
3. Make a scale from a paper strip. Mark the measurements in millimetres.
4. Tape the scale onto the bottle. Cover it with tape completely so that it will not get wet.
5. Place it outside in an open area where it will catch rain. You could place it inside a heavy pot so that
the wind will not blow it over.
6. Measure the rain every day. Don’t forget to empty the bottle after each reading.

ACTIVITY 4: IDENTIFY WIND DIRECTIONS LB PAGE 50

Answers
1. A – southerly wind
B – easterly wind
C – westerly wind
D – north-westerly wind
E – south-easterly wind

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2. This wind sock is easy to make. Again, the learners can use this wind sock when they carry out their
project on weather observation later.

ACTIVITY 5: READ WEATHER MAPS LB PAGE 52

Answers
1. Bloemfontein: 4 °C
Durban: 15 °C
2. Upington: 25 °C
3. Port Elizabeth and Durban
4. a. north-westerly
b. westerly
c. south-westerly
5. Cape Town and Durban
6. a. Bloemfontein: it is expected to get slightly warmer. The wind is expected to change from a
westerly wind to a north-westerly wind. No change is expected in the amount of cloud cover.
b. Durban: the temperature is expected to increase quite a lot but with no change in the wind
direction. The rain is expected to stop but it will be quite cloudy.
7. The learners can ask each other similar questions to the ones in the Learner’s Book, but must focus
on other towns or cities on the map.
8. If the learners do not have access to newspapers at home, bring some to school that they can use.
Alternatively, the learners can watch weather reports on TV or listen to them on radio and then use
that weather report for the discussion.
a. Get the learners to describe the temperature, cloud cover, wind speed and direction, as well as
expected rain.
b. Learners compare the expected weather forecast with actual weather conditions.

ACTIVITY 6: GIVE EXAMPLES OF HOW THE WEATHER AFFECTS US LB PAGE 53

Answer
Learners will draw on their own experience and cite examples that they know. An example of a completed
table could look like this:

Clothing Wear light clothing. Wear waterproof and warm clothing.

Food Drink cool drinks. Have warm food and drinks.
Transport Avoid travelling in small cramped Avoid having to walk distances to pick up
vehicles. spots.
Outdoor activities Go swimming. Avoid outdoor activities.
Places we visit Go to places that can cool you off, such Go to dry warm indoor places.
as the beach, a pool, dam or river, or
cool indoor places if it is too hot.
Outdoor work Building can take place. Building must be put on hold.

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Project: Observing and recording the weather

The learners have already had practice in observing daily weather conditions in previous activities. This
project allows them to practise and apply those skills over an extended two-week period.
Get the learners to work on this project independently. However, do spend a few minutes in class to
check their progress and provide support as they go along. Make sure that you see each learner’s written
work at least once before they hand in their final reports.
Encourage them to collect and write down their observations in draft form first. Finally, instruct
them to copy out the information neatly for their final reports.
Assessment tool
Use this assessment tool to assess the learners.
Criteria Mark allocation
Draws up the table correctly, copying the cells and headings correctly 3
Records observations every day for two weeks 3
Uses appropriate descriptions or measurements of: 12
• temperature
• cloud cover
• precipitation
• wind
Makes logical observations of weather patterns based on information recorded 4
Makes a clear and appropriate comment on how the weather affects people 2
Provides clear, neat and attractive report 2

Total: 25
Extension
Note, if learners have access to real rain gauges and thermometers allow them to use them. However, if
they don’t, encourage them to make their own rain gauge, wind sock and bottle thermometer as detailed
on previous pages in the Learner’s Book. Being able to take actual measurements would really involve
them in the project and enrich the whole experience.
If the learners are able, get them to draw bar graphs for each reading on the rain gauge and
thermometer, and include these in their reports.

Unit 2: Rainfall
Teaching guidelines Time allocation: 2 hours
By way of introduction to the topic of rainfall, tell learners that we can discuss rainfall by using specific
terms (as for temperature earlier). Refer learners to the annual rainfall map and point out that the map
indicates how much rain falls throughout the year in each part of the country; South Africa’s rainfall is
unevenly spread and that places get their rain at regular periods within the year. The eastern half of the
country receives more rainfall than the western half. Some places receive most of their rain in summer,
though the South Western Cape has winter rain, and some places along the south east coast receive their
rain throughout the year. This is the rainfall pattern which is repeated for a place every year.

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ACTIVITY 7: READ A RAINFALL MAP OF SOUTH AFRICA LB PAGE 57

Answers
1. Check whether your learners are locating the key of the map.
2. Learners must interpret the colours used in the key and apply this knowledge to point out the areas
on the map that receive the least amount of rain. (Most of the western part of the country receives
the least rain.)
3. The same procedure would apply here but this time learners must apply their knowledge to point out
the areas on the map that receive the most rain. (The eastern part of the country receives most rain.)
4. The eastern part receives the most rain.
5. Learners should know where to locate their area by now and should be able to tell in which rainfall
region their area falls. They must then use the key to establish how much rain falls in their area.

ACTIVITY 8: DESCRIBE RAINFALL PATTERNS AND READ RAINFALL

GRAPHS LB PAGE 58

Answers
1. a. Agree. The map shows that most of South Africa get summer rainfall. December, January and
February is summer in South Africa.
b. Agree. The map shows that these areas get winter rainfall. June, July and August is winter in
South Africa.
c. Disagree. The map shows that the south coast, not west coast, gets rainfall all year round.
2 a. Learners point to annual rainfall graph for Cape Town.
b. January: 12 mm
February: 18 mm
March: 22 mm
c. June: 98 mm
July: 96 mm
d. January
e. ± 548 mm
3. a. 125 mm
b. 4 mm
c. July
d. summer
e. ± 708 mm

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Unit 3: Climate
Teaching guidelines Time allocation: 3 hours
Ask learners whether they know the difference between climate and weather. Help them to differentiate
between the two: weather is what we experience from day to day while climate is the type of weather that
we experience over a number of years.

ACTIVITY 9: MAKE A TABLE OF CLIMATIC REGIONS LB PAGE 62

Answers
When you work through the climatic regions with the learners, you may want to mention that cities falling
within a climatic region do not necessarily display the general climate of that particular region, as climate
is also affected by other geographical aspects, such as land formations at a location.
1 a–b
Climatic region Summers Winters
Hot, dry Hot, wet Hot, Warm, Cold, wet Cool, wet Cool, dry Warm,
some wet dry
rain
Kalahari ✓ ✓
Namaqualand ✓ ✓
Western Cape ✓ ✓ ✓
Southern Coast ✓ ✓
Karoo ✓ ✓
Eastern Coast ✓ ✓
Drakensberg ✓ ✓
Lowveld ✓ ✓
Highveld ✓ ✓
2. a. Kalahari, Namaqualand and Western Cape
b. Western
c. Eastern Coast, Lowfeld and Highveld
d. Eastern

ACTIVITY 10: DESCRIBE THE CLIMATE AND WEATHER OF YOUR AREA LB PAGE 62
This activity helps the learners to relate the general climatic regions to their own areas and experiences.

Unit 4: Natural vegetation

Teaching guidelines Time allocation: 3 hours
In this unit learners find out about natural vegetation. These refer to plants which grow naturally in an
area, without any human intervention. They learn that many plants have adapted to the climate in the
regions where they are found in order to survive there. The learners study the savannah grassland regions
and find out about the climate and natural vegetation of this region. They look at the ways in which
animals have adapted to the natural vegetation in this region.

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ACTIVITY 11: MATCH PLANTS TO THEIR DESCRIPTIONS LB PAGE 66

Answers
1
Plant Description
A. Aloes survive dry climate by storing water in their leaves.
B. Proteas survive hot, dry summers, but need winter rain.
C. Grasses grow tall after the summer rain comes.
D. Forest trees are able to grow tall because they receive planty of rain throughout the year.
E. Baobab trees survive dry climate by storing water in their trunks.
2. Ask learners to comment.

ACTIVITY 12: ANSWER QUESTIONS ABOUT THE SAVANNAH LB PAGE 67

Answers
1. They usually have summer rainfall and warm, dry winters.
2. A forest has lots of trees growing closely together, with hardly any grassy layer, whereas a savannah
has a balance of both grass and trees.
3. Learners do a simple drawing of a savannah area.
4. The acacia tree has long tap roots that help it to find water deep underground, helping it to survive
drought. They also have thorns to protect them from being completely eaten by animals.
5. Any three of the following: giraffes, rhinos, elephants, antelope, lions, cheetahs, hyenas and buffalo.

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TERM ASSESSMENT EXEMPLAR

Answers
1. a. temperature: thermometer
b. wind direction: wind vane or wind sock
c. rainfall: rain gauge (3)
2. a. degrees Celsius (1)
b. millimetres (1)
3. wind (1)
4. a. False (1)
b. False (1)
c. True (1)
d. True (1)
e. True (1)
5. a. February 110 mm (2)
b. July 7 mm (2)
c. No, Bloemfontein has dry, cold winters. (2)
6. a. Western Cape (1)
b. Drakensberg (1)
c. KwaZulu-Natal coast (1)
d. Kalahari (1)
7. There is a lot of information in the case study and the learners’ summaries may vary quite
a lot. Accept their summaries if the required points are mentioned and are valid.
8. a. The climate of savannahs are warm throughout the year, with rainfall in the summer.
b. Savannahs have grassland areas, with scattered trees and bushes. Many of the plants
and trees can survive dry periods and fire outbreaks.
c. There are a variety of plant-eaters, such as antelopes and giraffes, as well as meat-eaters,
such as lions and cheetahs. (3)
Total: 25

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TERM 4 GEOGRAPHY
TOPIC 4: MINERALS AND MINING IN SOUTH AFRICA

Overview
Unit TG Pages LB Pages Hours Resources needed
Unit 1: Mineral and coal 45 72–77 4 Learner’s Book
resources of South Africa For background reading on diamond
mining, visit your local library and ask
for Kimberley – Turbulent City by Brian
Roberts; How is it Done? (published by
Reader’s Digest) carries an interesting
section – ‘How pure metals are won
from the earth’ on pages 102-3.
The Chamber of Mines runs an
education section on its internet site.
Encyclopaedias and dictionaries
Photographs of coal-fired power
stations and miners’ gear
Unit 2: Mining and the 46 78–82 5 Drawings of tunnels and shafts, which
environment are features of deep level mining (see
the line drawing on page 26 of Lulu
Callinicos’ book Gold and Workers)
Information dealing with environmental
pollution brought about by mining

Unit 3: Mining and people 47 83–85 3 Learner’s Book

Term assessment exemplar 49 86–87 3

Topic overview
• Coal and minerals in rocks are non-renewable resources.
• Non-renewable resources can only be used once.
• When we burn coal it is gone forever.
• Coal forms from dead trees buried in swamps millions of years ago.

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• Mines are places where people dig out rocks from the ground.
• Rocks contain minerals that people use to make things.
• Thousands of people work in South African mines.
• Some towns are created because of the mines.

• There are two kinds of mines: surface mines and deep-level mines.
• Mines damage the environment, cause pollution and produce waste.
• Deep-level mining is a dangerous job.
• Miners can die in rock falls and accidents.
• Miners can get silicosis, a dangerous lung disease.
• Miners must obey strict safety rules.

Introduction
Explain that the discovery of gold in 1886 greatly changed the Witwatersrand area and led to its
development into a huge industry. Small towns grew as more and more people moved to the towns in
search of gold. But gold, as well as the discovery of a range of other minerals, changed not only the
country, but also the lives of many thousands of people as well as the environment.
Teaching guidelines Time allocation: 4 hours
If you are able, bring a few different stones and rocks to show your learners. Encourage them to pick up,
feel and examine the classroom selection of rocks. Tell them to look for unusual things in these rocks
– and to write these down. This will help them develop report-writing skills as they move through their
school careers.
In this topic you will look at South Africa’s relationship with its minerals. You will discuss:
• minerals as a non-renewable resource
• main minerals and their uses
• how many tons of rocks need to be crushed to extract enough gold to make one gold ring.

ACTIVITY 1: LOOK AT THE PHOTOGRAPH LB PAGE 71

Answers
1. gold, diamonds, coal
2. Yes: cost of machinery and labour costs
3. Platinum is removed from rock mainly by drilling. Chemical processes separate waste material and
other minerals from pure platinum.
4. Mines damage the environment through air pollution, water pollution and the removal of vegetation.
5. Johannesburg (Gauteng); Welkom (Free State); Newcastle (KwaZulu-Natal); Rustenburg (North
West); Phalaborwa (Limpopo); Sishen (Northern Cape); Witbank (Mpumalanga).

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Unit 1: Mineral and coal resources of South Africa

Teaching guidelines Time allocation: 4 hours

Start a ‘Did You Know?’ project in the class, where learners are invited to submit fascinating facts (with
the identity of the source) to a ‘Did You Know?’ project leader, who will then write it on poster-size sheets
of paper attached to the wall. Encourage learners to contribute to the project and instruct the project
leader to give a monthly report to the class.
Ask the learners if they know what ‘non-renewable’ means. It means that once a mineral is mined it’s
gone forever. Another one will not grow in its place. This means that at some point all the minerals will be
removed (or mined) from the earth.
Tell your learners that minerals that have not yet been mined are known as ‘reserves’. Explain to them
that it’s like having money saved for a rainy day. You can go to the Chamber of Mines website to find out
how much reserves South Africa has of minerals such as gold and coal.
Resources
• Learner’s Book
• Kimberley – Turbulent City, Brian Roberts; How is it Done? (published by Reader’s Digest) – ‘How
pure metals are won from the earth’, pages 102–3
— encyclopaedias and dictionaries
— photographs of coal-fired power stations and miners’ gear

ACTIVITY 2: EXAMINE PICTURES LB PAGE 72

Answers
1. Rocks containing metal ore have been removed from the Earth.
2. mines
3. gold
4. gold ring
5. The mineral is a non-renewable resource because it does not grow again and therefore cannot be
replaced.
Teaching guidelines
Show your learners the map on page 73 of the Learner’s Book and discuss the places at which different
minerals are found. Draw their attention to the different products which are produced from minerals.
Divide your class into groups for a quiz game and ask each group to compile a list of 10 questions
about products manufactured from minerals.
Explain to your learners how coal is formed.
Together with your learners, draw up a list of the uses of coal. Start off by asking them if they know
what most of South African coal is used for.
Give them enough clues until they come up with the answer: ‘to produce electricity’.

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ACTIVITY 3: MATCH WORDS AND MEANINGS LB PAGE 74

1. a. A – Trees die and fall in the swamps.
b. B – Dead trees buried under sand and soil.
c. C – Dead trees are squashed into coal.
2. Coal takes millions of years to form. When you use coal it is gone forever.
Teaching guidelines
Discuss the maps on pages 76 and 77 with your class and explain the connection between the location of
mines and job creation patterns.

ACTIVITY 4: FIND INFORMATION ON MAPS LB PAGE 77

Answers
1. a. gold and diamonds and coal
b. Mpumalanga
c. Northern Cape
2. a. Many people who live in the Western Cape and Eastern Cape work on mines in other parts of
South Africa.
b. Even with its copper, iron ore and diamond mines, the dry Northern Cape is the most sparsely
populated province in South Africa.
3. a. People can work in the jewellery industry, dentistry, mechanical and electrical engineering
industries, in the plumbing industry and so forth.
b. People can work in the building industry, in roadworks, plastics and fuel industries and energy
industry.

Unit 2: Mining and the environment

Teaching guidelines Time allocation: 5 hours
Explain the processes of open pit and shaft mining to your class and get them to look at the pictures
on pages 80 and 81. Ask them to think of ways mining could affect the environment: the air, water, soil,
plants, bushes, trees and other vegetation, and then discuss these with the learners.
Resources
• drawings of tunnels and shafts, which are features of deep level mining (see the drawing on page 80
of the Learner’s Book);
• information dealing with environmental pollution brought about by mining;
• if you have access to the Internet, conduct a search under ‘South African mining: pollution’.

ACTIVITY 5: GET INFORMATION FROM PICTURES LB PAGE 79

Answers
1. Diamonds
2. a. picks; spades; buckets
b. Picks were used to break up rocks; spades to dig into the soil; buckets to carry the sand in which
it was hoped there were diamonds.
3. No, they mostly contained sand and stones.
4. Diamonds do not grow like fruit grows on trees. Once the last diamond has been found, miners have
to start searching for the mineral in another area.

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ACTIVITY 6: LABEL A DRAWING LB PAGE 80

Answers
1. Learners make a simple drawing of a deep level mine. They can use the drawing on page 80 as a
reference.
2. A shaft is a vertical passage through rocks that can be used as an air vent. A tunnel is a horizontal
underground passage that passes through rocks.
3. They travel by lift or pulley.
4. Miners’ build roof supports to protect themselves against rock falls.

ACTIVITY 7: NAME CAUSES OF POLLUTION LB PAGE 81

Answers
1. It has destroyed the vegetation in the area.
2. Mining operations at open pit mines create a lot of dust, which people breathe in. The dust damages
their lungs.
3. Water mixes with chemicals that come out of broken rocks. The chemicals turn the water into an
acid-like substance, which can get into rivers and underground water supplies.

ACTIVITY 8: SHOW UNDERSTANDING LB PAGE 82

Answers
1. a. waste
b. mine dumps
c. chemicals; pollute
2. Anything along these lines: they require mine owners to be much more careful with their waste
disposal; they have made it illegal for mining companies to pollute the environment.

Unit 3: Mining and people

Teaching guidelines Time allocation: 3 hours
It’s not easy to be a miner. It’s not easy to work up to 4 km under the ground. Tell your learners the mines
are one of South Africa’s biggest employers, providing work for almost 500 000 people. But mining is also
one of the most dangerous occupations: every year, dozens of people die in mining accidents. And over
the decades, hundreds if not thousands have been struck down by an eventually fatal lung disease called
silicosis, contracted as a result of inhaling dust deep underground.
But also inform them about efforts to make mining safer. Tell them about efforts to build more solid
shafts and tunnels, to improve equipment, and to draw up rules to protect the health and safety of miners.
Use the Internet to gather material for your ‘Did you Know?’ project (see page 42). This could
include information about the unbearably high temperatures miners have to put up with underground,
about rocks that contain poisonous gases and about how cool air is pumped down a mine.
It might also be a good idea to initiate searches for ‘life-of-the-times’ stories about miners and mining
over the decades. The Internet is full of stories about what miners wore and ate, about what they were
paid and about their daily struggles.
Approach pharmaceutical companies for posters explaining how silicosis destroys the lungs.
Remember, if your school is in an under-resourced area, team up with other schools in the vicinity to
make a joint approach to these companies.

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Extension
Find out from your learners if they have a relative, or if they know someone, who used to work on the
mines. If one of them does know someone, make arrangements, if possible, to bring him to your school.
Get your learners to prepare a list of questions for the retired miner to answer. Go through the questions
to ensure that nothing has been left out. And when the miner does address the class, make sure that the
learners take notes.

ACTIVITY 9: DRAW A PICTURE AND ANSWER QUESTIONS LB PAGE 85

Answers
1. Learners answers will be guided by their own resources or the list on page 85.
2. There could be an explosion.
3. So that miners can breathe fresh air. To prevent a build up of carbon monoxide/poisonous gases.
4. a. silicosis
b. masks
5. a. It is the collapse of the roof of a tunnel. It is the collapse of the roof at a tunnel.
b. They wear protective clothing such as helmets.

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TERM ASSESSMENT EXEMPLAR

Answers
1. Mineral Use
Manganese batteries
Platinum car exhausts
Diamonds cutting tools
Iron railway lines
Copper wire cables
(5)
2. Learners do a diagram of the first stage in the formation of coal and label it.
a. The swamp, dead trees and rocks. (3)
b. Coal does not grow. (2)
c. It is used mainly to supply South Africa with electricity. (1)
d. We use coal in tar for roads and in medicines. (2)
3. Learners copy the map key and add labels. (4)
4. It is a deep level mine. (10
a. safety helmets; mask and lamps (3)
b. a jack or support (1)
c. to hold up the roof of a tunnel (1)
d. There are numerous dangers: rock falls, explosions, flooding, poisonous gases. (2)
Total: 25

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TERM 1 HISTORY
TOPIC 1: HUNTER-GATHERERS AND HERDERS IN
SOUTHERN AFRICA

Overview
Unit TG pages LB pages Hours resources needed
Unit 1: How we find out about 52 90–92 2 drawings, pictures and photographs of
hunter-gatherers and herders San and Khoikhoi peoples
supplementary stories and poems from
the San
Unit 2: San hunter-gatherer 52 93–95 8 sheets of paper and pencils and
society in the Later Stone Age crayons
photographs of Stone Age tools
Unit 3: Medicine from plants 53 96 supplementary pictures and photos of
plants used by the San for medicine
Unit 4: The hunt and the bow 53 97–98 photo of a puff adder (used for its
and arrow venom)
Unit 5: What did the San 54 99–100 pictures and photos of San rock art,
believe? especially of religious symbols
pictures of San and other shamans
Unit 6: San rock art 54 101 – 104 supplementary photos of San rock art
coal from a fire, clay, red brick pieces,
pieces of lime, paint brushes
Unit 7: Khoikhoi herder society 55 105 – 107 2 supplementary pictures and drawings
in the Later Stone Age of Khoikhoi
Term assessment exemplar 56 108 – 109 3

Topic overview
This topic looks at the last 10 000 years of the Later Stone Age:
• Older Stone Age periods go back over hundreds of thousands of years.
• In Grade 4 we learnt about
how to find out information
from the past. This topic picks
that up in stories.
• Objects, rock paintings, books
and ethnography (In the
present we find out about them
by observing living societies).
• The way of life of the hunter-
gatherers and herders, the
earliest inhabitants of southern
Africa.
• A deep knowledge of the
environment meant the San
knew when wild resources were
seasonally available.

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• They were nomadic and moved to coincide with availability of

food sources.
• The bow and arrow, which contributed to hunting effectiveness.
• All things were meant to be shared equally within a group.
• Plant medicines were used for healing.
• San beliefs and religion were connected to their Rock art which
was created by shamans during a trance dance.
• The South African Coat of Arms contains images from the
Linton San Rock Art Panel to show unity in diversity.
• Khoikhoi herders entered the South Western Cape about 2000
years ago.
• They looked after cattle and therefore had a pastoral way of life.
• They made and stored food in pots, unlike the San.
• They were also nomadic and co-operated and competed with the
San for local resources.
• Farmers entered southern Africa about 1 700 years ago.
Hunter-gatherers were not marginalised or out-competed, but
shared the southern African farming landscape with farmers
over much of the last 1 700 years.

Introduction
Please note that the time spent on each unit will vary depending
on the specific circumstances of your classroom and that the times
we have given serve as a guideline rather than a rule.
Introduce learners to the topic by telling them that many
people believe that the first members of the human race lived on the
southern part of the African continent. These people, known as the San, lived very simple lives. They survived
on the animals they hunted and the plants and roots they gathered. They took just enough of the plants or
animals that they needed to survive.
All they carried with them were the stone and wooden tools of their trade, and their bows and
arrows. They knew where to find plants and how to dig them from the soil. They knew which plants
could cure a stomach ache, treat a snake bite and which plants were best to chew on to hold back the
hunger that they sometimes felt before a successful hunt. They were very good hunters and used bows and
poison-tipped arrows with which to hunt.
Because they led such simple lives, the San of thousands of years ago did not leave much behind to
remind us of how they lived – except through the thousands of rock paintings in caves in many parts of
our country.
Resources
• library books on this topic
• pencils and crayons
• blank sheets of paper
• clay, pieces of coal, red brick, hair, feathers
• branches and nylon (string) for bows and arrows
• pictures of an ostrich egg shell, common indigenous plants, stone age tools and rock art
• if you have a tiny corner of garden space at your school, encourage your learners to start an
indigenous plants section containing plants that the San found useful

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ACTIVITY 1: PEOPLE FROM LONG AGO LB PAGE 89

Answers
1. a. starting a fire
b. they are looking for animals to eat
2. The Khoikhoi owned animals. The San were hunter-gatherers.

Unit 1: How we find out about hunter-gatherers and herders

Teaching guidelines Time allocation: 2 hours
Ask learners how we could pass on information and learn things without reading or writing words. Ask
learners to bear in mind that the San people did not read or write. Tell groups of learners different stories
about the San. Then get individual learners to retell the story to the rest of the class or to other groups to
illustrate how we can learn from stories.

ACTIVITY 2: FIND OUT ABOUT PEOPLE FROM THE PAST LB PAGE 90

Answers
1. a. Picture 1
b. Picture 2
c. Picture 3
2. a. Picture 1
b. Picture 2
c. Picture 3
3. We can find out about the San and Khoi from the objects they created and left behind. Also, we can
learn about them from their rock art which still exists today.

ACTIVITY 3: WRITE ABOUT THE SAN LB PAGE 92

Answers
1. b. The San loved to eat meat.
d. San women worked hard by gathering plant food and caring for their babies.
2. The man in the photograph is wearing modern clothing.
3. They are reading or learning to read books.
4. It’s to learn about people of the past by observing and studying people today who lived like them.
Extension
Ask your class to read through all the information about the San in the Learner’s Book. Tell them to
put away their books. Divide them into teams and ask them to draw a San family at work (and play).
The drawing must include a man, woman and child, each of them doing an everyday chore; tell them to
make separate drawings of a bow and arrow, a pot, an ostrich shell and various tools that they used (for
instance, to cut meat or to grind the roots of a plant).

Unit 2: San hunter-gatherer society in the Later Stone Age

Teaching guidelines Time allocation: 1,5 hours
The time allocation for Units 2-6 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Tell learners that the San people were very inventive and that was why they were able to live off the
land without the modern equipment that we now use and need to live. Refer learners to the photographs
of the ostrich eggs on pages 93 and 94 which show us the clever way in which the San used the ostrich egg
for drinking and storing water.

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ACTIVITY 4: HOW THE SAN LIVED LB PAGE 95

Answers
Learners work in pairs.
1. They hunted wild animals and dug for roots and collected plants, nuts, honey and fruit.
2. The used the shells of ostrich eggs for storing water.
3. They scraped and squeezed the roots of plants to get water.
4. Some ideas: they would not have been able to move around comfortably and quickly if they had too
many things to carry with them; they did not believe in having more than they needed.
5. They shared everything, which meant that no one was more powerful than anyone else in the group.
Extension
The needs of the San were simple. They were a Stone Age people, which meant that the cutting and
grinding implements they used were made roughly out of stone. Get photographs of some of these
implements and ask your learners to try making tools themselves.
• Try shaping stones the way the San did to make cutting and crushing tools.
• Get your learners to draw Stone Age tools on blank sheets of paper.

Unit 3: Medicine from plants

Teaching guidelines Time allocation: 1,5 hours
The time allocation for Units 2-6 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask learners if they know of any plants that have been used to treat illness. Explain that some of the
herbal remedies that are still available today were discovered and used by the San.
Point out that the San did not only use plants for food but also to treat wounds and illnesses. Show
learners the pictures on page 96 of the Learner’s Book.

ACTIVITY 5: FIND OUT ABOUT THE SAN’S USE OF PLANTS LB PAGE 96

Answers
1. ... a good knowledge of all the plants in their environment.
2. ... poisonous plant because they used it to poison the tips of their hunting arrows.
3. ... the roots of a sickle bush.
4. ... it stopped hunger and thirst.
5. ... the chewed roots of a sickle bush on it.
6. ... stomach aches.

Unit 4: The hunt and the bow and arrow

Teaching guidelines Time allocation: 1,5 hours
The time allocation for Units 2-6 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Talk about the skills the San needed in order to be such good hunters – to be able to track, follow a
spoor, move quietly, use the wind to their advantage while hunting. Possession of these abilities indicate
that the San were very good hunters and they knew a lot about animals. Also the fact that they removed the
poisoned meat from the animal showed they had a very good idea about how the poison they used worked.

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ACTIVITY 6: WRITE ABOUT THE SAN HUNTERS LB PAGE 98

Answers
1. A string B poison C arrow D bow
2. They needed to be good at finding their way around and they needed to know the area because a hunt
could sometimes last a number of days. They also needed to know how the poison that they used on
the tips of their arrows worked. When the poison passed into the bloodstream of the animal and it
collapsed, the hunters would cut out the part of the meat where the arrow hit the animal, and throw
it away. Hunting skills also included the ability to track animals in the veld: the San were able to look
for clues which told them where animals went.
Extension
Ask learners to bring in slightly bowed branches of a thickness strong enough to be bend at both ends
and about a metre in length; fishing nylon or strong enough string and straight, light branches for arrows.
Show them how to make bows and arrows. Hold a distance or accuracy competition.

Unit 5: What did the San believe?

Teaching guidelines Time allocation: 1,5 hours
The time allocation for Units 2-6 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask the learners to look at the photographs of the trance dance in the Learner’s Book on page 99
and the photographs of rock art on pages 100 and 102. If you are able to, show learners a selection of
photographs of some rock art. The majority of them depict animals, including the eland, which played
such a big part in San trance dances.
Extension
The San believed in a god called /Kaggen – a god few if any of your learners will have heard of.
Hold a general class discussion with them on this subject: do they have the right to laugh at or mock
at the gods of other people, other communities? How do they feel in general about a community that
worships a different god to the god the learners worship? What should be their attitude to the other gods
that people worship?

ACTIVITY 7: CHOOSE THE CORRECT ANSWERS LB PAGES 100

Answers
1. False – A Shaman goes into a trance to enter into the spirit world and meet with /Kaggen.
2. False – Men and women can be shamans.
3. False – Rock paintings are paintings of San life in the spirit world.
4. False – The eland was the most powerful animal in the San religion.
5. True
6. True

Unit 6: San rock art

Teaching guidelines Time allocation: 2 hours
The time allocation for Units 2-6 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
In this unit learners look at San rock art which forms an important part of our heritage. Ask learners
to think about why rock art is so important when considering that the San lived in a time when there was
no paper in Africa.

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Through San rock art archaeologists have been able to document a history of the San people who
lived in Africa many years ago and have been able to discover some information about the way they
lived. Their paintings are evidence of the resourcefulness of the San who used what was available in the
environment to create these beautiful works of art.

ACTIVITY 8: WRITE ABOUT SAN ROCK ART LB PAGE 102

Answers
1. San painters used tiny brushes made of feathers; hair stuck at the end of a reed; they made red,
orange and purple paints by heating iron that had rusted and grinding it into a fine powder.
2. It is difficult to find out why and how the San painted because most of the artists had died by the
time studies of San art were started.
3. Archaeologists
4. The heads of the figures the San painted were hooked-shaped.
5. a. white
b. It faded more quickly than other colours.

ACTIVITY 9: UNDERSTANDING THE COAT OF ARMS LB PAGE 104

Answers
1. Learners find the figure in the centre of the Coat of Arms.
2. It has been done like this to promote the idea of unity and strength.
3. a) unity and b) strength
Extension
Ask learners to find materials they could use to paint with and bring these with them to class. If they
struggle to think of things you could suggest that they use leftover coal from a fire, crushed clay or sand
mixed with water and broken pieces of brick. Encourage them to make brushes out of hair or feathers.
They could then use any or all of these to create San-like drawings linked to the stories they listened to in
previous lessons.

Unit 7: Khoikhoi herder society in the Later Stone Age

Teaching guidelines Time allocation: 2 hours
Explain to your learners how easy it is to spot the difference – from paintings – between the San and the
Khoikhoi. The Khoikhoi are always shown with their cattle or fat-tailed sheep, while the San are shown
with hardly any possessions.
Ask your class how many of them watch the weather forecast after the news on television. Explain to
them why it was so important for the Khoikhoi pastoralists to be in the right place when the rains came.

ACTIVITY 10: COMPARE THE KHOIKHOI AND SAN LB PAGE 107

Answers
1. a. The Khoikhoi had more possessions than the San because they could tie what they had to their
cattle when moving from place to place.
b. milk
c. They competed with one another for game.
d. Some San started working for the Khoikhoi as servants.

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TERM ASSESSMENT EXEMPLAR

Answers
1. a. The San were nomadic; hunted game; gathered plant food; made stone tools and believed in a
creator.
b. The Khoikoi were nomadic; made pottery; hunted game; made stone tools; herded cattle;
drank milk.
c. They were both nomadic, hunted game, made stone tools.
d. The San believed in a creator; did not make pottery, did not herd livestock and did not drink
milk. (10)
2. a. The Coat of Arms is a collection of pictures on a shield, with a motto. The motto is a short
sentence that expresses the vision of a country or its central beliefs. (18)
b. a cooking pot
c. an archaeologist (3)
3. a. ethnography
b. nomads
c. shaman
d. pastoralists
e. track (5)
4. Learners write sentences to describe the four images in the Learner’s Book. Their sentences
should be based on the content they have learned in this unit. 4 × 2 (8)
Total: 35

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TERM 2 HISTORY
TOPIC 2: THE FIRST FARMERS IN SOUTHERN AFRICA

Overview
Unit TG pages LB pages Hours resources needed
Unit 1: When, why and where 59 112–114 2 drawings, pictures and photographs of
the first African farmers settled San, Khoikhoi and African peoples
in southern Africa a hardcover or other book for the
Dictionary of Historical Terms
Unit 2: Homesteads and 59 115–116 10 drawings, pictures and photographs of
villages African farming villages built around the
‘central cattle pattern’.
Unit 3: Agriculture: crops and 60 117 recipes using/requiring millet
livestock
Unit 4: Social, political and 60 118–119 drawings, pictures and photographs of
economic structures the layout of African farming villages
Unit 5: Cattle were very 61 120 photographs of different types of cattle
important including the type most popular with
African farmers
Unit 6: Tools and weapons from 61 121 drawings and pictures of early iron-
iron and copper smelters
Unit 7: Pottery 62 122–124 drawings, pictures, photos of and
general information on South African
pottery
Unit 8: Trade 62 125
Unit 9: Religion, medicine and 63 126 press-clippings on sangomas, child
healing encyclopaedia articles on sangomas
Unit 10: Hunting 63 127 pictures, drawings and photos of the
animals that would have been common
in the areas the African farmers settled
in
pictures, drawings and photos of the
weapons they would have used to hunt
these animals
Term assessment exemplar 64 128–129 3

Topic overview
• The focus of this topic is the way of life of the first farmers of southern Africa and how we find out
about them.
• The first farmers in southern Africa were Bantu-speakers and archaeology shows that they entered
southern Africa between 2 000 and 1 700 years ago.
• They lived in homesteads and villages.
• They were agriculturalists who grew crops and kept livestock.
• Men and women, boys and girls had different gender roles.
• Children were economically active from an early age and took pride in contributing to the well-being
of the community.
• In their teens they were initiated and educated into the responsibilities of adulthood.

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• African farmers had a culture of co-operation, e.g. communal work parties during the ploughing
season, helping a newcomer by lending calves for a year or two. This ensured the well-being and good
social relations of the community as a whole.
• The role of the chief was very important.
• Cattle were a symbol of power and wealth.
• Tools and weapons were made from iron and copper by men.
• Pottery was made by women.
• Pottery was sometimes used in ceremonies e.g. the Lydenburg Heads.
• African farmers traded with other African farming communities and with the Khoi and the San.
• Indigenous medicine and healing were practised.
• Men sometimes hunted for wild game, including elephants as ivory was a trading item in demand.

Introduction
The first farmers entered present-day South Africa from north of South Africa around 1800 years ago,
bringing with them fat-tailed sheep and cattle. During their journey south they came into contact with
San hunter-gatherers and Khoikhoi herders.
Although they didn’t fight each other (or hardly ever did), and although the groups traded, they did
not have very good relationships.
Please note that the time spent on each unit will vary depending on the specific circumstances of your
classroom and the times we have given serve as a guideline rather than a rule.
The San and Khoikhoi knew no other way of life other than that of hunting and gathering, hunting
and herding cattle, moving from place to place. They did not believe in owning land. As far as they were
concerned, land and all that was on it was there to be used and to be enjoyed by all. The African farmers
did not feel the same way. If they were to rear sheep and cattle, they had to own the land. Suddenly, the
San and khoikhoi found themselves cut off from resources they had used freely for as long as they could
remember.
The new arrivals regarded their sheep and cattle as symbols of power. It was simple: the more sheep
and cattle a particular man owned (and the leaders were men), the more powerful he became in the
community.
The San and Khoikhoi tried to resist this as best they could – and they also believed they had the
right to hunt the animals belonging to the new arrivals. But with the arrival of the African farmers, who
also initiated the advent of the Iron Age, the lives of the the nomadic hunter-gatherers and nomadic
herders changed irrevocably.
Teaching guidelines Time allocation: 2 hours
Whenever you find new information on the first farmers to arrive in South Africa and on any other related
subject, share it with your learners (where appropriate) and with colleagues who share your passion for
the subject.
The needs of the African farmers were noticeably different from that of the Khoisan. Divide your
class into an ‘African farmers’ group and a ‘Khoisan’ group. Get each group to list these differences. The
African farmers group addressing the Khoisan group could say: ‘You do this, while we do that.’ The
Khoisan group could then respond in a similar way. Make the final part of the question a dialogue about
similarities: ‘In which respects are we similar?’
Resources
• It is a good idea to have at least one popular general history book of South Africa available for use
in your classroom so that learners can have at least one readily available reference source. You could
also borrow books on the topic from your local library.
• a line drawing of an Iron Age smelting works
• line drawings of sorghum and millet
• blank paper
• copies of map on page 114 in the Learner’s Book

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ACTIVITY 1: LOOK AT THE PHOTOGRAPH LB PAGE 111

Answers
1. They grew crops, kept cattle and lived in settled villages.
2. They grew crops and lived in settled villages.
3. They planted crops and ground maize.
4. The men tended animals/livestock.

Unit 1: When, why and where the first African farmers settled in
southern Africa
Teaching guidelines Time allocation: 2 hours
Show pictures, photographs and drawings which illustrate the physical differences of the San, Khoikhoi
and African farmers.
Emphasise the essential differences between the Stone and Iron Ages and why the latter was so
important in the evolution of the human species. Provide interesting information on the smelting of iron
ore.
It might be a good idea to start – with contributions from your class – a list of historical terms as you
work through the history curriculum.
Extension
Ask your learners to discuss which of the San, Khoikhoi and African farmers most probably had the
most balanced diet; ask them to give a reason for their conclusion.
Would the most balanced diet make a difference in the physical size of the group that followed this
diet? Ask the class for a reason for their answer.
Which group led the harder life – the farmer or the nomad? They must give a reason or reasons for
their answer.
What approach to property did the African farmers take – was it the ‘private-property’ approach of
today or the ‘communal’ approach – that is, the ‘community-shares-everything’ approach? What does
your class feel is the best approach?

ACTIVITY 2: ORDER EVENTS AND LOOK AT THE MAP LB PAGE 113

Answers
1. C. San, the first people who lived in South Africa.
E. the arrival of the Khokhoi herders
A. the birth of Jesus Christ
D. the first farmers arrive in South Africa
B. the arrival of Europeans in South Africa
2. a. east
b. They settled in areas that received an abundance of the summer rain needed for crop and
livestock farming.

Unit 2: Homesteads and villages

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2–10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
When talking about the first farmers you could explain the term ‘central cattle pattern’ to your
learners and tell them that it refers to a homestead layout where the households are built in a circle
around the animal enclosure.

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You could ask learners to think about the following: ‘Where did this system begin? What was the
reason for it? What does it say about the attitude of homestead heads towards their animals? What were
the houses built out of ?

ACTIVITY 3: ANSWER QUESTIONS ABOUT HOMESTEADS LB PAGE 116

Answers
1. a. headman
b. household
c. homestead
d. chief
2. a. The cattle kraal was in the centre of the homestead.
b. Cattle were very important and had to be protected.
c. The chief
Extension
Ask the class to point out a fundamental social difference – made very clear on page 114 in the Learner’s
Book – between the African farmers and the European settlers who arrived here in the mid-17th century.
What are your learners’ views on this controversial subject today?

Unit 3: Agriculture: crops and livestock

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2–10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask your class to find a recipe containing millet. Next, get the class to go through the list of
ingredients in the recipe – and to list those ingredients that would not have been available during the Early
and Late Iron Age. Continue with your list of historical terms.

ACTIVITY 4: ANSWER QUESTIONS ABOUT AFRICAN FARMERS LB PAGE 117

Answers
1. favourable climate; fertile soil
2. the women
3. It took many months to grow crops such as sorghum and millet.
4. They set up another village in an area where the soil was fertile.

Unit 4: Social, political and economic structures

Teaching guidelines Time allocation: 2 hours
The time allocation for Units 2-10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Use plenty of illustrations to illustrate the layout of households in various communities, as well as
the hierarchal set up of these communities. In The Rise and Fall of the South African Peasantry, author
Colin Bundy speaks of a ‘concentric’ arrangement of households. In an article on the Mapungubwe
website, mention is made of a layered settlement layout on Mapungubwe Hill. Consider drawing these to
give greater clarity to the concept.
A few more words to add to your list of historical terms: kinship, clans, chiefdoms.

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ACTIVITY 5: ROLES IN SOCIETY LB PAGE 119

Answers
1. a. Older men helped the chief settle arguments between people.
b. Younger men did the heavy work; fought battles; hunted for food; tended livestock.
c. Boys helped men to tend the cattle.
d. Women cooked food, fetched water and looked after children, planted and harvested crops.
e. Girls helped women to cook, brew beer and plant crops.
2. He acted as a judge, set fines and raided other chiefdoms.
3. Accept any three of the following: firm; fair; strong; a good listener; wise.
Extension
Although it is not clearly stated in Unit 4, it is a fact that most chiefs became chiefs because their father
and their father’s father and so on were chiefs. Ask the class what they think is more democratic –
becoming a chief because your father and grand-father and great grand-father were chiefs or being elected
to become a chief or leader or president by the people of a country? How many in your class would like
to be ruled by a king? Why?

Unit 5: Cattle were very important

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2–10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Point out to your class that the chief’s cattle enclosure could hold about 500 head of cattle – ask the
class where all the cattle could have come from (they must reread Unit 3).

ACTIVITY 6: QUESTIONS ABOUT CATTLE LB PAGE 120

Answers
1. young men and boys
2. wealth
3. water and food
4. Cattle were an important symbol of wealth in African farming communities and were used in the
same way people use money today. Thus, the lobola that a young man paid to the parents of a
woman he hoped to marry consisted of cattle. And chiefs often lent cattle to struggling members of
the community, in this way ‘buying’ their future loyalty. Cattle also provided milk to the community
and, in special circumstances, were slaughtered for their meat and hides.

Unit 6: Tools and weapons from iron and copper

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2–10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask your pupils to research at least five facts each on iron smelting. Get them to draw an iron smelter.
There are some references on the Internet.

ACTIVITY 7: IRON AGE TECHNOLOGY LB PAGE 121

Answers
1. They had the expertise to mine and smelt iron ore.
2. B – smelting iron ore
3. metal-smith

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Extension
Ask your learners to think about the major difference between tools made from stone and tools made
from iron. Divide the class into a Stone Age group and an Iron Age group. Get them to debate the
advantages of stone over iron weapons and tools and iron over stone weapons and tools.

Unit 7: Pottery
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2 – 10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
As the different types of pottery are relatively easy to draw bring in pictures and drawings of these
different types and display them prominently for your learners to copy; encourage them to create their
own shapes, always stressing that their designs must be functional.

ACTIVITY 8: ANSWER QUESTIONS ABOUT AFRICAN POTS LB PAGE 122

Answers
d. Pots were made by men. [They were made by women.]

ACTIVITY 9: ORDER INFORMATION ABOUT THE LYDENBURG HEADS LB PAGE 124

Answers
1. Long ago, teenagers were initiated into adulthood using clay masks.
2. The masks were broken and buried.
3. Hundreds of years later, archaeologists found clay pieces of pottery under the ground in Lydenburg.
4. Archaeologists put the clay pieces together and saw they were magnificent masks, and called them the
Lydenburg Heads.
5. The Lydenburg heads were put on display in a museum.

Unit 8: Trade
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2 – 10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask learners to research at least 10 facts about trade in southern Africa’s pre-colonial communities.
Divide the class into groups. Each group should represent a village situated in an area rich in specific
commodities. In addition to iron and copper add areas rich in gold and silver, maize and sorghum, animal
furs and hides, pottery skills, etc. Allow them to bargain for what each group would regard as an essential
need and to explain its importance.
Update your list of historical terms with items like ‘subsistence’, ‘trade’, ‘exchange’.

ACTIVITY 10: COMPLETE THE SENTENCES LB PAGE 125

Answers
1. African
2. trade
3. Copper
4. metal tools

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Unit 9: Religion, medicine and healing

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2 – 10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Once you have gathered enough information, issue ‘Did you know?’ sheets on the above matters to
your learners.
Get your class to find out as much as they can about sangomas.
Add words like ‘herbalist’, ‘healer’, ‘sangoma’ and ‘spiritual calling’ to your list of historical terms.

ACTIVITY 11: COMPLETE THE SENTENCES ABOUT HEALERS

AND MEDICINE LB PAGE 126

Answers
1. a. A herbalist is a person who has a deep knowledge of plants that have healing properties.
b. An ancestor is a person who has died and has gone into the spirit world to watch over the family
and community he left behind.
c. A sangoma is a person who can diagnose illnesses and help people get better.
2. Learners to share their findings with the class.
Extension
Set your class the task of reading Unit 5 of Topic 1 and Unit 9 of Topic 2 and then get them to write a
paragraph on the differences and similarities between San religion and African farmer religion.

Unit 10: Hunting

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 2 – 10 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
The content in this topic is also suitable for compiling a fact sheet with your class.
Ask the class to draw up lists of animals that would have been prevalent in the area the African
farmers settled and then in pairs, after discussion, to indicate to the class what product would have come
from each of these animals.

ACTIVITY 12: ANSWER QUESTIONS LB PAGE 127

Answers
1. a. B – elephants
b. A – young men
c. C – deep pits
2. It was used to make arm bands and pendants.
3. It was made into clothes for members of important families.
4. They were much more effective and they lasted longer than stone tools.
5. They exchanged the skins and furs of the animals they hunted for tools made from iron.
6. If he wore an item of clothing made from, for example, leopard fur.

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TERM ASSESSMENT EXEMPLAR

Answers
1. The cattle, hut, fences and pottery objects in this picture tell us that these are farmers. (2)
2. 1. c)
2. a)
3. b)
4. e)
5. d)
6. f) (6)
3. What people long ago did San Khoikhoi African farmers
Gathered plant food ✓ ✓
Were nomadic ✓ ✓
Grew crops ✓
Herded livestock ✓ ✓
Made tools from iron ✓
Made tools from stone ✓ ✓
(10)
4. Women: planting crops; making pottery; looking after children
Men: hunting game; making iron tools; herding livestock 3 × 2 = (6)
5. a. bantu
b. people
c. domestic animals
d. sorghum and millet
e. women
f. men
g. metal-smith
h. kraals
i. headman’s
j. chief
k. Lobola 1 × 11 = (11)
Total: 35

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TERM 3 HISTORY
TOPIC 3: AN ANCIENT AFRICAN SOCIETY: EGYPT

Overview
Unit TG Pages LB pages Hours resources needed
Unit 1: The Nile River and how 67 132–133 2 Learner’s Books
it influenced settlement maps of Africa, blank pages, pencils
and colouring pencils
additional photographs of the the Nile,
the people of Egypt
Unit 2: Way of life in Ancient 67 134–142 8 Learner’s Books
Egypt a copy of ‘Everyday life Throughout the
Ages’
additional photographs of the pyramids,
the Sphinx
Queen Hapshetsut cartoons with
the contents of the speech bubbles
removed and displayed in a rearranged
order elsewhere
Unit 3: Tutankhamun 70 143–144 2 Learner’s Books
additional photographs of
Tutankhamun’s tomb and mummy
Unit 4: The spread of Egypt’s 72 145 1 Learner’s Books
advanced knowledge to other line drawings of Africa/Egypt
places, such as Europe and the
Middle East
Term assessment exemplar 73 146–147 2

Topic overview
This topic is about the way of life in Ancient Egypt.
• Egypt is the oldest civilisation in Africa.
• The Nile River influenced settlement and the development of a unique culture which included:
— beliefs and religion
— Pharaohs
— Sphinx, pyramids and temples
— hieroglyphics
— mathematics and astronomy
— medicine and physicians: diseases, anatomy, physiology and clinical examinations
• Civilisation is a word used to describe a way of life where people:
— learn different skills and have different jobs,
— invent new ways of doing things, and
— live together in an organised way.
• It is important to note that rich and poor people in Ancient Egypt lived very different lives. Rich
people ate well, wore fine clothes and lived in big houses. They had time to play games. Their children
went to school. Poor people lived in small houses, which were built close together. The poorest people
were slaves, who were usually captured in war by the Egyptian soldiers.

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Introduction
In ancient times, Egypt was one of the world’s great civilisations. Today, many thousands of years later,
the achievements of the Egyptians still continue to amaze our cleverest people. At the top of the list of
great mysteries is: how did its workers move two million stone blocks weighing more than two tons each
to the building site of the Great Pyramid of Giza? Or even more puzzling – how did these same workers
lift these blocks, presumably without cranes, to enable them to complete a building that was more than
146 metres high?
There are many other achievements that amaze the experts in our modern society. Why were the
Egyptians such great mathematicians … and inventors … and jewellers?
Ancient Egypt’s goldsmiths had no peers, as some of the funerary masks and other gold artefacts
found in the tombs of pharaohs have shown. Their jewellers were as good. And Egyptian winemakers
were producing high quality wines thousands of years ago.
Egyptian doctors were extremely knowledgeable about the workings of the human body. For
instance, they knew that the heart was the most important organ in the body. They also seemed to have
a good idea of what the other organs did. It was this knowledge that made their experts so good at
preserving (mummifying) the bodies of deceased pharaohs. Where did they learn the secrets of preserving
bodies (a process known as mummification)?
The Egyptians were deeply religious people, worshipping gods of the earth, air and water. They also
had gods for every aspect of their lives from birth to death – this in addition to the pharaohs, who were
also afforded godlike status in a society in which the vast majority of its citizens were desperately poor.
Teaching guidelines
Show learners where Egypt is situated on a map and point out to learners that Egypt is on the African
continent – in the north east corner. Refer learners to the map of Ancient Egypt and the satellite
photograph of the Nile Delta on page 132 of the Learner’s Book.
There are many fascinating facts about Egypt which you could share with your learners by way of
introduction to this content. Look at the pictures on page 130 of the Learner’s Book: ‘Khufu’s Great Pyramid’,
the mask of Tutankhamun and an example of ancient Egyptian writing. Along with your class, you could
compile a ‘Did you know’ fact sheet on Egypt as you work through this topic.
In the ancient world, the Egyptians were regarded as skilled in the art of mathematics. Remind your class
that they did not have computers and calculators. Draw an abacus on the board and explain what it was and
how it was used by the Egyptians.
Encourage your learners to start an Ancient Egypt scrapbook or chart in your class. They could also use
the information in the Learner’s Books as well as information from books in the local library. If they cannot
find pictures, they could include drawings.

Resources
• Learner’s Book
• a photo of Africa taken from space
• outline maps of Africa, with just the Nile, the Sahara Desert and the mountains in Egypt filled in
• blank pages
• a selection of pencils and colour pencils
• ‘Archaeology’, a publication of the Archaeological Institute of America, provides a theory about how
the Great Pyramid was built

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ACTIVITY 1: LOOK AT THE PHOTOGRAPHS LB PAGE 131

Answers
1. Learners describe in one or two sentences what they see.
2. Learners describe in one or two sentences what they see.
3. Learners describe in one or two sentences what they see.
4. It was built with more than two million stone blocks, each weighing more than two tons. The people
who built it did not have the modern machinery that builders have today– and the question that
remains unanswered up to today is: ‘How did workers move and lift these blocks?’
5. Through writing people are able to record history and to communicate.
6. The Egyptian pharaohs were buried with many valuables. Tutankhamun’s funerary mask may not
have been valuable in ancient Egypt since it was buried with him. It is valuable today, not only
because it is made of gold, but because we are able to learn from it about Egyptian burial practices; it
is also brilliant evidence of Egyptian craftsmanship and jewellery-making skills.

Unit 1: The Nile River and how it influenced settlement

Teaching guidelines Time allocation: 2 hours
Divide learners into groups and get them to research ten really interesting things they didn’t know about
the Nile. Refer your class to the Mapping section of the Learner’s Book, which tells of the impact of long
rivers such as the Nile on the development of many countries in Africa.
Add the words ‘ancient’, ‘fertile’ and ‘delta’ to the list of historical terms.

Resources
• Learner’s Book
• blank maps of Africa, with just the Nile filled in
Extension
Hand out copies of a map of Africa containing just the River Nile, the Sahara Desert and its southern
mountains. Tell the learners to colour in the land on either side of the river, the desert and the mountains.
Ask them to research three crops that are currently grown on farmland irrigated by the river. Then ask
them to research three crops that were grown on these farmlands in Ancient Egypt.

Unit 2: Way of life in Ancient Egypt

Teaching guidelines Time allocation: 8 hours
Explain to learners that the success of farming in Egypt played a huge role in its development. Since
farming was so successful and there was an abundance of food, it was not necessary for the entire
community to be involved with farming. Ask them to think about the kinds of things the other members
of society were able to do because they did not need to farm.
Resources
• Learner’s Book
• ‘Everyday Life Through the Ages’ (published by Reader’s Digest) covers a range of historical topics.
• Dictionary of Historical Terms

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ACTIVITY 2: EXPLORE THE NILE LB PAGE 134

Answers
1. The Nile
2. paper, the soil, the 365-day calendar, fractions, the ox-drawn plough, legal contracts, black ink
and more
3. medicine, astronomy, building
4. The most fertile parts of Egypt were along the banks of the river. It was very good for farming.
5. It shows the land along the Nile as snaking stretches of green in a vast yellow desert.
6. Farmers guided animals like oxen that pulled ploughs.
7. Yes. Flooding irrigated the land along the river and made the soil more fertile by depositing layers of
silt.
8. Deserts to the east and west of the Nile, and mountains to the south, served as barriers to enemy
attack.
9. The fertile land along its banks provided the Egyptians with water and enabled them to produce
enough food to feed everyone.

ACTIVITY 3: MATCH THE PERSON TO THE JOB LB PAGE 135

Answers
1. Pharaoh – ruled over Egypt
Advisor – advised the Pharaoh
Governors – made laws and kept order
Priests – prayed to the gods
Scribes – read, wrote, kept records
Soldiers – kept Egypt safe from enemy attack
Craftsmen – made pots, clothes, jewellery and shoes
Farmers – worked the land, grew crops
Slaves – did housework, mined and built
Extension
Draw up a table like this for your learners.
Egyptian Society during the time of the Pharaohs
ruling class middle class poor class

Get them to copy it out.

Instruct the class to look at the list of people and the jobs (Activity 3) they did and then to fit them into
the correct place in the table above.
Ask your learners to discuss in groups what life in the ‘poor class’ must have been like. Ask them to
provide reasons for their opinions.
In what way would life in the ‘middle class’ have been different to life in the ‘poor class’? And in what way
would life in the ‘ruling class’ have been so different to that of the ‘middle class’?
Many societies across the world are still basically structured in the way Egyptian society was structured.
Ask the class if they think this is fair? Again, they must give reasons for their answers.

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ACTIVITY 4: EXPLORE EGYPTIAN BELIEFS AND KNOWLEDGE LB PAGE 136

Answers
1. the sun and the River Nile
2. Amun Ra; spirit
3. Learners list five of their favourite objects giving reasons for their importance.
Teaching guidelines
Speak to your learners about how the pharaohs ruled. Then ask them to recall at least six points. Next,
ask them to refer to the sections on the San and the Khoikhoi and ask them to write down six ways in
which these communities were structured. Together with your class, compare how ordinary people lived in
ancient Egypt with how San and Khoikhoi communities lived in what is now South Africa.
Run a quick quiz on the pharaohs. Try something different. Draw up the questions and drop them in a
small box. Choose two teams and let each draw a question for the other team to answer. Keep the box and
questions, and repeat the exercise at a later date.
Get learners to write an essay on the ‘The Great Pyramid of Giza’ or ‘The Sphinx’ after you have told
them the story about either one of these two great structures.
Add new words to your dictionary – words like ‘pyramids’, ‘obelisks’, ‘Sphinx’ and ‘pharaoh’.

Extension
Ask your class to discuss one major way in which the San and Khoikhoi societies were so different to the
Egyptian society – if they struggle, refer them to Activity 3 above and the Extension below it.
Resources
• Learner’s Book
• blank paper
• pencils

ACTIVITY 5: ASK QUESTIONS LB PAGE 139

Answers
1. They could have used a system of pulleys. Blocks could have been pulled across circular logs or wood.
2. Any three questions of the following sort: How did the workers lift the blocks? Why did you use such
big blocks? Did you work from a plan? Who drew up the plan for the pyramid?
When did you start and stop work? How many days a week did you work? What was the hardest part
of your job?
Extension
• Put learners in groups and get the groups to research the various theories that have been put forward
to explain the extraordinary achievement of building a pyramid without modern mechanical
equipment. Each group must give an oral reportback to the class.
• One theory that has been put forward is that the workers managed to position the trunks of large
trees under each block and then pushed and pulled the blocks up a specially built road beside the
pyramid, ever higher. Ask your learners what one of the great dangers of this approach to moving the
blocks up and into position would have been.
• Issue the paper and pencils. Refer learners to the hieroglyphic alphabet on page 139 in the Learner’s
Book and ask them to write their names using hieroglyphics techniques. Once they’ve done that, ask
them to write a short letter using the alphabet and then swop their letters with a partner. See how
many of them can transcribe their partner’s letter.

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• Divide your class into groups. Get them to look at the hieroglyphic alphabet. Ask for them to come
up with at least three reasons why this alphabet could not be used effectively in modern society.
• Get learners to draw rectangles and squares to measurements that you provide. Explain the concept
of drawing to scale, without going into too much detail, and how important it is to be precise.
Explain how being ‘out’ by a fraction of a centimetre could work out to an inaccuracy of many
metres on a real project.

ACTIVITY 6: WRITE IN EGYPTIAN HIEROGLYPHICS LB PAGE 140

Answers
1. a) to c) Learners write simple sentences in hieroglyphics.
2. They would have used writing to ensure – in terms of their belief system – their survival after death
(by writing down their names); to record the calendar they had invented and other scientific and
mathematical knowledge they had acquired.
Teaching guidelines
This lesson provides a good opportunity to revisit a lesson in Topic 1 of the history section, ‘Hunter-
gatherers and herders in southern Africa’ – and to make a comparison between the medical profession in
Egypt and the San. Divide your class into two groups and get them to list at least six things that Egyptian
doctors and San medicine men did to cure illnesses.
Extension
• Instruct your class to look carefully at information on page 96 telling us about the San medical
practices and then to read about the Egyptian medical practices on page 142. Ask them to list at least
six ways in which Egyptian medical practice differed from that of the San and Khoikhoi’s.

ACTIVITY 7: USE ANCIENT EGYPTIAN SYMBOLS TO DO

MATHEMATICS LB PAGE 141

Answers
1. a) to c) Learners write the numbers in Ancient Egyptian symbols.
2. a) to c) Learners work out the answers to sums in Egyptian numerals.
3. Egyptians needed mathematics for their astronomical calculations; their traders needed to work out
the costs of goods; their builders needed to calculate weights of stone for building projects.

Unit 3: Tutankhamun
Teaching guidelines Time allocation: 2 hours
Teaching about Tutankhamun lends itself to story telling.
• As the teacher you will need to read up and practise the story at home.
• The art of story-telling has an important place in learning about History in the Grade 5 classroom.
• Story-telling is central to history and its teaching. The stuff of history is human endeavour and
achievement, the weaving together of a thousand and one tales. The story-teller provides a sense of
perspective and belonging. The point of a story in history is to make accessible an aspect of the past
that otherwise might be denied to the children. Story-telling in History is not about fictional stories.
Stories should be based on real situations and events.
• Stories suggest that people in the past were ultimately like people in the present and that we can learn
from them. Not all stories have happy endings, but all stories about the human condition should leave
us with constructive knowledge and thoughts about ourselves and society.
• Story-telling conveys information about daily life.

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• Story-telling is a technique the same as any other. The more we practise it, the better we become at it.
All teachers are actors every minute they are in the classroom. All we are doing when we tell stories is
turning up the volume of our normal behaviour.

ACTIVITY 8: WRITE A LETTER ABOUT A DISCOVERY LB PAGE 144

Answers
Learners write a letter. Guide learners regarding the information that their letter should include and how
to plan their letters. Remind learners that they are writing as Howard Carter and that they should spend
some time thinking about how he would have felt about making this discovery when he was just about to
give up hope of finding anything. Their letters should be based on the information that they are given on
pages 143–144 in the Learner’s Book.
Tell the learners that that they should include the following in the letter:
a. The place where the discovery was made. This can be in the address line in the top right corner of
the page.
b. The date. November 1922 would be acceptable.
c. How the discovery was made.
d. A description of what he saw in the tomb.
e. How Howard Carter must have felt about the discovery.
Valley of Kings,
Egypt,
November 1922

My Dear Family

I hope that this letter finds you all well. I can’t explain how excited I am. I have had the most wonderful
day of my life. Just as I was about to give up the search, the hard work of the past seven years has
finally been worth it.

Three days ago, one of the workers hit something while digging in the sand. We discovered a number
of steps leading to a door that had been walled up. I was so excited. We broke through the door and
discovered another door. I made a small hole in the door and lit a candle.

I will never forget what I saw. The room was filled with strange animals, statues and gold. The glint of
gold was everywhere. It was amazing! I had never seen anything like it. It was only later that I realized
what we had discovered. It was the tomb of the boy Pharaoh, Tutankhamun.

There is much more work to be done. There is so much that we are still to learn. I am so excited about
this discovery and cannot wait to see what else is buried in this valley. I will tell you more about my
work here as we progress.

Yours sincerely
Howard

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Mark the letter according to the following rubric:

Assessment Level 1-2 Level 3-4 Level 5-6 Level 7
Criteria Marks: 0-1 Marks: 2 Marks: 3 Marks: 4-5
Accurate Does not provide Provides some of Provides most of the Completely relevant
information (date any information the information information required. and accurate
and location) given in the text. required. information.
(5 marks)
Description of the Has not included The description The description is The description is
discovery relevant information. includes some adequate. completely relevant
(5 marks) information but is and accurate.
not adequate.
Description of the Has not included The description The description is The description is
tomb relevant information. includes some adequate. completely relevant
(5 marks) information but is and accurate.
not adequate.
Description of Has not understood The description is Shows a good Completely relevant
Howard Carter’s the requirements. not convincing and understanding but and authentic
experience lacks authenticity. lacks some detail. description.
(5 marks)

Total: 20

Unit 4: The spread of Egypt’s advanced knowledge to other

places, such as Europe and the Middle East
Teaching guidelines Time allocation: 1 hour
Travel – by a range of Egyptians (as well as by a range of visitors to Egypt) – spread the news of Egypt’s
knowledge and achievements to other places. Hand out the map of Africa to the class and ask them to
name as many ways as they can of how people travelled in those days.
Add new words to the list of historical terms – words like ‘architecture’, ‘philosopher’, ‘foreign
armies’.
Resources
• Learner’s Book
• a line drawing of a map of Africa, with just the Nile, the Sahara Desert and western mountains
marked on it

ACTIVITY 9: CLASS DISCUSSION LB PAGE 145

Learners discuss the question: Do you think Egypt is more part of Africa or more part of the Middle
East? Possible points learners raise could be:
Yes, Egypt can be considered more a part of Africa because …
• It is located on the continent of Africa.
• It is a member of the African Union.
• It participates in world and continental sports events as an African country.
• It is one of the strongest countries in Africa.

Yes, Egypt can be considered more a part of the Middle East because …
• The cultural values of the majority of its population leans heavily towards the Middle East.
• Its taste in clothing, food and music is definitely Middle Eastern.
• Many of its population claim that they look more like people of the Middle East than of Africa.
• Politically, it is closer to the countries of the Middle East than to those in Africa.

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TERM ASSESSMENT EXEMPLAR

Answers
1. physician; diseases; a bone infection (or malaria); parts; mummies; anatomy; papyrus (7)
2. Traders needed to work out the value of their goods and builders needed to work out how much
stone was required for building projects. (2)
3. Hieroglyphics; the Rosetta Stone , discovered in 1799, had the same information written on it
hieroglyphics, Greek and a more modern form of Egyptian, enabling scholars to translate the
hieroglyphics. (2)
4. Pyramids were huge tombs in which the pharaohs were buried; the mask of Tutankhamun was a
gold funeral mask meant to guide the young pharaoh to the hereafter; the Rosetta stone was used to
work out the meaning of hieroglyphics; a mummy is a dead body dried out by special processes and
wrapped in strips of cloth for burial; Ancient Egyptian physicians wrote on papyrus; an obelisk is a
tall structure put up in memory of a person. 6 + 6 = (12)
5. Something along these lines: Egypt is the oldest example in Africa of large numbers of people living
and working together in a highly organised way, developing new skills and inventing new ways of
doing things. (2)
Total: 25

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TERM 4 HISTORY
TOPIC 4: A HERITAGE TRAIL THROUGH THE PROVINCES OF
SOUTH AFRICA

Overview
Unit TG pages LB pages Hours resources needed
Unit 1: The names of provinces 76 150 1 Learner’s Books
and their capital cities on a map a poster-sized map of south Africa
Unit 2: What heritage is 76 151–152 2 Learner’s Books
Unit 3: Heritage in sites 77 153 1 Learner’s Books
of significance: Cradle of supplementary photographs of fossils
Humankind – Gauteng from the Sterkfontein fossil site
Unit 4: Heritage in objects: 78 154 1 Learner’s Books
golden objects at Mapungubwe supplementary photographs of artefacts
– Limpopo from Mapungubwe
Unit 5: Heritage in people’s 78 155 1 Learner’s Books
achievement: Frances Baard – supplementary photographs of Frances
Northern Cape Baard and Kimberley of her time
Unit 6: Heritage in names: 79 156 1 Learner’s Books
Gariep Dam – Free State photos of Hendrik Verwoed and social
conditions of his time
Unit 7: Heritage and changing 79 157 1 Learner’s Books
identities: The Castle – Western
Cape
Unit 8: Heritage and indigenous 80 158 1 Learner’s Books
medicine: the healing books and articles on alternative
properties of the aloe – Eastern medicines
Cape
Unit 9: Heritage in architecture: 81 159 1 Learner’s Books
stone-walled town of supplementary photographs of
Kaditshwene – North West Kaditshwene Ruins
Unit 10: Natural heritage and 81 160 1 Learner’s Books
indigenous knowledge systems: supplementary photographs of the
Makhonjwa Mountains – Makhonjwa Mountains
Mpumalanga
Unit 11: Heritage in art: San 81 161 1 Learner’s Books
rock art in the Drakensberg – supplementary photographs of San
KwaZulu-Natal rock art – include colour
Term assessment exemplar 83 162–163 3

Topic overview
• The focus of this topic is to look at an example of heritage of significance from each province.
• We have a rich and diverse heritage that belongs to all South Africans today.
• Heritage can be tangible and intangible.

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• Tangible heritage includes things we can see and touch and hear and taste and smell. Intangible
heritage includes things not obvious to our senses such as our family heritage, religion, culture,
traditions, food preference. Though intangible they play a central role in how we act and live on a
daily basis.
• This heritage trail takes us to places in different parts of South Africa and looks at some of the
things of significance that we have inherited from the past.

Introduction
Tell your learners that the ‘Heritage Trail’ that they will embark on in this section of the Learner’s
Book, will include an introduction to the world’s oldest mountain range, a stone-walled town, a golden
rhinoceros, a park that acts as guardian to more than 40 000 San Rock paintings, a river, the first
substantial building constructed in the 1650s by the first white arrivals to these shores and a human rights
campaigner whose contribution to the fight against apartheid has earned her a place in the history of our
country.
But most of all, emphasise how important it is for them to value our heritage – and to encourage
others to appreciate it as well.
Teaching guidelines
This is a good opportunity to revisit the lesson on mapping and finding directions. Therefore, before
giving learners the task of putting together the jigsaw puzzle of South Africa, get them to use directions
given by you to identify a particular province. Remember always to give directions from the province in
which you live. So, if you’re teaching in the Free State and you ask a learner to identify a province lying
immediately south of the Free State, the answer will be the Eastern Cape.
Start a ‘Provincial Profile’ to complement the maps the pupils have drawn. The profile should consist
of interesting facts about your province. These facts could include the premier of the province, the mayor
of the district in which the school is located, famous landmarks in the province, and famous men or
women (freedom-fighters, politicians, sportsmen or women, soldiers, scientists and so forth who come
from the province). There are many other facts that you could include, but don’t make the exercise too
cumbersome.
Resources
• Learner’s Book
• a poster-sized map of South Africa
• an atlas
• a batch of A4-sized maps of South Africa, with the provinces drawn in, and with a compass drawn in
the margin (the maps should not be labelled)
• South Africa’s Coat of Arms
• the Coat of Arms of your province
• tourism brochures for your province
• a collection of photographs of well-known heritage landmarks in your province
• maps of the different provinces in jigsaw puzzle form
• pencils, pencil crayons, crayons and plastic rulers
• blank paper, scissors, glue
• copies of the compasses that the class made in a previous lesson

ACTIVITY 1: MAKE A MAP LB PAGE 149

Answers
Refer learners to pages 148 and 149 of the Learner’s Book showing the shapes of the nine provinces and
the map of South Africa with the puzzle pieces of the provinces in the correct place. Learners should
perform the activity in groups, completing the puzzle to form the map of South Africa.

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Extension
• Learners can start a ‘Provincial Profile’. They could be assigned the province which they completed
for the puzzle or you could run a mini-election to decide which province to adopt as a class.
• This can be done as an ongoing group project in which learners who completed the same puzzle piece
will work in a group or alternatively, learners can complete this as an individual task.

Unit 1: The names of provinces and their capital cities on a map

Teaching guidelines Time allocation: 1 hour
Instruct your learners to start a profile of the capital city of your province. Tell them to research
information such as: When was it founded? Who is it named after? What is it famous for? Has it had a
name change since the advent of democracy?

ACTIVITY 2: NAME THE CAPITAL CITIES LB PAGE 150

Answers
1. Western Cape; Northern Cape; Eastern Cape; KwaZulu-Natal; Free State; Gauteng; North West;
Limpopo; Mpumalanga
2. and 3.
Name of capital Name of province
a) Cape Town Western Cape
b) Bisho Eastern Cape
c) Pietermaritzburg KwaZulu-Natal
d) Pretoria Gauteng
e) Bloemfontein Free State
f) Kimberley Northern Cape
g) Mbombela Mpumalanga
h) Mafekeng North West
i) Polokwane Limpopo

Extension
• Tell your learners to start a ‘Capital City Profile’ based on one of the other capital cities. Again, run a
mini-election to decide which capital city to adopt. Alternatively, divide the class into groups and get
each group to adopt a different capital city.
• This can be done as an ongoing group project or as an individual task.

Unit 2: What heritage is

Teaching guidelines Time allocation: 2 hours
• Ask your learners to ask their parents about things they do that they learnt from their parents – like
songs and stories and ways of cooking and little traditions they practise on birthdays and religious
holidays like Christmas or Eid or great public holidays like New Year. Get your learners to share
these practices with the class and tell them that they are concrete examples of heritage.
• If possible, take learners on outings to heritage sites – like the Company Gardens in Cape Town or
old battlefields in KwaZulu-Natal or the Northern Cape or old mines in Gauteng and the Free State.

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ACTIVITY 3: MATCH HERITAGE SITES LB PAGE 151

Answers
1 and 2
Caption Number of photograph
A. Makhonjwa Mountains in Mpumalanga 5
B. The Castle in the Western Cape 1
C. The Aloe, a healing plant in Eastern Cape 9
D. Frances Baard, a leader from Northern Cape 2
E. The Golden Rhino, an old object from Limpopo 6
F. The Gariep River in the Free State 7
G. A very old skull at a heritage site in Gauteng 3
H. San Rock Art in KwaZulu-Natal 8
I. Kaditshwene, a very old stone walled town in North West Province 4

Extension
• Ask your learners to each bring in written form a song or story or nursery rhyme that their parents
perform(ed) or narrate(d) to them.
• In addition, they must present ‘research findings’ on the origins of the item they share with the class –
did it come from their parents’ parents and so forth.

Unit 3: Heritage in sites of significance: Cradle of Humankind –

Gauteng
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Tell your learners that you will be using the Learner’s Book extensively for this lesson. Remember,
however, that if you have access to the Internet, also consult the recommended sites at the start of this
lesson.
The most important task for you in this lesson is to be able to explain the study of fossils to learners – in
simple language. And this is where the listed internet sites will come in handy. Once you’ve explained all these
processes to the learners, give them a test: ask them to write at least three sentences on selected subjects, such as
Mrs Ples.
Expand their vocabularies by showing how words in the various units like ‘diverse’, ‘heritage’,
‘significance’ belong to groups of related words. ‘Diverse’ is related to ‘diversity’ and ‘diversion’; ‘heritage’ is
related to ‘inherit’, ‘inheritance’, ‘hereditary’ and so forth.

ACTIVITY 4: WORK WITH FOSSILS LB PAGE 153

Answers
1. a. paleontologists
b. Cradle (of) Humankind
2. How did the palaeontologists know Mrs Ples’ skull belonged to a woman/female? That she was
married? Why was the nearly complete skeleton found in the Sterkfontein Caves given the name
‘Little Foot’?

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Extension
Ask your learners in advance to save a random selection of bones (preferably dried out!) from a braai.
They must then be brought to school in plastic packets or Jiffy Bags and analysed. For this purpose,
break the class up into ‘research groups’. Allocate samples of bone (the ‘fossils’) to each group. What can
be read from them? That is what story do they tell? From what animal did they come? From what part of
the animal? How were they removed from the animal? Is there a lot of meat still on the bone – if so, what
does that suggest? Are the bones broken or whole?
In addition, they must present ‘research findings’ on the ‘fossils’ they scrutinised.

Unit 4: Heritage in objects: Golden objects at Mapungubwe –

Limpopo
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Refer your learners to the Mining and Minerals section of the Learner’s Book. Read through the
material on gold mining with them. Ask them what would be the more likely answer to the following
question: How did the Iron Age workers mine their gold? Ask them to give reasons for their answers.
Ask your learners in class why gold is so sought after – why it is so valuable? If they cannot answer
satisfactorily, ask them to speak to their parents and older siblings and to do research at a library or on the
Internet if possible.

ACTIVITY 5: TALK ABOUT THE GOLDEN RHINO LB PAGE 154

Answers
1. Limpopo
2. Mapungubwe
3. They loved him or were proud of him.
4. The black rhinoceros was big, powerful and very quick.
Extension
Ask your learners to look up or listen for the current price of gold on world markets.
(This information is readily available on tv, radio and in the newspapers.) Then get them to find out the
weight of the Golden Rhino buried in the king’s tomb 800 years ago (failing which, provide the information
yourself); finally get them to convert that weight into a price based on the cost of gold at the time of their
calculations.

Unit 5: Heritage in people’s achievements: Frances Baard –

Northern Cape
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Give your class a few days to read the piece on Francis Baard. In the meantime, do some extra
research on her. A useful book on this topic is Women in South African History: which should be
accessible from your local library. If you have access to the Internet, you can download the book from the
HSRC Press website. Make copies of whatever new information you get and distribute this to the class.
Explain terms such as ‘human rights’, ‘apartheid’ and ‘democracy’ to them. Ask them to write a short
essay entitled ‘Why Francis Baard has become part of South Africa’s heritage’.

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Extension
Make this a short oral discussion: ask your class to suggest any other persons who should be part of our
country’s heritage – and why?

ACTIVITY 6: FIND OUT ABOUT FRANCIS BAARD LB PAGE 155

Answers
1. Kimberley
2. a. ...she was jailed by the apartheid government.
b. ...she became active in the struggle against apartheid.
3. a. diamond and San rock art
b. Kimberley is famous for diamond mining.
There is San rock art in the Kimberley area.

Unit 6: Heritage in names: Gariep Dam – Free State

Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Divide your class into four groups. Give each group a blank sheet of paper and ask them to write
down as many places or landmarks that they can think of which have undergone name changes in recent
years. When they have completed this exercise, start a class discussion on why there have been so many
name changes. Encourage learners to share their theories before you tell them how the Hendrik Verwoerd
Dam came to be renamed the Gariep Dam in the 1990s. Restart the earlier discussion – and check if
anyone has changed their mind.

ACTIVITY 7: COMPARE NAMES LB PAGE 156

Answers
1. Verwoerd Dam
2. Gariep Dam
3. Verwoerd was one of the founders of the policy of apartheid.
4. Learners provide their own answers.
Extension
• Ask your learners to go home and ask their parents to explain what apartheid was about. Did they
have personal experience of apartheid when they were young? What were those experiences? What are
their feelings today about this system of government?
• Each learner should be given a minute or two to do an oral report-back the next day.

Unit 7: Heritage and changing identities: the Castle –

Western Cape
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Tell your class to reread the section of the Learner’s Book dealing with the San people and their
relationship with the land – and then get them to write down at least three reasons why the Dutch and the
San had such a difficult relationship. Provide them with little clues if necessary.
Run a ‘true or false’ class quiz on where the Dutch got material to build the Castle – and who built the
Castle for them. Ask the class to suggest reasons why the Dutch were so successful in defending their Castle
against attack from the San.

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Ask your class to write down just one reason why a landmark that was seen as a symbol of apartheid
became a proud heritage site for the whole of the country after 1994.

Extension
• Ask your learners to do some basic research on slavery in the Western Cape.
Get them to name at least five geographical areas from which slaves were brought to South Africa,
starting in the second half of the 17th century.
• Is it really correct to say that the Dutch settlers built the castle? Ask learners, in a class discussion, to
comment on this statement and to give reasons for their comments.

ACTIVITY 8: ARRANGE THE EVENTS LB PAGE 157

Answers
• The Khoisan lived at the Cape.
• The Dutch arrived at the Cape.
• The Dutch imported slaves.
• The Castle was built.
• The Castle was a symbol of white oppression in the Apartheid years.
• Today the Castle belongs to everyone.
Extension
Ask learners to create Heritage Day posters advertising one of the Heritage subjects in their Learner’s
Book. Their posters can advertise either a heritage site or an event.
Plan a celebration for that subject on 24 September – Heritage Day. Ask them what they would do
to highlight the subject – and to get people to attend the celebration. Get the whole class to participate,
but choose a class leader and an assistant to allocate duties to various members of the class. Tell them
that they will find some useful information in the Learner’s Book. If you have access to the national
Department of Tourism website listed at the beginning of this lesson, take information from there and
pass it on to the class.

Unit 8: Heritage and indigenous medicine: The healing properties

of the Aloe – Eastern Cape
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Tell your class to go to the section in their Learner’s Book – Unit 3, Medicine from plants – that
looks at the San people’s extensive knowledge of the medicinal qualities of plants. Next, read how the San
used the leaves of the aloe to provide relief from stomach ache and burns.
Ask members of your class if any of them has ever been treated by a traditional healer (or if they know of
anyone who has been treated – and the result of that consultation).
Ask each of them to write down three other plants that are regarded as having strong medicinal qualities.

ACTIVITY 9: TALK ABOUT HEALING PLANTS LB PAGE 158

Answers
Learners can discuss the questions in groups or as a class.
1. Aloe
2. Stomach ache and burns
3. Because the knowledge of their healing powers is known only by local people (that is, people living in
our country or in a specific area in our country).
4. Learners share their answers with the class.

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Unit 9: Heritage in architecture: Stone-walled town of Kaditshwene

– North West
Teaching guidelines
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Ask your class to compare Kaditshwene with Mapungubwe. Ask them to list the differences between
the two towns – and the similarities.

ACTIVITY 10: FIND OUT ABOUT KADITSHWENE LB PAGE 159

Answers
1. Kaditshwene
2. stone
3. The top of the hill provided better protection against enemies because they had to labour uphill and
throw their weapons upwards which would slow them down. It was also easier for the defenders
above them to throw their weapons downwards at the attackers.
4. Research can be done via the Internet and libraries.

Unit 10: Natural heritage and indigenous knowledge systems:

Makhonjwa Mountains – Mpumalanga
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Get your class to name at least one feature of the Makhonjwa Mountains, which at 3-billion years of
age, is the oldest range in the world.

ACTIVITY 11: FIND OUT ABOUT NATURAL HERITAGE LB PAGE 160

Answers
1. Makhonjwa Mountains
2. Mpumalanga
3. Learners to provide answers depending on the province in which they live. Learners’ answers may
include: Table Mountain (Western Cape); the ‘Roaring Sand Dunes’ of Witsands (Northern Cape);
Bourke’s Luck potholes (Mpumalanga); Tugela Falls (KwaZulu-Natal); Magaliesberg (Gauteng);
Mapungubwe Hill (Limpopo); Cathedral Rock (Eastern Cape); Golden Gate National Park (Free
State); Pilanesberg (North West).
4. Our heritage is unique; once destroyed or damaged it will be impossible to replace.

Unit 11: Heritage in art: San rock art in the Drakensberg –

KwaZulu-Natal
Teaching guidelines Time allocation: 1 hour
The time allocation for Units 3 – 11 is eight hours as stipulated by the CAPS curriculum. Please note that
the time allocation indicated for this unit is an approximate guideline as to how this time may be divided.
Refer learners back to pages 89 –104 that describe the lives of the San and their communities. Read
the information on San Rock art. Ask your class to write about the main features of this form of art.

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Extension
Get your learners to draw free-hand the objects that so enthralled the San. Get them to colour them
in using as far as possible the San-like colours and tones. Offer a prize or series of prizes for the best
‘replicas’.

ACTIVITY 12: LOOK AT HERITAGE SITES LB PAGE 161

Answers
1. Heritage can be defined as something that is handed down from earlier generation members of one
group to later generation members of the same group.
2. uKhahlamba Park is a World Heritage site for the following reasons: the fact that it is located in
the magnificent Drakensberg Mountains; and the fact that it contains more than 40 000 San Rock
paintings.
3. They are: iSimangaliso Wetland Park; Robben Island; the Cradle of Humankind; uKhahlamba
Drakensberg Park; Mapungubwe Cultural Landscape; Cape Floral Region; Vredefort Dome;
Richtersveld Cultural and Botanical Landscape.
4. We should look after our heritage because it is something that inspires us as a nation and because it is
like a gift handed down from one generation to the next; and, finally, because it is irreplaceable.

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TERM ASSESSMENT EXEMPLAR

Answers
1. Province Number on map Capital city
Eastern Cape 7 Bisho
Free State 8 Bloemfontein
Gauteng 9 Johannesburg
KwaZulu-Natal 4 Pietermaritzburg
Mpumalanga 5 Mbombela
Northern Cape 2 Kimberley
Limpopo 4 Polokwane
North West Province 3 Mafekeng
Western Cape 1 Cape Town
9 + 9 = (18)
2. a. diversity
b. heritage
c. indigenous knowledge
d. tradition
e. culture 5 × 1 = (5)
3. Learners to supply their own examples. For example:
Gauteng: Hector Peterson memorial; Constitutional Hill; Tswaing Crater.
Free State: Jagersfontein; Vredefort Dome; The National Museum in Bloemfontein.
North West: Pilansberg Game Reserve; The Taung Skull Word Heritige Site; Ndebele art.
Northern Cape: Moffat Museum; Kimberly Big Hole; Schmidsdrift rock art trail.
Western Cape: Table Mountain; Robben Island; District Six Museum.
Eastern Cape: Nelson Mandela Museum; Pondo traditional music; Graaf Reinet.
KwaZulu Natal: iSimangaliso Wetland Park; Ncome Battlefield; Zulu beads.
Mpumalanga: Pilgrims Rest; Kruger National Park; Shangaan cultural village. 2 × 1 = (2)
Total: 25

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RESOURCES
GEOGRAPHY
Additional resources
Give learners a copy of the following map of South Africa. They can also use different copies of the map.
Get them to do each of the following activities.

1. Ask learners to create a weather map by filling in symbols or temperature figures to show the
information in the table:
City Temperature Cloud cover Rain Wind
direction
Bloemfontein 5–18 °C partly cloudy no rain NW
Cape Town 8–15 °C very cloudy rain NW
Durban 15–24 °C partly cloudy rain SE
Johannesburg 8–20 °C clear skies no rain N
Port Elizabeth 12–19 °C partly cloudy no rain SW
Upington 6–26 °C clear skies no rain S
2. Get learners to colour in the map and create a key to show which parts of the country get rain in
winter, in summer and throughout the year.
3. Ask them to colour the map to show which half of the country gets more rain than the other half.

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HISTORY
What are Heritage Resources?
• Heritage places: a heritage place is usually a specific area or site, which is valued by people for its
natural and/or cultural significance. It may be a large area such as a whole region or landscape, or
it may be a small area, which contains a significant feature or building. Often the heritage place
contains elements of natural, cultural and indigenous heritage.
• Heritage objects: Heritage objects may be things such as furniture, books, art works, and any object
from the past that is important in the history or culture of a people.
• Indigenous knowledge systems (IKS) refer to traditional knowledge that was developed by
communities which were indigenous to a particular geographic area. Under Apartheid, these forms
of knowledge were ignored or suppressed. IKS can provide us with an understanding of the way of
life and thinking of people who lived in the past and continue in the present. A study of IKS also
restores the dignity of people’s lives that were previously ignored. You can read a short article on IKS
on this link: http://www.freedompark.co.za/cms/index.php?option=com_kunena&Itemid=75&func=
view&catid=21&id=8#8
• Museums are like any other historical source. They reflect the ideology of those who created them.
They are never neutral and always have a particular perspective on the past. Museums in the post-
Apartheid era have tried to redress the silences that existed in the past. However, they are not free
from bias. There is a danger that museums built today will come to reflect the ideology of the ruling
party.

The National Heritage Resources Act allows sites to be declared as heritage sites so that they can be
protected from destruction and damage. There are many heritage sites throughout South Africa:
Gauteng
A person who has made a contribution Hector Peterson memorial – Soweto
A place that tells about changing identities Constitution Hill – Johannesburg
Apartheid museum
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in the city
Natural heritage Tswaing Crater – Outside Pretoria
A heritage building Union Buildings – Pretoria
An important object and natural heritage Melville Koppies Heritage site and nature reserve – there is
an iron age furnace used for making iron tools
Heritage in art Johannesburg and Pretoria Art Galleries
Indigenous knowledge Credo Mutwa’s village – Soweto
Limpopo
A heritage building Mapungubwe
A place that tells about changing identities Makapans Valley
Heritage in art Venda wood carvers and artists – North Limpopo
A person who made a contribution and natural Queen Modjajdji and Modjadji Nature Reserve
heritage
An important object Museum in Polokwane – there are many historical objects
telling about life in long ago Polokwane/Pietersburg
Natural heritage Soutpansberg
Indigenous knowledge Lake Fundudzi

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Free State
Heritage buildings and objects Jagersfontein
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
Person who made a contribution Emily Hobhouse Memorial Philipolis
Site of heritage significance Vredefort Dome
A place that tells about changing identities Anglo-Boer War Museum Bloemfontein and women’s
memorial Bloemfontein
Important objects and natural heritage The National Museum in Bloemfontein
Heritage in art Oliewenhuis Art Museum – Bloemfontein
North West
Natural heritage Pilanesberg Game Reserve and crater
Site of heritage significance and an important The Taung Skull World Heritage Site
object
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
A place that tells about changing identities Mafikeng cultural sites
Examples of indigenous medicine Visit a herbalist in your area
Indigenous knowledge Mapoch Ndebele village
Heritage in art Mapoch Ndebele village – Klipgat
or any example of Ndebele art
Northern Cape
Heritage building and person who made a Moffat Museum
contribution
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
Site of heritage significance Kimberley Big Hole
Important objects and heritage buildings Kimberley Museum
Heritage Schmidsdrift rock art trail – outside Kimberley
Western Cape
A site of heritage significance Table Mountain
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
Heritage buildings The town of Stellenbosch
A person who made a contribution Robben Island
A place that tells about changing identities District Six Museum
Natural heritage and indigenous medicine Cape Floral Region
Heritage in art Iziko National Gallery

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Eastern Cape
Person who has made a contribution Nelson Mandela Museum – Umtata
Heritage buildings Town of Graaff Reinet
Important objects Albany Museum Complex – Grahamstown
Site showing shifting identities The burial site of Sarah Bartmann near Hankey
Natural heritage Pondoland natural species
Heritage in art Pondo traditional music
Site of heritage significance Wild coast
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
KZN
Indigenous knowledge Kosi Bay fishing areas
Site of heritage significance Drakensberg / uKhahlamba Drakensberg Park
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
Important objects Zulu beads and baskets
Natural heritage iSimangaliso Wetland Park
Heritage in art Rock paintings of the uKhahlamba National Park
People who made an important contribution Emakhosini (Graves of Zulu Kings)
Place that tells of shifting identities Blood River/Ncome Battlefield
Mpumalanga
Heritage buildings Pilgrims Rest
Place names that tell about local heritage Look at names of streets in your area and find out who they
are named after
Examples of indigenous medicine Visit a herbalist in your area
Natural heritage Kruger National Park
Person who made an important contribution Samora Machel Monument
Important objects Lydenburg Museum has replicas of the Lydenburg heads
Heritage showing changing identities Botshabelo 19th century Mission Station and a Ndebele
Cultural village
Heritage in Art Chrissiesmeer San Heritage
Indigenous knowledge Shangaan cultural village between Hazyview and Graskop

You can find names of other sites from:

• A local library
• A museum
• An art gallery
• The internet
• Older people in your area

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FORMAL ASSESSMENT TASKS

GEOGRAPHY

Topic 1: Map skills

1. Copy and label the sketch below to show the eight points of the compass.
N

(3)

2. Look at the map below and answer the questions.

A map of the world

a. Which two continents are on the equator? (2)

b. What is the name of the sea along the north coast of Africa? (1)
c. Name a country which is also an island off the east coast of Africa. (1)
d. In what direction is this island from South Africa? (1)
e. In what direction is Australia from South Africa? (1)
f. An aeroplane is taking the shortest route from Australia to North America.
Which ocean does it fly over? (1)
g. In what direction is this aeroplane flying? (1)

3. a. Which of the features below are NOT on a physical map? (1)

mountains waterfalls lakes cities rivers
b. Which of the following is NOT a name of a river? (1)
Congo Victoria Zambezi Nile Limpopo
c. Name the two true deserts of Africa. (2)

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4. Use the map of southern Africa to answer the questions below.

Southern Africa

a. Name two landlocked countries in southern Africa. (2)

b. Which country has South Africa on all its borders? (1)
c. Which city is the capital of Kenya? (1)
d. Which country has Maputo as its capital city? (1)
e. Name the river that runs along the border of South Africa and Namibia. (1)

5. Which of the following four statements are true and which are false?
a. Zambia and Namibia do not share any border. (1)
b. Zanzibar is a part of Tanzania. (1)
c. There are no big lakes in southern Africa. (1)
d. The top of Mount Kilimajaro is very hot because it is near the equator. (1)
Total: 25 marks

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Topic 2: Physical features of South Africa

1. Complete the sentences below by matching Column A with the correct ending in Column B.
Write down only the number from Column A with the correct letter from Column B.
Column A Column B
1. Namaqualand … A. … is on the South African plateau
2. The uKhahlamba- B. … is an area where streams and rivers come together
Drakensberg ….
3. The Highveld … C. … is an example of an escarpment
4. A dam … D. … is in the dry and sandy western part of South Africa
5. A catchment… E. … is built to collect river water (5)

2. a. Draw a picture that shows the journey of a river from the mountains, across the coastal
plain and down to the sea. Your picture should be big and clear.
• Include the features listed below:
mountains
a river flowing from the mountains
the source of the river
the mouth of the river
a river tributary
a coastal plain
a beach
the sea
b. Use the features listed above to label your drawing. (10)

3. a. Name two physical features that this photograph of a coastline shows. (2)
b. What do you think people do in this area? (Name two human activities.) (2)

4. Think about the province you live in:

a. Name two physical features that are famous in your province. (2)
b. Think of an example of a road in your province or local area.
• What do you think this area looked like before the road was built? (2)
• How has this road changed the natural environment? (2)
Total: 25 marks

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FORMAL ASSESSMENT
(GEOGRAPHY PROJECT)
Please note that the formal assessment for this topic in this term is a project, as prescribed by the CAPS.
The project appears in the Learner’s Book on pages 54–55, with assessment guidelines in this Teacher’s
Guide on page 38.

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Topic 4: Minerals and mining in South Africa

1. Match the words and the meanings in the table below. List the numbers 1–5 down your page.
Write the correct letter next to the correct number.
1. Ventilation a. ... are mines that are on the surface
2. Rock fall b. ... is a way of moving fresh air into a mine
3. Deep-level mines c. ... is a deadly lung disease
4. Open-pit mines d. … are mines that are deep below the surface
5. Silicosis e. … happens when the roof of a tunnel falls down
(5)

2. Name four minerals people use to make jewellery. (4)

3. Copy and complete these sentences.

a. Two minerals used in transport industries are ... (2)
b. Two minerals used to make other metals are ... (2)

4. Name two things that you use that are made from manganese. (2)

5. Write the following in the correct order.

a. Trees died and fall into the swamps. (1)
b. The weight of sand and mud slowly changed dead trees into coal. (1)
c. Dead trees were buried under layers of sand and mud. (1)
d. A thick layer of dead trees formed in the swamps. (1)

6. Rewrite these sentences to make them true.

a. Coal is a non-renewable resource because it can be used many times. (1)
b. It takes a few years for coal to form. (1)
c. Roof supports are necessary in open pit mines. (1)
d. Miners should always work alone for safety reasons. (1)

7. Give two ways industries use coal in South Africa. (2)

Total: 25 marks

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HISTORY

Topic 1: Hunter-gatherers and herders in southern Africa

1. Write sentences.
a. Write sentences about the San using the words below that apply to them. (5)
b. Write sentences about the Khoi using the words below that apply to them. (8)
nomadic • pottery • hunted game • gathered plant food • made stone tools
• herded cattle • drank milk • belief in a creator

2. Answer questions on the Coat of Arms.

a. Circle the part of the Coat of Arms which is from San rock art. (1)
b. What is the name of the piece of rock art that the San figures are taken from? (1)
c. Where is this rock art kept today? (1)
d. Why is it kept there? (2)
e. What is a Coat of Arms? (1)
f. Why do you think the pictures of the San were used on the Coat of Arms? (1)
g. Why do you think the words ‘people who are different join together’ is our motto today? (2)

3. Complete these sentences.

a. People who study objects from the past are called …
b. The San healer who enters a trance and draws rock art is called a ….
c. Khoikhoi herders who looked after animals are also called … (3)
Total : 25 marks

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Topic 2: The first farmers in southern Africa

1. Write a paragraph.
Use the following words to help you to write a paragraph on the way of life of African farmers:
hunted, settled, pottery, religion, grew crops, herded, made tools, men, women. (10)

2. Look at a photograph.

a. What are these heads called? (1)

b. What is the name of the mineral with a silvery colour used to make them glisten in the light? (1)
c. Where are these heads kept today? (1)
d. How would you describe what these heads look like? (3)
e. What do archaeologists think these heads were used for? (1)

3. Complete the following sentences.

a. The activity of growing crops and keeping animals is called …
b. Plants that farmers grow for food are called …
c. The natural world of land, water, air and plants is called the …
d. The period of time in history when people made and used tools and weapons made of iron is
called the …
e. Payment in cattle made by a bridegroom to the bride’s family before a wedding is called …
f. A special kind of fireplace for smelting iron is called a …
g. A person who uses plant medicine to cure illnesses is called a ….
h. A special healer with close links to the ancestors is called a … (8)
Total: 25 marks

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Topic 3: An Ancient African society, Egypt

1. Find information on a map.

a. What is the number on the map of the Mediterranean Sea?

b. What is the number on the map of Egypt?
c. What is the number on the map of the Nile?
d. On which continent is Egypt? (4)

2. Write a short paragraph on why the Nile River was called the lifeblood of ancient Egyptian. (5)

3. Make a list of some of the things found in Tutankhamun’s tomb. (5)

4. Arrange this list of people in the order of richest and most powerful to poorest and least powerful.
• Craftsman
• Slave
• Pharaoh
• Scribe
• Farmer
• Priest (6)

5. Explain what any five of the people in the above list did. Choose from:
• working the land, growing crops
• keeping Egypt safe from enemy attack
• doing housework, mining and building
• ruling over Egypt
• making pots, clothes, jewellery and shoes
• praying to the gods
• making laws and keeping order
• advising the pharaoh
• reading, writing, keeping records
• doing hard manual work for no pay (5)
Total : 25 marks

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Topic 4: A heritage trail through the provinces of South Africa

1. Identify the nine provinces of South Africa. (9)

2. Explain what heritage is. (1)

3
5
8

2
4

3. Write a short paragraph explaining whether you agree (or disagree) with the following statement.
‘Studying heritage is a waste of time. It is about old things and people. I prefer new ideas and new
technology.’ (5)

4. Decide why any five of the following are important heritage sites or objects:
a. Cradle of Humankind
b. Golden rhino
c. Frances Baard
d. Gariep Dam
e. Castle of Good Hope
f. Aloe
g. Kaditshwene
h. Makhonjwa Mountains
i. uKhahlamba Park (10)
Total: 25 marks

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ANSWERS TO FORMAL ASSESSMENT TASKS

Topic 1: Map skills

1. N
NW NE

W E

SW SE
S

2. a. Africa; South America (2)

b. Mediterranean Sea (1)
c. Madagascar (1)
d. north-east (NE) (1)
e. east (1)
f. Pacific Ocean (1)
g. north-east (1)

3. a. cities (1)
b. Victoria (1)
c. Sahara; Namib (2)

4. a. Any two of the following: Uganda; Zambia; Zimbabwe; Botswana; Swaziland; Lesotho;
Rwanda; Burundi (2)
b. Lesotho (1)
c. Nairobi (1)
d. Mozambique (1)
e. Gariep-Orange / Orange (1)

5. a. false (1)
b. true (1)
c. false (1)
d. false (1)
Total: 25 marks

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Topic 2: Physical features of South Africa

1. D
2. C
3. A
4. E
5. B
(5)

Award 1 mark for each correct label (= 8 marks) and 2 marks for general presentation.
(10)

3. a. any two of : cape / bay/ cliffs (2)

b. any two of: fishing/ tourism (holidays) / hiking/ boating/ swimming – or any other credible
response (2)

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4. a. depends on province (2)

b. • Learners should describe the vegetation and physical features that were there before the
building. For example, trees, rocks, sandy slopes, veld/ bush. If this was a previously
built environment, they should describe the buildings or the area generally. (2)
• Learners should demonstrate an understanding of how road building changes the
environment. For example, slopes are cut to make space for the road; vegetation is
removed; rocks are taken away; tar is spread onto the ground. (2)
Total: 25 marks

Topic 4: Minerals and mining in South Africa

1. 1–b
2–e
3–d
4–a
5–c (5)

2. Gold, platinum, diamonds, copper (4)

3. a. Iron, platinum, chrome (any 2)

b. Chrome, iron, manganese (any 2)

4. Batteries, cans (2)

5. a. Trees died and fall into the swamps. (1)

c. Dead trees were buried under layers of sand and mud. (1)
d. A thick layer of dead trees formed in the swamps. (1)
b. The weight of sand and mud slowly changed dead trees into coal. (1)

6. a. Coal is a non-renewable resource because it cannot be used many times. When you burn
a piece of coal it is used up. (1)
b. It takes millions of years for coal to form. (1)
c. Roof supports are necessary in deep level mines. (1)
d. Miners should never work alone. It is much safer for miners to work in twos or threes. (1)

7. Making electricity, heating homes, making petrol and other oils, in industries that make other
products such as tar for roads (2)
Total: 25 marks

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Topic 1: Hunter-gatherers and herders in southern Africa

1. a. The San were nomadic. The men hunted game and the women gathered plant food.
They made tools out of stone. They believed in a creator. (5)
b. The Khoi were nomadic. The men herded cattle and hunted game. The women gathered
plant food. They drank milk from their herds. They made pottery to store food, milk and
water. They made tools from stone. They believed in a creator. (8)

2. a. Learners must circle the central figures (1)

b. Linton Panel (1)
c. South African Museum in Cape Town (1)
d. Protection from weather and from damage by people (2)
e. Pictures on a shield/ a symbol of our identity as South Africans (1)
f. To remind us of the very long history of people in South Africa (1)
g. South Africa has a divided past of apartheid/need to reconcile and become one nation. (2)

3. a. Archaeologists
b. Shaman
c. Pastoralists (3)
Total: 25 marks

Topic 2: The first farmers in southern Africa

1. African farmers lived in settled communities. Men and women did different work. Women
made pottery. Men hunted game, herded livestock and make tools from iron. African farmers
practised indigenous African religion. (10)

2. a. Lydenburg (1)
b. Specularite (1)
c. South African Museum in Cape Town (1)
d. Large enough to fit over someone’s head/ hollow/ clay/human-like (3)
e. Initiation ceremonies (1)

3. a. Farming
b. Crops
c. Environment
d. Iron Age
e. Lobola
f. Furnace
g. Herbalist
h. Sangoma (8)
Total: 25 marks

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Topic 3: An ancient society, Egypt

1. a. 3
b. 1
c. 2
d. Africa (4)

2. • Without the Nile there would not been such a successful country.
• The Nile River was the Ancient Egyptians’ main transport route.
• It gave them plenty of water for their farms.
• Fertile soil for growing crops.
• It also played an important part in their religion.
• The Nile made it possible for the Ancient Egyptians to trade with people from other places.
• The farmers who settled next to the Nile River produced enough food for everyone because the
land was so fertile.
• This gave other people leisure time to concentrate on other things. (5)

3. • a painted wooden casket

• a gold-covered statue of Tutankhamun as a warrior god
• the mask of Tutankhamun
• a panel decorated with a picture of a horse and chariot,
• a golden throne with a picture of Tutankhamun and his sister (5)

4. • Pharaoh
• Priest
• Scribe
• Craftsman
• Farmer
• Slave (6)

5. • Pharaoh : Ruling over Egypt

• Priest : Praying to the gods
• Scribe : Reading, writing, keeping records
• Craftsman: Making pots, clothes, jewellery and shoes
• Farmer: Working the land, growing crops
• Slave: Doing hard manual work for no pay (5)
Total: 25 marks

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Topic 4: A heritage trail through the provinces of South Africa

1. 1. Eastern Cape
2. Free State
3. Gauteng
4. KwaZulu-Natal
5. Mpumalanga
6. Northern Cape
7. Limpopo
8. North West Province
9. Western Cape (9)

2. Something that is handed down from the past. (1)

3. Learners are free to agree or disagree with statement, as long as they provide adequate
reasoning. Those who agree could say that we cannot learn much from the past because
things are done in a far more modern way. The ways things were done in the past is old and
outdated and does not apply to the way we live today. It is more important that we develop
a new South African culture for all South Africans instead of looking at the past where
people and cultures were divided.
Those who disagree may say that it is important to study our heritage since it helps us to
understand how we have come to live in the way we do today. It also helps us to develop
a sense of pride since we learn about our forefathers and the lives they led, without the
modern technologies of today. It helps us to understand the history and cultures of South
Africa and encourages tolerance and unity amongst South Africans. (5)

4. Any suitable answers.

a. Fossil sites in Gauteng
b. Found in king’s grave at Mapungubwe in Limpopo
c. A black female politician from the Northern Cape who worked for democracy
d. Renamed dam in Free State. Was renamed from Verwoerd Dam as Verwoerd was one
of the supporters of apartheid.
e. Old fort for Dutch defence in Cape Town, now a place for everyone to remember some
of our forgotten past
f. An indigenous healing plant used by herbalists to cure illnesses, found in the Eastern Cape
g. Stone walled architecture of old Tswana towns in the North West
h. The oldest in the world in Limpopo, and place of the ancestors
i. Many hundreds of San Rock art paintings in the Drakensberg: KwaZulu-Natal (10)
Total: 25 marks

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Notes

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Notes

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