The new teacher induction program



SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: The first farmers in southern Africa 15 hoursDATE of the term: FROM _________ TO _________ NR. OF periods: ___Background information: 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. The study of Iron Age archaeology provides a history for the majority of present-day southern African and South African citizens. The term ‘Iron Age’ is a convenient label for this period, as people made tools from iron, but all the other facets of these societies should not be ignored. Archaeologists therefore use terms such as ‘agriculturists’ or ‘farmers’. The entry of farmers did not end the occupation of hunter-gatherers. They in fact shared the landscape – in some instances in intermarriage and in cultural interaction (all the clicks in the Nguni languages, for example, are derived from Khoisan languages). Iron Age societies were highly fluid, flexible and had a great capacity for change. People could move, shift and change their affiliation if they were not happy. The popular idea that Bantu-speaking people lived in ‘tribes’ is incorrect and the term must be avoided, as it assumes societies were static and unchanging. Instead, ‘chiefdom’ is a better term, but it must be remembered that chiefdoms were fluid and flexible – they came and went, and political power and citizenship changed constantly. Indigenous societies were political and strategically, economically and technologically innovative before the colonial period. The myth that so frequently surfaces is the contrast between societies with writing (‘civilised, progressive, innovative’), with indigenous societies (“tribal, mired in a static traditionalism”). All people all over the world are equally politically, economically, strategically and technologically innovative, irrespective of when they live and where they live. Focus: The way of life of the first farmers of southern Africa and how we find out about them.GRADE5TERM2CONTENT / CONCEPTS: When, why and where the first African farmers settled in Southern Africa - 2 hours1.Attitudes to land Interaction with Khoisan – principles of generous acceptance of other people. (In Iron Age society it was important for political power that leaders accepted strangers and integrated them into their own societies).DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Attitudes to land :(Indicate with an x)Formal assessment:TestExamData - handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)1.Attitudes to land : TG p.AIMSSKILLSThe History curriculum aims to develop learners who:Finding a variety of kinds of information about the past.Selecting relevant information.Learner activities: (Attach worksheets/activities & memorandums)Deciding about whether information can be trusted.1.Attitudes to land : LB p.Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.WHO ASSESSES?TeacherSelfGroupPeerRESOURCESEXPANDED OPPORTUNITIES /DIFFERENSIATION :TextbookMaps/Atlas/GlobeActivity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthers SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: The first farmers in southern Africa 15 hoursDATE of the term: FROM _________ TO _________ NR. OF periods: ___GRADE5TERM2CONTENT / CONCEPTS: How early African farmers lived in settled chiefdoms - 10 hours 1.Homesteads DATE: FROM ____________ TO ___________ NR. OF periods: ____2.Villages DATE: FROM ____________ TO ___________ NR. OF periods: ____3.Agriculture: crops and livestock DATE: FROM ____________ TO ___________ NR. OF periods: ____4.Social , political and economic structures:Roles of menRoles of womenRoles of boys and girls (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.)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 chiefThe role of cattleDATE: FROM ____________ TO ___________ NR. OF periods: ____5. Tools and weapons from iron and copper :Division of labour: gender-based activity: menMetal working (iron, smelting and fire technology, smothery)DATE: FROM ____________ TO ___________ NR. OF periods: ____6. Pottery:Division of labour: gendered activity: womenDay-to-day useUse in ceremonies with the Lydenburg Heads as an exampleTradeDATE: FROM ____________ TO ___________ NR. OF periods: ____7. Medicine and healing:DATE: FROM ____________ TO ___________ NR. OF periods: ____8. Hunting:DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1.Homesteads:(Indicate with an x)Formal assessment:TestExamData - handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric2.Villages:3.Agriculture: crops and livestock :4.Social , political and economic structures:Roles of men:Roles of women:Roles of boys and girls :A culture of co-operation :The role of the chief :The role of cattle :AIMS SKILLSThe History curriculum aims to develop learners who:Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.5. Tools and weapons from iron and copper :Division of labour : (men)Metal working :Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation6. Pottery:Division of labour : (women)Day-to-day use :Use in ceremonies :Trade: WHO ASSESSES?HomesteadVillageAgricultureStructures7. Medicine and healing:TeacherSelf8. Hunting:GroupPeerTools & WeaponsPotteryMedicine & HealingHuntingTeacher activities:1.Homesteads: TG p. TeacherSelf2.Villages: TG p.3.Agriculture: crops and livestock : TG p. GroupPeerRESOURCES:HomesteadVillageAgricultureStructuresTextbookMaps/Atlas/Globe4.Social , political and economic structures: TG p.Roles of men:Roles of women:Roles of boys and girls :A culture of co-operation :The role of the chief :The role of cattle :Activity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOtherTools & WeaponsPotteryMedicine & HealingHunting5. Tools and weapons from iron and copper : TG p.Division of labour : (men)Metal working :TextbookMaps/Atlas/GlobeActivity sheet6. Pottery: TG p.Division of labour : (women)Day-to-day use :Use in ceremonies :Trade:Pictures/photo’s/IllustrationsNewspapers& magazinesOther7. Medicine and healing: TG p.8. Hunting: TG p.Learner activities: (Attach worksheets/activities & memorandums)1.Homesteads: LB p. 2.Villages: LB p.3.Agriculture: crops and livestock : LB p. 4.Social , political and economic structures: LB p.Roles of men:Roles of women:Roles of boys and girls :A culture of co-operation :The role of the chief :The role of cattle :5. Tools and weapons from iron and copper : LB p.Division of labour : (men)Metal working :6. Pottery: LB p.Division of labour : (women)Day-to-day use :Use in ceremonies :Trade:7. Medicine and healing: LB p.8. Hunting: LB p.EXPANDED OPPORTUNITIES /DIFFERENSIATION : SOCIAL SCIENCES – INTERMEDIATE PHASELESSON PLAN : History TOPIC: The first farmers in southern Africa 15 hoursDATE of the term: FROM _________ TO _________ NR. OF periods: ___GRADE5TERM2CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hoursTeacher activities: (Attach copied pages out of sources)ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap SkillsAssessment Tools: Memorandum RubricLearner activities: (Attach worksheets/activities & memorandums)EXPANDED OPPORTUNITIES /DIFFERENSIATION ................
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