Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 1 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.
Homesteads and villages

Link with prior lesson sub-topic Link with next lesson sub-topic
This is the first lesson in this sub-topic. Agriculture: crops and livestock

Content
The establishment of homesteads and villages while growing
crops.
Preparation before this lesson: without spoiling the surprise,
encourage learners to collect scrap materials (for building
model homesteads in Step 3.)
Concepts
‘homestead’, ‘village’, ‘community’, ‘building materials’,
‘historians’, ‘archaeologist’, ‘remains’, ‘artefacts (objects) great
hut’, ‘grain bins’, ‘cattle kraal’, ‘meeting place’.

Lesson aims
Learners will understand:
1. why and how homesteads were built
2. why and how villages grew and their benefits
3. the different parts of homesteads and villages

Enrichment
Encourage learners to add details to their model homesteads,
then display them together to form two villages – a KwaZulu-
Natal village and a Highveld village.
Inclusivity
Seat learners with barriers to learning in the front so they can
hear, see and interact more fully.
When building models, ensure learners with physical disabilities
are in groups with able-bodies learners to help.

A
Teaching steps: B C Learning steps:
1 Learners raise hands and volunteer suggestions. Reasons for
After ensuring learners understand the new concepts and
vocabulary they will encounter in this lesson, discuss: construction of homesteads could include:
• why homesteads were built and villages grew and their • need for a permanent home while waiting for crops to
benefits grow and cattle graze
• how we know of their existence through discovery of • storage of grain harvested from crops
remains and objects (artefacts) by archaeologists and • protection of people and livestock from the elements
historians. (weather) wild animals and theft
• safety in numbers
• groups can do more by working together.
5 min 10min

2
Prepare a worksheet or use a textbook with a suitable exercise Learners work individually on suitable textbook exercise or
and pictures showing differences between homesteads built in prepared worksheets listing differences between homesteads – eg:
KwaZulu-Natal and those built on the Highveld. grasses, mud, sticks, stones.
(HINT: learners should look at the different natural resources
available for use as building materials.)

5 min 10 min

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Using the pictures from Step 2, discuss various sections of a
homestead and their uses. On the board write up names of
parts of a homestead.
Using pictures from Step 2’s worksheet / exercise, learners label the
different parts of the homesteads using list from the board.
Labels could include: main hut, wives huts, cattle kraal, meeting
place, fire place, grain storage bins, grinding stone, walls.

5 min 5min

4
Divide learners into groups of 4 or 5 and instruct them to
build a model homestead. Before starting, learners must decide
which type of homestead they will build – coastal or highveld.
Groups of learners build model homesteads using the scrap
materials they have collected. The following could be included:
main hut, wives huts, cattle kraal, meeting place, grain storage bins,
grinding stone, walls.

5 min 20min

Assessment strategy Form of assessment Assessment tool

Informal discussion observation
worksheet memorandum

Resources
Textbook, reference books, scrap materials for building model homestead (eg: cardboard, cereal boxes, toilet rolls, small sticks, stones,
grasses, mud), glue, paints
Internet resources: http://www.sahistory.org.za/topic/african-chiefdoms

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 2 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.
Agriculture: crops and livestock

Link with prior lesson sub-topic Link with next lesson sub-topic
Homesteads and villages Social, political and economic structures
- Roles of men, women, boys and girls;
- A culture of co-operation

Content Concepts
The crops and livestock first farmers grew and raised. ‘role’, ‘agriculture’, ‘crops’, ‘grain’, ‘maize (mealies)’, ‘sorghum’,
‘millet’, ‘livestock (animals)’, ‘cattle’, ‘kraal’, ‘domesticated’, ‘fertile
Preparation before this lesson: soil’, ‘till soil’, ‘plant (sow)’.
Buy a small packet of dry beans or peas.
Without spoiling the surprise, encourage learners to each bring a
small container (for planting seeds in Step 3.)

Lesson aims
Learners will understand:
1. what is needed to grow crops and raise livestock
2. the types of livestock kept and their uses
3. the types of crops grown and their uses
4. how to plant (sow) a seed

Enrichment Inclusivity
Learners record the growth of their seeds on a graph. Seat learners with barriers to learning in the front so they can
hear, see and interact more fully.
Assist learners who have difficulty with list-making in Step 2

A
Teaching steps: B C Learning steps:
1 Learners offer suggestions that could include:
After ensuring learners understand the new concepts and
vocabulary they will encounter in this lesson, discuss what • Crops: seeds, land, rich (fertile) soil, sunshine, people and
early farmers needed to grow crops and raise livestock tools to till the soil, storage to keep grain
• Livestock: land, water, rain, good grazing (grass), people
to watch over cattle, kraal to keep cattle safe at night

5 min 10min

2
Using information from a textbook read about the different Learners listen to teacher reading.
crops and livestock early African farmers would have had, and
their uses. Each time a new crop or animal is mentioned, learners write it down
Instruct the learners to list in their workbooks each crop and in their workbooks.
each animal mentioned.
After ensuring learners have listed them all, instruct them to draw Learners draw pictures (illustrate) each crop and animal.
pictures Lists could include:
• Crops: millet, sorghum, mealies
• Livestock: cattle, goats, sheep
5 min 10 min

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This is a good lesson to have outside. Explain that seeds need Learners ready their container, poke 2 or 3 holes in the base, place
soil, water and sunlight to grow. Show learners how to carefully a few small stones in the base for drainage, fill ¾ with soil, plant
make holes in the base of their container and fill it with soil. Give seeds, water, label with their name and place in a warm sunny spot.
each learner 2 or 3 seeds to plant.
Instruct them in the care of their plants.
5 min 20min

Assessment strategy Form of assessment Assessment tool

Informal discussion observation
worksheet memorandum

Resources
Textbook, reference books, small packet of dry beans, small container (tin, base of plastic cooldrink bottle, margarine tub etc), knife,
scissors, paper, cardboard, glue, pins
Internet resources: http://www.sahistory.org.za/topic/african-chiefdoms
http://www.sahistory.org.za/archive/african-farmers-southern-africa

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 3 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.
Social, political and economic structures.

Roles of men, women, boys and girls.

A culture of co-operation.

Link with prior lesson sub-topic Link with next lesson sub-topic
Agriculture: crops and livestock Social, political and economic structures
The role of the chief

Content Concepts
How tasks were divided according to gender and how the ‘role’, ‘tasks (jobs) division of labour male / female’, ‘elders /
young were taught by their elders. youths’, ‘copy (imitate)’, ‘co-operation’, ‘many hands make light
work’, ‘teach (educate)’, ‘community’, ‘ceremonies’, ‘initiation’.
How co-operating in groups allowed for more work to be done
and made for close communities.

Lesson aims
Learners will understand:
1. what is meant by the term: ‘division of labour’
2. the meaning of the proverb ‘many hands make light work’
3. the different tasks done by men, women and children
4. how working together in groups on some tasks allows people to achieve more.

Enrichment Inclusivity
Learners make up a play showing a day in the life of early African Help learners with barriers with their research.
farmers.

Teaching steps:
1 Learners raise their hands and give answers and suggestions.
After ensuring learners understand the new concepts
and vocabulary they will encounter in this lesson, open
discussion by asking what tasks (jobs, chores) they help with
at home.
• What do you do to help at home?
• Who taught you how to do each task?
• What other jobs are done at home?
• Who usually does those jobs?
Use these questions and answers to help explain the meaning
of:
• ‘division of labour’
and
• ‘many hands make light work’
A
B C Learning steps:
Answers may include;
• tidy bedroom, sweep floor, prepare food, wash dishes
• caregiver (eg; parent, grandparent, sibling) learned by
copying (imitation)
• pay light and water account, pay school fees buy food,
drive a vehicle
• caregiver (eg; parent, grandparent, sibling)
• different people are responsible for different tasks
• a big job is easier when many people share the work

(Important note: Be aware that learners will have different

caregivers (parents, single parent, grandparent, older sibling,
child-headed household)
5 min 10min

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Find a suitable textbook exercise or prepare a worksheet with Learners work in groups to research the different roles (work, jobs,
questions and ideas to guide learners in their research on the tasks) done by males and females.
different tasks (division of labour) done by males (men and
boys) and females (women and girls). Their research should reveal (find) the following (division of labour):
Women and girls:
Ask learners to indicate which tasks could be done more easily • collected firewood and water
and quickly by working together in groups (many hands make • prepared food
light work) and which tasks are better done alone. • worked in fields
• made and decorated pottery
Divide learners into small groups. Each group should be either all • cared for children
boys or all girls. Decide which of these methods you want to use • dug iron ore for men for making iron tools
and explain to learners: Men and boys:
1. Girls will research female roles and boys will research male roles • herded animals
OR • chopped down trees and cleared fields
2. Girls will research male roles and boys will research female • killed animals for meat and skins
roles • built houses (homesteads)
• protected families and went to war
Ensure learners have access to relevant textbooks, reference / • attended meetings
library books print-outs of internet sources. • cleared fields
• made tools and weapons

5 min 15 min

3
Have each group report back on their findings by acting out 2
tasks and the rest of the class guessing what is being done. [This
part of the lesson could be done outside.]
5 min
Each group acts out some of the tasks they found, while the rest of
the class guesses what is being done.
10 min

Assessment strategy Form of assessment Assessment tool

Informal discussion, research and acting observation
memorandum

Resources
Textbook, reference books, worksheet, printouts of internet resources
Internet resources:
http://www.sahistory.org.za/topic/african-chiefdoms
http://www.sahistory.org.za/role-gender-ndebele-architecture

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 4 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Social, political and economic structures:

The role of the chief

Link with prior lesson sub-topic Link with next lesson sub-topic
Social, political and economic structures Social, political and economic structures
Roles of men, women, boys and girls; A culture of co-operation The role of cattle

Content Concepts
Duties of the chief in early African villages ‘chief’, ‘leader’, ‘chiefdom’, ‘clan’, ‘control’, ‘punishment’, ‘solve
problems’, ‘declare war’, ‘ceremonies’, ‘meetings’, ‘tributes’,
‘ancestors’.

Lesson aims
Learners will understand:
1. - the role (work, duties) of a chief
2. - how the first chiefs became leaders

Enrichment Inclusivity
Learners research a famous South African chief of their choice Assist learners who read below grade level by reading through
the worksheet / textbook activity.

A
Teaching steps: B C Learning steps:
1 Learners raise their hands and volunteer suggestions and answers.
After ensuring learners understand the new concepts
and vocabulary they will encounter in this lesson, open a
discussion on leaders, what they do and how they become
leaders.
Questions could include: Answers should include:
• What is a leader (or chief)? • The person in charge, who leads, organises and is
responsible for a group
• Who is in charge of this class? • you are, our teacher
• Who is in charge of a school? • the principal (headmaster or headmistress)
• Who is the leader of a sports team? • the captain
• Who is in charge of a business? • the owner, the manager, the boss
• Who is the leader of a country? • state president, prime minister, king / queen

Explain how leaders are in charge for different reasons. Answers may include:
Who is in charge because: • e.g. prime minister or state president
• they were elected? • e.g. sports captain
• they are the strongest or best? • e.g. business owner
• they have ideas, money?

Explain that different jobs require different leaders with Answers may include:
different characteristics, which might include: • being able to speak well, to lead, to inspire, to have good
ideas, to be strong, to be wealthy, to be clever, having
power
5 min 15min

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Ask learners oral questions on the role of a chief during the
time of early African farmers then let learners do a suitable
written activity from a prepared worksheet or a textbook.
[Instruct learners working from a worksheet to stick it into their
workbooks]
Learners work on the activity from a textbook or a worksheet and
write answers into their workbooks.
Their answers to the role of a Chief should include that fact that he
organised:
• the sharing of land, food and animals
• the punishment of people who were bad
• and took part in important ceremonies
• who to invite to join their community (clan)
• and helped solve problems between people
• when the men should go to war

5 min 15 min

3
Organise learners into pairs with their desk partners, then Pairs of learners take turns to tell one another what they would do if
explain how they must take turns to answer the following they were in charge of South Africa.
questions you have written up on the board:
• Do you think it is easy to be a leader?
• Would you like to be a leader?
• What would you do if you were in charge of South Africa?
e.g.
• What would you change?
• What would you keep the same?
5 min 10 min

Assessment strategy Form of assessment Assessment tool

Informal discussions and written activity observation
memorandum

Resources
Textbook, reference books, textbook / worksheet activity on role of a chief
Internet resources: http://www.sahistory.org.za/topic/african-chiefdoms

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 5 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Social, political and economic structures

The role of cattle

Link with prior lesson sub-topic Link with next lesson sub-topic
Social, political and economic structures Tools and weapons from iron and copper
The role of the chief (Division of labour: gender-based activity: men)

Content Concepts
The importance of cattle and their role in the lives of early ‘wealth’, ‘power’, ‘celebrations’, ‘ceremonies’, ‘lobola’, ‘products’,
African farmers ‘meat’, ‘milk’, ‘leather’, ‘hides (skins) dung’,
‘slaughter (kill)’, ‘sacrifice’, ‘amasi (thickened sour milk)’.

Lesson aims
Learners will understand:
1. the importance of cattle as a sign of wealth and power
2. the many uses of cattle

Enrichment Inclusivity
Learners conduct research on Nguni cattle. Read through worksheet / textbook exercise with learners who
have difficulty reading at grade level.

A
Teaching steps: B C Learning steps:
1 Learners raise their hands and volunteer answers and suggestions.
First, ensure learners understand the new concepts and
vocabulary they will need for this lesson.
Find artefacts (objects) or pictures in textbooks / resource
books of objects made from animal hide.
• Ask learners what animal the skin came from and what • Skins came from cattle (cows)
each item is. • leather cord, clothing, shields, drums, containers etc.

Using the model homesteads from Lesson 1 of this unit

(Homesteads) , draw learners attention to the position of the
kraal.
• What was kept in the kraal?
• Where is the kraal situated?
• Why is it situated there?
• What does this tell us about the importance of cattle?
• cattle
• in the centre of the homestead
• to protect cattle from wild animals, thieves
• cattle were very important

5 min 10min

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Explain to learners how people’s levels of wealth, social status
and power were judged (determined) by the number of cattle
they owned.
Prepare a worksheet and questions or find a suitable exercise in
the textbook to guide learners and show the various things for
which cattle could be used.
5 min
(If necessary, learners stick worksheet into workbooks.) Learners
complete worksheet or textbook exercise on uses of cattle to early
farmers in their workbooks:
• pay lobola (bride price) for wife / wives
• slaughter for meat, skins, horns, tails
• sacrifice in ceremonies for ancestors
• pay fines if punished
• dung for floors and fires
• milk for drinking, amasi and porridge
• (later, they were used for ploughing fields)
10 min

3
Supply each learner with a small lump of clay and instruct Learners make small models of cattle for the kraals in their model
them to make models of cattle. homesteads or other suitable setting.
[This part of the lesson could best be held outside.] Models can decorated and dried in the sun.

5 min 15 min

Assessment strategy Form of assessment Assessment tool

Informal discussion and worksheet observation
memorandum

Resources
Textbook, reference books, worksheet, pictures or actual objects made from animal skin (African shield, drum etc), real clay or
modelling clay (e.g. plasticine)
Internet resources:
http://www.sahistory.org.za/topic/african-chiefdoms
http://en.wikipedia.org/wiki/Nguni_cattle

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 6 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Tools and weapons from iron and copper

(Division of labour: gender based activity: men)

Link with prior lesson sub-topic Link with next lesson sub-topic
Social, political and economic structures Pottery
The role of cattle (Division of labour: gender activity – women)

Content Concepts
Metal working (smelting and fire technology, smithery) for tool ‘tools’, ‘(implements) weapons’, ‘division of labour’, ‘gender’,
and weapon making ‘tasks’, ‘ore’, ‘metal (iron / copper)’, ‘smelting’, ‘furnace’, ‘heat’,
‘bellows’, ‘smithery’.

Lesson aims
Learners will understand:
1. metal working, tool and weapon making was done by men
2. how metal implements were made
3. importance, usefulness and advantages of having metal tools and weapons

Enrichment Inclusivity
Learners can illustrate the seven stages of iron tool-making. Read through the stages of tool-making with learners who read
below grade-level.

A
Teaching steps: B C Learning steps:
1 Learners look around for things inside the classroom beginning
Ensure learners understand the new concepts and
vocabulary they will encounter, then remind them of prior with the appropriate letter.
learning from Lesson 3 of this unit (Roles of men) and that
the making of tools and weapons was a job done by men
(with boys helping and learning).

Play a game of I Spy using things inside the classroom that are
made of metal. e.g.
Teacher says:
I spy with my little eye, something beginning with L. • Answer: Legs (of chairs and desks)
I spy with my little eye, something beginning with W. • Answer: Window (frame)
(Other examples could be Burglar-bars, Door-handle, Hinges,
Screws)

Do this four or five times, then ask:

• what do all these things (items) have in common? • they are all made of metal
Explain that some things (chair legs, window frames) can be • metal ones are stronger and last longer
made of wood.
Ask: why are some made of metal?

Crush an empty aluminium cooldrink can and ask:

• would aluminium be a suitable metal for making tools • aluminium is not suitable for making tools
and weapons?
• why not? • it is too soft, would easily bend and break
• what type of metal is needed for making hard-wearing • a hard metal like iron
tools?

5 min 10min

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2
Bring actual objects or find pictures in textbooks or resource
books of axes, hoes, knives, spears, copper bracelets.
For each item ask:
• What is this and what is it used for?
Learners volunteer oral answers to questions.
Answer could include:
• axe for chopping down trees and firewood
• hoe for turning soil and digging up weeds
• knife for skinning animals, cutting up food
• spear (weapon) for hunting and war
• copper bracelet worn as jewellery

• Why was copper used for jewellery? • copper is too soft for making tools
• it is easier to make jewellery out of soft copper than hard
iron
5 min 10 min

3
In a textbook or resource book find pictures showing the
various stages of early tool-making.
Write on the board or in a prepared worksheet, the stages of
tool-making but present them in the incorrect order.
• Crushed ore is heated in a furnace (fire).
• Rock containing iron (ore) is crushed.
• Iron melts out of the hot rock (smelting).
• Iron ore is dug out of the ground.
• Reheated iron is hammered into tools and weapons 4. Bellows are used to make the fire hot.
(forging).
• Bellows are used to make the fire hot.
• Small pieces of cooled iron are reheated.
Using the pictures as clues, learners re-arrange the seven stages
of tool-making and write them in the correct order in their
workbooks.
The correct order should be:
1. Iron ore is dug out of the ground.
2. Rock containing iron (ore) is crushed.
3. Crushed ore is heated in a furnace (fire).
5. Iron melts out of the hot rock (smelting).
6. Small pieces of cooled iron are reheated.
7. Reheated iron is hammered into tools and weapons (forging).

Instruct learners to write the stages in the correct order in their Learners complete any unfinished work for homework.
workbooks.
5 min 15 min

Assessment strategy Form of assessment Assessment tool

Informal discussion and observation
workbook activity memorandum

Resources
Textbook, reference books, empty aluminium cooldrink can, actual objects or pictures of knife, hoe, axe, pictures and worksheet on
iron smelting and forging
Internet resources: http://www.sahistory.org.za/topic/tools-and-weapons-iron-and-copper

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 7 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Pottery
(Division of labour: gender activity – women)

Link with prior lesson sub-topic Link with next lesson sub-topic
Tools and weapons from iron and copper Trade
(Division of labour: gender-based activity: men)

Content Concepts
Pottery making ‘clay’, ‘pottery’, ‘decorations’, ‘fired (baked hard)’, ‘daily use’,
Day-to-day use of pottery ‘carrying’, ‘storage’, ‘cooking’, ‘drinking’, ‘eating’, ‘ceremony /
Pottery used in ceremonies eg Lydenburg Heads ceremonial’, ‘Lydenburg heads’.

Lesson aims
Learners will understand:
1. that pottery-making was done by women
2. how pottery was made
3. the many uses of pottery, including in ceremonies

Enrichment Inclusivity
Learners make pots from real clay, modeling clay or mud at Assist learners who have difficulty reading at grade level with
home. the research required in Step 3.

A
Teaching steps: B C Learning steps:
1 Learners volunteer suggestions and answers, which could include:
Ensure learners understand the new concepts and
vocabulary they will encounter, then remind them of prior
learning from Lesson 3 of this unit (Roles of women).
Engage them in discussion regarding;
• what pottery is • pottery is items (containers) made from clay
• the people who made it • women (with girls helping and learning)
• how it was made • mix clay with water
• shape clay with hands into pots (containers)
• decorate while clay is still wet
• heat in fire to make hard

5 min 10min

2
From a textbook or suitable reference book, show pictures / Learners listen to the reading, discuss and ask questions for
photos / illustrations and read an account of the Lydenburg clarification
Heads. This could include their:
• discovery in Lydenburg, Mpumalanga
• how many and what they looked like
• uses in initiation ceremonies

5 min 10 min

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Ensure learners have access to textbooks, resource books, Learners work individually and record and illustrate their findings in
print-outs of internet sources and other sources, to research their workbooks.
the uses of pottery in the everyday lives of early African The uses of pottery could include:
farmers. • cooking food
Make it clear they are to work alone and record and illustrate • carrying water
their findings in their workbooks, with unfinished work to be • storing food, grain, milk, beer, amasi
completed for homework. • ceremonies (eg Lydenburg heads)

5 min 15 min

Assessment strategy Form of assessment Assessment tool

Informal discussion and research observation
memorandum

Resources
Textbook, reference books, pictures/photos/illustrations of the Lydenburg Heads, printouts of internet sources
Internet resources:
http://www.sahistory.org.za/topic/pottery-division-labourtrade-medicine-and-healing-hunting
http://en.wikipedia.org/wiki/Pottery
http://www.metmuseum.org/toah/hd/lyde/hd_lyde.htm

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 8 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Hunting

Link with prior lesson sub-topic Link with next lesson sub-topic
Pottery Medicine and healing
(Division of labour: gender activity – women)

Content Concepts
How and why people hunted ‘hunting’, ‘co-operation’, ‘weapons’, ‘skill’, ‘tracking’, ‘trap’,
‘animals’, ‘meat’, ‘skins’, ‘ivory’, ‘tusks’, ‘teeth and claws’, ‘trade’,
‘characteristics’, ‘initiation’.

Lesson aims
Learners will understand:
1. that hunting was done by the men (helped by older boys)
2. why people hunted
3. characteristics of a good hunter
4. how they hunted

Enrichment Inclusivity
Learners think about the following: Assist learners with barriers by reading through the worksheet
Is it better to hunt in groups or alone? used in Step 3.

A
Teaching steps: B C Learning steps:
1 Learners listen to account / story of an early animal hunt, then raise
Ensure learners understand the new concepts and
vocabulary they will need for this lesson. hand to offer suggestions as to the characteristics of a good hunter.
Answers could include the following:
Using a textbook, reference book, or storybook read an
account of an early hunt. A hunter needs:
• to know the habits of animals, their sounds and tracks
Ask: (footprints), what they eat, where they drink
What are the things (characteristics) that make a good hunter? • to be quiet and have patience to track
• to be brave and clever to catch animals bigger, stronger,
faster and more dangerous than themselves
• to be strong to walk long distances while tracking and
then to carry meat back home
5 min 10min

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Introduce this section with pictures (illustrations, drawings)
showing different ways in which people hunted.
Discuss the different methods that can be seen in the pictures.
To hunt big animals hunters could:
• dig a pit (discuss in detail)
• chase (drive) animals off a cliff or into a river
• get close enough to throw spears
To hunt small animals hunters could:
• throw stones or sticks
• set traps
• get close enough to stab with spear
5 min
Learners discuss in detail how hunters caught big animals by
digging a pit.
Answers could include:
Hunters:
• dug a deep pit along path where animals often walk (eg
elephant, buffalo)
• put wooden spikes in the bottom of the pit
• covered the pit with branches and grass
• waited for animal to walk and fall into pit
• animal was wounded by fall onto spikes
• hunters stabbed and killed animal with their spears
10 min

3
Explain to learners that because early farming did not supply Learners stick worksheets into their workbooks. Using textbooks,
all the people’s needs, hunting was an important part of their print-outs of internet sources or library books, learners work in
lives. groups to research why early farmers hunted.
Answers could include:
Prepare a worksheet using information from a textbook with They hunted:
questions to guide learners in answering the following: • to protect people and animals against wild animals that
• Why did people hunt? came too close to homesteads
• for food (meat)
Divide learners into groups. • for skins (hides) to make leather, clothing, drums, shields,
cord (rope)
Worksheet to be stuck in workbooks. • for horns for trading, medicine, ornaments
• for tusks (ivory) for beads, jewellery
All work to be done in workbooks. • for tails for whisks (fly swatters)
• for teeth and claws for decoration and as signs and
Unfinished work to be done for homework. symbols of power
• feathers from birds for decoration
• as part of young boys’ initiation to becoming men
• to trade with other people
5 min 15 min

Assessment strategy Form of assessment Assessment tool

Informal discussion observation
workbook research memorandum

Resources
Textbook, reference books, storybook, worksheet, pictures of hunting
Internet resources: http://www.sahistory.org.za/topic/pottery-division-labourtrade-medicine-and-healing-hunting

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 9 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Medicine and healing

Link with prior lesson sub-topic Link with next lesson sub-topic
Hunting Trade

Content Concepts
Early traditional medicine and healing methods ‘medicine’, ‘healing’, ‘healers’, ‘herbs’, ‘treat illnesses’, ‘cure’,
‘medicinal plants (eg: aloe)’, ‘ancestors’, ‘spiritual’, ‘diagnosis’,
‘remedy’, ‘treatment’.

Lesson aims
Learners will understand:
1. the importance of the village / community healer
2. that medicines came from nature – plants, herbs, animals

Enrichment Inclusivity
Learners research how someone becomes a traditional healer Seat learners with barriers to learning in the front so they can
hear, see and interact more fully.

A
Teaching steps: B C Learning steps:
1 Learners raise their hands and offer suggestions and answers, which
After ensuring learners understand the new concepts and
vocabulary they will need for this lesson, discuss with could include the following:
learners and find out what they know about illnesses and
medicine.
Ask:
• What illnesses have you had? • answers will vary
[Write each new illness on the board]
• What did you take to get better? • answers will vary

Introduce traditional medicine with actual objects or pictures

from textbooks of herbs, plants and other items used in
traditional medicines.
Ask:
• Have you heard of or used any of these medicines? • answers will vary
• Why do we often call this type of medicine traditional • because it has been around for a long time
medicine? • so we don’t confuse it with western medicine

Find out what they know about the history of medicine and Some believe:
healing in African society • medicine and healing are linked to the spirit world and
Note: be sensitive to different cultural beliefs (traditional worship of ancestors
medicine versus western medicine) • dead relatives go on to the spirit world and still have
power in this world

5 min 15min

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2
Use a suitable exercise from a textbook or prepared Learners work on the activity from the textbook (or stick the
worksheet that explains about traditional African medicine: worksheet into their workbooks). Answers may include:

• illness is not only about a sick body, but problems with

• beliefs about illness the mind and spirit as well
• herbal remedies heal illnesses of the body and the mind
• belief in herbal remedies and spirit
• the person who decides (diagnoses) what is wrong,
• different types of healers: usually through spiritual means
• the person who decides how to treat the problem (the
remedy), usually with herbs and plants
• types of remedies • herbs, plants, trees, parts of animals
• can include ceremonies e.g. cleansing

5 min 10 min

3
Explain to learners that, for homework, they are going Learners prepare a list of questions to ask of an older person
to conduct an interview with an older person (preferably (parent, grandparent, caregiver) regarding traditional medicines
someone they know – a parent, grandparent, caregiver) about they know of and may still use.
traditional medicine. Questions that could be asked may include:
Instruct learners to think about what they would like to know • what traditional herbs and plants do you know?
about traditional medicines and prepare some questions to ask. • what are they used for?
Give suggestions for questions that they could ask. Check that • have you or anyone you know ever used them?
no questions are too personal or rude. • who told / taught you about them?
Note: Remind learners: • where do you get them from?
• to be very polite when speaking to their elders • can you tell me a story about someone being cured
• before asking, to explain that the questions are about using traditional medicines?
traditional medicine
• to make sure the person will not be offended by the Learners write down the answers on a scrap piece of paper then
questions copy the answers neatly into their workbooks.
• to thank them for their help when you are finished
• be polite if someone does not want to help, say thank
you and try another person.
5 min 10 min

Assessment strategy Form of assessment Assessment tool

Informal workbook memorandum
questionnaire rubric

Resources
Textbook, reference books,
Internet resources: http://www.sahistory.org.za/topic/pottery-division-labourtrade-medicine-and-healing-hunting
http://en.wikipedia.org/wiki/Traditional_African_medicine
http://www.tac.org.za/Documents/ResearchPapers/Traditional_Medicine_briefing.pdf

R eflection

Teacher signature:

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 Social Sciences Grade 5 Term 2 Time allocation: 1 hour

Subject Topic Sub-topic Lesson 10 of 10

History The first farmers in southern Africa How early African farmers lived in settled chiefdoms.

Trade

Link with prior lesson sub-topic Link with next lesson sub-topic
Medicine and healing This is the last lesson for this sub-topic.

Content Concepts
Trading with neighbours and people from further away ‘trade (barter, exchange, swap)’, ‘natural resources’, ‘products’,
‘handcrafts’, ‘tools’, ‘jewellery’, ‘metal (iron / copper)’.

Lesson aims
Learners will understand:
1. trading / bartering before the advent (invention) of money
2. what goods and products were traded
3. who they traded with at the time

Enrichment Inclusivity

Learners think about and answer this question: Give assistance to learners with barriers, especially with list-
Do you think it is a good idea to give weapons as items of trade? making in Step 2.
Give a reason for your answer.

A
Teaching steps: B C Learning steps:
1 Learners raise their hands and supply examples of trading they
After ensuring learners understand the new concepts
and vocabulary they will encounter in this lesson, explain know of or have done themselves.
the concept (idea) of trading: how people swapped and
exchanged goods before there was money.
Ask: Examples of possible answers:
• Have you ever traded anything? • I traded my friend two apples and an orange for his can
of Coke.
• Do you know others who’ve traded? • My brother cut his hand and it was wrapped in a
bandage, so he swapped his job of washing the dishes for
(Examples may not include the use of money.) my job of sweeping the house so his hand did not get
wet.
• I let my friend ride my bicycle and he gave me a packet of
sweets in exchange.
5 min 10min

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2
Using a textbook, reference book or internet resource, read Learners listen to account of with who and what early traders
an account of what early traders traded and with whom they traded.
traded.
• First traded with neighbours, then with people from
Explain to learners that what people had to trade depended on other parts of the world
the natural resources in the areas where they lived.
Ask: Learners raise hands and give answers which could include:
What could early farmers trade if they lived where there was:
• good rich (fertile) soil and rain? • grain from crops (mealies)
• good grazing and rain? • animals and animal products (livestock)
• large herds of wild animals? • wild animal products (from hunting)
• clay supplies? • pottery
• iron and copper ore? • tools, weapons and jewellery
Instruct learners to list products used for trading.
Remind learners they can get information from earlier lessons: Learners work individually and list, in their workbooks, all the things
Lesson 6, Step 3: tools/weapons/jewellery (products) people traded at that time.
Lesson 7, Step 3: pottery
Lesson 8, Step 3: hunting
5 min 20 min

3
Explain to learners that large villages with more members Groups of learners make charts illustrating items listed in Step 2
(man-power) could make more tools and jewellery than their that were traded by early African farmers.
village needed. These extra items they used to trade for things
they did not have e.g. Learners colour (if possible) and label all illustrations.
• iron ploughs and mealie seeds came from trading with
first Europeans Learners display finished charts on the classroom walls.
• gold and glass beads came from trading with people
further north in Africa.

Divide learners into groups. Give each group a large piece of

cardboard or paper.
Instruct learners to draw and label pictures of items listed in
Step 2 that people used for trading.

5 min 15 min

Assessment strategy Form of assessment Assessment tool

Informal discussion observation
workbooks memorandum
charts rubric

Resources
Textbook, reference books, an account of early trading, large pieces of cardboard or paper for charts
Internet resources: http://www.sahistory.org.za/topic/pottery-division-labourtrade-medicine-and-healing-hunting

R eflection

Teacher signature:

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