Grade 6 term 1 classroom support

h3 { width: 100%; text-align: center; border: solid 2px silver; background-color: #AA6969; cursor: pointer; color: white; } h3#a { background-color: #69AA69; } Activity A ACTIVITY PLANNING OVERVIEW Subjects covered: English, History (social sciences), Connecting Classroom themes: Core skills: Analytical and critical thinking, communication, historical enquiry, creativity, writing skills Learning outcomes: 1. Learn by writing and drawing about Mapungubwe EXAMPLE ACTIVITY: TRAVELERS DIARY Research project This activity is a great and fun way for learners to remember more about what they learnt on Mapungubwe. For this activity students will take on the role of a traveler like Marco Polo. They can be taking the role of a trader, a general traveler or someone visiting a relative who lives in Mapungubwe. The will write a dairy of their stay in Mapungubwe. They should also draw what they see during their stay in Mapungubwe. [Ensure the students have a bibliography attached at the end of their diaries. Using Harvard method.] The students should write about at least 3 of the following areas: 1. The geography of the city of Mapungubwe. How does the city look like etc. 2. Trade practices – describe what was traded, with whom, using the river/ports used. 3. Describe the society – rich and poor 4. The history of the earliest settlers of Mapungubwe. For example: I was told by my brother that the very first citizens of Mapungubwe were here from 1000ad to 1300ad and were Stone Age settlers. 5. Attending a burial in the city. Both a rich and poor burial – artifacts that will be buried with the person and location of the burial. 6. Mapungubwe state – economy, king and queen. It was a global superpower because of trade and one of the state’s leading the first stages of globalization. 7. Importance of gold in Mapungubwe 8. Farming practices Give points for creativity – how descriptive they are and the amount of research they put into their diary. Activity B ACTIVITY PLANNING OVERVIEW Subjects covered: English, History (social sciences), Connecting Classroom themes: Core skills: Analytical and critical thinking, communication, historical enquiry, creativity, writing skills Learning outcomes: 1. Learn through group activity about trade EXAMPLE ACTIVITY: Traders Research project/group project This is a group activity. Divide the students into 4 groups – Mapungubwe trader, Chinese traders, Indian traders and Arabian traders. Have the students do a group research project on trade. Have them cover the following topics: 1. The bartering system (the beginning of trade before money was introduced) 2. Trade – why did people trade? 3. Trade and the beginning of globalization (How it connected cities, formed trade routes, Silk road etc.) [Report must have a bibliography at the back. Harvard style referencing] Role play as traders: Give them a list of the items their country trade and what items their countries need from the others. (including the quantity they have and need of the items) Have them colour/draw/write the items on strips of paper. Each group should have a section of the class to themselves which if they want they can decorate according to theme with pictures etc. If possible they can dress up. Give the students between 15 -20 minutes to roleplay as traders. See which group comes out on top and who doesn’t. At the end of the roleplay discuss how it was like to trade- was it easy of difficult etc. Activity B ACTIVITY PLANNING OVERVIEW Subjects covered: English, History (social sciences), Connecting Classroom themes: Core skills: Analytical and critical thinking, communication, historical enquiry, creativity, writing skills Learning outcomes: 1. Learn about the importance of rivers in the birth/and death of civilizations EXAMPLE ACTIVITY: Civilizations and water : Rivers the lifeblood of a civilization Research project Set a research project for the students on why the relationship between rivers/fresh water sources and civilizations were important. They should present this on a poster board and present it to the class. The civilizations the students can look at is: (if you want to make the presentation more varied) 1. Mapungubwe 2. Egypt 3. Mesopotamia 4. Any other civilization It is important students cover why their location to seas/rivers/fresh water sources was/is important to these civilization for: 1. Farming 2. Trade The report should cover the first settlers and also the death/decline of the civilization due to climate change etc.