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Africa and Cultural Heritage Grade 6 - Unit 2 (Activity 1: (Level of…

- - - - Learners will investigate the early societies of Southern Africa as well as the arrival of the first European explorers.
        Focus on:
        The Khoi Khoi
        Vasco Da Gama
        Bartholameau Diaz
        Trading between the Europeans and native Africans
        Arrival of the Dutch and the setting up of a refreshment station
        Learning Outcomes:
        HIS 2.4, HIS 2.6 HIS 3.1 HIS 3.3, HIS 3.9, HIS 3.10, HIS 3.12, HIS 3.13, HIS 3.15, HIS 3.16
    - - Learners will do a listening comprehension on the letter of Vasco Da Gama that will be read to them. They will answer question after listening to the content.
        The learners will revise the basic parts of a Socratic Discussion before they do it in Activity 1.
        Learning Outcomes:
        LS 3 LS 5 LS 6 LS 8 LS 11 LS 16 LS 18 LS 19
    - - Before learners start with the research they need to be able to come up with research questions. these questions need to be to such a degree that it ensures that learners have all the information needed to complete the rest of the activity
        -Learners need to be able to go through information a be able to identify what is relevant to them and the question that they face.
        
        Learners need to be able to take the research that they have found and summarise it to their level of understanding.
        Outcomes reached: ICT 14 - ICT 15 - ICT 16 ICT 17 - ICT 18 - ICT 19
    - - Important stages in the individual's life in SA cultures: Birth, Baptism, Wedding and death.
        
        Meaning of each stage
        Learners will have to be able to identify the Important stages in at least 2 cultural groups life cycle.
        
        Learners will also have to state what each one of these stages meant to the culture
        
        Learning Outcomes:
    - - Learners will discuss their own and other’s performances and processes using simple creative arts terminology Key terms: breathing, focus, canon, call and response, two-part, tongue twister, African dance genres, key moments, drumming technique.
        Learning Outcomes:
        DA 1, DA 2, DA 3, DA 4
        MU 1, MU 2, MU 3, MU 8
    - - Learners will investigate trade and trading with focus on:
        Early trade systems
        Bartering
        The History of money
        Trade systems
        Learning Outcomes:
        GEO 2.1, GEO 2.6, GEO 2.8, GEO 2.10 GEO 3.14
        EMS 4
  - - - An A3 infographic on Paper highlighting at least 4 reasons why a refreshment station is important to have
    - - Level of Teaching
        Learners will use their understanding of the design principles to construct the media that will form part of the presentation. Learners should experiment with adjusting the formatting styles to suit the tastes of the different cultures of their imagined audience.
        
        Learning Outcomes
        VA 1, VA 2, VA 3, VA 4
      - Resources Needed
        
        Research and information from Flipped Class
        
        The Creative Arts ISN, detailing elements and principles of art and design.
        
        1 x A3 Cardboard per group.
        
        Markers and other media that the learners choose to use to create a visually appealing infographic.
  - - - Finding the Link
        Learners should try to imagine what it was like for the people living in the times when there was little exposure to different cultures. When the explorers first arrived, the native people would have seen them as quite alien. Would it have been a shock to witness some of the cultural and social conventions of the 'other people'. How did their social rituals, and culture, in terms of their dance and music, influence each other, either in large part, or whether there was little impact.
      - Level of Teaching
        Learners will discuss their own and other’s performances and processes using simple creative arts terminology Key terms: breathing, focus, canon, call and response, two-part, tongue twister, African dance genres, key moments, drumming technique.
        Learning Outcomes:
        DA 1, DA 2, DA 3, DA 4
        MU 1, MU 2, MU 3, MU 8
      - Informal Assessment:
        Learners will select a Early society which they would like to perform a cultural dance piece of.
        
        Learners should show through dance (without words) their interpretation of the first meeting between the native people and explorers.
        
        They should make use of musical instruments so that they can:
        
        Perform simple rhythmic patterns on a drum or equivalent,
        
        Explore techniques such as base slap, open slap, muffle and other, to accompany selected cultural dance.
        
        Learners should demonstrate sensitivity when depicting the cultures.
      - Resources Needed
        Drum or instruments and objects that can be used to provide percussion and rhythm (learners to bring from home, a due date will be given)
      - Flipped Class
        Learners will research the dance and music styles of the Early Societies they have personally/individually chosen. When they get to class, they will present their research to their group, so that a consensus on the society's dance and music style, so that they have more to draw from when creating the storyline/choreography.