Social Sciences: History Grade 5

By:
Siyavula Uploaders
Social Sciences: History Grade 5

By:
Siyavula Uploaders

Online:
< http://cnx.org/content/col10988/1.2/ >

CONNEXIONS

Rice University, Houston, Texas

This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under
the Creative Commons Attribution 3.0 license (http://creativecommons.org/licenses/by/3.0/).
Collection structure revised: September 23, 2009
PDF generated: October 28, 2012
For copyright and attribution information for the modules contained in this collection, see p. 105.
 Table of Contents
1 Term 1
1.1 Archaeology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Drawings and diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.4 Research project on your province . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2 Term 2
2.1 Express ideas in a letter to the press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.2 San and Koina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.3 The black people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.4 The people frome Europe and Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

3 Term 3
3.1 Dwellings for Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
3.2 Early Cape homes and pioneering homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
3.3 Food for Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3.4 Music from Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
4 Term 4
4.1 Establishment of the empire and way of living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
4.2 Three places of interest in Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
4.3 Schools and churches in ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
4.4 The Roman army . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
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Chapter 1

Term 1
1
1.1 Archaeology

1.1.1 SOCIAL SCIENCES: HISTORY

1.1.2 Grade 5
1.1.3 THE STORY OF YOUR PROVINCE
1.1.4 Module 1
1.1.5 THE PAST OF YOUR PROVINCE: ARCHAEOLOGY
ARCHAEOLOGY CAN HELP YOU TO HAVE A BETTER UNDERSTANDING OF THE PAST OF
YOUR PROVINCE BY LOOKING AT:
How people lived; and
Which objects they used in their daily lives.
In this learning unit you are going to do four exercises to help you with this.

1.1.5.1 ACTIVITY:

1.1.5.2 HOW TO ACQUIRE SOURCES, USE THEM AND REPORT BACK

1.1.5.3 [LO 1.1; 1.2; 1.3]

Figure 1.1

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1
2 CHAPTER 1. TERM 1

Figure 1.2

Figure 1.3

(a) The following objects were found in a cave!Work in pairs and discuss the following questions:
For what purpose was each object used?
How were they made?
From what were they made
When we they made?
The following objects have been found in your neighbour's refuse bin. The objects found at the top were
written down rst, and those found at the bottom of the bin were written down last.
A TASK FOR YOU!

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Figure 1.4

(b) Divide into groups and use the clues to discover as much as possible about this family. Then write a
short account on a typical day in their lives.
meat bones
two empy cold drink tins and a wine bottle
twelve cigarette butts
potato peels
The Sunday Times
an empty Cereal box
egg-shells
pieces of bread
empty dog food bag
two empty Pick 'n Pay bags
empty Solly Kramer bag
Radio and TV magazine
four old spark-plugs, oil-lter
empty oil-can
used tea-bags, milk-container
broken rugby-ball
(Your teacher can also bring his/her clues to school to bring the exercise closer to reality!)

1.1.5.4 DID YOU KNOW?

When you, as detectives, have gathered information about this, you are called archaeologists and you are
busy with:

A Y

Table 1.1

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4 CHAPTER 1. TERM 1

An archaeologist can also obtain information from rock-paintings. We are going to study San rock-
paintings.
BACKGROUND INFORMATION!
There have been hunter-gatherers in Southern Africa for more than 2 million years. The rst of these
groups, like the San, arrived in South Africa 10 000 years ago. They trekked around in small family groups,
looking for food. (This has been conrmed by research related to their bones, rock-paintings and tools.)
The men hunted and the women gathered wild edible plants (e.g. fruit, bulbs, etc.). They also caught sh.
During winter they usually lived in reed huts or caves. In summer they just slept in hollows covered with
grass or reeds. The clothes of the San, of course, were made from animal skins.
(c) Your friend is an archaeologist. State whether his deductions are true or false about the rock-paintings.

Figure 1.5

TRUE FALSE

1. While the men dance, the women sit on the side, clapping their hands.

2. The men carry three sticks to keep the rhythm or beat.

3. The men wear caps made from antelope hair.

4. The painting was originally red.

Table 1.2

Figure 1.6

TRUE FALSE

5. The San usually hunted alone.

6. They could hunt animals bigger and stronger than themselves.

7. The San were good hunters.

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Table 1.3

(d) Acquire sources from which you can get the following information. Name the source and the page
number on which the information is found.
1. How did the San hunt wild animals?
2. How did they start the re when they wanted to cook meat?
3. Did the San tame animals? Motivate.
4. How did they save important stories (like a great hunt) for posterity?

1.1.6 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.
We know this when the learner:
1.1 nds sources: with guidance, selects sources useful for nding information on the past (e.g. oral,
written and visual sources, including maps, graphs and tables, objects, buildings, monuments, museums);
1.2 works with sources:
records and categorises information from a variety of sources (e.g. oral, written and visual sources,
including maps, graphs and tables, objects, buildings, monuments, museums);
1.3 answers the question:
continues to use information from sources to answer questions about people, events, objects, and places
in the past.

1.1.7 Memorandum
ACTIVITY

a) Artefacts such as pots, scrapers and arrow-heads were made two million years ago from clay, stone,
bone and wood.
b) Archaeology
c)

• (1) True
• (2) False
• (3) True
• (4) True
• (5) False
• (6) True
• (7) False
• Arrow, bow

• Use two sticks (one hard, one soft). The hard stick is twirled to and fro with the person's hands, with
one point in a hole in the soft stick. After a while the soft stick starts to smoke. Dry grass is placed
on the smouldering coal.
• Rock-engravings (painting)

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6 CHAPTER 1. TERM 1

2
1.2 Drawings and diagrams

1.2.1 SOCIAL SCIENCES: HISTORY

1.2.2 Grade 5
1.2.3 THE STORY OF YOUR PROVINCE
1.2.4 Module 2
1.2.5 THE PAST OF YOUR PROVINCE: DRAWINGS AND DIAGRAMS
HOW DRAWINGS AND DIAGRAMS CAN HELP YOU TO HAVE A BETTER UNDERSTANDING OF
THE HISTORY OF YOUR PROVINCE
BACKGROUND INFORMATION FOR YOU!
About 2 000 years ago the Khoina, most of whom were herdsmen, arrived in South Africa from the north.
Because of their livestock, they lived in areas where there was enough grazing for their sheep and cattle and
where they could hunt and gather food. They lived in large groups and often had to trek around. They
therefore had few possessions. Huts were built with long curved slats, covered with reed mats on the outside.
They rubbed cow dung and blood on the oors and built an enclosure outside the hut. At night they slept
on reed mats. Pots and milk pails, like everything else, were designed to be fastened across the backs of
animals when they travelled.

1.2.6 ACTIVITY 1:
1.2.7 TO USE DRAWINGS AND DIAGRAMS TO HAVE A BETTER UN-
DERSTANDING OF THE HISTORY OF YOUR PROVINCE
1.2.8 [LO 1.2]
Study the following sources and answer the questions.
SOURCE A

Figure 1.7

SOURCE B
The Khoina used the following articles from their environment to stay alive.

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Figure 1.8

Do you know how they made the following items? You may select materials from the list.

huts tree trunks, reeds, lay, animal hides

clothes

necklaces

weapons

pipes

containers

pots

footwear

Table 1.4

Figure 1.9

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8 CHAPTER 1. TERM 1

Figure 1.10

What is the connection?

Which herbs do you use in the kitchen?
DUTCH FARMERS
As you know, the D.E.I.C. became a very powerful trading company. Many of their ships sailed from
Europe to the East. In 1652 Jan van Riebeeck was sent to establish a halfway station at the Cape.
In 1657 he gave permission to the rst nine farmers (Free Burghers) to start farming on small farms.
By doing so, the D.E.I.C hoped to be able to supply ships with enough fruit, vegetables and grain, and to
reduce their expenses. The D.E.I.C bought products from the Free Burghers at xed prices. As the Free
Burghers increased in number, they also became involved in other agricultural activities.
(b) Also study the following statistics on the farming activities of the Free Burghers. Then state whether
the claims are true or false. If untrue, supply the correct facts.

YEAR CATTLE SHEEP WINE (LEAGUER) WHEAT (BAGS)

1711 20 743 116 256 1 094 20 526

1713 16 557 120 208 1 617 12 360

1783 62 762 310 904 3 239 14 983

1788 80 921 445 557 7 186 22 280

1795 71 664 418 817 6 271 32 936

Table 1.5

Adapted from: H.J. van Aswegen, Geskiedenis van S.A. tot 1854, p. 93.

1. In 1713 wheat farmers changed to cattle farming.

2. The decrease in wheat production from 1711 tot 1713 was due to droughts, untimely rain or diseases.
3. From 1788 the government had to import wheat due to a shortage.
In 1780, when there were approximately 10 500 Free Burghers, the D.E.I.C. controlled the territory up
to the Orange River in the north, and the Fish River in the east.

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Farmers tilled the land for one year and then let it lie fallow during the following year. Everyone worked
from sunrise to sunset. The heavy plough was pulled by oxen. Wheat, harvested from December, was tied
in small bundles and stacked. The southeaster usually assisted in the threshing of the wheat. Afterwards
the grain was cleaned, measured, put into bags and immediately taken to town or to the miller.

Figure 1.11

(c) Now design your own advertisement to indicate that you need workers on your wheat farm.
Most families were large. There were also squatters ("bywoners"), mainly Khoina servants. Wealthier
farmers owned slaves. The women raised the children (sometimes teaching them) and had to prepare the
meals. The men usually looked after the cattle or hunted on horseback. They produced their own dried
fruit, butter, soap and animal skins. Coee, tea, sugar, ries, powder and lead were very scarce and were
mainly bought from traders. Remember: a journey to Cape Town took about three months!
(d) GROUP WORK!!
Divide into groups and study the following drawings. Each member of the group takes a turn to ask a
question with regard to a drawing. The group must answer. Do not ask questions that require yes or no
answers. The group leader should write down any unanswered questions so that they can be put to the
class!

Figure 1.12

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10 CHAPTER 1. TERM 1

Figure 1.13

(e) Design your own comic strip to describe a day in the life of a stockfarmer family.

1.2.9 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.
We know this when the learner:
1.1 nds sources:
with guidance, selects sources useful for nding information on the past (e.g. oral, written and visual
sources, including maps, graphs and tables, objects, buildings, monuments, museums);

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 11

1.2 works with sources:

records and categorises information from a variety of sources (e.g. oral, written and visual sources,
including maps, graphs and tables, objects, buildings, monuments, museums);
1.3 answers the question:

• continues to use information from sources to answer questions about people, events, objects, and places
in the past.

1.2.10 Memorandum
ACTIVITY

Clothing Skins, reeds and grass (hats, baskets)

Necklace Seeds, small leather pouches lled with pebbles, shells, reed, horn

Weapons Bone, stone, branches, poison, leather, kierie, traps

Pipe Wood

Containers, pots Leather bags, tortoise shells

Footwear Wood

Table 1.6

b)

• Untrue, it was merely a bad harvest

• True
• Untrue, there was an increase

3
1.3 Maps

1.3.1 SOCIAL SCIENCES: HISTORY

1.3.2 Grade 5
1.3.3 THE STORY OF YOUR PROVINCE
1.3.4 Module 3
1.3.5 THE PAST OF YOUR PROVINCE: MAPS
HOW MAPS CAN HELP YOU TO HAVE A BETTER UNDERSTANDING OF THE PAST OF YOUR
PROVINCE
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12 CHAPTER 1. TERM 1

1.3.5.1 ACTIVITY 1:

1.3.5.2 HOW TO USE A MAP

1.3.5.3 [LO 1.2]

(a) One day you come across this map of the South Western Cape in a museum. The curator later asks you
to help add the following ve pieces of information to the map:
SELECT THE APPROPRIATE SKETCH AND DRAW IT ON THE MAP IN THE APPROPRIATE
FRAME.

Figure 1.14

(b) Which events probably took place if the following objects were found during excavations in a cave
near Saldanha Bay?
Scrapers, Pots, Wooden implements, Bone-points, Stones with holes
(c) Aha, the dining utensils!

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 13

Make a list with ve instructions how you would eat with your stone cutlery...

1.3.5.4 FARMERS OF THE IRON-AGE

The following maps indicate the extent to which Iron-age farmers entered South Africa by A.D. 200 (ap-
proximately the same time as the Khoina). They were mainly farmers and already used iron tools. They
preferred the eastern parts of the country because the c _________was favourable for crops and the
________l was fertile. Black agriculturalists mostly farmed with sheep and goats, and ploughed the
land. On the side they hunted and gathered. Farming was hard work. They therefore trekked around less
and settled in particular areas. Bushy areas were cleaned for agriculture. By A.D. 1000 early farmers started
giving more attention to cattle farming and started to trek in search of grazing. This became more important
than agriculture.
(d) Use the following maps, table and articles to answer the questions:
metal tools
stock farming
black languages
agriculture
SOURCE 1

Figure 1.15

SOURCE 2

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14 CHAPTER 1. TERM 1

Figure 1.16

IRON-AGE FARMERS ENTER

THE COUNTRY
by 150 A.D. farmers lived on the highlands of Zimbabwe
200 A.D. farmers lived along the coast of Mozambique
250 A.D. farmers lived at Mzonjani in Natal
600 A.D. farmers lived in the wide river valleys of Natal
650 A.D. farmers lived in the southern part of the Transkei
SOURCE 3

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 15

Figure 1.17

SOURCE 4
The black farmers were well organized. Each group usually included a number of families and relatives.
They had to look after their own members, as well as the elderly and the sick. Part of the harvest always
had to be stored for times of need like droughts. Normally the oldest man was regarded as the head of the
family.
Refugees, supporters, other relatives and strangers were also invited to join the group. The men usually
had to look after the cattle, while the women worked in the elds. In areas more suitable for agriculture the
men also had to work in the elds, seeing that it was their greatest source of income. Women however, were
allowed to tend to small livestock, like goats and poultry.
QUIZ!
Where were the building materials for the houses found?
Which materials were used for tools?
Why are there so many ash-heaps in this village?
How did these farmers forge iron?

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16 CHAPTER 1. TERM 1

Figure 1.18

1.3.6 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.
We know this when the learner:
1.1 nds sources:
with guidance, selects sources useful for nding information on the past (e.g. oral, written and visual
sources, including maps, graphs and tables, objects, buildings, monuments, museums);
1.2 works with sources:
records and categorises information from a variety of sources (e.g. oral, written and visual sources,
including maps, graphs and tables, objects, buildings, monuments, museums);
1.3 answers the question:

• continues to use information from sources to answer questions about people, events, objects, and places
in the past.

1.3.7 Memorandum
ACTIVITY
a) 1) Diaz 4) Stone Age implements
2) Sharp-pointed pots 5) Hollowed out stone

1) Rock engravings

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 17

b)

• They were mostly agriculturists  kept cattle and tilled the soil. New foodstus were introduced.
Wood was worked into domestic utensils (milk pails, dishes, pounding-blocks, spoons, pipes).c) Iron
ore was melted down for weapons and agricultural implements (e.g. weed-hoes). Soft metal was used
for ornaments (bangles).
• Dierent languages: Nguni  (e.g. Zulu, Sotho, Swazi, Nedeble) and Xhosa (e.g. Sotho, Tswana,
Venda) developed.
• Pottery contributed to the fact that pots were made for cooking and storage purposes.
• More and more settlements were built of stone. People began to live in larger groups and started to
lead a more established way of life.

Quiz
First the iron-ore was melted at a high temperature in a blast furnace to separate the iron from the
impurities of the rock. Large quantities of charcoal is used to keep the furnaces at the right temperature.
After the melting process the iron, that now resembles a lumpy cake, is heated again. Then it is forged into
utensils by beating and cutting it. Ash heaps are often found nearby.

4
1.4 Research project on your province

1.4.1 SOCIAL SCIENCES: HISTORY

1.4.2 Grade 5
1.4.3 THE STORY OF YOUR PROVINCE
1.4.4 Module 4
1.4.5 RESEARCH PROJECT ON YOUR PROVINCE
This is a self-study task to test your ability to apply sources. The exercise on Broederstroom beforehand
will help a lot!
AN ARCHAEOLOGIST'S MAP OF BROEDERSTROOM
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18 CHAPTER 1. TERM 1

Figure 1.19

From: C. Malherbe (et al.), Nuwe leefwyse, Nuwe landskap, p. 32.

Archaeologists have found the remains of many villages which were built during the same period. Broed-
erstroom was inhabited between A.D. 350 - 600. The site was discovered after a thorough search of the area
by archaeologists linked to the University of the Witwatersrand. They found the remains of round houses
with clay oors, the largest being about 6 m in diameter. Clay pots of dierent shapes and sizes were also
found. Iron ore found lying nearby indicated that forging was done on the site. The environment of the
Broederstroom site is bushy. There is sucient water in the area, and there are grasslands within reach.

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1.4.5.1 ACTIVITY:

1.4.5.2 TO DISCOVER NEW FACTS AND OPINIONS

1.4.5.3 [LO 1.2]

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20 CHAPTER 1. TERM 1

True or False

1. Broederstroom is situated in Na-

tal. [See map of black agricultur-
alists!].

2. These inhabitants mainly kept

stock.

3. The rst inhabitants built their

houses in the southern part of the
village.

4. Broederstroom later developed

towards the east.

5. By A.D. 600 the villages were un-

inhabited and overgrown. Still,
the walls remained.

Table 1.7

(a) Study the above information and see if you can distinguish between fact and ction.
(b) Study the sketches below and then explain the use of the objects to your friend. Supply the relevant
facts.

Figure 1.20

Figure 1.21

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 21

Figure 1.22

(c) Cattle was very important to the early farmers. If you connect the words in column A and column B
correctly, you will see why:

A B

Cattle Clothes and shields

Meat Containers

Skin Food for special occasions

Horns Plastering clay

Dung Sign of wealth and status

Table 1.8

(d) Now draw your own sketches to indicate how the duties of women and men diered. (Hint: avoid
opinions!)
SPECIAL!
These early farmers were skilled in the art of ring clayobjects and in weaving. Design your own cooking
pot from clay or a woven mat. Invite someone to demonstrate these crafts in class.
(e) Your teacher is going to give you a short research assignment on your province.

1.4.6 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.
We know this when the learner:
1.1 nds sources:
with guidance, selects sources useful for nding information on the past (e.g. oral, written and visual
sources, including maps, graphs and tables, objects, buildings, monuments, museums);
1.2 works with sources:
records and categorises information from a variety of sources (e.g. oral, written and visual sources,
including maps, graphs and tables, objects, buildings, monuments, museums);
1.3 answers the question:

• continues to use information from sources to answer questions about people, events, objects, and places
in the past.

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22 CHAPTER 1. TERM 1

1.4.7 Memorandum
ACTIVITY
a) Opinion: North West Province (previously South-Western Transvaal)
Fact
Opinion: North-Westerly direction
Fact
Opinion: Floors and foundations remain intact
b) 1. Cultivator
2. Hoarding place (maize, wheat)
3. Axe head
c) Cattle: Wealth and status
Meat: Meal
Hide: Clothing and shields
Horn: Containers
Dung: Plastering clay
d) Men: Hunt, look after the cattle, protect family and belongings, plough, manufacture weapons, build
huts
Women: Gatherers, tillers, potters, plait baskets and mats, prepare food, keep the huts clean, plant and
harvest, repair roofs.

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Chapter 2

Term 2
1
2.1 Express ideas in a letter to the press

2.1.1 SOCIAL SCIENCES: HISTORY

2.1.2 Grade 5
2.1.3 SHAPING A NEW SOCIETY IN S.A.
2.1.4 Module 5
2.1.5 EARLY INHABITANTS AND THEIR WAY OF LIFE
• Have you ever passed by a house that is being demolished and stopped to wonder who used to live
there and how they lived? Even though the ruins leave some hints about the past, no-one will ever
know the full story.

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23
24 CHAPTER 2. TERM 2

Figure 2.1

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 25

2.1.6 ACTIVITY 1:
2.1.7 TO UNDERSTAND TIME IN THE PAST
2.1.8 [LO 3.3]
• Fortunately, through careful excavations, archaeologists have found quite a number of sources in
caves and other places where these people probably lived earlier on.

Figure 2.2

Figure 2.3

Figure 2.4

a) Are the following two pages in the correct order? In other words, ancient rst, then modern. Why?

21

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26 CHAPTER 2. TERM 2

Figure 2.5

a)
b) This map of the country shows only a few examples and evidence of the earliest inhabitants.Link each
description with the correct drawing on the map, e.g. i (5).

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 27

Figure 2.6

i) These pots date back to . . .. . .. . .. . .

(have existed since) approx-
imately 250 A.D.They were
found in Mpumalanga and
Kwazulu/Natal.

continued on next page

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28 CHAPTER 2. TERM 2

ii) The Portuguese navigator,

Diaz, landed aMossel Bay in
1488.

iii) Iron implements such as these

date back to 700 A.D.

iv) Ostrich egg shells of about 15

000 years ago were found. The
egg shells were usually buried
near water.

v) Hollowed-out stones that were

used up to 10 000 years ago were
found at various sites.

vi) Some of the world's largest col-

lections of rock art works such
as this eland were found in the
Drakensberg.

vii) Stone implements as old as 300

000 years are found throughout
South Africa.

Table 2.1

Now, of course, you all want to know how these early inhabitants of our country lived. Two stories about
their way of life are told below. Only one of these is true. See whether you can choose the right one after
you have read through the questions on the following page.

Figure 2.7

SEPPIE'S STORY
We call this the period of the skeletons ...
In those early days bands of skeletons roamed the desolate plains of South Africa. They were a rowdy
bunch who sang soccer songs while spraying skeleton slogans on the rocks. Some of them also taunted
the tigers. They could not leave anyone in peace. At rst they lived in caves, but later they built three-
bedroomed houses with wall-to-wall carpets. These were better known as bungalows. Their daily diet
consisted of tough bones and at least ten cups of strong coee. Fortunately they became extinct because
the ozone layer was damaged. . .
THARIEN'S STORY
Many years ago (about 1 to 2 million years ago!) our country as you know it today had no xed
boundaries. It was simply part of the African continent. Also, South Africa did not look like one big puzzle

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 29

made up of elds, meadows and residential areas, as it does today. One could pick and choose what land
one wanted to occupy. Early inhabitants changed and developed our country over a period of millions of
years. Later visitors from Europe and Asia caused further changes. And all the while South Africa is still
developing!

a) In order to give the correct answers to the previous questions that are based on these two stories, you
rst have to place yourself in the shoes of the San. The rst people were hunters and gatherers of
veld foods, such as edible wild fruit and berries, roots, and so on.
b) Which story tells the truth, in other words, which facts can be proved?

If something can be proved, it is a f___t, but if it can't be proved, it is merely an o_______n.

Why are the people on Tharien's drawing called hunters and gatherers?
Did they nd it dicult to get hold of food? Give a reason for your answer.
How did they prepare this food?
Did they share the food amongst themselves? Give a reason for your answer.
Did they live together as families?
Describe the clothes they wore.
What kind of weapons and tools did they use?
What were these made of ?
Where did they usually sleep at night?
Why did they live near a river?
Did the men and women do the same kind of work? Justify your answer.
What else would you like to know?
What will we never know?
[LO 3.3]

Figure 2.8

The Khoina. They were cattle farmers and they kept cattle and sheep to add to their food supply.

Figure 2.9

Black people started to cultivate the soil and plant crops. They started agriculture.

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30 CHAPTER 2. TERM 2

2.1.9 Assessment
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects of
history
3.1 Be aware of more than one view of the past
Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.

2.1.10 Memorandum
Activity

(a) 2 (ancient), 1 (modern)

(b)
(i) 6
(ii) 7
(iii) 4
(iv) 2
(v) 1
(vi) 5
(vii) 3
(c)
fact, opinion
Tharien's story is the truth.

2
2.2 San and Koina

2.2.1 SOCIAL SCIENCES: HISTORY

2.2.2 Grade 5
2.2.3 SHAPING A NEW SOCIETY IN S.A.
2.2.4 Module 6
2.2.5 THE SAN AND THE KHOINA
THE SAN
One of the rst groups of people who called South Africa their home were the San. As you already know,
groups of hunter-gatherers have been living in Southern Africa for more than 20 million years. The rst
group settled here 10 000 years ago. They moved around in small family groups, seeking food and water in
order to survive. The men usually hunted animals while the women collected veld foods (seeds, fruit, bulbs,
berries and roots). Some of them shed as well.
The San is just another name for the Bushmen. Europeans called them Bushmen (people who live in the
bush).
As in previous modules, you will have many opportunities to reconstruct the past of the San and the
Khoina.
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 31

2.2.6 ACTIVITY:
2.2.7 TO RECONSTRUCT THE PAST OF THE SAN AND THE KHOINA
2.2.8 [LO 3.3]
a) Let us follow the tracks of the San. The drawings below, which illustrate a day in the life of the San,
will help you to understand them even better. Link each drawing to its description [for example 1 (i)].

Figure 2.10

The women went out in the morning to dig for veld food. They used tools made from hard wood. These
are called digging sticks. Sometimes a deer's horn was fastened to the stick to make it easier to break the
hard soil.
They carried the veld food in bags made from animal skin. When food was plentiful, for instance when
the nuts were ripe, these expeditions could last up to six days. They also gathered honey and insects.
Stone instruments were used to cut the meat.
When enough food and water had been gathered for the day, the men danced in a circle at night, while the
women sang and accompanied them on musical instruments. Sometimes they also made tools and artefacts,
smoked, told stories and played games at these times.
The men went out hunting with their bows and arrows.

a) Have group discussions on everything that you have been able to deduce from the drawing on the
previous page. Then complete the following sentences.

Appearance
They were small, yellowish-brown people. They were about ________ (1) tall.

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32 CHAPTER 2. TERM 2

Most of their (2) was stored in the hind part of the body.
They wore very little clothing; only a (3).
Customs
They worshipped the ________, (4), the stars, the sun and the praying mantis.
When someone died, he/she was buried in an ___________
(5) position, with his/her possessions.
Tools
Tools were made from various materials:
b _ _ e, t _ _ t _ _ _ _, s _ _ _ l, w _ _ d
l _ _ f, st _ _ e (6)
how did they manage to hollow out the stones so well?
Dwellings
They had no xed dwellings. The reason?
The San children's school was totally dierent from yours. During the day they had their schooling in
the veld, and in the evenings they were taught many things around the re. They knew the animals' way of
life so well that they could even imitate them perfectly.

a) Now give the correct answers to the questions on their hunting skills. Use the words in the frame
below.

The men were hunters. Their most important weapon was the __________
(1) and ______________ (2). Arrowheads were made from _________ (3)
and _______________ (4) and the shaft was made from ___________ (5).
Poison from _____________ (6) and _____________ (7) was applied just behind the
arrowhead.
The San carried their arrows in ______________ (8).
Small game and birds were caught in___________ (9)
and big game in_____________ (10).

2.2.8.1 THE KHOINA

Welcome to the Khoina. It was the Europeans who changed our name to Hottentots, because we often used
a word that sounded just like it. Apparently Khoina means `man of men' ! Our diet , which was better than
the San's, helped us to develop a larger body frame.
We arrived here from the north approximately 2 000 years ago. Before we moved southwards, we lived in
the region that is known today as Botswana. Black people who moved through our territory taught us more
about bartering and how to farm cattle in order to survive. The major dierence between us and the San is
that we are cattle farmers and they are hunter-gatherers. However, our appearance, language and customs
show many similarities with those of the San. Contrary to the San, who move about in small hunting groups,
the Khoina trek in large groups.
After the Dutch landed at the Cape with Jan van Riebeeck, we lost more and more of our grazing elds.
In 1713 many Khoina died in the smallpox epidemic and we lost many of our cattle through various diseases.
In order to survive, we were forced to nd work on farms and in the towns, where many of our people
intermarried with other groups. Today there are very few Khoina left. Most of them live in small groups in
the Richtersveld as well as in Namibia (the Nama).

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 33

Figure 2.11

a) After your conversation with X!Hau you should be able to complete the following summary on the
Khoina quite easily!

Figure 2.12

Customs

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34 CHAPTER 2. TERM 2

Figure 2.13

They worshipped ______________ (1) for rain.

They were very fond of ______________ (2) and musical instruments.
Appearance
They were more powerfully built than ________________ (3).
Their clothes were made of sheep skins or the skins of ____________ (4) animals.
They liked decorations and adornments that were made of
________, __________ and ____________(5)
Dwellings
Their huts were built around the hut of the _______________ (6).
In the centre there was an open space for ______________ (7) at
night.
Reed mats were draped over a frame made of bent ________ (8).
Foods
More and more of them changed over to ______________ (9) farming.
They did not slaughter their ____________ (10) but they did slaughter sheep.
______________ (11) (a kind of milk) was one of their favourite
foods.

Figure 2.14

e) Now choose the correct answers from the frame below.

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 35

Figure 2.15

The Khoina kept __________ (1) or herds of _________(2). They realised that one can
_______________ (3) animals and keep them in paddocks.
The Khoina had _____________ (4) and _____________ (5).These animals provided them
with _____________ (6) and _____________(7).
They used ______________ (8) to ______________ (9) heavy loads. The Khoina re-
garded cattle as a sign of _______________ (10).

• Now use the following simple questions to obtain more information about the Khoina's dwellings.

What is happening in the drawing?

When and where did it happen?
Why did it happen?
Do you recognise the people on the drawing? Can you nd out what their names were?
How do we know that all of this really happened?

Figure 2.16

a) Work in pairs and answer the following questions on the Khoina's way of life

Why did the Khoina have more possessions than the San?
How were their huts built? What were the oors of the huts made of ? What are the oors in your home
made of ?
Why were the huts built around the headman's hut?
What did they sleep on at night? What do you sleep on?
Where did they get their water from? Where does your water supply at your home and your school come
from?

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36 CHAPTER 2. TERM 2

Figure 2.17

LO 3.3

Table 2.2

Figure 2.18

2.2.9 Assessment
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects of
history
3.1 Be aware of more than one view of the past

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 37

Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.

2.2.10 Memorandum
Activity
(a)
(i) 5
(ii) 5
(iii) 4
(iv) 1
(v) 2, 3
(b) Appearance: (1) ± 153 cm (2) fat (3) loin cloth (men), leather apron (women)
Customs: (4) moon (5) sitting
Tools: (6) bone, tortoise-shell, leaf, wood, stone
(c)

• (1) arrow
• (2) bow
• (3) stone
• (4) bone
• (5) wood or reed
• (6) mopani worms (carver larvae)
• (7) snakes
• (8) quivers
• (9) snares
• (10) snare-pits

(d) Customs: (1) moon

(2) dance / song
Appearance: (3) the San
(4) wild animals
(5) seeds, berries, ostrich egg-shells, clay
Dwellings: (6) headman
(7) livestock (to sleep)
(8) thorntree branches and poles / slats
Foods: (9) livestock
(10) cattle
(11) Curdled milk (from calabashes)
(e)

• (1) ocks
• (2) livestock
• (3) catch
• (4) sheep
• (5) cattle
• (6) meat
• (7) curdled milk [curds and whey (amasi)]

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38 CHAPTER 2. TERM 2

• (8) oxen
• (9) haul
• (10) wealth

3
2.3 The black people

2.3.1 SOCIAL SCIENCES: HISTORY

2.3.2 Grade 5
2.3.3 SHAPING A NEW SOCIETY IN S.A.
2.3.4 Module 7
2.3.5 THE BLACK PEOPLE

Figure 2.19

The black people also originally came from Northern Africa. They arrived in Southern Africa at roughly
the same time that the Khoina started farming with livestock. The black people developed further than
the Khoina and the San. They cultivated the soil around their homes and kraals  therefore they are called
agrarians or farmers. The women tilled the soil in the elds and planted the seed, while the men helped to
reap the crops. They planted mainly mealies and sorghum. They ground the mealies to make mealie meal.
This was used to cook porridge with.

Figure 2.20

Why were they called the Iron Age people?

The San and the Khoina are called Stone Age people, mainly because they used tools made from stone.
The black people, however, knew how to make eective iron tools. Iron ore was melted and was used to

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 39

make hunting weapons and tools or implements such as hoes. The black people were stronger than the San
and the Khoina and were therefore able to ght for possession of the best parts of the country. Black farmers
generally preferred the eastern parts of the country, as the rainfall was good and the soil fertile. They farmed
with sheep and goats, but their main farming activity was planting crops. Later on cattle farming became
their most important line of stock farming, because cattle provided more products and were a symbol of
wealth and status.
The black people no longer moved around so much. They started to settle in xed areas. Wooded areas
were often cleared so that they could plant their crops. They began to build more permanent dwellings,
because now there was enough food for everybody. More and more little villages developed. The rst of
these hamlets in South Africa were built round about 300 AD.

Figure 2.21

2.3.6 ACTIVITY:
2.3.7 TO RECONSTRUCT THE PAST OF THE BLACK PEOPLE
2.3.8 [LO 3.3]
a) You now also have the opportunity to become familiar with the past of the black people. Complete
the following summary on the black people and then have a look at a typical kraal.

Food
They ate mainly meat, sorghum, milk and
m _________ (1).
Customs
They were very fond of ________ (2).
When there were feasts or festivities they slaughtered
a(n) _____ (3). ________ (4) spoke to the spirits of the forefathers.
Clothing
They wore the tanned ___________ (5) of wild animals.
Ostrich feathers were placed on the ___________ (6).
Dwellings
Some gathered _____________ (7) grass and reeds for their huts.
The ______________ (8) of the hut was made of thatching-grass.
The walls were coated with ________________ (9).
________________ (10) built huts.
Sometimes they drew beautiful p _____________ (11).

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40 CHAPTER 2. TERM 2

Figure 2.22

VENDA

Figure 2.23

XHOSA

Figure 2.24

Zulu

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 41

Figure 2.25

Sotho
Listen attentively to the interview with Xayimpi. Remember some of the words. Ask your teacher to
read it to you so that you can supply the missing answers. Your teacher is allowed to help you!
Question 1: How was such a tribe ruled?
XWhere a large group of __________ (1) lived together, they had to __________ (2) ways
of co-existing ____ (3) peace. The headman of _________ (4) group got together to elect a
____________ (5) to rule ___________ (6) them all. Thus he had ____________
(7) power, and could __________ (8) others, decide where to build ___________ (9),
what _________ (10) to plant, and who had to be ___________ (11) or punished.
_____________ (12) were taken at meetings ________ (13) the older men. The _________s'
(14) help was also __________ (15) for dicult decisions.
Question 2: What role was played by the forefathers?
It was believed that the ancestors of a tribe acted as protectors. If things went wrong, they thought
that the forefathers were angry with them. Certain ceremonies were then held to appease the spirits. The
forefathers were highly revered and it was believed that the dead were still part of the family.
Question 3: Who belonged to the tribe?
Everybody! There were no problems ___________ (16) the care of orphans __________ (17)
the elderly. Often, if a m_____(18) died, his b__________ (19) would ___________ (20) his
wife in order to lessen the number of ______________ (21). Anyone who violated ___________
(22) system and rules of ____________ (23), were banished _________ (24) killed.

a) Study the pictures of the black village of approximately 500 years ago. Then divide into groups so that
each group can use a dierent picture.

Now help the group leader to write down ve questions based on your group's picture on a sheet of paper.
Leave enough space for the other group to ll in answers. Also remember to write the number of the picture
at the top of the page.
Make sure that you don't write questions that need only a yes or no answer!
After the questions have been answered, exchange the work with another group. Now answer your
questions while the group leader lls in the answers.
Each group leader must give feedback on their questions and answers orally to the rest of the class on
behalf of his/her group.
Your teacher could even have all the groups' assignments typed (or written out neatly) and return it to
you.

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42 CHAPTER 2. TERM 2

Figure 2.26

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 43

[LO 3.3]
The early inhabitants of Africa that you have met up to now all contributed to the development of our
country.

2.3.9 Assessment
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects of
history
3.1 Be aware of more than one view of the past
Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.

2.3.10 Memorandum
Activity
(a) Food: (1) maize
Customs: (2) music
(3) cow (ox)
(4) soothsayers, priests
Clothing: (5) skins
(6) head
Dwellings: (7) poles, clay, stones, sods
(8) roof
(9) clay bricks (mixture of clay, cow dung)
(10) especially women
(11) patterns
(b) Question 1:
The teacher ll in missing words on his / her copy and reads the interview to the learners. They listen
attentively and then completes the activity.

• (1) of people
• (2) nd
• (3) together in
• (4) the
• (5) leader
• (6) over
• (7) a lot of
• (8) amongst
• (9) huts
• (10) food
• (11) rewarded
• (12) decisions
• (13) with
• (14) soothsayer
• (15) called in

Question 3

• (16) with

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44 CHAPTER 2. TERM 2

• (17) and
• (18) man
• (19) brother
• (20) marry
• (21) orphans
• (22) the
• (23) the tribe / group
• (24) or

4
2.4 The people frome Europe and Asia

2.4.1 SOCIAL SCIENCES: HISTORY

2.4.2 Grade 5
2.4.3 SHAPING A NEW SOCIETY IN S.A.
2.4.4 Module 8
2.4.5 THE PEOPLE FROM EUROPE AND ASIA

Figure 2.27

More and more seafarers called at the southern tip of Africa, especially to replenish their stock of fresh water
and also to introduce the country to the rest of the world.
Some people left their countries of origin to settle here permanently. People who settle in another country
are called immigrants.

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 45

Figure 2.28

The rst white people who came to settle here were a group from the Netherlands who came with Jan
van Riebeeck to Table Bay in 1652. They had been commissioned to build a fort and establish gardens. The
Dutch vessels that passed the Cape on their way from Europe to the East would then be able to take fresh
water, fruit and vegetables on board for the sailors.
The task that Jan van Riebeeck had been set demanded very hard work. While the Khoina still possessed
land and livestock they did not want to work for the Dutchmen. After the arrival of the rst large group
of slaves in 1658, the Dutch East India Company regularly supplied the authorities at the Cape with slaves.
When the British took over the Cape in 1795 there were more slaves than free burghers. In 1834 new laws
were passed that determined that all slaves were to be emancipated. At the Cape the descendants of the
slaves intermarried with people from the other groups. For instance, many children had a white father and
a mother who had been a slave. A new population group was created. They were neither Malay slaves nor
Negro slaves; neither white people from Europe, nor Khoina.
The Cape coloured people are descendants of the Khoina: emancipated slaves, free blacks, whites and
Muslims. These coloured people initially worked as farm labourers, shermen and artisans. They were given
the vote at the Cape in 1853.

2.4.6 ACTIVITY 1:
2.4.7 TO UNDERSTAND CHRONOLOGY AND TIME ABOUT PEOPLE
FROM EUROPE
2.4.8 LO [3.3]
Early settlers from Europe

a) Imagine that you are a member of a Khoina tribe. Try to picture the meeting between your people
and the Europeans. The sources below should be of some help to you!

SOURCE 1

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46 CHAPTER 2. TERM 2

Figure 2.29

SOURCE 2
One day some strange ships sailed into your bay. It did not seem as if the people were only going to load
fresh water and then leave again, as previous ships had done. Most of them had long hair that reached down
to their shoulders. Some of them wore huge hats, and one could see their hair sticking out from under these
hats. Many of them also had hair on their faces. It was only when they started speaking to each other in
their strange voices that one could make out that most of them were men.
Although it was sunny, they all wore clothes and leather shoes that covered most of their bodies. They
looked much dierent from the Khoina. Most of these strange people were quite a bit taller than the Khoina,
and their faces were red from the sun.

a) Imagine that you are Jan van Riebeeck. Your group of Dutch people have just landed in Table Bay ...

After this rst encounter with the Khoina, the Dutchmen, too, were amazed by the Khoina's clothing, eating
habits, appearance and language.
Divide into your groups. The group leader will write. We are going to solve Van Riebeeck's problems in
four steps:
Step 1: What problems, do you think, will Jan van Riebeeck and his group encounter in this new
country?
Step 2: Discuss all these problems and then select the most important problem. Everyone in the
group must agree. Write this down: How will we . . .?
Step 3: How many possible solutions to this problem can you think of ?
Step 4: Decide together what the best solution will be.
You have ve minutes to practise before each group has to enact its problem and the solution. The group
leader must start o by stating the problem briey and mentioning how you intend solving it.

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 47

2.4.9 ACTIVITY 2:
2.4.10 TO UNDERSTAND TIME IN THE PAST
2.4.11 [LO 3.3]
a) Here are some more examples of people who found a new home in South Africa. Start o by trying to
discover as many as possible on your own, and then compile your own time-line.
Since the navigator, Diego Câo, went ashore here in 1485, the
P__________e (1) have been here.
The rst s_____s (2) arrived here from Angola in 1658.
In 1652 the D_______ (3) arrived here with Jan van Riebeeck.
The F_______ (4) Huguenots came to South Africa in 1688 for the
sake of their religion.
In 1820 the B____________ (5) Settlers settled along the eastern border of the Cape Province.
About 400 G_________ (6) soldiers settled in South Africa after the Dutch administration had come
to an end.
In 1860 11 G___________ (7) sailors deserted their ship in the Port
Elizabeth harbour and stayed here.
Quite a number of I_________ (8) soldiers who were detained here during the Second World War,
remained here.
Supply your own two examples.
EARLY PEOPLE FROM THE FAR EAST
The Cape Malays were the rst group of people from Asia to come to South Africa. They were mainly
from the East Indies. They came to the Cape during Dutch rule. Most of them were Muslims. They were very
good at baking bread and cakes, and there were many excellent builders, carpenters, cooks, washerwomen
and shermen amongst them. Some of them also grew vegetables and sold their produce at the market or
in the streets.

Figure 2.30

Figure 2.31

The largest group of Indians in South Africa settled in what was known as Natal (Kwa-Zulu/Natal).
This is the story of the Indians ...

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48 CHAPTER 2. TERM 2

The rst white farmers in Natal grew cotton. In 1847 the Milner brothers brought seed canes from
Mauritius and that was the start of sugar cane farming in Natal. The rst sugar cane plantations were
established. More and more small mills, driven by cattle, were built. Large plantations and machinery
followed. It soon became clear that cheap but trustworthy labourers were needed for the sugar cane farming
to be successful.
The Zulu men were not really interested in becoming labourers. They were quite capable of making a
living with what they owned. In any case, the men believed that agriculture was women's work. In 1860
Indian labourers were brought to South Africa on contract. By 1910 more than 150 000 had already come
here as part of the scheme. They were transported free of charge, worked nine hours per day, earned a
wage of 10 shillings per month and would be free after ve years. Some Indians also came here as ordinary
immigrants, especially with a view to opening shops and businesses.
Because there was tremendous poverty and misery in India, very few Indians went back after ve years.
Most of them stayed in South Africa and got jobs. Many Indians started their own businesses  they became
dealers, factory owners, shermen and market-gardeners. They became remarkably successful.

2.4.12 ACTIVITY 3:
2.4.13 RECONSTRUCT THE PAST OF THE PEOPLE FROM ASIA
2.4.14 [LO 3.3]
a) Design your own crossword puzzle with questions (3 down, 3 across) in which you summarise the most
important information about the Indians. Swop with your friend so that you can ll in his/her puzzle.
Now that you understand more about the earliest inhabitants, we shall be studying their way of life in
the next module.

2.4.15 Assessment
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects of
history
3.1 Be aware of more than one view of the past
Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.
Memorandum
ACTIVITY 2 (a)

• (1) Portuguese
• (2) slaves
• (3) The Dutch
• (4) French
• (5) British
• (6) German
• (7) Greek
• (8) Italian

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Chapter 3

Term 3
1
3.1 Dwellings for Africa

3.1.1 SOCIAL SCIENCES: HISTORY

3.1.2 Grade 5
3.1.3 AN EARLY AFRICAN COMMUNITY: PEOPLE OF S.A.
3.1.4 Module 9
3.1.5 DWELLINGS FOR AFRICA
THE EARLIEST INHABITANTS OF SOUTH AFRICA ALSO WERE THE EARLIEST PEOPLE OF
AFRICA. IN THE FOLLOWING MODULES WE WILL STUDY THEIR DWELLINGS, FOOD AND
MUSIC.
There are many dierent groups of people in South Africa and they live in dierent kinds of homes. Their
dwellings have also changed considerably from the simple cave dwellings of the Stone Age to the homes of
today. Technological progress has brought about incredible change.
We are going to study indigenous homes, early Cape homesteads, pioneer homes, homesteads in the
British architectural style, and certain contemporary houses.

3.1.6 ACTIVITY:
3.1.7 TO CONSULT SOURCES FOR INFORMATION ON INDIGENOUS
HOUSING AND REPORT YOUR FINDINGS
3.1.8 [LO 1.2; 1.3]
a)This is an exercise in which you simply need to supply missing words! (You will also be
doing a quick revision of the earliest homes of the San and the Khoina people.)
The San were nomadic (a) _________ and gatherers. They lived
in caves or shelters made of branches and (b) ________ to protect
them from (c) ______, sun and rain and (d) ____
sleeping in at night. (e) ________ Khoina moved around with their (f )_______
and they therefore lived in (g) ______ huts made of grass mats. The mats
(h) ________ light and could be rolled up (i) ______ they had to
move further (j) ____ young branches were used (k) ________

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49
50 CHAPTER 3. TERM 3

the frames and they were covered with (l) _________ or grass mats. When
(m) _______ rained, the (n) __________ became swollen with
absorbed water and this prevented the raindrops from getting (o) _____ the
shelter. Many examples of (p) ____ type of dwelling can still be seen (q) ____ Namaqualand.
b) Work in groups when you consult sources to nd answers to the following questions:

Figure 3.1

How did the tasks performed by men dier from those performed by women?
What are the dierences and similarities that you notice?
Who are these people?
Where did they live?
When did they live?
How did they live?
The San loved listening to stories that explained natural occurrences when they gathered together around
the campre. Make up your own stories about why there are spots on the moon.
c) Look closely at the following sketch of the dwellings of the Khoina, and report back as a
group:

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 51

Figure 3.2

How did they make their huts? What was used for the oors? What is used for the oors in your house?
Why were the huts arranged around the hut belonging to the chief ?
On what did they sleep at night? On what do you sleep?
Where did they get water? How are your schools and houses supplied with water?
Why did the Khoina have more possessions than the San?
Supppose a man among the Khoina became blind. How would he have to adapt his lifestyle? (In the
short term and in the long term)
d) The Nguni peoples mainly built round huts of clay or stone  usually with thatched roofs.
Zulu and Tswana huts traditionally consisted of frameworks of sapling branches with conical
thatched roofs.
Find examples of other indigenous dwellings. Paste or draw them in your workbook.

Figure 3.3

Zulu kraal

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52 CHAPTER 3. TERM 3

Figure 3.4

Nguni hut
e) Suppose that you are a spy who has to determine where the tribe's new kraal has to be
built on behalf of your chief.
Draw a map of the countryside showing the ideal position for the new kraal. Then write a brief spying
report (about ve sentences) to persuade the chief to follow your suggestion for the location of the kraal.
Provide reasons that refer to the veld, water and soil to justify your choice!

3.1.9 Assessment
LEARNING OUTCOME 1: HISTORICAL ENQUIRY- The learner will be able to use enquiry skills to
investigate the past and present
1.1 Access the sources
Start asking additional questions on events, artefacts, places, people. They vary in degree of diculty.
1.2 Use the sources
Able to use page references
Know which sources (books) on specic topics contain information for an assignment / exhibition.
1.3 Communicate information from sources (reporting)
Able to explain information on a diagram, map, chart, sketch
Able to explain an event from the past orally or in writing.

3.1.10 Memorandum
Activity
a) hunter
b) reed mats
c) wind
e) the

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 53

f ) livestock
g) round
h) were
i) when
j) supple, exible
k) for
l) branches
m) it
n) reeds
o) into
p) this
q) in
b) The men hunted for meat, while the children cared for the livestock. The women were responsible
for gathering berries and wild roots (veld food), and making clay pots for storing water and milk. Initially
the Khoina was a race of shepherds along the coast of East Africa. Later they moved southwards after water
and grazing. Since the tenth century they lived south of the Orange River.
The SAN were the rst inhabitants of Southern Africa. The men were responsible for hunting and
making arrows. The women gathered veld food, were responsible for the household, prepared food, cared
for the children, and also built the shelters.
c) The kraal of the Khoina was built in the shape of a circle (beehive), surrounded by a hedge of thorn
branches and poles for protection. The entrances to the huts all pointed to the inside of the kraal. At night
the livestock slept in the middle of the kraal. The oors of the huts were smeared with manure, and the
people slept on rush mats on the oor.

2
3.2 Early Cape homes and pioneering homes

3.2.1 SOCIAL SCIENCES: HISTORY

3.2.2 Grade 5
3.2.3 AN EARLY AFRICAN COMMUNITY: PEOPLE OF S.A.
3.2.4 Module 10
3.2.5 EARLY CAPE HOMES AND PIONEERING HOMES
3.2.6 ACTIVITY 1:
3.2.7 FINDING INFORMATION ABOUT EARLY CAPE HOMES AND RE-
PORTING RESULTS
3.2.8 [LO 2.2; 2.3]
In 1652, Jan van Riebeeck had the fort of Good Hope (De Goede Hoop) built at the Cape of clay and wood.
At the beginning, the Dutch mainly lived in the fort, but they soon started building their own individual
homes.
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54 CHAPTER 3. TERM 3

Figure 3.5

The Fort
The earliest homes had few rooms and the walls were built of clay or rough stones. The walls were
plastered, using clay mixed with seashells, and thatched roofs covered the houses. The loft gable (a "leg of
mutton" gable with a small window) kept rain from dripping onto the stoep right by the door.
Sparks from the chimney frequently set re to the thatched roofs, so owners had to pay two shillings in
tax for each of the chimneys of a house! In time, lofts were provided with special oors to prevent res.
Some historians have suggested that the gables also prevented burning thatch from falling at the entrance
to the house.

a) With the development of technology, stars, hearts, fruit, animals and plants were used as elements to
decorate the front gables of Cape Dutch homes. Explain the reasons for this to a partner.

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 55

Figure 3.6

Figure 3.7

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56 CHAPTER 3. TERM 3

Figure 3.8

Figure 3.9

Because of the re hazard that was part of thatch-roofed houses, people who lived in Cape Town towards
the end of the eighteenth century began to build at-roofed houses. These houses frequently had two or
more storeys.

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 57

Figure 3.10

A thatch-roofed house

Figure 3.11

A at-roofed house

3.2.9 ACTIVITY 2:
3.2.10 TO DIFFERENTIATE BETWEEN THE PIONEERING HOMES OF
THE DIFFERENT PERIODS
3.2.11 [LO 2.3]

Figure 3.12

A `Hartbees-huisie'

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58 CHAPTER 3. TERM 3

Cattle farmers usually lived in small, simple, thatched houses. They used a framework of young, supple
branches that were set into the ground in straight lines and were bent towards each other at the top. Clay
and sturdy reeds, hard rushes ("biesies" in Afrikaans), were used to ll in the walls. This gave rise to the
name "hartebeeshuis".

Figure 3.13

A saddle-roofed house
Saddle-roofed houses consisting of a pitched roof of reeds placed on the ground were also used. Seventy
or so of these houses can be seen near Riversdale (in the Southern Cape) where they have been built to look
out over the sea. This site has been declared an open-air museum and national monument.
a) Conduct a class discussion on the following sketches representing dierent historical
periods.
Which similarities (boys) and dierences (girls) are evident when you examine the dierent periods?
(Suggestion: First arrange these pictures chronologically.)

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 59

Figure 3.14

[LO 2.3]

3.2.12 ACTIVITY 3:
3.2.13 TO DIFFERENTIATE BETWEEN PERIODS BY IDENTIFYING
HOUSES BUILT ACCORDING TO THE BRITISH STYLE
3.2.14 [LO 2.3]
George III was reigning as king in Britain when the British took control of the Cape for the rst time in
1795. The style of building that they were using at the time was known as the Georgian style.
The houses usually had three storeys, were built of bricks and whitewashed, and were decorated with
lime-plaster (stucco). The impressive windows were large and glazed, and the window frames were painted
green.
Each house had a paved platform (stoep) along the front of the house, with steps leading up to this
platform. A seat was usually built at either end of the platform and the inhabitants of the house frequently
sat there, particularly in the evenings, to enjoy the cool evening air.

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60 CHAPTER 3. TERM 3

Figure 3.15

a) See if you can nd any houses built in this style in your vicinity!

3.2.15 ACTIVITY 4:
3.2.16 TO BECOME AWARE OF DIFFERENT MODERN VIEWS ON HOUS-
ING
3.2.17 [LO 3.1]
South Africa is currently experiencing a desperate shortage of housing, especially because millions of people
from the poorer country areas are moving to cities in the hope of nding work. The cities do not have enough
homes for all these people, with the result that slums develop and squatters build shacks in informal housing
areas. One of the results of such inadequate housing is that children escape from home conditions that are
unbearable and simply live on the streets.
a) Examine the following sketch and have a class discussion on what you discover in it .

Figure 3.16

What are the causes and results (eects) of urbanisation in South Africa?
What are the views that people in South Africa express when they discuss
squatters? What is right?
Why do dierent people have dierent attitudes to this situation?
The drawings printed below were drawn by various street children. They reveal
that the environments in which people live, aect their actions. Explain how.
Would you regard these sources as reliable? Why?
Try to see how many dierent kinds of information you are able to gain from
these drawings.

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 61

Figure 3.17

We have found out where and how people live. Let's visit them now to nd out what their eating habits
are.

3.2.18 Assessment
LEARNING OUTCOME 2: HISTORICAL KNOWLEDGE AND UNDERSTANDING  The learner will
be able to demonstrate historical knowledge and understanding
2.1 Understand chronology and time
Compilation of an historical time line with BC, AD, ancient, modern.
2.2 Supply reasons why an historical event took place (causes, eects).
Is able to supply proof orally or in written form of causes / eects of events, and to identify patterns.
2.3 Dierentiate between dierent periods (similarities, dierences).
Show dierences / similarities between situations experienced at present and those of a specic period
by making use of written evidence.
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects
of history
3.1 Be aware of more than one view of the past
Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.

3.2.19 Memorandum
Activity 1
a) The architecture was also inuenced by the climate and dierent cultures.
(A visit to the Koopmans De Wet Museum would be worthwhile.)
Activity 2

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62 CHAPTER 3. TERM 3

a) 3, 4, 1, 2, 5
Activity 4
Because urbanization took place so rapidly, there is a serious shortage of houses in and around the cities.
Squatter camps are an example of a lower income housing settlement. Squatters are people who have nowhere
to go, and who construct structures (cardboard, wood, sheets of corrugated iron) on land that does not
belong to them. Approximately one out of ve people in SA live in squatter camps, structures in back yards,
and many other temporary shelters. Most of the people moved from rural areas many years ago because
they had no livelihood. The men mostly have a job but cannot aord the rent of a room in the back yard
of a formal neighbourhood.
It is important that people should be able to have access to proper housing with basic conveniences such
as running water. They should be encouraged to improve their houses and neighbourhoods.
To summarise: Squatter camps are a symbol of:
Failure, because the community does supply adequate housing and job opportunities;
Hope, because people live there with courage and endurance to improve their situation.

3
3.3 Food for Africa

3.3.1 SOCIAL SCIENCES: HISTORY

3.3.2 Grade 5
3.3.3 AN EARLY AFRICAN COMMUNITY: PEOPLE OF S.A.
3.3.4 Module 11
3.3.5 FOOD FOR AFRICA
3.3.6 ACTIVITY:
3.3.7 TO RECONSTRUCT THE USE OF FOOD BY EARLY FARMERS
3.3.8 [LO 3.3]
The farm has always been regarded as the country's pantry  also in South Africa. You already know that
the San followed a nomadic lifestyle as hunters and gatherers. There are few things that tell us so much
about the people in History, as the food that they ate.

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 63

Figure 3.18

a) The San
GROUP 1
Suppose you are part of a San hunting party hunting for food.
First see whether you are able to copy these shadow gures.
(Dicult, isn't it?)
Can you signal a message to your friends without talking? (Why may you not talk while you are hunting?)
Draw a cartoon to show how you hunt animals and prepare
the meat for eating afterwards. Good luck with the hunt!
GROUP 2
Your mother has gathered veld food and your father has come home with meat from the hunt! Compile
a menu for your family for the next day.
Remember that you are living in the Stone Age.

Figure 3.19

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64 CHAPTER 3. TERM 3

Figure 3.20

b) The Khoina
The Khoina had already begun to keep cattle by the time the rst black people arrived in the South
African region. They had also started trading with other groups. Cattle were kept as a means of trade rather
than for their meat. The Khoina also ate plant foods and game to survive.
Why did they prefer to keep their cattle rather than eat them?
What similarity can you identify when you compare the way in which the Khoina used to curdle milk
with how we make yoghurt?

Figure 3.21

c) The black farmers

Some black farmers were already sowing and harvesting crops at Manzani, near Durban, during the Stone
Age. By 100 A.D. they were planting crops and keeping cattle in the river valleys between the Drakensberg
mountain range and the sea, as well as on the Highveld. Their farming activities determined their eating
habits and what they used as food.

Figure 3.22

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 65

3.3.9 ACTIVITY 2:
3.3.10 TO DIFFERENTIATE BETWEEN HISTORICAL PERIODS WITH RE-
GARD TO WHEAT AND WINE FARMING
3.3.11 [LO 2.3]
The Dutch who lived at the Cape under Van Riebeeck had to cultivate fresh products for the use of the
crews of passing ships. They laid out gardens for growing vegetables, vines, wheat and citrus fruits where
Cape Town is at present. They also ate peas, rock rabbits, hippopotami, baboons, rats and penguins!
Nine free burghers obtained farms for cultivating wheat and mealies along the valley of the Liesbeeck
River in 1657, and later were also permitted to plant vines.

Figure 3.23

Is everything in the illustration represented correctly?

On the wheat farms they used ploughs with reinforced iron blades and harvested wheat by cutting it
with scythes or sickles. Cattle were used to thresh the grain on the threshing oors to separate the kernels
from the cha.
On the wine farms, slaves helped to press the grapes by treading them barefoot in large wooden vats to
extract the juice for making wine.

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66 CHAPTER 3. TERM 3

Figure 3.24

Wine farm

Figure 3.25

Wheat farm
b) Answer the following questions that refer to the sources that are provided:
What changed with the years and what remained the same? Give reasons for changes and for things
remaining the same.
How important is today?
Suppose that you and a friend were working on a wine and a wheat farm respectively during the eighteenth
century. Compile a joint farming programme in which you compare your duties during the year with similar

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 67

present-day (modern) farming.

3.3.12 ACTIVITY 3:
3.3.13 TO REPORT ON CATTLE FARMING
3.3.14 [LO 1.3]

Figure 3.26

Figure 3.27

a) Read the following article attentively and then conduct a class quiz on the information contained in it.
The Dutch later crossed the cattle they had brought with them from the Netherlands with cattle traded
from the Khoina. The red Afrikaner cattle are representative of the cattle that were developed in those
times.
The king of Spain presented two merino rams and four ewes to the Dutch government in 1789. The rams
thrived at the Cape and provided wool and meat of excellent quality. Today, approximately 80 % of South
African ocks are made up of this race of sheep. There are about 28 million sheep in South Africa!
Some cattle farmers had left the Cape by the eighteenth century to move into the interior. They kept
stock for meat rather than for wool. Their food mainly consisted of the mutton obtained from their hardy
fat-tailed sheep, beef from the long-horned cattle and venison from the large herds of game. Cream was
separated from milk to make butter and fruit was preserved by means of drying or bottling. Sometimes the
farmers sowed grains, but harvesting it was not possible when they were obliged to move on to nd grazing,
or when it was damaged due to wet weather or drought. Bread was baked in anthills or clay ovens. Coee,
tea and sugar were luxury items and were mostly "bought" from itinerant traders ("smouse").

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68 CHAPTER 3. TERM 3

3.3.15 ACTIVITY 4:
3.3.16 TO DIFFERENTIATE BETWEEN FACTS AND OPINIONS CON-
CERNING THE PRESENT-DAY (MODERN) PROVISION OF FOOD
3.3.17 [LO 2.3]
Nowadays most people live in towns or cities where they are close to food. Form groups for nding out where
the basic foodstus that you require come from.

a) Draw the following table in you workbook. Then complete a survey by questioning the members of
your family.

BASIC FOODSTUFFS DISTANCE

(Change, if necessary) 0,5 km 2 km+ 5 km+

Bread/"pap"

Meat

Butter

Fresh fruit/vegetables

Tinned food

Average distance:

Table 3.1

b) Now you have obtained specic information from oral sources. Determine whether the following
distances represent facts or opinions:
Most foodstus are easily accessible.
Most shopping is done close to people's homes.
Most of the above foodstus are bought at specic places.
This situation is altogether dierent from that the previous century or centuries.

3.3.18 Assessment
LEARNING OUTCOME 1: HISTORICAL ENQUIRY- The learner will be able to use enquiry skills to
investigate the past and present
1.1 Access the sources
Start asking additional questions on events, artefacts, places, people. They vary in degree of diculty.
1.2 Use the sources
Able to use page references
Know which sources (books) on specic topics contain information for an assignment / exhibition.
1.3 Communicate information from sources (reporting)
Able to explain information on a diagram, map, chart, sketch
Able to explain an event from the past orally or in writing.
LEARNING OUTCOME 2: HISTORICAL KNOWLEDGE AND UNDERSTANDING  The learner
will be able to demonstrate historical knowledge and understanding
2.1 Understand chronology and time
Compilation of an historical time line with BC, AD, ancient, modern.
2.2 Supply reasons why an historical event took place (causes, eects).
Is able to supply proof orally or in written form of causes / eects of events, and to identify patterns.
2.3 Dierentiate between dierent periods (similarities, dierences).

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 69

Show dierences / similarities between situations experienced at present and those of a specic period
by making use of written evidence.
LEARNING OUTCOME 3: INTERPRETING HISTORY  The learner will be able to interpret aspects
of history
3.1 Be aware of more than one view of the past
Understand that dierent views of the same issue may be right or wrong.
3.2 Distinguish between fact and opinion.
Distinguish between a fact and an opinion.
Is able to access information from maps, charts, diagrams and graphs.
3.3 Reconstruct the past
Is able to reconstruct events and understand how people feel about them.

4
3.4 Music from Africa

3.4.1 SOCIAL SCIENCES: HISTORY

3.4.2 Grade 5
3.4.3 AN EARLY AFRICAN COMMUNITY: PEOPLE OF S.A.
3.4.4 Module 12
3.4.5 MUSIC FROM AFRICA

Figure 3.28

This theme literally comes to an end with a song in the heart. The people who live in South Africa enjoy
living, eating and singing together!
It is to be expected that a country that has such a wide variety of people would also have a wide variety
of music. South African music is varied and ranges from that which the San produce on the single-stringed
goura to the pulsating rhythm of the mbqanga in many black townships, from the lively folk music of the
Cape Coons to symphony orchestras and to the drumming of workers drumming out rhythms on oil drums
and rubbish bins.

3.4.6 ACTIVITY 1:
3.4.7 TO USE SOURCES FOR FINDING OUT ABOUT THE MUSIC OF DIF-
FERENT GROUPS
3.4.8 [LO 1.2]
a) San and the Khoina
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70 CHAPTER 3. TERM 3

The San made musical instruments from natural materials. This means that they fastened beads that
rattled round their ankles when they danced and that the bow used for hunting was adapted slightly for
making music. To play this instrument, which they called a goura, a light stick was beaten against the
strings. Nowadays the San also use materials like tin cans and copper wire for making musical instruments.
The Khoina played utes made from reeds of dierent lengths. (Can you make a suggestion about what
they might have used if they had not had reeds?) They also made drums by stretching animal hides across
clay pots.

Figure 3.29

San

Figure 3.30

Khoina
Form groups to undertake the following research:
Which sources would you consult to nd information?
Ask your educator to explain how to use a library catalogue.
A gorah and a home-made guitar are examples of string instruments. Provide the names of three more
string instruments and draw a simple sketch to illustrate them.

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 71

Figure 3.31

xylophone

Figure 3.32

Nguni drum
b) Black peoples
The only people in South Africa who actually were drummers by tradition were the Venda, the Pedi and
the Tsonga. The Nguni peoples, like the Xhosas and the Zulus, beat their weapons against their ox-hide
shields, or banged their shields against the ground while singing war songs. These Nguni people only started
making drums from hides much later, and used drumsticks to play these drums.
The xylophone is another indigenous musical instrument. Its name is derived from Greek words meaning
wood and sound. It consists of wooden blocks of dierent lengths that are struck with knobbed sticks to
produce dierent sounds. Sometimes gourds are attached below the wooden blocks to increase the volume
of the sound that is produced.
The Tsongas and the Vendas also used xylophones with xed keyboards. Some black nations used the
horns of animals, which they blew from the side like early players of the reed ute.
Gorah

Figure 3.33

Your friend Ben, who lives in Soweto, plans to give you one of his people's typical traditional musical
instruments as a birthday present. Do some research to get information about such instruments and provide
him with a list of ve instruments in your order of preference. Also explain why you have arranged your
selection as you have done.
c) Music in the classical period
At the time of the Dutch occupation of the Cape (during the seventeenth century), military music was
played at ceremonial occasions, and drums, trumpets and other wind instruments were used. Slave orchestras
performed at the homes of wealthier families, or the children of the family entertained guests with music

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72 CHAPTER 3. TERM 3

played on the violin, ute and harp. In Europe, the Germany of that time could boast with Johann Sebastian
Bach and Georg Friederich Handel, who are counted among the world's greatest composers of all time.
During the eighteenth century particularly, the British relied on soldiers to provide public entertainment.
Operas, ballet performances and operettas were frequently performed at the garrison theatre on Riebeeck
square. The rst Music Academy was established in Cape Town in 1826. Music masters like Pabst, Schrumpf
and Letoming, particularly, performed there and played music by Mozart, Haydn and Viotti, amongst others.
In Europe, composers like Joseph Haydn, Wolfgang Amadeus Mozart and Ludwig von Beethoven were
becoming known and gained worldwide fame.

Figure 3.34

d) Afrikaans folk music

You might have to refer to oral sources to underline the correct option from those in brackets:

1. South African country music (Boeremusiek) came into being during (barn dances, cocktail parties,
hunting trips).
2. The musical instruments mainly comprised the accordion, the concertina, guitar and (banjo, piano,
drums).
3. The (toyi-toyi, swing, "vastrap") was the most popular dance of the 1940s.
4. The "tiekiedraai" was a (slow dance, fast dance, waltz) in which couples made their turns in the space
of a "tickey" (small coin the size of a current one-cent piece).

e) Modern music
Make use of oral sources again and then conduct a class discussion on the following assertions:
A person who has no music is like a chicken that has no feathers!
Music brings people together.
Change, also as far as music is concerned, cannot be halted.
What is the music of the new generation?
Let us take a look at the contribution that the dierent musical styles in South Africa have made to
modern music.
Try to t the dierent musical styles to the descriptions:

Marabi 1. It is a characteristic style of mu-

sic that was developed by urban
blacks during the twenties. It
is a combination of Black and
Western music. Cape Coloured
musicians even included African-
American melodies in it.

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 73

Kwela 2. African male choir music is a

mixture of Zulu, Swazi, Western,
Afrikaans and American sounds.
It was made famous by Miriam
Makeba.

Umbaqanga 3. This is the rst South African

musical style that has received in-
ternational recognition. It is an
urban musical style dating from
the 1940s and played on utes
by groups of young boys partic-
ularly. More recently guitars and
contrabass were added. (Mango
Groove)

Mbuke 4. This is a mixture of local music

and African jazz. It was inu-
enced by Kwela, older traditional
music and American jive music.
It is played on electric guitars, ac-
cordions, drums and violins.

Table 3.2

Now see whether you are able to link the descriptions in Column B with the artists/ groups in Column
A:

A B

Ladysmith Black Mambazo 1. The name of this group is Savuka.

They perform a mixture of Zulu
songs, mbaqanga, rock `n roll and
dances.

Johnny Clegg 2. They sing some of the cuts on

the Paul Simon Graceland al-
bum. They received a Grammy
award in 1985.

Mango Groove 3. These are Malay choirs. They

sing lively folk songs like: Daar
kom die Alabama!

Cape Coons 4. This is an international group

with Claire Johnson as the lead
singer. Their interpretation of
kwela music is world famous.

Table 3.3

Make use of a questionnaire to determine what the learners in your class indicate as their
favourite music and compile a TOP 10 list for the class.
Role-play the development of music in South Africa. Use as many musical instruments as possible (tape
recordings are welcome!). You could even make your own recordings!
Remember that you will have to consider everyone's feelings and taste and use the whole group to the
advantage of all!

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74 CHAPTER 3. TERM 3

3.4.9 Assessment
LEARNING OUTCOME 1: HISTORICAL ENQUIRY- The learner will be able to use enquiry skills to
investigate the past and present
1.1 Access the sources
Start asking additional questions on events, artefacts, places, people. They vary in degree of diculty.
1.2 Use the sources
Able to use page references
Know which sources (books) on specic topics contain information for an assignment / exhibition.
1.3 Communicate information from sources (reporting)
Able to explain information on a diagram, map, chart, sketch
Able to explain an event from the past orally or in writing.

3.4.10 Memorandum
a) String-: violin, banjo, guitar
b)
d) 1. barn dances
2. banjo
3. folk-dance vastrap
4. fast
f ) Marabi (1)
Umbaquanga (4)
Kwela (3)
Mbukei (2)
g) Ladysmith Black Mambazo (2)
Mango Groove (4)
Johny Clegg (1)
Cape Coons (3)

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Chapter 4

Term 4
1
4.1 Establishment of the empire and way of living

4.1.1 SOCIAL SCIENCES: HISTORY

4.1.2 Grade 5
4.1.3 THE ANCIENT ROMAN CIVILIZATION: 5OO B.C. TO 500 A.D.
4.1.4 Module 13
4.1.5 THE ESTABLISHMENT OF THE EMPIRE AND THE MANNER OF
LIVING OF ITS PEOPLE
Before we begin it is important to understand what an ancient civilisation is.
Those eras which are farthest away from us in time, are referred to as ANCIENT times. Those close to
us, are called contemporary.
We speak of a CIVILIZATION when the evidence indicates that the way of life of people of the time
show distinct qualities of development and renement.
THE PEOPLE OF ANCIENT CIVILIZATIONS ESTABLISHED THE FOUNDATIONS OF OUR
MODERN CIVILIZATIONS.
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75
76 CHAPTER 4. TERM 4

Figure 4.1

This module tells the fascinating story of the Roman Empire  one of the earliest and greatest civilizations
ever known! Roman history covers a period of more than 1000 years and extended into most of the known
civilizations of that time! However, that's not all. Their unbelievable contribution to society reaches into
modern times.
Welcome to the Roman Empire!

4.1.6 Activity 1:
4.1.7 To be aware of various views on the establishment of, and life in rome
4.1.8 [LO 1.3]
ORIGIN OF THE ROMAN EMPIRE
In 800 B.C. there were only a few thatched huts on the hills surrounding the Tiber River. Most of
the people who lived there were farmers who cultivated wheat, olives and grapes in the fertile valley. In
time the villages that developed on the seven hills started trading and eventually united. By 753 B.C.
Romulus, according to the legend, founded the city of Rome. The united Roman villages could oer each
other protection against attacks, especially from the Etrurians. The people from the dierent villages also
worshipped together.
Thereafter the Empire developed as follows:

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 77

Figure 4.2

In the beginning priests brought sacrices on behalf of the people. By 50 B.C. the Romans were conquered
by the Etrurians, but the Etrurian king was later banished from Rome by the Romans.

Figure 4.3

After this, the Romans decided never to have a king and Rome became a republic. Two consuls were
elected annually to rule over them. The consuls were supported by a senate of older, wise men.

Figure 4.4

Rome expanded rapidly. Tribes were conquered and a mighty empire was established to the East and
the West and in North Africa. The provinces were governed by generals, e.g. Julius Caesar. The consuls
eventually lost control over the generals and revolts and wars occurred.

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78 CHAPTER 4. TERM 4

Figure 4.5

When Julius Caesar attacked Rome in an eort to become king of the Empire, he was stabbed to death
by his opponents in the senate hall in 44 B.C. Thus the republic came to an end. In 31 B.C. Octavianus
(called Augustus) became the rst emperor of the great Roman Empire.
But endless wars eventually brought the mighty Roman Empire to a fall. In A.D. 455 the Empire was
attacked and conquered by a strong tribe, the Vandals ...
a) Now you know how the Roman Empire expanded. The following lovely legend tells you
how the capital, Rome, received its name ...
Mars, the god of war, had to leave his two sons (Romulus and Remus) in a cradle next to the Tiber
River. There a she-wolf found the two babies and fed them with her milk. One day a shepherd found the
two babies alone a eld. He took them and raised them as his sons. When they became adults, they built
a city on the spot where the shepherd found them. The twins had a bitter quarrel one day and Romulus
killed Remus. Afterwards Romulus named the city Rome, after himself.

Figure 4.6

4.1.9 ACTIVITY 2:
4.1.10 TO BE AWARE OF DIFFERENT VIEWS ON LIFE IN ROME
4.1.11 [LO 1.3]
The lifestyle of rich and poor Romans diered. It is noticeable especially in their (a) type of work (b) eating
habits and (c) houses.

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 79

They became very rich through trading, (e.g. with slaves or food for the army), and mining. Their wives
used slaves even to help them style their hair, put on make-up and dress.
Male and female slaves were bought and sold at slave markets. Often the whole population of a conquered
city was sold as slaves. They were then displayed naked on an auction platform, with notices providing
information about them hung from around their necks. Young boys and educated slaves were the most
popular. (Why?) Anyone with enough money could buy slaves. Sometimes slaves were ill-treated and even
killed when they tried to run away.
Women were used as hairdressers, dressmakers, cooks and servants.
Men crafted silverware, pots, pans and weapons in small workshops.
Some slaves worked in mines. The circumstances underground were critical, with many security risks.
On the estates slaves digged, ploughed and performed other important
tasks.
Public slaves were enlisted to build roads, collect taxes, repair
aqueducts and also served as clerks.
a) Complete the comic-strip below to indicate that slaves and rich people played a partic-
ularly important role in the Empire:

Figure 4.7

The staple food of the Romans consisted of wheat-bread with cheese and beer or porridge with herbs,
vegetables and olives supplemented with seasonings. Romans also liked fruit, honey, eggs, dates and wine. If
preferred, they could have their own food cooked at the public bakery. Special guests were invited to dinner
on special occasions. There seven dierent dishes of meat and sh, fruit and choice wines were served by
slaves. On such occasions they ate and talked for hours while slaves had to chase away ies with powdered
peacock-feather fans. Study the menu for a Roman banquet!

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80 CHAPTER 4. TERM 4

Figure 4.8

b) Now compile your own MENU for a day for an ordinary family.Decide for yourself for
which meals.
c) The rich could aord luxurious villas in town or on a country estate.First study this
reconstruction of a manor house in Pompeii, a Roman city which was buried under lava after
a volcanic eruption in A.D. 79. Add the right numbers to each description.

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 81

Figure 4.9

Staircase leading to bedroom. (Bedrooms usually . . .. . .. . .. . .. . .. . .. . ..

were small and were sparsely furnished!)

Bedrooms

Upper room

Courtyard with ower beds/shrubs (archaeologists

even discovered seeds of the original plants during
excavations.)

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82 CHAPTER 4. TERM 4

Reception room or study

Shop

Main living room with a bedroom next door

Dining room with 3/4 couches on which people sat

or reclined while eating

Hallway (mosaic pattern on oor)

Kitchen (charcoal was burnt in stoves)

Table 4.1

The poorer people in Rome lived in wooden houses, rented rooms (by 27 B.C. there were 45 000) or
in rooms above shops  often up to ve oors high! Some places collapsed because builders used inferior
materials. The top oors did not have running water. Why? Furniture usually consisted of one or two rickety
beds, a couch and chairs. Tenants had to use public toilets. During winter res were made with charcoal.
Women spun their own yarn for weaving clothes on spinning wheels. Most houses only had window gardens.
d) You are a slave who is in charge of the manor house. Describe the course of your day
when an important visitor stays over.

4.1.12 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.
We know this when the learner:
1.1 accesses sources:
starts asking additional questions on events, artefacts, places, people. They vary in degree of diculty;
1.2 uses the sources:
is able to use page references;
1.3 knows which sources (books) on specic topics contain information for an assignment / exhibition;
1.4 communicates information from sources (reporting):
is able to explain information on a diagram, map, chart, sketch;
is able to explain an event from the past orally or in writing.

4.1.13 Memorandum
Activity 2
(c) 1, 7, 10, 3, 6, 8, 2, 4, 9, 5

2
4.2 Three places of interest in Rome

4.2.1 SOCIAL SCIENCES: HISTORY

4.2.2 Grade 5
4.2.3 THE ANCIENT ROMAN CIVILIZATION: 5OO B.C. TO 500 A.D.
4.2.4 Module 14
4.2.5 THREE PLACES OF INTEREST IN ROME
I am going on an excursion to the most important sights in ancient Rome. You are welcome to come along!

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4.2.6 ACTIVITY
4.2.7 TO EXPLORE CERTAIN SOURCES AND REPORT ON THE SIGHTS
4.2.8 OF ROME
4.2.9 [LO 1.2; 1.3]

Figure 4.10

a)First use Trojon's descriptions to number the sketch correctly. Enjoy you trip through
Rome!

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84 CHAPTER 4. TERM 4

Figure 4.11

Like most Romans, I got up early this morning and had porridge and wine in my villa. Later four slaves
carried me through the busy streets in my sedan chair. We went to a square in the centre of Rome, called
the FORUM (today the Forum Romanum). The square is surrounded by government buildings, tall pillars
and statues.
Nearby is Caesar's market where many spices are for sale. Most shops open early in the morning, close
for a while during the afternoon and then reopen till dusk. There are traders in clothing, bakers, barbers,
grocers, druggists, goldsmiths, sellers of meat, traders in books and poultry. Oil sales are the most protable.
Why? Many traders live next to or above their shops.
Further on we come to TROJAN'S MARKET with its typical small shops.
We are now going to the river. (Which one?) On our way we pass the Colosseum where spectators were
entertained in a gruesome manner. It is built of marble, stone, brick and granite. Materials were transported
on the Tiber by means of barges. The ancient amphitheatre (about 100 m high) could house more than 50
000 spectators. There were also more than 80 dierent exit staircases, so that spectators could leave within
three minutes.
The Colosseum was inaugurated in 80 A.D. with games that lasted for more than 100 days. For the
games, thousands of animals from North Africa were caught to ght in the arena. The emperor even had a
mock battle staged on water!
9Colosseum

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 85

Figure 4.12

b) Now complete the following key to the Colosseum, which still exists in Rome. (Write down
the correct number next to the corresponding description only.)

Catwalk for archers Massive sun-shade

Entrance for wild animals Wooden pillars for sun-shade

Emperor's box Large entrance for gladiators

Exterior marble front Stage on which important people could move

A large exit

Table 4.2

c) BRAINSTORMING SESSION  in pairs!

Why were there:
80 large exits?
a sewerage system of stone?
a catwalk for archers?
d) You are part of the excited crowd in the Colosseum. Role-play the ght:

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86 CHAPTER 4. TERM 4

Figure 4.13

OR
Conduct a brief interview with a swordghter for the school newspaper. Ask him about the dierent
colours, smells and noises in the arena.
Our tour through the city takes us underneath an AQUEDUCT which was built during the time of
Emperor Claudius to bring fresh water to Rome across the valleys and hills. (The Aqua Claudia is 65 km
long; the Aqua Marcia is 55 km in length.) Slave labour was used to build them. They were also responsible
for the maintenance. Giant cranes and pulleys were used to lift the large blocks of stone and to put them
into place. From the aqueducts pipes were installed to houses and other buildings. Four of these aqueducts
to Rome are still in use.

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 87

Figure 4.14

We nally reach Trojon's shop next to the big WATER-WHEEL on the bank of the beautiful Tiber River.
Slaves are busy pulling a raft loaded with wheat to the harbour where it will be ooaded. He instructs to
take the wheel to one of his grain mills the following day. There are more than 250 mills in and around
Rome, of which about 20 are driven with water-power.
On the way back we take time to relax in a BATH HOUSE. A slave holds your robe while you relax in
the warm water. Afterwards you are massaged with fragrant oils. Unfortunately we don't have enough time
today to also visit the gymnasium, gardens, library or small shops that are part of the complex.

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88 CHAPTER 4. TERM 4

Figure 4.15

Bath house
The highlight of our visit will be a visit to the Circus Maximus!

Figure 4.16

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 89

This stadium takes about 250 000 spectators. Chariot races take place daily, with the nals at night.
The sandy route is about 2 km in length and has sharp curves at the ends. There is a wall in the middle to
prevent drivers taking short cuts. The drivers, usually trained slaves, are treated as heroes. Some of them
boast with more than 1 000 victories, while others crash and die during their rst races. The chariots, pulled
by two to four horses, are light and very unstable and have to be balanced by the drivers. Chariots overturn
easily and drivers are dragged along to their death. Large bets are placed on the four teams (white, blue,
red and yellow.)

a) Draw your own comic-strip, with captions, of a very exciting race at the Circus Maximus!

Figure 4.17

After a wonderful day, we sit and talk about Roman theatres. Ask your teacher to tell you the interesting
story of Androcles and the lion. (He was an escaped slave who was recaptured and had to ght a lion ....)
f) Design your own mask for a play based on this story and bring it to class with you.

Figure 4.18

4.2.10 Assessment
LO 1
HISTORICAL ENQUIRY The learner will be to use enquiry skills to investigate the past and present.

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90 CHAPTER 4. TERM 4

We know this when the learner:

1.1 accesses sources:
starts asking additional questions on events, artefacts, places, people. They vary in degree of diculty;
1.2 uses the sources:
is able to use page references;
knows which sources (books) on specic topics contain information for an assignment / exhibition;
1.3 communicates information from sources (reporting):
is able to explain information on a diagram, map, chart, sketch;
is able to explain an event from the past orally or in writing.

4.2.11 Memorandum
4.2.12 ACTIVITY
(b)

1 Catwalk for archers 3 Massive sun-shade

7 Entrance for wild animals 4 Wooden pillars for sun-shade

6 Emperor's box 5 Large entrance for gladiators

9 Exterior marble front 8 Stage on which important people could move

2 A large exit

Table 4.3

3
4.3 Schools and churches in ancient Rome

4.3.1 SOCIAL SCIENCES: HISTORY

4.3.2 Grade 5
4.3.3 THE ANCIENT ROMAN CIVILIZATION: 5OO B.C. TO 500 A.D.
4.3.4 Module 15
4.3.5 SCHOOLS AND CHURCHES IN ANCIENT ROME
Schools
Mostly children of wealthy people regularly attended school. The teachers usually were from Greece,
and were very strict with their pupils: punishment dealt out by these poorly paid teachers was very severe.
School started early in the morning and lasted till late in the afternoon. Boys and girls between the ages of
7 and 12 attended separate primary schools to learn to read, write and do mathematics. They wrote on wax
tablets or wooden boards, using a stylus. The languages that were taught were Greek and Latin.
Girls left school at the age of 13 and were then taught to become good home- makers. The boys attended
a practical secondary school, the grammaticism, where books, poems, practical maths, music and public
speaking received a lot of attention as well as in-service training in the army. Pupils loved to play games,
such as "Blind man's bu, King, Judge" or "Gladiator". Sometimes they also played with hoops, dolls or
masks and they enjoyed visiting public bath houses in their free time.

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 91

4.3.6 ACTIVITY 1 :
4.3.7 TO RECONSTRUCT THE HISTORY OF ROMAN SCHOOLS
4.3.8 [LO 2.3]
a)Design your own school time-table for an ancient school for one day. Use the Roman alphabet
and numerical system, as well as the same kind of writing materials [reed pen (stylus), ink].

Figure 4.19

Reed pen

Figure 4.20

Ink (mixed with water)

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92 CHAPTER 4. TERM 4

Figure 4.21

Papyrus
b) How would children living in ancient Rome have solved the following problem?There are
three possible solutions!
The people of Rome are very unhappy because the price of bread has been increased again and many
cannot aord it.

• Let the Roman citizens have the army's supply of bread.

• Build a new harbour to allow more trading vessels to import grain.
• Ask all bakers to bake free bread for one week.

(Mark your choice!)

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 93

Figure 4.22

c) As a qualied architect you are asked to help plan another big city, nearly as big as
Rome. The following key and grid should help you. The symbol table indicates the amount of space
(squares) needed. Have another look at the day-trip in Rome, earlier in this module. GOOD LUCK WITH
THIS B-I-G ASSIGNMENT!

Table 4.4

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94 CHAPTER 4. TERM 4

Figure 4.23

(With each symbol the number of structures is indicated.)

4.3.9 ACTIVITY 2:
4.3.10 TO FIND INFORMATION (SOURCES) ABOUT THE CHURCH AND
GIVE AN ACCOUNT OF YOUR FINDINGS
4.3.11 [LO 2.2; 2.3]
Although the Romans adopted the Greek gods, their gods were less human and more divine. They also
believed in magic. In most houses there were altars for lares and penates, house gods of the family (Source.
1). During public occasions oerings were made to the gods. At the beginning there was a temple for each
god. Priests and chief ocials ociated at the religious ceremonies. Ordinary people also attended temple
services, even though they did not really play an important part. When a sick or injured part of the body
was healed, a model of it was made and consecrated to the gods.
Gradually fewer citizens (especially educated Romans) believed in gods, and many temples became
neglected. There was still a temple, however, at which people could ask for the favour of the gods, in
exchange for gifts. This led to the tradition, in the time of Caesar Augustus (27 B.C.  14 A.D.), to honour
the emperor as a god. People had to show their loyalty by burning incense in front of a statue of the emperor.
SOURCE 1

Figure 4.24

House gods
SOURCE 2

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 95

Figure 4.25

Temple
a) Research Task!
Find a legend in which a god made something extraordinary happen. Write a brief report on the event.
Draw a picture and colour it in.
As time passed, the educated Romans especially, came to realize that they were not dependent on gods.
They turned to other faiths in search of happiness and hope. One of these was Christianity. Christians
conveyed a simple message of love and hope to all people, according to the example of Jesus who helped
the poor and the sick during his stay on Earth. Tales were written to show that people who lived as He
had lived, would be saved and live forever. In the beginning poor people, especially, accepted Christianity,
because this message could change and renew their lives.
Christians, however, were not allowed to worship in Rome, because the emperors did not want God to
receive more honour than they. Approximately 30 years after the death of Jesus, emperors, such as Nero
in 64 A.D, started to persecute Christians, maltreating and killing them. Only in 313 A.D. did emperor
Constantine issue a law to ensure freedom of religion. Within 300 years Christianity spread across the whole
Roman Empire, as well as large parts of Asia and Africa. 1 500 years later, it had spread world-wide. We
still nd beautiful basilicas from the Roman era in many places.
b) Emperors such as Nero organized the persecution of Christians as sport.
Interview Nero (briey) about his views on service to the gods and religion.
c) BRAINSTORMING (IN GROUPS)
How, do you think, would a Roman Emperor like Nero have reacted after reading the letter below from
one of his governors?

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96 CHAPTER 4. TERM 4

Figure 4.26

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 97

4.3.12 Assessment
LO 2
HISTORICAL KNOWLEDGE AND UNDERSTANDINGThe learner will be able to demon-
strate historical knowledge and understanding.
We know this when the learner:
2.1 understands chronology and time:
compiles an historical time line with BC, AD, ancient, modern;
2.2 supplies reasons why an historical event took place (causes, eects):
is able to supply proof orally or in written form of causes / eects of events, and to identify patterns;
2.3 dierentiates between dierent periods (similarities, dierences):
shows dierences / similarities between situations experienced at present and those of a specic period
by making use of written evidence.

4.3.13 Memorandum
Activity 2
(a) The ancient Romans had dierent gods for dierent aspects of their lives. There were also a god of
the seas, re, music, love, etc.

(a) In Rome Nero used the Christians as scapegoats after a devastating re destroyed a large part of the
city. Christians were arrested and as punishment they were fed to wild animals.

The Romans were expected to be loyal to the state. Worshipping the emperor was encouraged as a way to
bring about unity amongst the people of the Empire. One way of doing, was to burn incense before a statue
of the emperor. To the Christians their most important duty was to be loyal to God, who was a higher deity.
It was considered a threat and rebelliousness, especially because Christians also refused to pay taxes or pray
to the emperor.

4
4.4 The Roman army

4.4.1 SOCIAL SCIENCES: HISTORY

4.4.2 Grade 5
4.4.3 THE ANCIENT ROMAN CIVILIZATION: 5OO B.C. TO 500 A.D.
4.4.4 Module 16
4.4.5 THE ROMAN ARMY
The power of the Roman Empire lay in its military power. Their main aim was to protect the Empire and
to maintain peace. In the beginning there was only a farm system. There were not enough soldiers, so they
implemented a permanent force.
By 200 B.C. there were only four legions (6 000 men each) as opposed to 28 by 50 A.D. The defence force
was like a well oiled machine. Soldiers had to supply their own weapons (swords, spears, shields). Weekly
they were instructed in the art of ghting together, handling weapons, drilling, etc. for each soldier to know
precisely what his duty was in the legion. Their success also lay in the fact that the commander could move
around his units to where they were needed most. If a particular unit acted in a cowardly fashion, every
tenth man in this unit was killed to serve as an example to the rest.

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98 CHAPTER 4. TERM 4

4.4.6 ACTIVITY:
4.4.7 TO OBSERVE THE CAUSE AND EFFECT, AS WELL AS THE FOR-
MATIONS OF THE ROMAN ARMY
4.4.8 [LO 2.2]

Figure 4.27

First of all we are going to get to know more about the daily activities of the soldiers.

a) Nominate each section of the soldier's outt. Only use the letters.

Helmet . . .. . .. . .. . ...
Body shield of leather, iron plates

Iron sword with bone grip

Spear with iron tip and wooden shaft

Shield of wood covered with leather

Belt/apron of metal

Leather sandals with iron studs

Dagger

Table 4.5

Now discuss in your groups the reasons for the specic design of each part of the outt!
b) The legions could move about and attack in dierent formations. Explain, by means of
sketches, how you would attack the following:

• a strong fort;
• a herd of stampeding elephants!

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 99

Figure 4.28

c) BRAINSTORM:
Explain to your friend why the Roman army became famous for its method of besieging a hostile city.

Figure 4.29

d) Choose your own soldiers!

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100 CHAPTER 4. TERM 4

The following game to recognize causes and results will test your ability to its limits.
Emperor Claudius decides to attack a hostile British tribe, the Britons. Unfortunately he has little
money available, because they are busy building ships for the Empire, and they also have to pay thousands
of soldiers. The abacus shows how much money you can spend (represented by the ve beads.)
First study the secret information that is provided below very carefully and help the emperor to calculate
a suitable combination. Colour in the row of beads of your choice. The cost is indicated on each item e.g.
LL.

Figure 4.30

Abacus

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 101

Figure 4.31

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102 CHAPTER 4. TERM 4

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Figure 4.32
 103

e) Resulting from the brainstorming session, write a short letter to the emperor and moti-
vate the choice you have made. Also briey refer to the tactics you would use to defeat the
Britons. You may include sketches.
b) Soldier game!
This should give you a good idea of a day in the life of a Roman soldier who is not at war. Once again
you will see the continuous relationship between cause and eect.
Rules: Rules: Use a dice and two markers and play in pairs.

Figure 4.33

4.4.9 Assessment
LO 2
HISTORICAL KNOWLEDGE AND UNDERSTANDINGThe learner will be able to demon-
strate historical knowledge and understanding.

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104 CHAPTER 4. TERM 4

We know this when the learner:

2.1 understands chronology and time:
compiles an historical time line with BC, AD, ancient, modern;
2.2 supplies reasons why an historical event took place (causes, eects):
is able to supply proof orally or in written form of causes / eects of events, and to identify patterns;
2.3 dierentiates between dierent periods (similarities, dierences):
shows dierences / similarities between situations experienced at present and those of a specic period
by making use of written evidence.

4.4.10 Memorandum
Activity
(a)

Helmet d

Body shield of leather and iron plates e

Iron sword with a bone grip c

Spear with iron tip and wooden shaft a

Shield of wood and covered with leather h

Belt/apron of metal f

Leather sandals with iron studs g

Dagger b

Table 4.6

(c) The gigantic catapults could re giant rocks and spears caused damage to the walls and gates of
enemy cities. It was made of wood and rope that was wound tightly.

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ATTRIBUTIONS 105

Attributions

Collection: Social Sciences: History Grade 5

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Module: "The black people"

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Module: "Establishment of the empire and way of living"

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Module: "Three places of interest in Rome"

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Module: "Schools and churches in ancient Rome"

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Module: "The Roman army"

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