Social Systems Model: Applying Kung San And Hadza

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Social Systems Model: Applying Kung San and Hadza

A. Technology A[San / Hadza] Basic Hunter/Gatherer society, reliance on tools(weapons) for hunting and structures for storing food

B. Natural Environment B[San] Botswana and Namibia, Africa. Dry Savanna B[Hadza] In northern Tanzania. Rocky Terrain less savanna-like so game and wild plants are more plentiful

C. History C[San / Hadza] One of the first groups to incorporate into a hunter-gatherer society. Since 1950's scientists have sought out the San to record their lives and try to understand what it means to hunt and gather.

D. Maintenance Systems 1. Exploitation of Environment D1[San] Camp itself is nestled into the bush. Weapons built from the environment used to hunt D1[Hadza] Rich plants and heavy game allow the Hadza to not have to travel far to gather and rich game allows for more hearty meals.

2.Economic Organization D2[San] San children are not expected to contribute anything to the camp. They don't help find food or participate in domestic chores. Girls gather men hunt. But girls do not begin to gather until the age of fourteen and boys hunt at 16. D2[Hadza]Trading exists between Hadza and settled neighbors(honey for cloth and implements). Men hunt/ women gather.

3/4. Kinship groups and relationships D3/4[San] San children live and play in mixed-age groups rather than peer groups. Groups can range from ages of infancy to fourteen years of age. San children are generally a part of the community that consists of people of all ages. Also San children are almost always found to be in a group with an adult. There was no case found where a child was not in eye contact or within hearing of an adult. D3/4[Hadza] Groups often contain children from a multitude of ages. Children often learn from other children.

5. Inequalities of sex and class D5[San] Women must carry the child on gathering expeditions and mothers decide when to leave a small child back in camp. No real large inequality very close-knit community D5[Hadza] No imposing inequalities of sex or class, tasks are demanded to be gender oriented and the women holds more responsibility for the child at early ages.

6. Political and legal systems D6[San] No formal political or legal system but lives are lived in close relation to each other and are often exposed throughout the community D6[Hadza] No formal political or legal system.

E. Child’s Learning Environment 1. Age and nature of task assignment E1[San] Boys hunt at 16, girls gather at 14 E1[Hadza] Hadza kids are regularly given task and chores to help adults. They might be asked to hold a younger child, or fetch water or firewood. 2. Frequency and intensity of affective contacts E2[San] Children are often associated with the community and rarely ever left without an adult presence. Parents are also very frequently close to the child the baby is part of a very dense social milieu and intimately connected to parents, family and social groups. E2[Hadza] During infancy the Hadza relates similar to the San with a very intimate nature of the child where they are carried all the time, fed on cue and everyone responds to infant crying. But at two years of age Hadza kids are left behind in camp and are therefore weaned sooner 3. methods of rewarding and disciplining E3[San] San parents have infinite patience and never scold E3[Hadza] Hadza parents reprimand their kids. 4. Importance of mother and father E4[San] Heavy importance on the relation between mother and father parents share an intense relationship between their
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