Ways of Earning a Living in North and South Africa

Grade 6 · Social Studies

Semester 1 | Period 2 | Week 9

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Subject: Social Studies

Semester: 1

Period: 2

Week: 9

School Name:
Teacher’s Name:
Subject: Social Studies
Grade Level: Grade 6
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Ways of Earning a Living in North and South Africa
Sub-topic: North Africa: Cattle raising among Moors of northern Sahara, Oasis dwellers (millet, rice, watermelon), Tibu cattle herders, Other occupations; South Africa: Modern farming families in savanna land, Gold and diamond mine workers of South Africa
Learning Objectives
By the end of the lesson, students should be able to:
Identify and compare economic activities across regions of North and South Africa
Previous Knowledge
Students already know:
Basic West African farming activities and cattle breeding
Instructional Materials
Map of Africa, pictures of desert, oasis, savanna, mining, and farming activities, videos if available
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter) Time: 5–10 minutes
Ask learners to describe what they think life would be like in the desert, oasis, and savanna. Show pictures to support discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Step 1: Teacher’s Explanations & Discussions

North African Activities

  1. Cattle Raising by the Moors
    • The Moors are people who live in the northern Sahara Desert.
    • They keep cattle, camels, goats, and sheep.
    • Because of desert conditions, animals are moved from place to place to find water and grass.
  2. Nomadic Herding by the Tibu
    • The Tibu are nomadic herders who live in the Sahara region.
    • They depend on cattle and camels for milk, meat, and trade.
    • Herding is important because farming is difficult in the desert.
  3. Oasis Farming
    • In oasis regions (small fertile areas in the desert where water is found), farmers grow crops like millet, rice, and watermelons.
    • Oases provide food for people living in the desert.
  4. Other Occupations in North Africa
    • Trade: Buying and selling goods across the desert using camels (“ships of the desert”).
    • Craftwork: Making carpets, pottery, leather items, and jewelry.

 

South African Activities

  1. Modern Farming in Savanna Areas
    • South Africa has large farms with tractors and modern machines.
    • Farmers grow maize, wheat, fruits, and rear cattle.
    • Products are exported to other countries.
  2. Mining for Gold and Diamonds
    • South Africa is famous for its gold and diamond mines.
    • Mining is one of the country’s biggest industries, providing jobs and foreign income.
  3. Importance to National Economy
    • Mining brings in foreign money through exports.
    • Farming provides food security and raw materials for industries.
    • Together, these activities make South Africa one of the most developed countries in Africa.

 

Step 2: Teacher’s Demonstrations

  • Show a map of Africa highlighting North Africa (Sahara region) and South Africa (savanna and mining areas).
  • Point out desert regions, oases, and mining locations.
  • Use pictures or charts of camels, oasis farms, gold mines, and tractors.
  • Draw a comparison chart on the board:
    | Region | Main Activities | Environment | Example Products |

 

Step 3: Practical Activities

  1. Map Activity: Learners identify North Africa and South Africa on a map.
  2. Classification: Learners classify activities as Agricultural (farming), Pastoral (herding), or Mining.
  3. Pair Work: Learners discuss how the desert favors herding while savanna land favors farming, and why South Africa is rich in mining.
  4. Chart Work: Learners complete a comparison chart between North and South Africa.

 

Learners’ Activities (Expanded)

  • Locate and shade North Africa and South Africa on their maps.
  • List occupations in both regions.
  • Work in pairs to explain how environment shapes work (desert vs. savanna vs. mining land).
  • Present their completed charts in class.

 

Assessment Checks

Oral Questions:

  1. Who are the Moors and what do they do for a living?
  2. What is grown in oasis regions?
  3. Why do the Tibu move with their animals?
  4. Mention two major economic activities in South Africa.
  5. Why is mining important to South Africa’s economy?

Practical Check:

  • Teacher reviews learners’ charts for accuracy and neatness.
  • Teacher checks group map work.

Written Exercise:
Fill in the blanks:

  1. The Moors of North Africa rear __________.
  2. Farmers in oasis regions grow __________, __________, and __________.
  3. South Africa is famous for its __________ and __________ mines.
  4. Mining brings __________ into South Africa.

 

Notes (Expanded & Detailed)

  • North Africa: Harsh desert climate → herding, oasis farming, and trade.
  • South Africa: Fertile savannas → modern farming; mineral-rich land → gold and diamond mining.
  • Environment strongly influences people’s livelihoods.
  • Mining makes South Africa wealthy, while oasis farming sustains desert communities.

 

Assignment (Homework)

  1. Write 3 differences between North and South African occupations.
  2. Draw a simple chart showing:
    • Agricultural activities (examples)
    • Pastoral activities (examples)
    • Mining activities (examples)
  3. In 5 sentences, explain why South Africa is one of the richest countries in Africa.
  4. Interview a parent/elder about how farming in Liberia is similar or different from farming in North Africa. Write a short note.

C – Consolidation (Conclusion & Assessment) Time: 5–10 minutes
Summary: Recap main economic activities in North and South Africa
Evaluation Method (Expanded):
Exit slip/quiz: Name one economic activity for North Africa and one for South Africa and explain why they occur there
Teacher will collect slips and provide oral feedback
Assignment (Expanded): Research and illustrate one modern farming activity or mining activity in South Africa
Follow-up Activity: Discuss how West African economies compare with North and South Africa
Differentiation / Inclusive Strategies
Provide images and maps for visual learners
Use storytelling for learners who struggle with reading
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low