Social Sciences: History
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Reg. No.: 2011/011959/07
Social Sciences
Facilitator’s guide: History
Grade 7
Sample
CAPS aligned
T van Vollenhoven
3.4.
LESSON ELEMENTS
LEARNING AIMS
What learners should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
Sample
New terminology to extend understanding of the subject as part of this lesson.
DEFINE
Definitions of concepts to understand the content.
IMPORTANT
Explain misunderstandings; possible confusion regarding existing knowledge.
TIPS
Any information other than the content, to guide learners through the learning process.
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY
Questions throughout the lesson that must be posed to test the knowledge of the completed lesson.
EXERCISE
In conclusion of the specific unit. Formative assessment.
CORE CONTENT
Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.
STUDY/REVISION
Time spent to study the content in conclusion of the unit and in preparation for the test or examination.
PREFACE
INTRODUCTION
In History, an attempt is made to expose learners to their own world and to expand the boundaries to the world outside of the known and the everyday contact. Learners are enabled to look at their history with fresh eyes and to get into touch with new knowledge.
The focus is on in-depth knowledge and this is indicated by the amount of time allocated to a particular topic. The lessons are short, with activities, since we sometimes tend to overburden the learners with facts
Learners are encouraged to develop the following skills:
• Speculate
• Debate
• Make connections
• Select
• Make projections
• Persist in tackling real issues and important questions.
It is important that learners always keep the following questions in mind:
• Who?
• What?
• When?
• Where?
• How?
• Why not?
• If?
• Could?
• Is/become?
SampleLanguage remains an important component of any subject, also in History. It is essential that learners always spell correctly and answer questions in full sentences. Answering in full sentences enables learners to formulate answers to longer questions logically and grammatically correct. It is important to keep in mind that different forms of text, such as verbal, written and visual, are central to the discipline.
Similarly, writing is a skill that we also try to develop through this subject. Learners must write regularly, with clear progression in length and complexity as indicated in the CAPS language documents. The language documents specify the requirement levels for the various grades. Evidence of learners’ work, including written work, should be kept.
The activities at the end of each lesson should be completed to practise the necessary skills. At the end of each unit, an open book test is completed to provide a unit mark. An examination is also written at the end of the second and fourth units
It is important that learners consult additional sources such as magazines, newspapers, the internet and maps to provide a visual perspective on the content
YEAR PLAN
1
1. Trade across the Sahara desert
2 The Mali Empire
3 The city of Timbuktu
4. Timbuktu as trade centre on the Trans-Saharan caravan routes
5 Timbuktu as a centre of education
2 6. West Africa before the European slave trade
7 The nature of slavery in West Africa before the arrival of the Europeans
8 Slavery in the American south
9. The impact of the transatlantic slave trade on slaves
10 The impact of the transatlantic slave trade on the economies of West Africa, America and Britain
3
11 Colonisation of the Cape in the 17th and 18th centuries: Introduction
12. Revision of Grade 6
13 Dutch settlement
14. Free burghers; Dutch and French Huguenot immigration to the Cape
4 15 Arrival of the British and the expanding frontiers of the European settlement
16 The eastern frontier of the European settlement
17. The northern frontier of the European settlement
STUDY TIPS
In the study guide, there are often questions that require learners to compile a timeline or draw a Venn diagram for comparisons. The requirements for compiling these two tools are explained here.
1. Time line
1. A timeline may be drawn horizontally or vertically.
2. The timeline has arrow heads on both ends to indicate that time has elapsed before and will elapse after the beginning and end of the timeline.
3. The times BC (Before Christ) and AD (after Christ/Anno Domini)/BCE (Before Common Era) and CE (Current Era) should also be indicated on the timeline.
5. Both the event and the date should be added to the timeline; if not, it is not complete.
1652 1658
Jan van Riebeeck lands in the Cape First slaves in the Cape
2. Venn Diagram
1. The Venn Diagram is used to make comparisons.
2. Draw two circles that intersect in the middle.
3. Write down the key words of the characteristics that relate to the topic in circle A and the key words with regard to the other topic in circle B
4. The common characteristics are written down in the mutual area where the circles intersect.
Sample
UNIT 1: The Mali Empire and the city of Timbuktu
LEARNING AIMS
Upon completion of this unit, learners should be able to do the following:
Understanding the importance of heritage and conservation
Being able to explain how and why people and events are publicly remembered in a community, town or city, province and the country.
Investigating how people and events in the past are commemorated in ceremonies, celebrations, museums and monuments.
INTRODUCTION
Baseline assessment:
Answer the following questions in detail (in full sentences):
1. Name one commodity that was traded along both the east coast of Africa and in West Africa.
Salt was traded along both the east coast of Africa as well as in West Africa.
2. What religion was spread by the Arabs? What is this evident from? Islam. It is evident from the architecture of the area and the style of government.
3. Compile a timeline on which the dates and the origin of the discussed empires in Southern and West-Africa are shown.
4. Why, do you think, was gold such an important metal for trade? (Do research if necessary.)
The learning material that is offered in the first unit in History is mainly about the African empires that maintained a high standard of civilisation before, during and after the Middle Ages.
The content of this unit is quite comprehensive and therefore it is impossible to cover everything in the study material. Thus, it is of the utmost importance that both the facilitator and learners read wider than only the information that is provided here.
You should read in particular about the empires of Ghana, Songhai, Morocco and the French rule over the Mali Empire, which is discussed here in more detail. This prior knowledge is especially important in order to gain a better understanding of the relationships that the government forged with, in particular, Nigeria.
Also take note of the impoverishment of the African states as a result of colonisation and the deterioration of literacy as a direct result of this.
1.1. Lesson 1: Trade across the Sahara Desert (2 hours)
Trading is described in its entirety Learners should know which methods were used, how goods were transported and what the influence of Islam was. Maps and figures are inserted in the text as additional media so that learners may visualise the context and show a better understanding of the information. This should therefore be studied in detail. It is also of the utmost importance that learners know and understand the definitions so that they can make sense of the concepts and facts that they learn in History
ACTIVITY 1
1. What kind of animal is exceptionally well-suited to the trade routes in the Sahara desert? (1) The camel.
2. Explain why the journeys through the desert were so dangerous. (6) Travellers could get lost, die of hunger or thirst or be attacked by robbers.
3. Name the commodity that was scarce in Mali. (1) Salt.
4. Name any three trade articles that were brought to West Africa from North Africa. (3) textiles consumables silk ceramics beads ornamental weapons (any 3)
Sample5. What were feitorias and what purpose did they serve (name 5)? (6) The feitorias were fortified citadels (fortresses), built to monopolise and centralise the local trade. These forts also served as markets, storage spaces and customs offices.
6. What advantages did Islam have for the West Africans? (3) It provided them with international relations, literacy and also influenced their architecture and government systems [20]
1.2. Lesson 2: The Mali Empire (3 hours)
Mali, at the height of its power as an influential empire under the Mansa Musa is discussed. Upon completion of this lesson, learners should have an in-depth knowledge of Mansa Musa, his style of government and how this affected Mali. Learners should also know about his pilgrimage to Mecca as well as visits to and by other states and countries. Learners also learn how trade relations were developed and how Mali's wealth was displayed, how North Africa and Europe took note of Mali and how Mali was introduced to other cultures
ACTIVITY 2
1. Was Mali a big empire right from the start? How do you know this? (2) No, Mali was only a province of Ghana.
2. What does Mansa mean? (1) Mansa means king or emperor.
3. Who was the well-known ruler of Mali? (1) Musa I/Mansa Musa.
4. From when until when was he the ruler? (1) 1307 to 1332.
5. Why, do you think, was he such a good and successful ruler? (2) He expanded Mali through his government style, increased Mali's wealth and facilitated a peaceful empire.
6. What is the difference between a mosque and a madrasa? (2) A mosque is a place of worship. A madrasa is a university/school.
7. Name two well-known buildings that Mansa Musa commissioned? (2) The Djinguereber Mosque and the Sankoré Madrasa.
8. Compile a timeline that shows Mansa Musa's birth, death, rule, pilgrimage (departure and return) and building projects (two most important buildings). (7)
Completion of Sidi Yabya University
9. What materials were mainly used to build the buildings? (2) Mud, straw, grass and wood.
1.3. Lesson 3: The city of Timbuktu
The establishment and deterioration of the city of Timbuktu and the direct effect of the trade routes on the city are discussed in depth. Upon completion of this lesson, learners should understand how trade routes determined the continued existence of a city as well as the goods that were traded (commodities). They should also know which goods dominated trade and show an understanding of how trade can control the economy. The preferential means of transport are discussed as well as the method of silent trading
The focus is on Timbuktu as an educational centre, and the decline of literacy up to the eventual collapse of this and similar empires.
ACTIVITY 3
1. Where did Leo Africanus come from? (1) Morocco.
2. What was his occupation? (1) He was a diplomat.
3. Name two things that Leo Africanus noticed in Timbuktu. (2) Wheat/cattle and milk/butter/no significant gardens or orchards/the many gold plates and sceptre of the king/the 3 000 horsemen of the king/the many doctors, judges, priests and other scholars that sustain the king/the residents' wealth/the shortage of salt/the price of salt/the king's treasures/houses built from mud/big temple in the city centre built from stone and tar/king's palace in the city centre/lots of shops/women veiled/many wells/fresh water distributed to the city along channels
4. What items were traded between North and West Africa? (2) Gold and salt were primarily traded between North and West Africa.
5. How were the goods transported to and from Timbuktu? (2) The goods were transported to and from Timbuktu by boat on the river or by camel.
6. Describe the term "silent trading" and explain how it was applied in Mali. (3)
Merchants placed gold near the river and then left and waited; the salt merchants then exchanged the salt for gold if the gold was enough. If it was not enough, the gold was left there and the gold merchants had to add more gold.
7. Indicate whether the following statements are true/false. Rewrite the false statements so that they are true (4)
a. Islam promoted literacy.
True
b. Arts and culture were the only subjects that were taught. False: Students also received tuition in astronomy, music, botany and mathematics
c. The manuscripts were always housed in a library. False: manuscripts were mostly in the possession of families in Timbuktu and passed from the one generation to the next
d. The book trade was a major business.
True.
EXERCISE 1: OPEN BOOK TEST (3 hours)
In conclusion of this unit. Formative assessment.
Answer the following questions in detail: Answer in full sentences wherever possible. Marks will be deducted for answers where full sentences were not used.
1. Name the African empire and its main city that were discussed in this unit. (2) Mali and Timbuktu.
2. What was traded in both Southern and West Africa? (one commodity) (1) Gold and salt.
3. Why were camels used as the primary means of transport in the Sahara desert? Give three reasons. (3) Camels have adapted to the desert conditions: their skins can handle the heat, they do not sweat and can store moisture, their eyes are protected against the sand and their feet are adapted to walk in the sand.
4. Describe briefly what nomads are. (2) Nomads are groups of people who travel around in search of food and water and thus cannot stay in one place.
5. Who was Leo Africanus and why is he so important? (2) Leo Africanus was a Moorish diplomat. He is important because he gives detailed descriptions about Timbuktu and the trade in those days in his books.
6. Study the following map and answer the questions in detail:
a. What continent does this map represent? (1) Africa.
b. Do you think there were links between West Africa and Europe and Asia? How do you know this? (2)
Yes, there were links between West Africa and Europe and Asia. There were trade links between these continents, especially with regard to slaves.
c. Would you regard Timbuktu as a trade centre? Motivate your answer. (2)
Yes, at one stage Timbuktu was indeed a trade centre. Trade went through Timbuktu from all directions as a result of the trade on the rivers in the area.
7. Indicate the link between trade and literacy in Timbuktu. (4) Timbuktu was the centre of a busy trade route. The city produced several universities, and students flocked there for an education. About 25 000 students were studying at the Djinguereber, Sidi Yahya and Sankore universities. The various fields of study created a big demand for books and set the book industry into motion. The demand stimulated the book trade and the writing of manuscripts. A large number of scholars moved from Walata (modern-day Mauritania) to Timbuktu. Thus, trade directly contributed to the stimulation of learning in Timbuktu.
8. Explain why salt was so important to the residents of Timbuktu. (1) Salt was Timbuktu’s main export product.