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LEARNING AREA SOCIAL SCIENCES

FOCUS GEOGRAPHYGRADE

AND

GEOGRAPHYGRADE

TEACHERS GUIDE

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Phase Review (Grades 8 and 9)

In Geography as a Social Science learning area, the relationship between people and therelationship between people and the environment are studied. These relationships areaffected by social, political, economic and environmental aspects. Peoples differentvalues, 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 societyand environment in which they live. In this way they will become informed, responsiblecitizens who can make a positive contribution to the ever-changing society and to thebuilding of a non-racist, democratic present and future.

LEARNERSAREPROGRESSIVELYTAUGHTTODEVELOPTHEFOLLOWING:

They must gain knowledge andunderstanding of their own environment, but also ofother people and their environments. The locations

of these places and the similarities and differencesbetween them must be studied.

They must gain insight into the interactionbetween people and the environment.

They must develop a critical awareness ofthe spatial relations in a changing world.

They must be aware of their involvementand thus develop a need for the establishment of asustainable environment.

They must develop a value system so thatthey will of their own free will take action aboutissues.

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 ofown opinions.

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LEARNING OUTCOME 2

The learner will be able to demonstrate geographical and environmental knowledge andunderstanding.

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 andproblems.

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 followingaspects, 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 directionsof learning outcome 2 must be applied.

Accordingly, 4 modules are presented in every grade:

Module Learningunit

Geographical aspect Policy document link

1 1 Settlements People and places

212

Natural resources People and the environment

312

Map work People and places

4 1 Economic geography People and resources

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There is therefore one module for each term.

In module 1 (Settlements) map-reading skills will be taught progressively so that thelearner can master the various techniques. An effort will be made also to build thesemap skills into all other modules for reinforcement.

In module 2 (Natural resources) knowledge of the physical environment will be taughtso that the learner can understand its effect on the environment and the people. Wherepossible, disastrous consequences and possible sustainable solutions will be built in.Emphasis will also be placed on the over-utilisation and deterioration of the physicalenvironment.

In module 3 (Map work) various population issues will be addressed so that populationdensity, movement, growth, etc. will be understood. Together with this, people formvarious settlement patterns and problems. Changing environments and communitieswill be addressed so that disasters can be identified and their solutions found. Humanrights therefore also form an integral part of the module.

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

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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 otheropportunities, causing people flock to these areas. As opposed to this, other areasstagnate or even deteriorate when there is a decline of the economy and services areterminated. In this instance people have no choice but to leave the area.

2. A process where the population leave a particular area to settlepermanently in another areas. Hence the number of inhabitants decreases. Thisprocess has a snow-ball effect, as it becomes almost irreversible once it has started.

3. People struggle to sell their properties. As properties do notfetch what they are worth, people often lose a lot of money in an effort to sell. It mighttake so long to find a buyer that properties are eventually given away at ridiculouslylow 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 thoroughplanning. As urban areas do not always make provision for the depopulation of ruralareas, the rise in numbers places an unnecessary burden on infrastructure and urbanservices such as the provision of electricity, water, sewage, refuse removal and publictransport.

..............ACTIVITY 1.2

1. This is an area where mostly large (heavy) industries are located. Adjacent to that is alower-income housing area (squatter camps or informal housing settlements).

2. YES!

The area was originally planned and used for industrial purposes. However, the needfor 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 arechopped down to be used for firewood and building materials. There is a problem withpollution. 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 basicservices are minimal or non-existent. This is a breeding-ground for diseases and

other problems, and presents a big fire hazard.

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..............ACTIVITY 1.3

1. Sparsely populated.

It depicts the Central Business District (CBD). Commercial activities are dominantand 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 bigbusiness and service concerns compete for business premises in the CBD. As aconsequence land is very expensive and multi-level sky-scrapers are commonlyfound.

..............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 usuallyhave good or attractive views, or are situated adjacent to a green belt, or in a golf coursedevelopment or estate.

..............ACTIVITY 1.5

1. There is a definite difference in the size of the houses among the differentneighbourhoods. It varies from informal housing on common land to luxury housing onprivate, 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 squatterarea. B is also adjacent to an industrial area, which makes it highly unsuitable for high-income housing.

3. Industries.

4. No provision was made for sport facilities.

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..............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 educationalprograms in the community.

Factories in the distance (on the diagram) can be forced by means of legislation to installfilters in chimneys for combating pollution.

3. Very important role. Recycling containers can be placed on strategic points. Separatecontainers (clearly marked) for paper, glass and tins.

4. The destruction of the environment will increase to such an extent that future generationswill not be able to enjoy the same quality of life as present generations. May lead to anoutbreak of diseases and epidemics.

..............ACTIVITY 3.1

1. Emigration abroad.

2. The scarcity of jobs.

The safety situation in South Africa.

Farm murders.

Increased wave of violent crimes in South Africa, etc.

.............ACTIVITY 3.2 en 3.3

Own answers!

.......................ACTIVITY 3.4

Own research.

.......................ACTIVITY 5.1

Class project.

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Grade 8 Module 2

MEMORANDUM

NATURAL RESOURCES

..............ACTIVITY 2.1

1. COAL: Used in South Africa for the generation ofelectricity and the manufacturing of synthetic fuel. Also used as fuelfor industrial and domestic purposes.

WOOD: Used in South Africas extended mining industries. Also used bymillions 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.

WATER: South Africa is traditionally an arid country with an average annualrainfall of 450mm. The rainfall is distribution is also irregular, anddecreases from East to West. Hence it is of the utmost importancethat we will protect our available water resources, instead ofconsuming too much.

2. They live in poverty in rural areas and informal settlementswithout electricity, using firewood as their only source of heating or electricity.

3. Synthetic fuel: Fuel obtained from coal by means of achemical process.

Green house effect: Pollution causes a layer of smoke and polluted air to hang overa city like a blanket, preventing normal earth radiation (radiation from the earth) fromtaking place. The green house effect is also the reason why the temperature does notdrop according to the Normal Environmental tempo (about 0,65C) for every 100metres gained vertically.

Sustainability: This requires all present consumers to use all existing natural andother 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 aresult of man-made processes such as the burning of fossil fuels and the emission ofpolluted air.

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Costs?

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

..............ACTIVITY 2.4

1. These are low-lying areas with ample water. It is a complex ecosystem on its own,boasting a wealth of plant and animal life.

2. 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 cangraze successfully and sustainable on a hectare of land. Livestockmust be reduced to be in line with the carrying capacity of the land.This will protect the land against overgrazing and prevent eventualsoil erosion and desertification.

ENCOURAGED: Diversified (mixed) farming should be encouraged in areas withsufficient rainfall. This will prevent that farmers rely solely on onetype of farming, and suffer financial losses when prices go down. Italso helps to combat the exhaustion of the soil.

2. If these substances are used correctly (scientifically), it can help to increaseproduction, which is to the advantage of the farmer and his land. Irresponsible and

uncontrolled application of the said substances can result in the destruction ofecosystems and the poisoning of water resources, so that the land may becomecompletely unproductive.

3. Urbanisation results in a rapid growth of the population in urban areas. This in turncauses a large demand for housing areas and commercial sites, the result of which isdeforestation, or even the impingement on precious agricultural land, as urban areasexpand towards the outskirts of towns and cities.

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..............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

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PRETORIA/ TSWANE: Food, drink and tobacco

Engineering works

Iron and steel

..............ACTIVITY 5.2

ALEXANDER BAY: Oil refinery

PORT NOLLOTH: Engineering works

KIMBERLEY: Vehicles

WELKOM: Textiles and clothing

JOHANNESBURG: Chemicals and fertiliser

Food, drink and tobacco

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Grade 8 Module 3

MEMORANDUM

MAP WORK PEOPLE AND PLACES

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

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

The Direction The bearing is

a. From A to B SW 180 + 33 = 213

b. From C to B WSW 180 + 69 = 249

c. From C to D ENE 75

d. From D to E SSW 23

e. From E to B WNW 94

.................ACTIVITY 3

1. 3111'S, 2456'E

2. 3357'S, 2534'E

3. 2609'S, 2800'E

4. 2950'S, 3101'E

5. 3356'S, 1852'E

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................ACTIVITY 4:

1. B2.

2. C4.

3. D2.

4. E5.

................ACTIVITY 5:

1. Alice.

2. NE.

3. 52 - allow margin.

4. NE.

5. 282 - allow margin.

6. North.

................ACTIVITY 6:

1.1 2822 DA 1.23528 BC

2. 2822 BC.

3. 3528 BD.

4. 2822 CB.

5. 3528 DA.

................ACTIVITY 7:

1.1 1150 m.

1.2 3400 m.

1.3 2750 m.

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2.1 45,2 km.

2.2 28,25 km.

2.1 51,8 km.

3.1 4 cm x ,5 = 2 km.

3.2 10,8 X ,5 = 5,4 km.

3.3 ,4 cm X 500 = 200 m.

................ACTIVITY 8:

1. (a) Graves.

(b) Excavations.

(c) Provincial border.

(d) Power lines.

(e) Trigonometrical beacon

2. Faint roads, rivers, buildings, railway lines, power lines, dams, windmill, forested area,cultivated lands, trigonometrical beacons, spot height, rows of trees.

3. None.

4. Roads, railway line.

5. (a) Railway line.

(b) Faint footpaths.

(c) Cultivated lands.

(d) Built-up area. (Mgquba).

.6 550 600 m.

.7 318 (3245'50"S, 2652'0"E) is 653,6 m high.

.8 20 metres.

.9 Hillcrest = 540 m.

84 = 624,2.

624,2 540 = 84,2 metres.

.10 In general the railway lines follow the contour lines more than roads do.

.11 Tyume.

.12 Comes from the north and leaves the map in the south-west.

.13 Yes, when it rains a lot the areas where the 2 main streams converge, can be flooded.

.14 Irrigation dams and cultivated lands close to rivers.

.15 Trees and bushes.

.16 Moderate to reasonably high rainfall.

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................ACTIVITY 9:

1. Different topographical sketch-maps can be given to different groups. Differentcontour models are then built and evaluated per group.

2. 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.

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Suggestions to the Teacher

MINIMUMCONTENTS

1. 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 bereinforced very well.

The place from which bearing must be determined, must be reinforced in the same wayas in the case of direction.

The various steps to be followed, must be drilled.

The use of the protractor must also be well reinforced.

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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 isthe Equator (0).

The latitude (N/S) is always mentioned first, because it provides very importantinformation about the climate, etc. of the different countries.

The other important line is the Greenwich meridian, which divides the earth into aWestern and Eastern Hemisphere and it is important because the time in the differentcountries 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 latitudeand longitude.

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Find places on a map in the atlas by using the index. The latitude and longitude ofPolokwane 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.

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2.2.3Grid reference or co-ordinates:

This must be given a great deal of attention. Extra exercises can be added to any otheravailable 1:50 000 topographical map, although a topographical map of your own areacould, of course, come in very handy. Make very sure that learners understand thatlines 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 thelarge 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 canappear 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

10

100

1 000

10 000

100 000

1 000 000

kilometre

hectometre

decametre

metre

decimetre

centimetre

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

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CALCULATION OF DISTANCE (as the crow flies) between different points is veryimportant. Make sure that the learner ALWAYS knows in which actual distancehe/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. Thiscan 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.

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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 RepublicPolicy 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 whitearea in 1966. During the following years all the houses were demolished and the residentswere forced to move to the Cape Flats.

Sharpeville: This incident took place in 1960. It became clear to the Anti-Apartheidfactions that apartheid would not be terminated without violence. On 21 March 1960 PACsupporters surrounded the police-station in Sharpeville. The police fired on the crowd andmany were trampled to death and others were shot when they tried to flee. Sixty ninepeople died!

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.............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 ofhuman 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 arestill totally underdeveloped.

Characteristics: Third World, non-industrialised, low income, south of the equator, limitedhuman development, less economically developed countries, non-owners andpoor.

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 andat the same time pay attention to conservation with a view to thefuture. Must not be detrimental to the environment and mustprotect 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 anecological balance. The success or lack of it, whenimplementing a sustainable development strategy, dependslargely on the extent to which a government succeeds inalleviating poverty.

Urbanisation:

Definition: The process when an increasing number of people leave the rural areas to settlein 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.

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Depopulation of rural areas:

Definition: Process when people leave rural areas. Growing process, especially indeveloping 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: USA

France

Japan

Characteristics: Zimbabwe

Congo

Argentina

Russia

Mozambique

Namibia

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The pesticides are applied to the plants to exterminate the locust plague. Frogs then eat thepoisoned locusts and in turn they are poisoned, etc. In this way the poison spreads throughthe trophic levels until the birds of prey are exterminated. It is a known fact that pesticides arebecoming 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 beenexterminated.

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

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.............ACTIVITY 4.8:

a) All these techniques are applied in the wheat districts of theSWARTLAND (Malmesbury,

Moorreesburg and Piketberg).

b) Own initiative

c) Agriculture and Agricultural Science

d) Farmer, farm manager, agricultural officer, agricultural research,fertiliser industry

e) Universities and at one of the 12 agricultural colleges such asElsenburg near Stellenbosch

f) 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

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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 ofAgenda 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 MetropolitanBoards) to compile and manage their ownAgenda 21 program according to theirown 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 allpeople.

Integrated planning and development: Instead of a sector-based approach it focuseson the development of the whole area and its people and not only on certain aspects orpeople.

Sustainable development: It focused on the conservation of the environment and itsresources despite development.

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.............ACTIVITY 2.4:

1. a) Low rainfall Plant crops that adapt to rainfall figures

b) Water shortage Build catchment dams and water restrictions

c) High population growth Education

d) Deforestation as a result of

development Plant natural forests

e) Subsistence farmers - causes Scientific farming methods

erosion

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 toa growing population.

b) TABLE 4:

1) Urban areas grow more rapidly (3%) than rural areas in KwaZulu-Natal.

2) Informal settlements grow more rapidly (4%) than rural settlements in KwaZulu-Natal.

TABLE 5:

1) Approximately half of the urban dwellers in KwaZulu-Natal live in informalsettlements.

2) Urban settlements accommodate most people (54,6%) in KwaZulu-Natal.

3)

4. a) Shortages that arise as a result of the over-utilisation of particular resourcesprecisely 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 thenumber 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.

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5. CONSIDER THE FOLLOWING:

Push factors: Poor and insufficient housing

Lack of basic services, such as: medical, educational services, etc. inrural 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

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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.

c) Men were removed from their land and families and lived in hostels.

Too many inhabitants unemployment.Poor living conditions: social and health problems arose.

d) 1. Policy of apartheid discuss.

2. Did not receive enough land.

3. Uneven division of land and other resources.

4. Absence of the right to vote.

5. Lack of democracy.

6. Lack of private ownership.

7. Inadequate access to medical and educational services.

e) - 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.

f) As a result of the policy of apartheid. The economically developed countries of the worldapplied sanctions to South Africa. It meant that they had no trade relations with thiscountry and did not invest in the country. Some of the largest brand names in the worldwithdrew from South Africa in an effort to pressurise the government to terminate thepolicy of apartheid.

g) The Reconstruction and Development Program. An initiative to present all people withequal opportunities. An initiative of the newly democratically elected government to givepreviously disadvantaged people access to houses, job opportunities, health care,education, etc.

h) CONSIDER THE FOLLOWING:

1. Land ownership

2. Policy of Homelands

3. Job opportunities

4. Housing

5. Lack of basic needs and services

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Grade 9 Module4

MAP WORK

MINIMUMCONTENTS

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 thelearner must understand that the objects in the foreground look larger because they arecloser to the camera lens. The concept of dead ground must also be explained, sothat learners understand that certain features are hidden behind others.

Let learners bring examples of such photographs to class for discussion.

Vertical photographsare the basis on whichtopographical maps are drawn and because it is an unknownangle to them, learners must get a lot of practice in thereading and interpretation of these maps. Make use ofvarious vertical aerial photographs and topographical mapsat your disposal to give learners additional practice in this.Also use the Grade 8 map and aerial photographs ofPietermaritzburg for reinforcement and practice. The time ofday when the photograph was taken, is also important.Because the photos are taken in w e/e w strips, theshadow will always fall to the south, but in the morning it willfall to the South-West (sun rises in the east) and in theafternoons to the south-east (sun sets in the west).

Orthophoto maps are a combination of thefeatures of a vertical aerial photograph and a topographicalmap on a scale of 1:10 000 (larger scale than 1:50 000) andtherefore show more detail. They therefore represent only asmall section of the original 1:50 000 map sheet. Learnersmust be taught to find the location of this orthophoto sectionon the topographical map and indicate it.In the same way that the 1:50 000 map sheet has a nameand can be represented by a sketch, e.g. 2128 CD,orthophotos also have a reference number. This must alsobe represented by means of a sketch so that understanding

can be assessed.

Recognition of topographical features on vertical photos and orthophotoswill be established with regular practice.

Use every indicator as an example and look for examples on different topographicalmaps 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 stepsas indicated in order to avoid confusing the learners. Additional practice in this isstrongly recommended.

Calculation of distance on the 1:10 000 orthophoto is a new concept and must becompared to the calculations on a 1:50 000 map.

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This year magnetic bearing must be studied. This means that last years true bearingmust be revised. (Measuring the angle FROM WHICH the measurement must be takenby means of a protractor.)

But this year the current magnetic declination must be calculated in order to eventuallyget to magnetic bearing. Follow the directions step by step and give a number ofadditional exercises.

The calculation of surface area of a square is also a new skill. Even thesurface 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 = actual distance 500 m at 1: 50 000= actual distance 10 m at 1: 10 000

km2 = 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 inkilometres 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 beused together in order to read and analyse a map. For this purpose atlas maps, wallmaps, street maps, topographical maps, aerial photos and orthophoto maps are all puttogether to make deductions. For this study we will use only the atlas, topographical mapand orthophoto ofBloemfontein.

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

Numerator

1:

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 akilometre 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 requiredto do certain exercises and make certain deductions from maps and orthophotos.

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

50000

Denominator

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Various 1:50 000 topographical maps and orthophotos are available from:

Department: Land AffairsVan der Stel BuildingRhodes AvenuePrivate Bag X10MOWBRAY

7705

Tel: +27 21 658 4300Fax: +27 21 689 1351 / +27 21 686 9884E-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 drawa 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 themap 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 theoriginal map.

b) Place a sheet of tracing paper over the section of the map to be traced and traceit. This is the method that is used most often, although it is a slow process. It ispossible to trace the map directly onto transparent white paper instead of tracingpaper, but then it becomes difficult to trace the finer details.

c) Hold the paper and the map against a windowpane against the light. However, itis difficult to hold the paper and the map in the same position against the glassuntil the tracing has been completed.

d) Use a mapping table if available. See Figure 1.1.

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 orreduced by using the grid method. The squares on the copy must then be larger orsmaller than the squares on the original map. See Figures 1.2, 1.3 and 1.4

mailto:cdsm@sli.wcape.gov.zamailto:sales@sli.wcape.gov.zamailto:cdsm@sli.wcape.gov.zamailto:sales@sli.wcape.gov.za

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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 ableto see the patterns on the map (e.g. cultivated lands). These patterns are indicated in asimplified form on the map.

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Memorandum

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

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

Mornings - slightly south-west

Afternoons - slightly south-east

................ACTIVITY 3:

1.1 580 m

1.2 1 010 m

2.1 9,22 km

2.2 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 = ..

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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 =

=hkm

km

/80

4

= 0,05 60

= 3 minutes

7:00 + 3 minutes

= 7:03

Distance

Speed

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................ACTIVITY 7:

1. 29008 S, 26015E

2. Free State

3. ESE

4. 70 km

5. Time =Speed

Distance

=hkm

km

/120

70

= 0,583 60

= 34,98 minutes

10:00 + 34,88 = 10:34,98

6. Origin of Bloemfontein

a) People who migrated from the Cape settled there.

b) In 1846 Major Warden chose it as a suitable place to build a fort and settlement.

Development of Bloemfontein

a) Initially it quickly developed into a trading centre.

b) Wars and insurrection did not halt the growth.

c) Geographic centre of rail, road and air transport.

d) Gold-fields 160 km away boost growth.

e) Today an important industrial centre.

f) Tourism is flourishing thanks to picturesque surroundings.

................ACTIVITY 8:

1a) Pointed hill

b) Flat-topped hill (Naval Hill)

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3a) 2826 CC

b) 2925 BB

c) 2926 AC

4.

5a) Topographical map = 1:50 000

Orthophoto = 1:10 000

b) Topographical 1:50 000 is a smaller scale

6. Motor or motorcycle racing, camping in caravan park, golfing, hang-gliding, flyingaeroplanes, visiting zoo, visiting parks, visiting botanical gardens, playing sports onsports fields, swimming in rivers and dams, sailing on dams, visiting observatory, etc.

7. Windmills are used to retrieve underground water for consumption. Therefore it must

be relatively dry here with intermittent rainfall.

8.a)

b) Winter c) January

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................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 : 1640

Magnetic Declination : 2001 2003 = 2 years

2 6 westwards (+)

20035 + 12

= 20035 west of true north

Magnetic Bearing = 640 + 20035

= 184035

4. Map distance = 8,5 cm 0,5 = 4,25 km

Time =Speed

Distance

=hkm

km

/120

25,4

= 0,35 60

= 2,1 minutes

1. L B

(0,9 500) (0,5 500)

450 250

= 112 500m2

6. Actual bearing = 2660

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..............ACTIVITY 10:

1. Vertical

2. Learners do on map

3. Actual distance = 26,6 cm on a 1:10 000 map

26,6 0,1

= 2,66 km

4. North-east

5. Defence Force training centre

Many soldiers who live in barracks

6.a) South-east

b) Afternoons

..............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 mostimportant facts.