LEARNING AREA

SOCIAL SCIENCES
FOCUS

GEOGRAPHY GRADE
AND

GEOGRAPHY GRADE

TEACHERS GUIDE

Phase Review (Grades 8 and 9)

In Geography as a Social Science learning area, the relationship between people and the
relationship between people and the environment are studied. These relationships are affected by social, political, economic and environmental aspects. Peoples different values, ideas and religious convictions also play a role. For this reason education regarding the environment and human rights is an integral part of the curriculum.

Learners are encouraged to ask questions and find their own answers about the society
and environment in which they live. In this way they will become informed, responsible citizens who can make a positive contribution to the ever-changing society and to the building of a non-racist, democratic present and future.

LEARNERS

ARE PROGRESSIVELY TAUGHT TO DEVELOP THE FOLLOWING:

They must gain knowledge and understanding of their own environment, but also of other people and their environments. The locations of these places and the similarities and differences between them must be studied.

They must gain insight into the interaction between people and the environment.
They must develop a critical awareness of the spatial relations in a changing world. They must be aware of their involvement and thus develop a need for the establishment of a sustainable environment. They must develop a value system so that they will of their own free will take action about issues.

The learning outcomes in Geography are as follows:

LEARNING OUTCOME 1 Learners will use enquiry skills to investigate geographical and environmental processes.

This will include the following:

relevant questions are asked to give guidance; relevant sources must be found; sources must be used to find and organise information; questions must be answered; findings must be reported by means of descriptions, comparisons and forming of own opinions.

LEARNING OUTCOME 2 The learner will be able to demonstrate geographical and environmental knowledge and understanding.

Content is obtained and applied as follows:

people and places; people and resources; people and the environment. LEARNING OUTCOME 3 Learners will be able to make informed decisions about social and environmental issues and problems. environmental problems will be identified; factors causing the problem will be understood; choices will be made and decisions will be taken to find solutions.

The core syllabus as prescribed by the Department of Education includes the following
aspects, which will receive attention in all grades: map work. geomorphology. climatology. population geography. settlement geography. economic geography. In order to link these six aspects with the learning contents, the directions of learning outcome 2 must be applied. Accordingly, 4 modules are presented in every grade: Module Learning unit 1 2 3 4 1 1 2 1 2 1 Geographical aspect Settlements Natural resources Map work Economic geography Policy document link People and places People and the environment People and places People and resources

There is therefore one module for each term.

In module 1 (Settlements) map-reading skills will be taught progressively so that the learner can master the various techniques. An effort will be made also to build these map skills into all other modules for reinforcement. In module 2 (Natural resources) knowledge of the physical environment will be taught so that the learner can understand its effect on the environment and the people. Where possible, disastrous consequences and possible sustainable solutions will be built in. Emphasis will also be placed on the over-utilisation and deterioration of the physical environment. In module 3 (Map work) various population issues will be addressed so that population density, movement, growth, etc. will be understood. Together with this, people form various settlement patterns and problems. Changing environments and communities will be addressed so that disasters can be identified and their solutions found. Human rights therefore also form an integral part of the module.

In module 4 (Economic Geography) the impact of human development on resources will be studied. Especially over-utilisation and its consequences, with possible solutions, will be emphasised.

Grade 8 Module 1 MEMORANDUM

SETTLEMENTS
..............ACTIVITY 1.1 1. Urban areas expand as a result of economic and other developments taking place in the vicinity. This in turn creates jobs and other opportunities, causing people flock to these areas. As opposed to this, other areas stagnate or even deteriorate when there is a decline of the economy and services are terminated. In this instance people have no choice but to leave the area. A process where the population leave a particular area to settle permanently in another areas. Hence the number of inhabitants decreases. This process has a snow-ball effect, as it becomes almost irreversible once it has started. People struggle to sell their properties. As properties do not fetch what they are worth, people often lose a lot of money in an effort to sell. It might take so long to find a buyer that properties are eventually given away at ridiculously low prices. DEFINITELY! Each urban area is designed to accommodate a certain number of inhabitants. Although these areas do expand, but growth goes hand in hand with thorough planning. As urban areas do not always make provision for the depopulation of rural areas, the rise in numbers places an unnecessary burden on infrastructure and urban services such as the provision of electricity, water, sewage, refuse removal and public transport.

2.

3.

..............ACTIVITY 1.2 1. This is an area where mostly large (heavy) industries are located. Adjacent to that is a lower-income housing area (squatter camps or informal housing settlements). 2. YES! The area was originally planned and used for industrial purposes. However, the need for labour caused people to erect informal settlements adjacent to the industrial area. The expenses of transport are eliminated, as people live close to their work. 3. Deforestation takes place to clear areas for squatters shacks. Even more trees are chopped down to be used for firewood and building materials. There is a problem with pollution. Soil and water resources are polluted. 4. DEFINITELY NOT! It is unplanned and uncontrolled. Living conditions in these areas are unhygienic. People live in squalor, as basic services are minimal or non-existent. This is a breeding-ground for diseases and other problems, and presents a big fire hazard.

..............ACTIVITY 1.3 1. Sparsely populated. It depicts the Central Business District (CBD). Commercial activities are dominant and areas are not densely populated. A large number of people daily commute to the CBD, by means of private or public transport. 2. Urban. 3. Central Business District. 4. EXPENSIVE. Most accessible area in the urban settlement. Due to functional magnetism, all big business and service concerns compete for business premises in the CBD. As a consequence land is very expensive and multi-level sky-scrapers are commonly found.

..............ACTIVITY 1.4 1. Own answer: Varies from area to area. 2. Own answer: Varies from area to area. 3. Always on the outskirts in the best possible area zoned for housing. These areas usually have good or attractive views, or are situated adjacent to a green belt, or in a golf course development or estate.

..............ACTIVITY 1.5 1. There is a definite difference in the size of the houses among the different neighbourhoods. It varies from informal housing on common land to luxury housing on private, separate stands. 2. The informal (squatter) area.

..............ACTIVITY 2.1 1. More or less in the middle. Always in the most accessible part of the urban area. 2. Low-income housing area. This is an informal settlement area, in other words a squatter area. B is also adjacent to an industrial area, which makes it highly unsuitable for highincome housing. 3. Industries. 4. No provision was made for sport facilities.

..............ACTIVITY 2.2 Answer according to the area where you live.

..............ACTIVITY 2.3 1. Pollution. The lack of refuse removal as a basic survive is the underlying problem. 2. Providing more and free rubbish bins and big refuse containers. Launching educational programs in the community. Factories in the distance (on the diagram) can be forced by means of legislation to install filters in chimneys for combating pollution. 3. Very important role. Recycling containers can be placed on strategic points. Separate containers (clearly marked) for paper, glass and tins. 4. The destruction of the environment will increase to such an extent that future generations will not be able to enjoy the same quality of life as present generations. May lead to an outbreak of diseases and epidemics.

..............ACTIVITY 3.1 1. 2. Farm murders. Increased wave of violent crimes in South Africa, etc. Emigration abroad. The scarcity of jobs. The safety situation in South Africa.

.............ACTIVITY 3.2 en 3.3 Own answers!

.......................ACTIVITY 3.4 Own research.

.......................ACTIVITY 5.1 Class project.

Grade 8 Module 2 MEMORANDUM

NATURAL RESOURCES

..............ACTIVITY 2.1 1. COAL: Used in South Africa for the generation of electricity and the manufacturing of synthetic fuel. Also used as fuel for industrial and domestic purposes. WOOD: Used in South Africas extended mining industries. Also used by millions of people as firewood for heating and the preparation of food. Used as building material by people in informal settlements. Industries manufacture building material, furniture, paper, etc. South Africa is traditionally an arid country with an average annual rainfall of 450mm. The rainfall is distribution is also irregular, and decreases from East to West. Hence it is of the utmost importance that we will protect our available water resources, instead of consuming too much.

WATER:

2. 3.

They live in poverty in rural areas and informal settlements without electricity, using firewood as their only source of heating or electricity. Synthetic fuel: Fuel obtained from coal by means of a chemical process. Green house effect: Pollution causes a layer of smoke and polluted air to hang over a city like a blanket, preventing normal earth radiation (radiation from the earth) from taking place. The green house effect is also the reason why the temperature does not drop according to the Normal Environmental tempo (about 0,65C) for every 100 metres gained vertically. Sustainability: This requires all present consumers to use all existing natural and other resources in such a way that future generations will have sufficient to live from. Man-made climatic changes: These refer to climatic changes that take place as a result of man-made processes such as the burning of fossil fuels and the emission of polluted air.

..............ACTIVITY 2.2 1. Own answer. Consider the following: I agree 100% with this statement. South Africa needs an efficient public transport system. Such system should not only be accessible to and affordable for all, but should also be safe. The use of such a system will have the following advantages: Fewer private cars and delivery vehicles on our roads. Less maintenance of our roads required. (Raw materials saved). Less polluted air emitted. Less fuel used. Less coal used for the production of fuel. As a result of a decrease in pollution levels, less climatic changes occur. The use of private transport (by car) can be discouraged in the following ways: Public road transport can be made less expensive than private transport. Certain city areas can be made inaccessible for private cars. Vehicles not permitted to enter the city during peak hours. Parking fees charged. Fines for commuters driving to work (in cities) on their own.

2.

What is solar heating? It is heating requiring no electricity, as the suns energy is used as a source of heating. How does solar heating work? Sun panels (dark glass panels fitted with a system of copper pipes) are installed in roofs in such a way that it receives maximum radiation from the sun. Water is circulated via a system of brass pipes, and as brass is a good conductor of heat, it becomes warm very quickly when the rays of the sun heat the pipes. The warm water is then used for domestic purposes. Sun panels can also be used during the day-time for charging a battery system. At night the batteries are used to supply electric equipment with electricity. Uses: For hot water cylinders For charging battery systems

Costs? The installation of the system requires a considerable initial capital outlay, depending on the size of the system and whether you are going to do it yourself. Once the system has been installed, there are no extra costs, except for minimal maintenance work, if necessary.

..............ACTIVITY 2.4 1. 2. These are low-lying areas with ample water. It is a complex ecosystem on its own, boasting a wealth of plant and animal life. Wetlands form a unique ecosystem and needs to be protected. Wetlands serve as a sponge to absorb superfluous water. For the protection of biodiversity. Accommodates a large variety of plant and animal species. Community interest.

..............ACTIVITY 3.1 1. REDUCES: Carrying capacity refers to the number of sheep or stock that can graze successfully and sustainable on a hectare of land. Livestock must be reduced to be in line with the carrying capacity of the land. This will protect the land against overgrazing and prevent eventual soil erosion and desertification.

ENCOURAGED: Diversified (mixed) farming should be encouraged in areas with sufficient rainfall. This will prevent that farmers rely solely on one type of farming, and suffer financial losses when prices go down. It also helps to combat the exhaustion of the soil. 2. If these substances are used correctly (scientifically), it can help to increase production, which is to the advantage of the farmer and his land. Irresponsible and uncontrolled application of the said substances can result in the destruction of ecosystems and the poisoning of water resources, so that the land may become completely unproductive. Urbanisation results in a rapid growth of the population in urban areas. This in turn causes a large demand for housing areas and commercial sites, the result of which is deforestation, or even the impingement on precious agricultural land, as urban areas expand towards the outskirts of towns and cities.

3.

..............ACTIVITY 3.2 1. Bottle corks: Rayon material: Wooden planks: Wooden sawdust: Paper: Sleepers: Wooden boxes: Pencils: Synthetic corks are already being used on a wide scale Natural fibres Hardened synthetic material will be difficult Cottonwool and synthetic fibre or wool fibre Impossible recycling necessary Concrete Cardboard that can be recycled Plastic-covered graphite

1.

Wetlands form a unique ecosystem and has to be protected. Wetlands act as a sponge to absorb surplus water. To maintain biodiversity. Accommodates a large variety of plant and animal species. Interest of the community.

2.

Trees and woods play an essential role in the regulation of atmospheric and climatic processes. It stores carbon and keeps local water cycles intact. Stabilises soil (compact) against erosion. Reduces the impact of floods. Maintains species ecosystem. Tourism and recreation.

..............ACTIVITY 3.4 Answer will depend on area where you live.

..............ACTIVITY 4.1 Licence-holders must be reduced. More stringent measures must be applied. Government must appoint more law-enforcement personnel. Territorial waters must be protected. More coastal reserves must be established.

..............ACTIVITY 4.2 Write you own summary report.

..............ACTIVITY 5.1 CAPE TOWN: Oil refinery Engineering works Vehicles Textiles and clothing Chemicals and fertiliser Food, drink and tobacco

SALDANHA:

Iron and steel

MOSSEL BAY:

Oil refinery Engineering works Food, drink and tobacco

PORT ELIZABETH:

Motor cars Chemicals and fertiliser Textiles and clothing Food, drink and tobacco

EAST LONDON:

Motor cars Chemicals and fertiliser Food, drink and tobacco

DURBAN:

Oil refinery Engineering works Vehicles Chemicals and fertiliser Textiles and clothing Food, drink and tobacco

RICHARDS BAY

Aluminium processing Chemicals and fertiliser Food, drink and tobacco

KIMBERLEY:

Engineering works Paper Food, drink and tobacco

BLOEMFONTEIN:

Textiles and clothing Engineering works Food, drink and tobacco

SASOLBURG:

Oil from coal Chemicals and fertiliser

VEREENIGING: WITBANK: JOHANNESBURG:

Iron and steel Engineering works Paper Chemicals and fertiliser Engineering works Oil refinery Iron and steel Food, drink and tobacco Leather works

PRETORIA/ TSWANE:

Food, drink and tobacco Engineering works Iron and steel

..............ACTIVITY 5.2 ALEXANDER BAY: PORT NOLLOTH: KIMBERLEY: WELKOM: JOHANNESBURG: Oil refinery Engineering works Vehicles Textiles and clothing Chemicals and fertiliser Food, drink and tobacco

Grade 8 Module 3 MEMORANDUM

MAP WORK PEOPLE AND PLACES
................ACTIVITY 1:

................ACTIVITY 2:

The Direction
a. b. c. d. e. From A to B From C to B From C to D From D to E From E to B SW WSW ENE SSW WNW

The bearing is
180 + 33 = 213 180 + 69 = 249 75 23 94

.................ACTIVITY 3 1. 2. 3. 4. 5. 3111'S, 2456'E 3357'S, 2534'E 2609'S, 2800'E 2950'S, 3101'E 3356'S, 1852'E

................ACTIVITY 4: 1. 2. 3. 4. B2. C4. D2. E5.

................ACTIVITY 5: 1. 2. 3. 4. 5. 6. Alice. NE. 52 - allow margin. NE. 282 - allow margin. North.

................ACTIVITY 6: 1.1 2822 DA 1.2 3528 BC

2. 3. 4. 5.

2822 BC. 3528 BD. 2822 CB. 3528 DA.

................ACTIVITY 7: 1.1 1.2 1.3 1150 m. 3400 m. 2750 m.

2.1 2.2 2.1 3.1 3.2 3.3

45,2 km. 28,25 km. 51,8 km. 4 cm x ,5 = 2 km. 10,8 X ,5 = 5,4 km. ,4 cm X 500 = 200 m.

................ACTIVITY 8: 1. (a) Graves. (b) Excavations. (c) Provincial border. (d) Power lines. (e) Trigonometrical beacon 2. 3. 4. Faint roads, rivers, buildings, railway lines, power lines, dams, windmill, forested area, cultivated lands, trigonometrical beacons, spot height, rows of trees. None. Roads, railway line.

5. (a) Railway line. (b) Faint footpaths. (c) Cultivated lands. (d) Built-up area. (Mgquba). .6 .7 .8 .9 550 600 m. 318 (3245'50"S, 2652'0"E) is 653,6 m high. 20 metres. Hillcrest = 540 m. 84 = 624,2. 624,2 540 = 84,2 metres. .10 .11 .12 .13 .14 .15 .16 In general the railway lines follow the contour lines more than roads do. Tyume. Comes from the north and leaves the map in the south-west. Yes, when it rains a lot the areas where the 2 main streams converge, can be flooded. Irrigation dams and cultivated lands close to rivers. Trees and bushes. Moderate to reasonably high rainfall.

................ACTIVITY 9: 1. 2. Different topographical sketch-maps can be given to different groups. Different contour models are then built and evaluated per group. One report per group is handed in for evaluation. Type of land form Co-ordinate

...............ACTIVITY 10 1.1(a) Higher than the surrounding area. 1.2(c) East. 1.3(b) Permanent. 1.4(b) Dam. 1.5(c) River. 1.6(a) Hospital. 1.7(c) Sports grounds.

Suggestions to the Teacher

MINIMUM
1.
CONTENTS

Definition of a map:

A scaled-down version of reality as seen from directly above and drawn to a certain scale. 2.1 Direction arrow must indicate north on maps. Learners must know the sixteen main compass points.

The place from which direction must be determined, must be emphasised. In the beginning the word FROM can always be written in capital letters, so that it can be reinforced very well. The place from which bearing must be determined, must be reinforced in the same way as in the case of direction. The various steps to be followed, must be drilled. The use of the protractor must also be well reinforced.

 A lot of extra practice can be devoted to this if learners find it difficult.

2.2 Position: Learners learn about degrees of longitude and latitude in primary school already. The most important line dividing the earth into a Northern and Southern Hemisphere is the Equator (0). The latitude (N/S) is always mentioned first, because it provides very important information about the climate, etc. of the different countries. The other important line is the Greenwich meridian, which divides the earth into a Western and Eastern Hemisphere and it is important because the time in the different countries is calculated in relation to it. Degrees of latitude run from West to East. Degrees of longitude run from North to South.

The Equator and the Greenwich lines The most important degrees of latitude between the North and South Poles are: Arctic Circle 66 Tropic of Cancer 23N Equator 0 Tropic of Capricorn 23S Antarctic Circle 66S Let learners look at various maps in the atlas to identify the different degrees of latitude and longitude.

Find places on a map in the atlas by using the index. The latitude and longitude of Polokwane are as follows: 23S en 28E

Map indicating position of Polokwane You can also divide the map of the RSA into squares and name them alpha-numerically. Then ask in which blocks certain places are situated.

2.2.3Grid reference or co-ordinates:

This must be given a great deal of attention.

Extra exercises can be added to any other available 1:50 000 topographical map, although a topographical map of your own area could, of course, come in very handy. Make very sure that learners understand that lines of latitude are always given first run from west to east and are numbered on the vertical side. Lines of longitude run from north to south and are numbered on the horizontal axis.

2.3

Learners must be able to draw the map name of the various map sheets, as well as that of their own area. Once again emphasise that latitude is given FIRST, then longitude, then the large block (30') and then the division of the large block into 4 smaller blocks (15').

2.4.1 The types of scales were taught in primary school. Emphasise that one or more can appear at the bottom of a map. On topographical maps we find the 1:50 000 unit scale, as well as the line scale. 1.4.2 Measuring distance on a map:

Learn the metric system in Geography

1 kilometre 10 hectometre 100 decametre 1 000 metre 10 000 decimetre 100 000 centimetre 1 000 000 millimetre km h dam m dm sm mm

The most important conversions used in map work are the following: 10 mm = 1 cm 100 cm = 1 m 1 000 m = 1 km 100 000 cm = 1 km

CALCULATION OF DISTANCE (as the crow flies) between different points is very important. Make sure that the learner ALWAYS knows in which actual distance he/she must give the answer. 2.5 CONVENTIONAL MAP-READING must be drilled. Make use of the topographical map sheet of your own area for extra practice. Various contour patterns must also be practised on this map as well as other maps. Recognition only comes with practice. First work only with the basic patterns given and let learners look for examples. This can be expanded in time. 3. TOPOGRAPHICAL MAPS AND AERIAL PHOTOGRAPHS Keep the reading of vertical aerial photographs simple. Learners will initially find it difficult, but practice makes perfect. Explain that the shape of rivers, roads, and railway lines must be investigated first. After that finer details must be identified.

Grade 9 Module 1 MEMORANDUM

DEVELOPMENT ISSUES

.............ACTIVITY 1.1: The following is important! 1948: United National Party wins the election 1951: United National Party and Afrikaner Party merge as the National Party. Black nationalism emerges 1960: Referendum Republic Policy of APARTHEID put into practice The following are apartheid laws: 1949: Mixed Marriages Act 1950: Population Registration Act 1950: Group Areas Act 1954: Black Settlement Act 1953: Separate Amenities Act 1956: Separate Voters Roll Act 1959: Separate Universities Act Opposition against the above-mentioned laws: locally as well as overseas. Photo interpretation: District Six: With the advent of the Group Areas Act District Six was declared a white area in 1966. During the following years all the houses were demolished and the residents were forced to move to the Cape Flats. Sharpeville: This incident took place in 1960. It became clear to the Anti-Apartheid factions that apartheid would not be terminated without violence. On 21 March 1960 PAC supporters surrounded the police-station in Sharpeville. The police fired on the crowd and many were trampled to death and others were shot when they tried to flee. Sixty nine people died!

.............ACTIVITY 2.1: Developed: Countries who have achieved a high level of economic and social development. Characteristics: First World, industrialised, high income, north of the equator, high level of human development, economically developed, owners and wealthy Examples: Most European countries, USA, Switzerland, Japan, etc. Developing: Countries who are still in the process of developing economically and socially. Some parts of the country may have developed fully, while other parts are still totally underdeveloped. Characteristics: Third World, non-industrialised, low income, south of the equator, limited human development, less economically developed countries, non-owners and poor. Examples: South Africa, certain South American countries and countries in Asia, African countries such as Ethiopia, Zimbabwe, DRC, etc. Sustainable development: It entails the discerning utilisation of natural resources. Development must attend to the present need for prosperity and at the same time pay attention to conservation with a view to the future. Must not be detrimental to the environment and must protect the interests of future generations. Building stones for sustainability: Take the following factors into consideration: people, earth and prosperity. Three important building stones: economic growth, social responsibility and maintaining an ecological balance. The success or lack of it, when implementing a sustainable development strategy, depends largely on the extent to which a government succeeds in alleviating poverty. Urbanisation: Definition: The process when an increasing number of people leave the rural areas to settle in the cities. Opinion: Consider the following: - Causes problems for the rural areas - Social and economic problems - Also urban problems such as over-population, unemployment, squatting, various shortages, crime, etc. Solution: Decentralising industries, job creation, resettlement of people in rural areas, housing projects, implementing minimum wages, RDP projects, etc.

Depopulation of rural areas: Definition: Process when people leave rural areas. Growing process, especially in developing and developed countries. Results: Deterioration of towns, buildings and services. Schools, business enterprises, etc. close down, Economic and cultural deterioration and decay. Solution: Create job opportunities, tourism, decentralisation, resettlement initiatives, etc. First World: Examples: Mainly countries north of the Sahara Europe ( North and Central), USA, China, Japan, etc. Norway. Sweden, Australia, Canada, Netherlands, England, Germany, etc. Reasons: Fully developed economically, politically and socially .Growth rate low, mortality rate low, life expectancy of people high, per capita income of people high, etc. Third World: Examples: Mainly Sub-Sahara Most countries in Africa, South American countries, parts of Asia, etc. Sierra Leone, Niger, Mali, Mozambique, Ethiopia, DRC, etc. Reasons: Not yet fully developed, or must still develop. Refer to previous answer: opposite.

.............ACTIVITY 2.2: Developed: France Japan Characteristics: Zimbabwe Congo Argentina Russia Mozambique Namibia USA

.............ACTIVITY 2.3: Consider the following: Agree! Contains elements of both. Economically well developed. Consider mining. Of seven of the ten most important minerals in the world South Africa is the top producer. Secondary activities contribute extensively to the GNP. Apartheid has left scars. Large backlogs amongst the largest part of the population. Expand on this.

.............ACTIVITY 4.1: d) - Research purposes - Preservation of the different species - Conservation for posterity - Ethic as well as aesthetic reasons

................ACTIVITY 4.3: It means that the discerning use of pesticides contains major advantages for the agricultural sector, but the indiscriminate use unfortunately can cause great damage to ecosystems. How does it work? Ecosystems consist of different food chains and food webs. Your teacher will explain it to you. These food chains consist of different trophic levels. EXAMPLE: grass - sheep - man or grass - locust frog - snake - vulture

The pesticides are applied to the plants to exterminate the locust plague. Frogs then eat the poisoned locusts and in turn they are poisoned, etc. In this way the poison spreads through the trophic levels until the birds of prey are exterminated. It is a known fact that pesticides are becoming more concentrated as they move upwards through the trophic levels. In this manner a whole ecosystem can be destroyed. Soil can be contaminated by the rotting carcases. Water sources can become polluted. Other creatures can now pester farmers because the birds of prey have been exterminated.

ACTIVITY 4.4: a) Yes b) Yes

.............ACTIVITY 4.5: c) - Negative factors such as farm murders, high input costs of farming, over- production, low value of the rand, low prices of agricultural produce, lack of services, etc. - Make a profit - Urbanisation

.............ACTIVITY 4.4: a) Must be aware of the importance of the preservation of vegetation, animal life, ecosystems, etc. Be aware of conservation. b) Do not pollute Do not waste Recycling Saving Educational programmes

.............ACTIVITY 4.8: a) All these techniques are applied in the wheat districts of the SWARTLAND (Malmesbury, Moorreesburg and Piketberg). b) Own initiative c) Agriculture and Agricultural Science d) fertiliser industry e) f) Universities and at one of the 12 agricultural colleges such as Elsenburg near Stellenbosch Farmers: must farm economically to contribute to the economy must create and maintain jobs for farm workers Labourers: low wages, poor housing and other services, etc. g) Own initiative h) Decide on your own i) Challenges: to farm successfully to overcome negative factors drought, floods, etc. Advantages: own boss could be financially very viable Disadvantages: very lonely and isolated could be dangerous Farmer, farm manager, agricultural officer, agricultural research,

Grade 9 Module 2 MEMORANDUM

SUSTAINABLE UTILISATION OF RESOURCES
.............ACTIVITY 1.1: a) It is a world wide plan of action to ensure sustainable development. It is a wide reaching plan of action that is applied on GLOBAL level NATIONAL level LOCAL level by organisations and governments who are in affiliation with the United Nations applied in all areas where human activities have an impact on the environment

It was launched in June 1992 during the Earth deliberations in Rio de Janeiro. The purpose of Agenda 21 was to create principles and programmes to establish a better balance between development and the natural resources of the Earth. These principles and programmes are implemented and applied internationally and on local management level.

b) The purpose is to empower Local Government (Municipalities and Metropolitan Boards) to compile and manage their own Agenda 21 program according to their own local requirements.

c)

People-centred development:: It focuses on the training and empowerment of people. Provide basic needs: The purpose is to supply basic facilities and services to all people. Integrated planning and development: Instead of a sector-based approach it focuses on the development of the whole area and its people and not only on certain aspects or people. Sustainable development: It focused on the conservation of the environment and its resources despite development.

.............ACTIVITY 2.4: 1. a) Low rainfall b) c) d) Water shortage High population growth Deforestation as a result of development e) Subsistence farmers - causes erosion Plant natural forests Scientific farming methods Plant crops that adapt to rainfall figures Build catchment dams and water restrictions Education

2.

a) - Not sufficient access to fertile soil Soil of inferior quality Not sufficient funds to purchase seed, implements and fertiliser Traditional farming No market for produce

3.

a) Shortages that occur as a result of population growth. An expanding population demands more land, more food, etc. A larger demand for basic resources arises due to a growing population. b) TABLE 4: 1) 2) Urban areas grow more rapidly (3%) than rural areas in KwaZulu-Natal. Informal settlements grow more rapidly (4%) than rural settlements in KwaZuluNatal. Approximately half of the urban dwellers in KwaZulu-Natal live in informal settlements. 2) 3) Urban settlements accommodate most people (54,6%) in KwaZulu-Natal.

TABLE 5: 1)

4.

a) Shortages that arise as a result of the over-utilisation of particular resources precisely because these resources are available. EXAMPLES: - Trees are felled for firewood. - Useful water resources are over utilised. b) It disrupts the ecological balance. It reduces the number of forests and as a result the number of trees. It contributes to the fact that the soil no longer is kept stable (compacted) by their root systems. The top soil therefore is very vulnerable, especially to water and wind erosion.

5.

CONSIDER THE FOLLOWING: Push factors: Poor and insufficient housing Lack of basic services, such as: medical, educational services, etc. in rural areas Few job opportunities Physical problems such as: poor soil, low rainfall, consolidation of farms, farm murders, etc. Poor wages Uneconomical units Pull factors: More and better housing More job opportunities Higher wages Better and more basic services Availability of high order services supply examples Means of communication, etc.

.............ACTIVITY 2.5: 1. Land densification 2. In irrigation areas (soil-) 3. Do not scatter garbage 4. Do not dump household or other refuse in rivers or water resources Recycling refuse

.............ACTIVITY 3.1: ALL: Special dumping site

Grade 9 Module 3 MEMORANDUM

SOCIAL AND ENVIRONMENTAL CONFLICT IN SOUTH AFRICA

.ACTIVITY 2.1
a) Electricity Sewage Running water Refuse removal Public transport Safe and durable housing Health care Educational institutions etc. b) No Reason: Use only available source of water for doing washing No refuse removal No sewage Diseases (epidemics) can easily break out c) Houses are built of materials that are highly inflammable. They can be destroyed completely by fires. Inhabitants will lose all their belongings. They will be homeless.

.............ACTIVITY 2.2: Find own answers as a group.

.............ACTIVITY 2.3: a) White people own more land than black people. Most of the land in white ownership is privately owned while land in black ownership is owned by communities. Land owned by black people is of inferior quality compared to land owned by white people. Land owned by black people is situated in unfavourable areas.

b)

They were subsistence farmers who produced enough for their own use only. Created local service industries where they manufactured utility items. Migratory labourers: Worked in urban areas in mines and factories. Men were removed from their land and families and lived in hostels. Too many inhabitants unemployment. Poor living conditions: social and health problems arose. 1. 2. 3. 4. 5. 6. 7. Policy of apartheid discuss. Did not receive enough land. Uneven division of land and other resources. Absence of the right to vote. Lack of democracy. Lack of private ownership. Inadequate access to medical and educational services. An awareness of equality, freedom and human dignity came into being. People wanted to shed the yoke of apartheid. People wanted land, jobs and basic services. People wanted job opportunities and higher wages. Education and other services. Equal treatment with white people on all levels. Power struggle: ANC versus the Inkatha Freedom Party.

c)

d)

e)

f)

As a result of the policy of apartheid. The economically developed countries of the world applied sanctions to South Africa. It meant that they had no trade relations with this country and did not invest in the country. Some of the largest brand names in the world withdrew from South Africa in an effort to pressurise the government to terminate the policy of apartheid. The Reconstruction and Development Program. An initiative to present all people with equal opportunities. An initiative of the newly democratically elected government to give previously disadvantaged people access to houses, job opportunities, health care, education, etc. CONSIDER THE FOLLOWING: 1. 2. 3. 4. 5. Land ownership Policy of Homelands Job opportunities Housing Lack of basic needs and services

g)

h)

Grade 9 Module4 MAP WORK

MINIMUM
CONTENTS

The various types of photographs based on the angle from which they were taken, must be reinforced well. Especially in the case of horizontal aerial photographs and those taken at an angle the learner must understand that the objects in the foreground look larger because they are closer to the camera lens. The concept of dead ground must also be explained, so that learners understand that certain features are hidden behind others. Let learners bring examples of such photographs to class for discussion.

Vertical photographs are the basis on which topographical maps are drawn and because it is an unknown angle to them, learners must get a lot of practice in the reading and interpretation of these maps. Make use of various vertical aerial photographs and topographical maps at your disposal to give learners additional practice in this. Also use the Grade 8 map and aerial photographs of Pietermaritzburg for reinforcement and practice. The time of day when the photograph was taken, is also important. Because the photos are taken in w e/e w strips, the shadow will always fall to the south, but in the morning it will fall to the South-West (sun rises in the east) and in the afternoons to the south-east (sun sets in the west).
Orthophoto maps are a combination of the features of a vertical aerial photograph and a topographical map on a scale of 1:10 000 (larger scale than 1:50 000) and therefore show more detail. They therefore represent only a small section of the original 1:50 000 map sheet. Learners must be taught to find the location of this orthophoto section on the topographical map and indicate it. In the same way that the 1:50 000 map sheet has a name and can be represented by a sketch, e.g. 2128 CD, orthophotos also have a reference number. This must also be represented by means of a sketch so that understanding can be assessed.

Recognition of topographical features on vertical photos and orthophotos will be established with regular practice. Use every indicator as an example and look for examples on different topographical maps and orthophotos. It will become easier over time. The map skills taught in Grade 8 are once again emphasised and new ones acquired. The more practice learners get in this, the easier it will become. Always follow the steps as indicated in order to avoid confusing the learners. Additional practice in this is strongly recommended. Calculation of distance on the 1:10 000 orthophoto is a new concept and must be compared to the calculations on a 1:50 000 map.

This year magnetic bearing must be studied. This means that last years true bearing must be revised. (Measuring the angle FROM WHICH the measurement must be taken by means of a protractor.) But this year the current magnetic declination must be calculated in order to eventually get to magnetic bearing. Follow the directions step by step and give a number of additional exercises. The calculation of surface area of a square is also a new skill. Even the surface area of square co-ordinate blocks can be calculated for practice. Make sure that learners are aware of the difference between answers in m2 and km2. m2 km2 = = = actual distance 500 m at 1: 50 000 actual distance 10 m at 1: 10 000 = actual distance 0,5 m at 1: 50 000 actual distance 0,1 m at 1: 10 000

In the calculation of time the learner must understand that the actual distance in
kilometres between 2 points must first be determined before the calculations can be done. The time of departure (sometimes) and the average speed in km/h must be given.

Eventually everything will come together and all acquired map-work knowledge must be
used together in order to read and analyse a map. For this purpose atlas maps, wall maps, street maps, topographical maps, aerial photos and orthophoto maps are all put together to make deductions. For this study we will use only the atlas, topographical map and orthophoto of Bloemfontein.

What is the difference between a large-scale and a small-scale map?

1 Numerator

50000 Denominator

The larger the denominator of a proportional scale, the smaller the map scale.
For example:

1:500 000 is ten times smaller than 1:50 000. This means that in the case of 1:500 000 the actual distance has decreased from 5 km to
1 cm. In the case of the 1:50 000 map the actual distance has decreased from only half a kilometre to 1 cm.

The less the decrease in the size of the map, the more information can be shown on it. A scale of 1:10 000 is therefore larger than a scale of 1:50 000. Furthermore, all acquired knowledge of Geography and general knowledge are required
to do certain exercises and make certain deductions from maps and orthophotos.

It is therefore recommended that map work be done throughout the year.

 Various 1:50 000 topographical maps and orthophotos are available from:
Department: Land Affairs Van der Stel Building Rhodes Avenue Private Bag X10 MOWBRAY 7705 Tel: +27 21 658 4300 Fax: +27 21 689 1351 / +27 21 686 9884 E-mail: cdsm@sli.wcape.gov.za / sales@sli.wcape.gov.za

ADDITIONAL FACTS
How to draw a map

Drawing a map is a map skill that must be developed.

Map users are often asked to draw a whole map or part thereof. There are three types of map drawings: accurate drawing to scale (including tracing); accurate drawing and changing the scale, and drawing by making use of an outline map.

1. How to draw a map accurately to scale There are four ways of doing this: a) Mark the squares on the map with a pencil. Do the same with the squares on the map to be drawn. The finer details and their position must then be copied into each square on the new map. This method is not as accurate as tracing the original map. Place a sheet of tracing paper over the section of the map to be traced and trace it. This is the method that is used most often, although it is a slow process. It is possible to trace the map directly onto transparent white paper instead of tracing paper, but then it becomes difficult to trace the finer details. Hold the paper and the map against a windowpane against the light. However, it is difficult to hold the paper and the map in the same position against the glass until the tracing has been completed. Use a mapping table if available. See Figure 1.1.

b)

c)

d)

2. How to copy a map accurately while changing the scale When it is necessary to change the scale of a map, the map can be enlarged or reduced by using the grid method. The squares on the copy must then be larger or smaller than the squares on the original map. See Figures 1.2, 1.3 and 1.4

Figure 1.2

Figure 1.3

Figure 1.4 3. Copying a map by using a sketch map A sketch map is a geographers shorthand (method of writing fast by using symbols). The art of copying a map by using an outline map, requires that one should also be able to see the patterns on the map (e.g. cultivated lands). These patterns are indicated in a simplified form on the map.

Memorandum
................ACTIVITY 1:

................ACTIVITY 2: Mornings Afternoons slightly south-west slightly south-east

................ACTIVITY 3: 1.1 1.2 2.1 2.2 580 m 1 010 m 9,22 km 1,56 km

................ACTIVITY 4: 1. True North / Bearing Magnetic Declination : : 1990 2003 = 13 years 13 2 = 26 westwards 18041 + 26 (westwards) = 18067 = 19007 west of true north Magnetic Bearing : WN + MD = MN + 19007 = ..

2.

Actual Bearing : Magnetic Declination : 1993 2003 = 10 years 10 3 = 30 eastwards (-) 20015 30 19075 30 = 19045 west of true north Magnetic Bearing : WN + MO = MN ...................... + 19045 =..................................

................ACTIVITY 5: 1. L B (5,6 0,5) (3,4 0,5) 2,8 1,7 = 4,76 km2 2. L B (1,1 500) (0,6 500) 550 300 165 000 m2

................ACTIVITY 6: 1. Actual distance = 8 0,5 = 4 km Time = Distance Speed = = =

4km 80 km / h

0,05 60 3 minutes

7:00 + 3 minutes = 7:03

................ACTIVITY 7: 1. 2. 3. 4. 5. 29008 S, 26015E Free State ESE 70 km Time = = = =

D istance Speed

70 km 120 km / h

0,583 60 34,98 minutes

10:00 + 34,88 = 10:34,98 6. Origin of Bloemfontein a) b) a) b) c) d) e) f) People who migrated from the Cape settled there. In 1846 Major Warden chose it as a suitable place to build a fort and settlement. Initially it quickly developed into a trading centre. Wars and insurrection did not halt the growth. Geographic centre of rail, road and air transport. Gold-fields 160 km away boost growth. Today an important industrial centre. Tourism is flourishing thanks to picturesque surroundings.

Development of Bloemfontein

................ACTIVITY 8: 1a) b) Pointed hill Flat-topped hill (Naval Hill)

3a) b) c) 4.

2826 CC 2925 BB 2926 AC

5a) b) 6.

Topographical map Orthophoto

= =

1:50 000 1:10 000

Topographical 1:50 000 is a smaller scale Motor or motorcycle racing, camping in caravan park, golfing, hang-gliding, flying aeroplanes, visiting zoo, visiting parks, visiting botanical gardens, playing sports on sports fields, swimming in rivers and dams, sailing on dams, visiting observatory, etc. Windmills are used to retrieve underground water for consumption. Therefore it must be relatively dry here with intermittent rainfall.

7. 8.a)

b) c)

Winter January

................ACTIVITY 9: 1. Highest point 1499 Co-ordinates: 290 05 50 S 260 13 20 E 2. Higher, flat area from where there is a good view. City lights and pollution have smaller effect here. 3. True North / Bearing Magnetic Declination : : 1640 2001 2003 = 2 years 2 6 westwards (+) 20035 + 12 = Magnetic Bearing = = 4. Map distance Time = = = = = 1. L B (0,9 500) (0,5 500) 450 250 = 6. 112 500m2 = 2660 20035 west of true north 640 + 20035 184035

8,5 cm 0,5 = 4,25 km

Distance Speed

4,25 km 120 km / h 0,35 60 2,1 minutes

Actual bearing

..............ACTIVITY 10: 1. 2. 3. Vertical Learners do on map Actual distance = = 4. 5. 6.a) b) North-east Defence Force training centre Many soldiers who live in barracks South-east Afternoons 26,6 cm on a 1:10 000 map 26,6 0,1 2,66 km

..............ACTIVITY 11: In order for a poster to catch the eye, it must be easy to read. Make use of photos, sketches, etc. and limit the text to a minimum by listing only the most important facts.