SOCIAL SCIENCES – INTERMEDIATE PHASE

LESSON PLAN : History

TOPIC: The first farmers in southern Africa 15 hours GRADE 5
DATE of the term: FROM _________ TO _________ NR. OF periods: ___ TERM 2

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.

CONTENT / CONCEPTS: When, why and where the first African farmers settled in Southern Africa - 2 hours

History Grade 5 Page 1

 1.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 : ASSESSMENT
1.Attitudes to land : (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
 Exam  Homework
 Data - handling  Worksheet
 Contextual – analysis  Test
 Investigation/Research Assessment Tools:
 Case Study Memorandum Rubric

TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES)  Creative Response

1.Attitudes to land : TG p.
AIMS SKILLS
The 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?
Teacher
Self
Group
Peer

History Grade 5 Page 2

 RESOURCES

EXPANDED OPPORTUNITIES /DIFFERENSIATION : Textbook

Maps/Atlas/Globe
Activity sheet
Pictures/photo’s/Illustrations
Newspapers& magazines
Others

History Grade 5 Page 3

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : History
TOPIC: The first farmers in southern Africa 15 hours GRADE 5
DATE of the term: FROM _________ TO _________ NR. OF periods: ___ TERM 2

CONTENT / 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 men
 Roles of women
 Roles 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 chief
 The role of cattle

DATE: FROM ____________ TO ___________ NR. OF periods: ____

5. Tools and weapons from iron and copper :
 Division of labour: gender-based activity: men
 Metal working (iron, smelting and fire technology, smothery)

DATE: FROM ____________ TO ___________ NR. OF periods: ____

6. Pottery:
 Division of labour: gendered activity: women
 Day-to-day use
 Use in ceremonies with the Lydenburg Heads as an example
History Grade 5 Page 4
  Trade

DATE: FROM ____________ TO ___________ NR. OF periods: ____

7. Medicine and healing:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

8. Hunting:

DATE: FROM ____________ TO ___________ NR. OF periods: ____

WORDBANK : ASSESSMENT
1.Homesteads: (Indicate with an x)  Map skills
Formal assessment: Informal assessment:
 Test  Classroom activities
2.Villages:  Exam  Homework
 Data - handling  Worksheet
 Contextual – analysis  Test
 Investigation/Research
3.Agriculture: crops and livestock :  Case Study
 Creative Response Assessment Tools:
Memorandum Rubric

4.Social , political and economic structures:

AIMS SKILLS
 Roles of men:
The History curriculum aims to develop learners who:
Finding a variety of kinds of information about the past.
 Roles of women:
Selecting relevant information.
 Roles of boys and girls :
Deciding about whether information can be trusted.
 A culture of co-operation :
Seeing something that happened in the past from more than
 The role of the chief : one point of view.

Explaining why events in the past are often interpreted

 The role of cattle :
differently.

Debating about what happened in the past on the basis of the

History Grade 5 Page 5
 available evidence.
Writing history in an organised way, with a logical line of
5. Tools and weapons from iron and copper : argument.

Understanding the importance of heritage and conservation

 Division of labour : (men)

 Metal working :

WHO ASSESSES?
6. Pottery:

 Division of labour : (women)

Homestead Village Agriculture Structures
 Day-to-day use :

 Use in ceremonies :

 Trade:

Teacher
7. Medicine and healing:

Self

Group
8. Hunting:

Peer

Tools & Medicine &

Pottery Hunting
TEACHER ACTIVITIES: Weapons Healing

1.Homesteads: TG p. Teacher

Self
2.Villages: TG p. Group

Peer

History Grade 5 Page 6

 RESOURCES:
3.Agriculture: crops and livestock : TG p.

Homestead Village Agriculture Structures

Textbook

Maps/Atlas/Globe

4.Social , political and economic structures: TG p. Activity sheet

 Roles of men: Pictures/photo’s/

Illustrations
 Roles of women: Newspapers&
magazines
 Roles of boys and girls :
Other
 A culture of co-operation :

 The role of the chief :

Tools & Medicine &
 The role of cattle : Pottery Hunting
Weapons Healing
5. Tools and weapons from iron and copper : TG p.

 Division of labour : (men) Textbook

 Metal working :
Maps/Atlas/Globe
Activity sheet

6. Pottery: TG p. Pictures/photo’s/
Illustrations
 Division of labour : (women) Newspapers&
magazines
 Day-to-day use :
Other
 Use in ceremonies :

 Trade:

History Grade 5 Page 7

 7. 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. 6. Pottery: LB p.

 Division of labour : (men)  Division of labour : (women)
 Metal working :  Day-to-day use :
 Use in ceremonies :
 Trade:
7. Medicine and healing: LB p. 8. Hunting: LB p.

EXPANDED OPPORTUNITIES /DIFFERENSIATION :

History Grade 5 Page 8

 SOCIAL SCIENCES – INTERMEDIATE PHASE
LESSON PLAN : History
TOPIC: The first farmers in southern Africa 15 hours GRADE 5
DATE of the term: FROM _________ TO _________ NR. OF periods: ___ TERM 2

CONTENT / CONCEPTS:

Revision , formal assessment etc. - 3 hours

TEACHER ACTIVITIES: (ATTACH COPIED PAGES OUT OF SOURCES) ASSESSMENT

(Indicate with an x)
Formal assessment: Assessment Tools:
 Test Memorandum
 Exam
Rubric
LEARNER ACTIVITIES: (ATTACH WORKSHEETS/ACTIVITIES & MEMORANDUMS)  Data - handling
 Contextual - analysis
 Investigation/Research
 Case Study
 Creative Response
 Map Skills

EXPANDED OPPORTUNITIES /DIFFERENSIATION

History Grade 5 Page 9