Study & Master Geography Grade 12 Teacher's Guide...Geography Study & Master Helen Collett • Norma...

Ge0graphyCAPS

Helen Collett • Norma Catherine WinearlsPeter J Holmes

Teacher’s Guide Grade

12SM_Geography_12_TG_CAPS_ENG.indd 1 2013/06/11 6:21 PM

Geography

Study & Master

Helen Collett • Norma Catherine Winearls • Peter J Holmes

Grade 12Teacher’s Guide

SM_Geography_12_TG_TP_CAPS_ENG BW.indd 1 2013/06/11 6:09 PMGeog Gr 12 TG.indb 1 6/11/13 7:13:30 PM

cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City

Cambridge University PressThe Water Club, Beach Road, Granger Bay, Cape Town 8005, South Africa

www.cup.co.za

© Cambridge University Press 2013

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2013

ISBN 978-1-107-38162-9

Editor: Barbara HuttonProofreader: Anthea JohnstoneArtists: Sue Abraham and Peter HolmesTypesetter: Brink Publishing & DesignCover image: Gallo Images/Wolfgang Poelzer/Getty Images………………………………………………......……………………………………………………………acknowledgements Photographs: Peter Holmes: pp. 267, 271, 273 and 274Maps: Chief Directorate: National Geo-spatial Information: Department of Rural Development and Land Reform: pp. 189, 233–235 and 284–289………………………………………………......……………………………………………………………Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.………………………………………………......……………………………………………………………notice to teachers The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution which purchases the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press and such copies may not be distributed or used in any way outside the purchasing institution.………………………………………………......……………………………………………………………Every effort has been made to trace copyright holders. Should any infringements have occurred, please inform the publishers who will correct these in the event of a reprint.………………………………………………......……………………………………………………………If you want to know more about this book or any other Cambridge University Press publication, phone us at +27 21 412 7800, fax us at +27 21 419 8418 or send an e-mail to [email protected]

Geog Gr 12 TG.indb 2 6/11/13 7:13:30 PM

http://www.cup.co.za

1. Introduction 1

2. Lesson-by-lesson 19

TERM 1Module 1: Climate and weather (regional and local weather systems): Geographical knowledge 21

Unit 1: Mid-latitude cyclones 22Unit 2: Tropical cyclones 25Unit 3: Subtropical anticyclones and associated weather conditions 29Unit 4: Valley climates 32Unit 5: Urban climates 35

Module 2: Geomorphology: Geographical knowledge 38Unit 1: Drainage systems in South Africa 39Unit 2: Fluvial processes 44Unit 3: Catchment and river management 48

Module 3: Climatology and geomorphology: Geographical skills and techniques 52

Unit 1: Mapwork techniques 53Unit 2: Topographic maps 56Unit 3: Aerial photographs and orthophoto maps 61Unit 4: Geographical Information Systems (GISs) (appropriate to climatology and geomorphology) 64

Review: Term 1 66 Assessment Task 1: Climate and weather; Geomorphology; Geographical skills and techniques 171Test 1: Climate and weather; Geomorphology 173

TERM 2Module 4: Rural settlements: Geographical knowledge 70

Unit 1: Study of settlements 71Unit 2: Rural settlements 74Unit 3: Rural settlement issues 78

Module 5: Urban settlements: Geographical knowledge 83Unit 1: Urban settlements 84Unit 2: Urban hierarchies 88Unit 3: Urban structure and patterns 91Unit 4: Urban settlement issues 94

Contents

Geog Gr 12 TG.indb 3 6/11/13 7:13:30 PM

Module 6: Rural and urban settlements: Geographical skills and techniques 98Unit 1: Mapwork skills 98Unit 2: Geographical Information Systems (GISs) (appropriate to rural and urban settlement) 102Review: Term 2 106

Assessment Task 2: Rural settlements; Urban settlements; Geographical skills and techniques 177Mid-year examination (Paper 1 and Paper 2) 179

TERM 3Module 7: Economic geography of South Africa: Geographical knowledge 109

Unit 1: Structure of the economy 110Unit 2: Agriculture 113Unit 3: Mining 120Unit 4: The secondary and tertiary sectors 123Unit 5: Strategies for industrial development 128Unit 6: The informal sector 132

Module 8: Economic geography of South Africa: Geographical skills and techniques 135

Unit 1: Mapwork skills 136Unit 2: Topographic maps 138Unit 3: Geographical Information Systems (GISs) 140Unit 4: Using atlases (revision) 142

Review: Term 3 144Assessment Task 3: Economic geography of South Africa; Geographical skills and techniques 202Test 2: Economic Geography of South Africa 204

TERM 4Module 9: Revision 147

Unit 1: Climate and weather (regional and local weather systems) 147Unit 2: Geomorphology 152Unit 3: Rural settlements 154Unit 4: Urban settlements 158Unit 5: Economic geography of South Africa 161Unit 6: Geographical skills and techniques 165

Examination preparation 245Trial examination (Paper 1 and Paper 2) 209

3. Formal assessment 169

4. Resources 257

5. Documents 299

Contents

Geog Gr 12 TG.indb 4 6/11/13 7:13:31 PM

1. InTRoDUCTIon

1

1. Curriculum and Assessment Policy Statement (CAPS) 2

2. Geography as a subject 2

3. How Study & Master Geography Grade 12 works 4

4. Grade 12 Year Plan 6

Geog Gr 12 TG.indb 1 6/11/13 7:13:32 PM

2 s e c t i o n 1 • I n T R o D U C T I o n

1. Curriculum and Assessment Policy Statement (CAPS)A single Curriculum and Assessment Policy Statement (CAPS) exists for each school subject. The CAPS for each subject details the minimum outcomes and standards of the learning process as well as assessment processes and procedures.

For more information on the CAPS, please see Section 1 of the CAPS document for Geography.

2. Geography as a subjectAimsGeography is an elective subject that focuses on the study of the human and the physical environments. There are different branches of Geography (for example, Physical Geography and Human Geography) but they all focus on the concept of space in a continuously changing environment.

Geography in Grades 10 to 12 seeks to develop the following knowledge, skills and attitudes in the learners:• explainingandinterpretingbothphysicalandhumangeographical

processes • describingandexplainingthedynamicinterrelationshipbetweenthe

physical and human worlds • developingknowledgeaboutwhereplacesareandthenatureof arange

of different places at different scales • practisingessentialtransferableskills–literacy,numeracy,oracy,

graphicacy • promotingtheuseof newtechnologies,suchasInformation

CommunicationTechnology(ICT)andGeographicalandInformationSystems(GIS)

• developingacommitmenttowardssustainabledevelopment• creatingawarenessandsensitivityforinequalityintheworld• fosteringempathy,toleranceandfairness• makingandjustifyinginformeddecisionsandjudgementsaboutsocial

and environmental issues.

Geography topicsThetopicsintheGeographyCAPS(Grades10–12)canbeexploredbyfocusing on the ‘big ideas’ of place, spatial processes, spatial distribution patterns, and the interaction between the human and natural environment. These,coupledwiththeposingof keyquestions,providealaunchingpadforgeographical explorations and investigations.

Thechartbelowshowsthemethodsof enquiryusedinGeography,togetherwithkeyquestionsasked,andtheconceptsexploredandinvestigated.

METHoD oF EnQUIRY KEY QUESTIonS ConCEPTS observation What is it?

What is it like? Who or what is affected?

physical and human processes, awareness, perception, characteristics, similarities and differences

Geog Gr 12 TG.indb 2 6/11/13 7:13:32 PM

3s e c t i o n 1 • I n T R o D U C T I o n

METHoD oF EnQUIRY KEY QUESTIonS ConCEPTS Description Where does it occur?

Why is it there? location, place, region, space, distribution, pattern, scale, spatial association

Analysis and explanation

What happened or is happening? Why did it happen? How is it changing?

interdependence, causes and processes

Evaluation and prediction

What are the effects? What is likely to happen?

environmental impact, social impact, interdependence, spatial interaction, spatial organisation, human–environment interaction, cause, process, time, behaviour, consequence, justice, quality of life, environmental quality, welfare, costs and benefits

Geographicalknowledge,skillsandtechniquesshouldbetaughtinanintegrated way in each of the following topics in Grade 12:• Climateandweather(regionalandlocalweathersystems)(Term1)• Geomorphology(Term1)• Settlementgeography(ruralandurbansettlements)(Term2)• Economicgeographyof SouthAfrica(Term3).

For more information on Geography as a subject, please see Section 2 of the CAPS document.

Time allocation Geography is allocated four hours of teaching time per week in Grades 10 to 12. Revision, consolidation and assessment (formal and informal) are includedinthisallocation.Itisrecommendedthatinadditiontothis,sixhours of fieldwork be undertaken by the learners. Most of this will need to be completed outside of lesson time.

The topics are weighted differently in terms of time allocation. This weighting should not be seen as a statement about the relative importance of thetopicssinceeachisequallyimportant.InGrade12thetopicsareweighted as shown on the table on the next page.

Geog Gr 12 TG.indb 3 6/11/13 7:13:32 PM


Topic Focus Time allocation Term

Climate and weather (regional and local weather systems

Geographical knowledge

14 hours Term 1

Geomorphology Geographical knowledge

12 hours

Geographical skills and techniques

7 hours

Assessment and consolidation

3 hours

Settlement geography (rural and urban settlements)


29 hours Term 2


5 hours


2 hours

Economic geography of South Africa


25 hours Term 3


7 hours


3 hours

Revision Climate and weather

3 hours Term 4

Geomorphology 3 hours


3 hours


3 hours


3 hours

3. How Study & Master Geography Grade 12 worksCourse componentsStudy & Master Geography Grade 12 consists of a:• Learner’sBook• Teacher’sGuide.

Learner’s BookTheLearner’sBookisdividedintoninemodulesthatcoverthedifferentGeography topics. There are three modules allocated to each topic. The first two modules focus specifically on the geographical knowledge associated with the topic, while the third module focuses on the geographical skills and

Geog Gr 12 TG.indb 4 6/11/13 7:13:32 PM


techniquesassociatedwithit.ThefinalmoduleinTerm4consistsof revisionforallthetopics,knowledge,skillsandtechniquescoveredin Grade 12 Geography.

Themodulesarefurtherdividedintounitsandactivities.Eachmodulehasthree or more units, each of which covers an area of the topic. ThereisaReviewsectionattheendof Terms1–3whichlearnerscanuseto revise the term’s work in preparation for tests and examinations. Term 4coversrevision.Inaddition,examinationpracticeisprovidedattheendof theLearner’sBook.Thisconsistsof revisionactivitiesandexaminationpapers which the learners can complete.

FormalassessmentopportunitiesareincludedintheLearner’sBookinthe form of three Formal Assessment Tasks. All other formal assessment activities (tests and examinations) are provided in the Teacher’s Guide.

Teacher’s GuideThe Teacher’s Guide provides information and guidance on:• Geographyasasubject(Section1)• planningfortheGrade12yearandlessons(Sections1and2)• usingthemodulesandunitsintheLearner’sBooktocreatelessons

(Section 2)• suggestedanswersforallactivitiesintheLearner’sBook

(Sections2and4)• suggestedremedialandextensionactivities(Section2)• informalassessmentsuggestions(Section2)• aprogrammeof assessment(Section3)• twotests(Section3)• amid-yearexamination:Paper1andPaper2(Section3)• trialexamination:Paper1andPaper2(Section3)• guidanceontheassessmentof allFormalAssessmentTasks(Section3)• memorandumsforallFormalAssessmentTasks(Section3)• recordingandreportingonformalassessment(Section3)• alistof usefulwebsites(Section4)• additionalworksheetsandactivities(Section4).

Section2mirrorstheLearner’sBookandisdividedintomodules.ItindicateshowthemodulesandunitsintheLearner’sBookcanbeusedtocreatelessons.

Inclusivity An important part of teaching is to accommodate all learners, including those who experience barriers to learning. Study & Master Geography Grade 12 takes into account that learners come from different backgrounds and have different abilities. So it offers learning material that learners can relate to, while extending their learning and experience. There are a variety of types of activities–activitiesthatappealtolearnersof alllevelsandbackgrounds,andthat offer opportunities to work individually, in pairs, in groups or as a whole class. This Teacher’s Guide also provides remedial and extension activities for each unit which teachers need when they have to manage a class of diverse learners.Section4(Resources)alsoprovidesafewworksheetsforlearnersand ideas for activities.

5

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Geog Gr 12 TG.indb 9 6/11/13 7:13:32 PM


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n tr

acin

g pa

per.

Learne

r’sBoo

kpp

.143

–150

;

Teac

her’s

Gui

de p

p. 6

4–66

Ass

essm

ent T

ask

1H

omew

ork

Ass

essm

ent a

nd c

onso

lidat

ion

Dat

a-ha

ndlin

g ta

sk (4

0 m

arks

)Learne

r’sBoo

kpp

.151

–152

;

Teac

her’s

Gui

de p

p. 1

69–1

71

19

Revi

ew: T

erm

13

Ass

essm

ent a

nd c

onso

lidat

ion

Learne

r’sBoo

kpp

.153

−158

;

Teac

her’s

Gui

de p

p. 6

6–69

10Te

st 1

1A

sses

smen

t and

con

solid

atio

n Te

st (2

0 m

arks

) Te

ache

r’s G

uide

pp.

171

–174

21

Mod

ule

4Ru

ral s

ettle

men

ts: G

eogr

aphi

cal

know

ledg

e

1St

udy

of s

ettle

men

ts

3•

concep

tofsettle

men

t;

•siteand

situ

ation;

•ruraland

urban

settle

men

ts;and

•settlemen

tclassificatio

naccording

tosize,com

plexity

,patternand

fu

nctio

n.

Learne

r’sBoo

kpp

.161

–170

;

Teac

her’s

Gui

de p

p. 7

1–74

•atlases;

•med

iain

form

ation;

•http://www.statssa.gov.za;

•topo

grap

hican

dorthop

hotom

aps;

•verticalaerialp

hotograp

hsor

sate

llite

imag

es (s

uch

as G

oogl

e Earth);and

•teleph

onedirectoryfortyp

esof

econ

omic

act

iviti

es in

a s

ettle

men

t

21−

22

Rura

l set

tlem

ents

5

•ho

wsite

and

situ

ationaff

ectthe

locatio

nofru

ralsettle

men

ts;

•classificationofru

ralsettle

men

ts

accordingtopatternand

func

tion;

•reason

sford

ifferen

tsha

pesof

sett

lem

ents

: rou

nd, l

inea

r, T-

shap

ed

andcrossroa

ds;and

•land

usein

ruralsettle

men

ts.

Learne

r’sBoo

kpp

.171

–180

;

Teac

her’s

Gui

de p

p. 7

4–77

Geog Gr 12 TG.indb 10 6/11/13 7:13:32 PM


Term

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k/s

Mod

ule

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.U

nit t

itle

no.

of h

ours

Geo

grap

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APS

con

tent

Reso

urce

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23−

43

Rura

l set

tlem

ent i

ssue

s 6

•rural-u

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migratio

n;

•causesand

con

sequ

encesofru

ral

depo

pula

tion

on p

eopl

e an

d th

e econ

omy;

•casestudy

thatillustrateseff

ectsof

rura

l dep

opul

atio

n an

d st

rate

gies

to

addressthem

;and

•socialju

sticeissuesin

ruralareas,

such

as

acce

ss to

reso

urce

s an

d la

nd re

form

.

Learne

r’sBoo

kpp

.181

–194

;

Teac

her’s

Gui

de p

p. 7

8–82

24−

5M

odul

e 5

Urb

an s

ettle

men

ts: G

eogr

aphi

cal

know

ledg

e

1U

rban

set

tlem

ents

4

•theoriginand

develop

men

tof

urba

n se

ttle

men

ts −

urb

anis

atio

n of

theworld’spo

pulatio

n;

•ho

wsite

and

situ

ationaff

ectthe

locatio

nofurban

settle

men

ts;and

•classificationofurban

settle

men

ts

acco

rdin

g to

func

tion,

suc

h as

ce

ntra

l pla

ces,

trad

e an

d tr

ansp

ort,

brea

k-of

-bul

k po

ints

, spe

cial

ised

ci

ties,

junc

tion

tow

ns a

nd g

atew

ay

tow

ns o

r gap

tow

ns.

Learne

r’sBoo

kpp

.196

–207

;

Teac

her’s

Gui

de p

p. 8

4–88

25

2U

rban

hie

rarc

hies

2

•theconcep

tsofu

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cent

ral p

lace

, thr

esho

ld p

opul

atio

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sphe

re o

f infl

uenc

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d ra

nge

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good

s;

•lower-a

ndhighe

r-orde

rfun

ctions

andservices;and

•lower-a

ndhighe

r-orde

rcen

tres.

Learne

r’sBoo

kpp

.208

–213

;

Teac

her’s

Gui

de p

p. 8

8–91

Geog Gr 12 TG.indb 11 6/11/13 7:13:32 PM


Term

Wee

k/s

Mod

ule

Uni

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.U

nit t

itle

no.

of h

ours

Geo

grap

hy C

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con

tent

Reso

urce

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26

3U

rban

str

uctu

re a

nd p

atte

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4•

internalstruc

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patterns

of u

rban

set

tlem

ents

: lan

d us

e zone

s;con

ceptofu

rban

profile;

and

fact

ors

influ

enci

ng th

e morph

olog

icalstruc

tureofacity

;

•mod

elsofurban

struc

ture,suchas

mul

tiple

-nuc

lei m

odel

, the

mod

ern

Am

eric

an-W

este

rn c

ity, t

he T

hird

W

orld

city

and

the

Sout

h A

fric

an

city;and

•ch

anging

urban

patternsan

dland

us

e in

Sou

th A

fric

an c

ities

.

Learne

r’sBoo

kpp

.214

–226

;

Teac

her’s

Gui

de p

p. 9

1–94

27−

84

Urb

an s

ettle

men

t iss

ues

5•

recenturban

isationpa

tternsin

So

uthAfrica;

•urba

nissuesre

latedtora

pid

urba

nisa

tion:

lack

of p

lann

ing,

ho

usin

g sh

orta

ge, o

verc

row

ding

, tr

affic

cong

estio

n an

d pr

oble

ms

with

serviceprovision

;

•thegrow

thofinformalsettle

men

ts

and

asso

ciat

ed is

sues

: cas

e st

udie

s fro

mth

eworldand

Sou

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atsho

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selected

urba

n ar

eas

in S

outh

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ica

are

man

agin

g ur

ban

chal

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es, a

nd

hand

ling

envi

ronm

enta

l, ec

onom

ic,

and

soci

al ju

stic

e co

ncer

ns.

Learne

r’sBoo

kpp

.227

–238

;

Teac

her’s

Gui

de p

p. 9

4–97

28

Mod

ule

6Ru

ral a

nd u

rban

set

tlem

ents

: G

eogr

aphi

cal s

kills

and

te

chni

ques

1M

apw

ork

skill

s3

•ap

plying

map

skillsand

tech

niqu

es:

scale,con

toursan

dcross-sections;

and

•map

and

pho

tograp

hin

terp

reta

tion:

incl

udin

g re

adin

g an

d an

alys

is o

f phy

sica

l and

co

nstr

ucte

d fe

atur

es.

Learne

r’sBoo

kpp

.240

–246

;

Teac

her’s

Gui

de p

p. 9

8–10

2

Geog Gr 12 TG.indb 12 6/11/13 7:13:33 PM


Term

Wee

k/s

Mod

ule

Uni

t no

.U

nit t

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no.

of h

ours

Geo

grap

hy C

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con

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Reso

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29

2G

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cal I

nfor

mat

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Syst

ems

(GIS

s) (a

ppro

pria

te to

ru

ral a

nd u

rban

set

tlem

ent)

2•

GIScon

cepts:re

mote-sensingan

dresolutio

n;

•spatialand

attrib

uteda

ta;vector

andrasterdata;

•da

tastand

ardisatio

n,datasharing

andda

tasecurity

;

•da

tam

anipulation:dataintegration,

buffe

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que

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d st

atis

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an

alysis;

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plicationofGISbyGov

ernm

ent

andtheprivatesector;relateto

wea

ther

and

set

tlem

ent t

opic

s ab

ove;and

•de

veloping

a‘pap

erGIS’from

exis

ting

map

s, ph

otog

raph

s or

ot

her r

ecor

ds o

n la

yers

of t

raci

ng

pape

r.

Learne

r’sBoo

kpp

.247

–258

;

Teac

her’s

Gui

de p

p. 1

02–1

06

Ass

essm

ent T

ask

2H

omew

ork

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essm

ent a

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onso

lidat

ion

Map

wor

k ta

sk (7

0 m

arks

)Learne

r’sBoo

kpp

.259

–261

;

Teac

her’s

Gui

de p

p. 1

77–1

78

29

Revi

ew: T

erm

22

Ass

essm

ent a

nd c

onso

lidat

ion

Learne

r’sBoo

kpp

.262

–265

;

Teac

her’s

Gui

de p

p. 1

06–1

08

10M

id-y

ear e

xam

inat

ion

Ass

essm

ent a

nd c

onso

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Mid

-yea

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min

atio

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00 m

arks

)Te

ache

r’s G

uide

pp.

179

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31

Mod

ule

7Ec

onom

ic g

eogr

aphy

of S

outh

A

fric

a: G

eogr

aphi

cal k

now

ledg

e

1St

ruct

ure

of th

e ec

onom

y 3

•econ

omicsectors(p

rimary,

second

ary,te

rtiaryand

qua

ternary);

•econ

omicsectors’con

tributionto

the

Sout

h A

fric

an e

cono

my:

val

ue

andem

ploy

men

t;an

d

•useofstatistic

aland

graph

ical

info

rmat

ion.

Learne

r’sBoo

kpp

.269

–274

;

Teac

her’s

Gui

de p

p. 1

10–1

13

•atlases,topo

grap

hicmap

s,ae

rial p

hoto

grap

hs a

nd m

edia

inform

ation;

•satelliteim

ages;

•http://www.statssa.gov.za;

•food

security

:http://www.fanrpa

n.org;and

•inform

ationon

Map

utoCo

rridor:

http://www.m

cli.co.za/m

cli-w

eb/

mdc

. sdi

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t

Geog Gr 12 TG.indb 13 6/11/13 7:13:33 PM


Term

Wee

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Mod

ule

Uni

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.U

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of h

ours

Geo

grap

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APS

con

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Reso

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31−

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Agr

icul

ture

5

•contrib

utionofagricultureto

the

SouthAfrican

econo

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•theroleofsmall-scalefarm

ersan

dlarge-scalefarm

ers;

•mainprod

uctsprodu

ced:hom

emarketa

ndexp

ortm

arket;

•factorsthatfavo

urand

hinde

rag

ricul

ture

in S

outh

Afr

ica,

suc

h as

cl

imat

e, s

oil,

land

ow

ners

hip

and

trad

e;

•theim

portan

ceoffoo

dsecurityin

SouthAfrica−influ

encing

factors;

and

•casestudiesre

latedtofo

odsecurity

in

Sou

th A

fric

a.

Learne

r’sBoo

kpp

.275

–287

;

Teac

her’s

Gui

de p

p. 1

13–1

20

33−

43

Min

ing

5•

contrib

utionofm

iningtoth

eSo

uth

African

econo

my;

•sign

ificanceofm

iningtoth

ede

velopm

ento

fSou

thAfrica;

•factorsthatfavo

urand

hinde

rmininginSou

thAfrica;and

•acasestudy

ofo

neofS

outhAfrica’s

mai

n m

iner

als

in re

latio

n to

the

abov

e po

ints

.

Learne

r’sBoo

kpp

.288

–294

;

Teac

her’s

Gui

de p

p. 1

20–1

23

Geog Gr 12 TG.indb 14 6/11/13 7:13:33 PM


Term

Wee

k/s

Mod

ule

Uni

t no

.U

nit t

itle

no.

of h

ours

Geo

grap

hy C

APS

con

tent

Reso

urce

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34−

54

The

seco

ndar

y an

d te

rtia

ry

sect

ors

6•

contrib

utionofsecon

daryand

te

rtia

ry s

ecto

rs to

the

Sout

h A

fric

an

econ

omy;

•type

sofin

dustrie

s,such

ashe

avy,

light

, raw

mat

eria

l orie

ntat

ed,

mar

ket o

rient

ated

, foo

tloos

e in

dust

ries,

ubiq

uito

us in

dust

ries

and

brid

ge (b

reak

-of-b

ulk

poin

t)

indu

strie

s;

•factorsinflu

encing

indu

stria

lde

velo

pmen

t in

Sout

h A

fric

a, s

uch

as ra

w m

ater

ials

, lab

our s

uppl

y,

tran

spor

t inf

rast

ruct

ure,

pol

itica

l in

terv

entio

n, c

ompe

titio

n an

d trad

e;

•So

uthAfrica’sin

dustria

lreg

ions:

– PW

V-G

aute

ng, D

urba

n-Pine

town,PortE

lizab

eth-

Uite

nhag

e, S

outh

Wes

tern

Cap

e Metropo

le;

– fa

ctor

s infl

uenc

ing

thei

r loc

atio

n

–mainindu

stria

lactivities;and

•casestudiesfrom

Sou

thAfricato

illus

trat

e th

e ab

ove.

Learne

r’sBoo

kpp

.295

–306

;

Teac

her’s

Gui

de p

p. 1

23–1

28

35−

65

Stra

tegi

es fo

r ind

ustr

ial

deve

lopm

ent

3•

overview

ofapa

rthe

idand

post-

apar

thei

d in

dust

rial d

evel

opm

ent

strategies;

•concep

tand

distributionof

Indu

stria

l Dev

elop

men

t Zon

es

(IDZs);

•casestudiesoftwoSp

atial

Develop

men

tInitia

tives(SDIs);an

d

•issuesassociatedwith

indu

stria

lce

ntra

lisat

ion

and

dece

ntra

lisat

ion.

Learne

r’sBoo

kpp

.307

–311

;

Teac

her’s

Gui

de p

p. 1

28–1

31

Geog Gr 12 TG.indb 15 6/11/13 7:13:33 PM


Term

Wee

k/s

Mod

ule

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.U

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itle

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of h

ours

Geo

grap

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con

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Reso

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36−

76

The

info

rmal

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4•

concep

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cha

racteristic

sof

inform

alsectore

mploy

men

t;

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ighinform

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employ

men

tinSo

uthAfrica;

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alleng

esfacing

Sou

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inform

alsector;an

d

•casestudiesto

illustrateth

eab

ove

in th

e So

uth

Afr

ican

con

text

.

Learne

r’sBoo

kpp

.312

–317

;

Teac

her’s

Gui

de p

p. 1

32–1

34

37

Mod

ule

8Ec

onom

ic G

eogr

aphy

of S

outh

A

fric

a: G

eogr

aphi

cal s

kills

and

te

chni

ques

1M

apw

ork

skill

s2

•consolidationofm

apskillsfrom

Grade

s10

,11an

d12

;

•map

and

pho

tograp

hinterpretatio

n−

incl

udes

read

ing

and

anal

ysis

of

physicaland

con

structed

features;

and

•ap

plying

map

-reading

skillsto

m

aps

and

phot

ogra

phs.

Learne

r’sBoo

kpp

.319

–322

;

Teac

her’s

Gui

de p

p. 1

36–1

37

38

2To

pogr

aphi

c m

aps

2To

pogr

aphi

c m

aps

•ap

plying

map

skillsand

tech

niqu

es:

scale,con

toursan

dcross-sections;

and

•gridre

ferenc

ing.

Learne

r’sBoo

kpp

.323

–326

;

Teac

her’s

Gui

de p

p. 1

38–1

40

38

3G

eogr

aphi

cal I

nfor

mat

ion

Syst

ems (

GIS

s)

2•

exam

inationofaselectio

nof

satelliteim

ages;

•GIScon

cepts:re

motesensingan

dresolutio

n;

•spatialand

attrib

uteda

ta;vector

andrasterdata;

•da

tastand

ardisatio

n,datasharing

andda

tasecurity

;

•da

tam

anipulation:dataintegration,

buffe

ring,

que

ryin

g an

d st

atis

tical

an

alysis;and

•de

veloping

a“p

aperGIS”from

exis

ting

map

s, ph

otog

raph

s or

ot

her r

ecor

ds o

n tr

acin

g pa

per.

Learne

r’sBoo

kpp

.327

–332

;

Teac

her’s

Gui

de p

p. 1

40–1

42

Geog Gr 12 TG.indb 16 6/11/13 7:13:33 PM


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Mod

ule

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Geo

grap

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Reso

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39

4U

sing

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ses

(rev

isio

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•exam

iningthem

aticm

aps;and

•compa

ringinform

ationfrom

di

ffere

nt m

aps.

Learne

r’sBoo

kpp

.333

–336

;

Teac

her’s

Gui

de p

p. 1

42–1

44

Ass

essm

ent T

ask

3H

omew

ork

Ass

essm

ent a

nd c

onso

lidat

ion

Research

/essay-w

ritingtask(6

0marks)

Learne

r’sBoo

kpp

.337

–338

;

Teac

her’s

Gui

de p

p. 2

02–2

04

39

Revi

ew: T

erm

33

Ass

essm

ent a

nd c

onso

lidat

ion

Learne

r’sBoo

kpp

.339

–340

;

Teac

her’s

Gui

de p

p. 1

44–1

46

10Te

st 2

Ass

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Test

(20

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Teac

her’s

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04–2

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41

Mod

ule

9Re

visi

on1

Clim

ate

and

wea

ther

(reg

iona

l an

d lo

cal w

eath

er s

yste

ms)

3Cl

imat

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eath

er (r

egio

nal a

nd

loca

l wea

ther

sys

tem

s)Learne

r’sBoo

kpp

.343

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;

Teac

her’s

Gui

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p. 1

47-1

51

41–

22

Geo

mor

phol

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3G

eom

orph

olog

yLearne

r’sBoo

kpp

.350

–352

;

Teac

her’s

Gui

de p

p. 1

52-1

54

42

3−4

Ruralsettle

men

ts;U

rban

se

ttle

men

ts3

Sett

lem

ent g

eogr

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Geog Gr 12 TG.indb 17 6/11/13 7:13:33 PM

Geog Gr 12 TG.indb 18 6/11/13 7:13:33 PM

19

2. LESSon-BY-LESSon

This section contains teaching notes for the modules in the Learner’s Book and answers to the activities. It also provides informal assessment suggestions and suggested remedial and extension activities.

General 20

TERM 1

Module 1: Climate and weather (regional and local weather systems): Geographical knowledge 21

Module 2: Geomorphology: Geographical knowledge 38

Module 3: Climatology and geomorphology: Geographical skills and techniques 52

Review: Term 1 66

TERM 2

Module 4: Rural settlements: Geographical knowledge 70

Module 5: Urban settlements: Geographical knowledge 83

Module 6: Rural and urban settlements: Geographical skills and techniques 98

Review: Term 2 106

TERM 3

Module 7: Economic geography of South Africa: Geographical knowledge 109

Module 8: Economic geography of South Africa: Geographical skills and techniques 135

Review: Term 3 144

TERM 4

Module 9: Revision 147

Geog Gr 12 TG.indb 19 6/11/13 7:13:34 PM

20 s e c t i o n 2 • l E S S o n - b Y - l E S S o n

General• Manyof theactivitiesarebite-sized,quickandeasytodo.Becauseof thisyoucanoftenworkthroughasmanyastwoorthreeactivitiesinalesson.

• Theinformationboxes(thosewithamagnifyingglass),casestudiesandotherinformationinboxesintheLearner’sBookprovideadditionalinformation,examples,orapplicationsforsometeachingpointsinthemainbodytext.

• Useavarietyof approachesforreadingtheseboxes–forexample,readtheboxtotheclass,askalearnertoreadtheboxtotheclass,orasklearnerstoreadtheboxontheirown(usethisapproachforshort,easy-to-readboxes).

• Inmostcases,theseboxesarethereforteachingandlearningpurposes(theyarealwayslinkedtoactivities),butnotforrevisionpurposes.Pointouttoyourlearnersthatwhentheyusethebookforrevision,theyneedonlyfocusonthemainbodytext.

• InthisTeacher’sGuide,theinstruction,‘InstructthelearnerstoworkonActivityx’,includesgoingthroughtheanswerswiththeclassoncetheyhavecompletedtheactivity.Thisisunlesstheactivityissetfor,orfinishedoff,ashomework.Inthiscase,remembertogothroughtheanswerstotheactivityatthestartof thenextlesson.

Geog Gr 12 TG.indb 20 6/11/13 7:13:34 PM

21m o d u l e 1 • C l I M AT E A n D W E AT H E R ( R E G I o n A l A n D l o C A l W E AT H E R S Y S T E M S ) : G E o G R A P H I C A l k n o W l E D G E

MoDULE 1TERM 1Learner’s Book pages 10-54Duration: 14 hoursLessons: 28 half-hour lessons, or 14 hour long lessons

CLIMATE AnD WEATHER (REGIonAL AnD LoCAL WEATHER SYSTEMS): GEoGRAPHICAL KnoWLEDGE

Curriculum and Assessment Policy Statement (CAPS) content Mid-latitude cyclones • Generalcharacteristics• Areaswheremid-latitudecyclonesform• Conditionsnecessaryfortheirformation• Stagesof developmentandrelatedweatherconditions• Weatherpatternsassociatedwithcold,warm,andoccludedfronts• Readingandinterpretingsatelliteimagesandsynopticweathermaps

Tropical cyclones • Generalcharacteristics• Areaswheretropicalcyclonesform• Factorsnecessaryfortheirformation• Stagesof development• Associatedweatherpatterns• Readingandinterpretingsatelliteimagesandsynopticweathermaps• Casestudyof onerecenttropicalcyclonethataffectedsouthernAfrica• Impactof tropicalcyclonesonhumanactivitiesandtheenvironment• Strategiesthathelptoprepareforandmanagetheeffectsof tropicalcyclones

Subtropical anticyclones and associated weather conditions • Locationof thehigh-pressurecellsthataffectSouthAfrica• Generalcharacteristicsof thesehigh-pressurecells• AnticyclonicaircirculationaroundSouthAfrica,anditsinfluenceon

weather and climate• Travellingdisturbancesassociatedwithanticycloniccirculation:moisturefront,linethunderstorms,coastallow-pressuresystemsandSouthAfricanbergwinds

• Readingandinterpretingsatelliteimagesandsynopticweathermapsthatillustrateweatherassociatedwithsubtropicalanticyclonicconditions

Valley climates • Themicroclimateof valleys(theeffectof theslopeaspect)• Developmentof anabaticandkatabaticwinds,inversions,frostpockets

and radiation fog• Theinfluenceof localclimatesonhumanactivitiessuchassettlement

and farming

Urban climates • Reasonsfordifferencesbetweenruralandurbanclimates• Urbanheatislands−causesandeffects• Conceptof pollutiondomes−causesandeffects• Strategiestoreducetheheatislandeffect

Geog Gr 12 TG.indb 21 6/11/13 7:13:34 PM


Key geographical skills and techniques• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphtables,diagramsandmaps

• processing,interpretingandevaluatingdata

Key words/conceptsmid-latitudecyclone;front;polarfront;coldfront;warmfront;occludedfront;occlusion;backing;coldocclusion;warmocclusion;tropicalcyclone;eye;eyewall;spiralrainbands;hurricane;typhoon;stormsurge;SouthAtlanticHigh;SouthIndianHigh;KalahariHigh;anticyclone;temperatureinversion;moisturefront;linethunderstorm;coastallow;bergwind;ridge;trough;slopeaspect;microclimate;shadowzone;insolation;terrestrialradiation;anabaticwind;katabaticwind;inversion;thermalbelt;dewpoint;frostpocket;radiationfog;smog;urbanclimate;urbanheatisland;isotherm;albedo;pollutiondome;condensationnuclei

UNIT 1 Mid-latitude cyclones

TERM 1, WEEK 1

Learner’s Book pages 11–21Duration: 3 hours

Curriculum and Assessment Policy (CAPS) contentMid-latitude cyclones • Generalcharacteristics• Areaswheremid-latitudecyclonesform• Conditionsnecessaryfortheirformation• Stagesof developmentandrelatedweatherconditions• Weatherpatternsassociatedwithcold,warm,andoccludedfronts• Readingandinterpretingsatelliteimagesandsynopticweathermaps

Resources• Learner’sBookpages11–21• Websites(optional): – Forinformationonclimateandweather:http://www.

physicalgeography.net/fundamentals/contents.htmlchapters6and7orhttp://www.e-booksdirectory.com/details.php?ebook=1628.Thisisafree,onlinetextwhichisrecommended

– http://www.weathersa.co.za/web/Home.asp?mw=w&f=istheSouthAfricanWeatherService’swebsite,whichisinterestingwithregard to regional forecasts.

Preparation • Readthroughtheunittofamiliariseyourself withthecontent.• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundinphysicalgeography−theatmosphere,itsstructureandcompositioninGrade10,andthedynamicsof theatmosphere(energyandaircirculation)inGrade11.ThisunderpinsthemorecomplexweatherfeaturesandphenomenawhicharestudiedinGrade12.

Geog Gr 12 TG.indb 22 6/11/13 7:13:34 PM


• Workoutyourlessonplans(seepage298of thisTeacher’sGuideforassistance)forhowyouwillgothroughthetextandactivitiesinUnit1–giventheamountof classroomtimeyouhave.

Teaching the unit• Explaintothelearnersthattherearedifferenttypesof cyclones.Thisunitdealswithmid-latitudecyclones.

• Notallcyclonesarethesame.Askaleadingquestion:Doyouknowwhy?Thiscanbeusedtointroducelearnerstothekeyissuesintheunit,whichinclude:– Whatarethegeneralcharacteristicsof mid-latitudecyclones?– Wheredotheyform?– Whatconditionsarenecessaryfortheirformation?– Whatstagesdotheygothrough?– Whatweatherpatternsareassociatedwiththem?

• Gothroughthetextandtheimagesonpages11–13intheLearner’sBookwithlearners,makingsurethattheyallunderstandtheideasandconcepts.Continueinthiswaythroughouttheunit,i.e.workingthroughthetextanddiagramswithlearners,givinginput,askingthemtodoactivities,andthentakingfeedback.

AnswersHere are the suggested answers for the activities in this unit. Use these as a guide. Recognise and give credit for work where extra information or originality is apparent in the learners’ answers.

Activity 1 (Learner’s Book, page 13)

1. subpolarlows2. Theyarecarriedbythestrongwesterlyjetstreamwinds(whichblowfromwesttoeast).(Remindlearnersthatjetstreamsflowhighupintheatmospherenearthetropopauseandaretheresultof globalaircirculation.TheylearntaboutjetstreamsinGrade11.)

3. NorthAmerica,Europe,Antarctica4. SouthAmerica,Africa,Australia5. a. northb. Themid-latitudecyclonespassoverintheSouthAtlanticOceaninsummer,missingSouthAfrica.Inwinter,however,theirpathshiftsnorthwardsandsothecoldfrontsbrushtheWesternCape,bringingrain.


1. Diagram1:Thepolarfrontformswherethecoldpolareasterlywindsmeetthewarmersubtropicalwesterlywinds,orwheretheymovepasteach other.

Diagram2:Awave/kinkformsinthepolarfrontasthecoldairpushesintoandliftsthewarmair.Alow-pressurecellbeginstoform(warmairrises)andthewarmandcoldmassesbegintotwistaroundeachother.

Diagram3:Thecoldairmasstravelsfasterthanthewarmairmass,andso the cold front catches up to the warm front.

Diagram4:Allthewarmairisliftedoff thegroundbythecoldair.Thecyclonediesaway.

Geog Gr 12 TG.indb 23 6/11/13 7:13:34 PM


2. Diagram2=initialstage;Diagram3=occludedstage;Diagram4=dying/degenerationstage

3. Checklearners’drawings–theyshouldbesimilartoFigure1.1.6,butforthe northern hemisphere.


1. B(cirrus);C(altostratus);D(nimbostratus);E(cumulonimbus); A(cumulus)

2. a. NWtoWtoSWb. backingc. anticlockwise;it’stheoppositedirectiontothatinwhichamid-latitudecyclonerotatesinthesouthernhemisphere


1. Weatherforecastwarningsof heavyrains,snowandroughseasareimportantbecausethey:• alertpeopleintimesothattheycanavoidexposingthemselvestopotentiallydangerousweatherconditions

• alertrescueservicessothattheyarepreparedforemergencies.2. Weatherforecastsareparticularlyimportanttothefarming,shippingand

aircraft industries.• Warningsof snowarerelevanttofarmers,especiallysheepfarmers,

who need to arrange shelter for their animals. • Warningsof roughseasarerelevanttofishermenandsailors,who

can then avoid going to sea.• Warningsof heavyrainsarerelevanttomotoristsandanyone(hikers,holidaymakers,tourists)planningoutdooractivities,whocanthenchange their plans and cancel outdoor activities.


1. five2. eastwards/westtoeast3. 968hPa4. a. cloudy/eighteighths;winddirectionwest(W);windspeed30knotsb. fine;clear;winddirectionnorth-west(NW);windspeed50knots

5. a. west(W)tosouth-west(SW)b. thewindspiralsaroundthelow-pressuresysteminananticlockwise

directionc. Wednesday;atleast24hours/Wed–Thurd. clear/sunny,buttemperaturesremainlowe. Fridayf. no;clearsunnyconditionsarepredicted/forecast

Geog Gr 12 TG.indb 24 6/11/13 7:13:34 PM


Informal assessmentActivity 1Learnersshouldcross-checkanswersinpairsorsmallgroups.Asthisisthefirstactivity,therearesomepotentialconceptualissueswithregardtomid-latitude cyclones and their movement which you need to resolve at the start of this unit.

Activity 2Again,itisstronglyrecommendedthatlearnerscross-checkanswersinpairs or small groups, under your guidance. This work is not necessarily straightforward, and any weaknesses in conceptual understanding which slips through now could hamper the teaching of the rest of this module.

Activity 3Again,itisstronglyrecommendedthatlearnerscross-checkanswersinpairsor small groups, under your guidance.

Activity 4Learnersmustwritetheirownanswers,whichtheycanthenshareinaclassdiscussion.

Activity 5Provide the learners with answers, and ask them to mark their own answers asaformof quantitativeself-assessment(asortof amini-test)atthisstageand to round off the unit.

UNIT 2 Tropical cyclones

TERM 1, WEEKS 1–2


Curriculum and Assessment Policy (CAPS) contentTropical cyclones • Generalcharacteristics• Areaswheretropicalcyclonesform• Factorsnecessaryfortheirformation• Stagesof development• Associatedweatherpatterns• Readingandinterpretingsatelliteimagesandsynopticweathermaps• Casestudyof onerecenttropicalcyclonethataffectedsouthernAfrica• Impactof tropicalcyclonesonhumanactivitiesandtheenvironment• Strategiesthathelptoprepareforandmanagetheeffectsof tropicalcyclones

Resources• Learner’sBook,pages22–30• Websites(optional): – Forinformationonclimateandweather:http://www.

physicalgeography.net/fundamentals/contents.htmlchapters6and7orhttp://www.e-booksdirectory.com/details.php?ebook=1628.Thisisafree,onlinetextwhichisrecommended

Geog Gr 12 TG.indb 25 6/11/13 7:13:34 PM


– http://www.weathersa.co.za/web/Home.asp?mw=w&f=istheSouthAfricanWeatherService’swebsite,whichisinterestingwithregard to regional forecasts.

• SearchGoogleImagesfordiagramsof tropicalcyclones,orphotos.BecausetropicalstormssuchasHurricaneSandyhadsuchadevastatingimpactontheUSA,materialisquitefreelyavailableontheInternet.

Preparation • Readthroughtheunittofamiliariseyourself withthecontent.• ReferbacktothebasicscoveredinGrades10and11.Energybalancesandthedistributionof energyintheatmosphere(Grade11)areparticularlyrelevanttotropicalcyclones.Whattheseweathersystemsprimarilydoisassistindispersingexcessheatenergyfromthetropicsinthedirectionsof thepoles.Donotconfusetropicalcycloneswithtornadoes,whicharea more localised weather phenomenon.


Teaching the unit• ExplainthattropicalcycloneshavearealandseriousimpactonsouthernAfrica’sweatheralongtheIndianOceancoast.

• Asklearnersif theycannameanytropicalcyclones.Dotheyknowhowtheseweatherphenomenaarenamed?(Answer:alphabetically)

• Explainthatthekeyissuesinthisunitinclude:– Whatarethegeneralcharacteristicsof tropicalcyclones?– Wheredotheyform?– Whatfactorsarenecessaryfortheirformation?– Whatstagesareassociatedwithtropicalcyclones?– Whatweatherconditionsareassociatedwithtropicalcyclones?– Whatimpactdothesesystemshaveontheenvironment,andonhumans?

– Howcantheirnegativeeffectsbemanaged?• Readthroughpages22–23withlearnersandthenaskthemtodo Activity1.Continueinthiswaythroughouttheunit,i.e.workingthroughthetextanddiagramswithlearners,givinginput,askingthemtodoactivities,andthentakingfeedback.



name Locationcyclones Indian oceanhurricanes Atlantic ocean, eastern north Pacific

oceantyphoons western north Pacific oceanwilly-willies western South Pacific ocean

Geog Gr 12 TG.indb 26 6/11/13 7:13:35 PM



Formative stage Immature stage Mature stage


1. 990hPa2. a. 50knotsb. 90km·h−1(i.e.50×1,8km)

3. ItisdeflectedbytheCoriolisforce;thepatternisclockwiseintheSouthernhemisphere(andanticlockwiseinthenorthernhemisphere).

4. verystrong,destructivewinds;heavyrainfall


1. lateJanuary2012/19−28January20122. 9−10days3. Partly.Tropicalcyclonesgenerallytravelwestwards,whichcycloneFunsodidatfirst.Butinsteadof dyingoutoverland,itrevivedandheadedoutagainoverthesea,travellinginasouth-easterlydirection.

4. thecentreof thecyclone;hereconditionsarecalm,nowind,warmandcloudless/norain

5. ItweakenedovertheMozambiquecoastlineprobablybecauseitexperiencedsomefrictionpartlyoverland.Itstrengthenedagainoutovertheseabecauseitwasrefuelledbythesupplyof hot,moistair.

6. floodingcausedbyheavyrains;damagetoinfrastructuresuchasroads,bridges,homes,electricitysuppliesandsewagesystems;lossof life


Hereisanexamplemini-essayof 205words:

Why is Mozambique vulnerable to tropical cyclones?Mozambiqueispronetotropicalcyclonesbecause:• of itslatitudinalposition–itlieswithinthetropics• of itscoastalnature• ithasalongstretchof coastlineontheeasternsideof Africa.(Becausecyclonesmoveeastwards,theyusuallyaffecttheeasternsidesof continents)

• itislow-lying.Inadditiontoitsgeography,itisparticularlyvulnerabletotheeffectsof cyclones because it is a developing country, which means:• itspopulationismainlysubsistencefarmers.Damagetocropsmeansloss

of livelihood• itspopulationispoor.Informalsheltersandinfrastructurearemoreeasily

damaged in the storms.• poor/noinfrastructure/precaution/noevacuationprogramme

Geog Gr 12 TG.indb 27 6/11/13 7:13:35 PM


How has Mozambique become better prepared for cyclones?Afteritshistoryof cyclonedisasters,particularlycycloneElinein2000,thecountry has:• betteradvancewarningsystems• internationalassistance–forexample,theUNHumanitarianCountry

Team• disasterrelief supplies• communitytrainingprogrammes–aboutevacuationprocedure/whattodointhecaseof anemergency.

In what ways it can still improve?The country can still benefit from more training and development of the radio broadcasting network so that warnings are issued in all the local languages.Italsoneedsmoreresourcessuchasrescueboats.


1. a. Tanzaniab. Malawi

2. a. Lesego,Violetb. Boldwin,Urilia

3. Theanswerforthiswilldependonthetropicalcycloneeventsof the2012/2013summerseason.

Informal assessmentActivity 1Learnerscancross-checkanswerswithoneanotherinthisrelativelysimpleactivity.

Activity 2Learnerscancross-checkanswerswithoneanother,toseethattheyhavethediagramsinthecorrectorder.If theyhavenotansweredcorrectly,theremight be conceptual problems which you need to address.

Activity 3Gothroughtheanswerswiththeclassasthelasttwoquestionslendthemselves to some group discussion.

Activity 4Thisisareading-based,comprehensionandassessmentexercise,whichlendsitself to group discussion of learners’ answers.

Activity 5Markthemini-essaysagainsttheexampleanswerprovided.Assessbothgeographical and writing skills and give feedback.

Activity 6Thisisastraightforwardactivitywherelearnerscancross-checkanswerswithone another, or you can simply provide the answers against which learners can check their answers.

Geog Gr 12 TG.indb 28 6/11/13 7:13:35 PM


UNIT 3 Subtropical anticyclones and associated weather conditions

TERM 1, WEEKS 2–3


Curriculum and Assessment Policy (CAPS) contentSubtropical anticyclones and associated weather conditions • Locationof thehigh-pressurecellsthataffectSouthAfrica• Generalcharacteristicsof thesehigh-pressurecells• AnticyclonicaircirculationaroundSouthAfrica,anditsinfluenceon



Resources• Learner’sBook,pages31–40• Websites(optional):– Forinformationonclimateandweather:http://www.physicalgeography.net/fundamentals/contents.htmlchapters6and7orhttp://www.e-booksdirectory.com/details.php?ebook=1628.Thisisafree,onlinetextwhichisrecommended

– http://www.weathersa.co.za/web/Home.asp?mw=w&f=istheSouthAfricanWeatherServices’swebsite,whichisinterestingwithregard to regional forecasts.

• SouthAfricansynopticmaps(gototheSouthAfricanWeatherService’swebsite):theseareaveryvaluableresourceforthisunit,asanticyclonesarevirtuallyapermanentfeatureof southernAfrica’sweatherandclimate.

Preparation • Whiletemperate(mid-latitude)andtropicalcyclonesarelow-pressuresystemstypicallyassociatedwithprecipitation(rainyweather),anticyclonesarehigh-pressuresystemsassociatedwithfineweather.

• Trytolookatcross-sectionaldiagrams(three-dimensional)of thecirculationinacycloneandananticyclonebywayof preparation.


Teaching the unit • Agoodstartingpointistoreferlearnerstothebasicdifferencesandtheatmosphericcirculationassociatedwithlow-andhigh-pressuresystems.Stressthatthereisnosuchthingasgoodorbadweather.Forapolarbear,ahotsunnyday(whichshouldbereferredtoasfineweather)isnotgood.Forafarmerneedingrain,athunderstormisnotbad,thoughitmightbebadforacricketmatch!Usetermssuchasfineweather(anticyclones)andsevereweather(tropicalcyclones)ratherthangoodandbad.

Geog Gr 12 TG.indb 29 6/11/13 7:13:35 PM


• Explainthatthekeyissuestobeaddressedinthisunitare:– Whatarehigh-pressurecells(anticyclones)?– Whyaretheyoftenregardedassemi-permanent?– WhichonesimpactonsouthernAfricanweatherandclimates?– Whataretheircharacteristicsandspecialfeatures?– Howexactlydoestheircirculationimpactonourweather?– Whichatmosphericdisturbancesareassociatedwithanticyclones?

• Usethelesson‘pattern’of readingthroughthetextanddiscussingthediagramswithlearners;giveinputwhengettingthemtodotheactivities;thentakefeedback;givemoreinput.



1.

Remindlearnersthatisobarsarelineswhichjoinpointsof equalpressure.TheyshowairpressurewithanHtosignifyahigh-pressurecell–whereairdescends;skiestendtobeclear.AnLsignifiesalow-pressurecellwhereairrises,andskiestendtobecloudywithbadweather.

2. Asaparcelof airdescends/sinks,itiscompressed.Theairpressureincreasesastheairissquashedmorecloselytogether.Andastheairpressureincreases,theairtemperatureincreases–thisiscalledadiabaticwarming.Airmoleculescomeclosertothesourceof heat,e.g.Earth.

3. SouthAtlanticHigh;SouthIndianHigh4. Theyaretheoppositeof low-pressuresystemsortropicalcyclones. (Noteitisnotbecausetheirwindsspiralinananticlockwisedirectioninthesouthernhemisphere;theyspiralinaclockwisedirectioninthenorthernhemisphere.)

Geog Gr 12 TG.indb 30 6/11/13 7:13:35 PM



Winter SummerSouth Atlantic HighPosition:

Effect:

• closertowardsland;alsofurther north

• can ridge behind cold fronts, pushing the fronts inland

• furtheroutoverthesea;also further south

• onshore winds on western side

Kalahari HighPosition:

Effect:

• dominates the interior• inversion layer above level

of escarpment• stable conditions over the

interior• occasional berg winds near

the coast

• rises vertically and so its effect disappears

• inversion layer below level of escarpment

South Indian HighPosition:

Effect:

• closertowardsland;alsofurther north

• moistNE/SEwinds(butareblocked from reaching the interior)

• furtheroutoverthesea;also further south

• moistNE/SEwindsbringrain to the eastern half of the country


1. Ahot,dry,subsidingwindthatblowsdowntheescarpmenttowards the sea.

2. KalahariHigh3. Forabergwindtoblowtheremustbealargepressuregradientbetweentheinteriorandthecoast.Thelowpressureisprovidedbythecoastallow.Airthenflowsfromtheinlandhighpressuretothecoastallow.

4.

Activity 4 (Learner’s Book, pages 39–40)

1. A=SouthAtlanticHigh;B=KalahariHigh;C=SouthIndianHigh2. AandCarefurthernorthinwinter;Bhasrisenverticallyinsummerbecauseof thehighsummertemperaturesovertheinterior.

3. TheWesternCapeandperhapstheEasternCapewillexperiencecloudyconditionsandrain.Theinteriorwillremainclearanddryduetothepresenceof theKalahariHigh.

Geog Gr 12 TG.indb 31 6/11/13 7:13:35 PM


4. a. moisture frontb. cloudy/rainyconditionsinadiagonallineacrosstheinterior

5. a. westtoeast/eastwardsb. summerc. Insummer,KalahariHigh(B)liftsastemperaturesrise.Cool,dryairispushedacrosstheinteriorbySouthAtlanticHigh(A).Warm,moistairfromthenorth-eastispushedacrosstheinteriorbySouthIndianHigh(C).Coolairliftswarmair.Linethunderstormsdevelopalongthe trough of low pressure of the moisture front.

Informal assessmentActivity 1If possible,putthecompletediagramuponanOHPordataprojectorsothat learners can see the complete, correct answer and compare their own drawings and labels with it.

Activity 2This is a very straightforward activity where learners can check their own answersorworkinpairstocross-checkanswers.

Activity 3Learnersshouldworkinsmallgroupstogothroughtheiranswersanddiscuss,inparticular,answerstoquestion3.

Activity 4Thisisausefulconcludingactivitywhichcanprovideaquantitativeassessment(mini-test,withmarks)fortheunitasawhole.Again,itgivesyouan opportunity to identify potential conceptual weaknesses, and to remedy these,possiblythroughsomere-teachingwherenecessary.

UNIT 4 Valley climates

TERM 1, WEEK 3


Curriculum and Assessment Policy (CAPS) contentValley climates • Themicroclimateof valleys(theeffectof theslopeaspect)• Developmentof anabaticandkatabaticwinds,inversions,frostpockets


and farming

Resources• Learner’sBook,pages41–48• SeealsothewebsitesrecommendedinUnit3,thoughtheseareless

useful for microclimatic work.• Anylocalphotosof microclimaticphenomenainyourareacouldbe veryuseful,forexamplelocaldifferencesinvegetationonslopesasaresultof differentmicroclimates,ormistorsmokeinvalleys(temperatureinversions).

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Preparation • Theemphasischangesherefromregionaltolocalconditions.Stressthistolearners.Localconditionscanbesostrongorsoinfluential,thattheyactuallydominateregionalconditionsatcertaintimesof theyear.

• Asklearnerstobringanynewspapercuttingswhichrefertolocalweatherconditions(storms,flooding)asanintroductionandtostimulatediscussion around local climate and weather.


Teaching the unit • Remembertoexplaintolearnersthattheemphasischangesfrom

regional to local conditions.• Explainthatthekeyissueshereinclude:– Howdoesslopeaspectinfluencethemicroclimateof valleys?– Whatotherfactors(particularlylocalwinds)affectthemicroclimatesof valleys?

– Importantly,howdolocalclimatesinfluencehumanactivities?

AnswersUse these suggested answers as a guide. Recognise and give credit for work where extra information or originality is apparent in the learners’ answers.


1. SlopeAissouth-facing.Becauseitisinthenorthernhemisphere,thismeansitreceivesmoresunlight/warmththanslopeB,whichliesintheshadowzoneinwinter.

2.S n


1. AirisnotwarmeddirectlybytheSun.TheSunwarmstheground/Earthandtheground/Earthtransfersthiswarmthtotheairbyterrestrialradiation.Somepocketsof airheatupfasterthanothersbecause:• somepatchesof groundheatupmorerapidlyandabsorbmoreheatthanothers,dependingontheiralbedo(howmuchsunlighttheyreflect)ortheiraspect(whethertheyface/liedirectlyintheSun)

• somepatchesof groundarehigh-lying,whileothersarelow-lying(topography).

2. Ananabaticwind.Aparaglidertakesoff downtheslopeanditisbestif he/shetakesoff intothewind.Inotherwords,itisbestif thewindblowsup the slope.

3. Ananabaticwindformswhentheairabovetheslopesheatsupfasterthantheairatthesameheightabovethevalley.(Thisisbecausetheairabovetheslopesisclosertotheground.)Thewarmairrisesuptheslope.

Geog Gr 12 TG.indb 33 6/11/13 7:13:36 PM



1. Learner’sdrawingsshouldlooksimilartothisone.

cold air

warmair/inversion

cold air

2. Hillsideslieinthethermalbelt–themid-slopelevel/altitudeatwhichthewarmlayerof airistrapped.

3. If possible,avoidthefrostpocketsandplantontheslopes./Growfrost-resistantvarietiesof sugarcane.Makefiresnexttofieldsbeforesunrisetoeliminate the cold.

4. If possible,introducerestrictionsonwood-burningfires./Situatefactorieswithchimneysabovethevalleyfloor,orontheoutskirtsoutsideof thevalley/hollow.Filtersonchimneysof factories./Finesbytheauthorities.

Informal assessmentActivity 1Learnerscancross-checkanswerswithoneanother,andseeif theirexplanations for snow melt correspond.

Activity 2Follow the same procedure as that for Activity 1 assessment to see if there is consensus. This activity lends itself to small group discussion and sharing of learners’ answers.

Activity 3A similar approach as to the previous two activities could be followed, or assessment could be undertaken via a wider discussion involving the whole class.

RemedialLearnersusenewspapercuttingswhichrefertolocalweatherconditions(storms, flooding) to discuss their local climate and weather.

ExtensionLearnersusenewspapercuttingswhichrefertonationalweatherconditions(storms, flooding) to compare their local climate and weather with that of other regions.

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UNIT 5 Urban climates

TERM 1, WEEK 4


Curriculum and Assessment Policy (CAPS) contentUrban climates • Reasonsfordifferencesbetweenruralandurbanclimates• Urbanheatislands−causesandeffects• Conceptof pollutiondomes−causesandeffects• Strategiestoreducetheheatislandeffect

Resources• Learner’sBook,pages49–54• SeethewebsitesrecommendedforUnit3,althoughthesearelessuseful

for microclimatic work.• If youliveinacityorlargetown,localphotosof microclimaticphenomenainyourareacouldbeveryuseful,forexampleof pollution,theeffectof strongwinds(inCapeTown,theSouthEastersometimesforcespedestrianstoholdontoobjectsforsupport;ontheHighveld,dustblowingoff minedumps)orthecontributionof vehiclestoairpollution.Bringanyphotosyoufindtoclassfordiscussionpurposes.

Preparation • Ensurethatyouarefamiliarwiththeconceptswhichareuniquetourbanclimates(heatislands,pollutiondomes,atmosphericpollution,andsmog).Urbanclimatesareatopicandfocusof ongoingstudies.

• Researchorthinkof examplesof practicalefforts(forexampleinLondonandSingapore)topreventtrafficenteringtheCBD.Onereasoniscongestion,butanequallyimportantoneispollutionfromvehicleexhausts.Youcanusetheseexamplesinyourintroductiontotheunit.


Teaching the unit • Usetheexamplesof practicaleffortstopreventtrafficenteringtheCBD(seeabove)tointroducetheunit.Asklearnersforotherexamplestheycan think of.

• Explainthatthekeyissuesinthisunitinclude:– Whydoruralandurbanclimatesoftendiffer?– Whatareso-calledurbanheatislands?– Whatisthecauseof urbanheatislands?Whataretheirimpactsoreffects?

– Whatarepollutiondomes,andwhataretheircausesandeffects?– Inwhatwayscantheheatislandeffectbecontrolledorminimised?


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1. Tallbuildingsblockoutsunlight/putstreetsandpavementsinshadow.2. Theyabsorbmoreheatbecauseof thematerials(suchasasphalt/tarmac/andconcrete)thattheyarebuiltwith./Morecombustionprocesses that give off heat.

3. Annualmeantemperature;Wintermaximumtemperatures;Occurrenceof frosts;Numberof dayswithsnow

4. Thereismorefogbecausetherearemorecondensationnucleiintheair,i.e. there are more smoke or dirt particles that water vapour can stick to and condense on.

5. Therearefewertrees/lessplantcoverorvegetationinacitythanintheruralareas.Thismeansthatthereislesstranspiration(theprocessbywhichplantslosewaterthroughlittleholesintheirleaves)andsothereisless water vapour in the air.

6. double7. 1000%



1. a. Anytwo:corrugatedsheet;redtiles;concrete;brick/stone;tarmacb. highlyreflectiveroof,whitepaint,corrugatedironsheet,

plate glass roofc. Dependingontheangleof thesurfaces,thesereflectivematerialscansimplyreflectheatontootherlowalbedobuildingsurfacesthatthenabsorbthisheat.

2. Hereisanexampleof amini-report:

The problem of the urban heat island effect As the term suggests, the urban heat island effect is the phenomenon of cities being hotter than their neighbouring rural areas. Cities not only generate their own heat when fuel is burned in factories and car engines, but they also actasheattraps.Artificialsurfaceslikeconcreteandtarabsorbheat;andglasswindowsletshort-waveradiationin,butdon’tletlong-waveradiation(heat) out.

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Theeffects/consequencesof theurbanheatislandeffectarethediscomfortof high temperatures, the extra energy load of air conditioning, and the problem of air pollution. Air pollution in turn helps to trap heat and exacerbate the heat island effect.

Guidelines or recommendationsWhen planning a new building or development, it is recommended that:• largeareasof hardsurfacessuchasconcretearebrokenup/reducedinsizewiththeplantingof grassandtrees

• largeparkingareasareshaded• preferenceisgiventobuildingmaterialsthatareneithertooreflectivenortooabsorptive

• mirrorglassisavoided• waterbodiessuchaspondsorlakesareintroducedinparks.

Informal assessmentActivity 1A large group discussion is recommended here after learners have completed the activity. There are some answers where you may need to elaborate or expand on what is provided in the memorandum above.

Activity 2This is a fairly mechanical exercise which involves plotting a graph. Provide learners with the correct version (see above) against which they can undertakeasimpleself-assessment.

Activity 3The unit concludes with a fairly comprehensive activity where a variety of geographical skills are assessed. Go through the answers carefully with the class as a whole and use this as an opportunity to assess learner’s performance.

RemedialCheckthatlearnerscananswerthesequestions:• Whydoruralandurbanclimatesoftendiffer?• Whatareso-calledurbanheatislands?• Whatisthecauseof urbanheatislands?Whataretheirimpactsoreffects?• Whatarepollutiondomes,andwhataretheircausesandeffects?• Inwhatwayscantheheatislandeffectbecontrolledorminimised?Ask them to revise the sections in which they feel they need to improve.

ExtensionAsklearnerstogothroughtheunitagainandtodrawuptheirown‘mini-test’whichincludes10multiple-choicequestions.Theycanthenswaptheirquestionswithapartnertodoandfinally,markeachother’swork.

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MoDULE 2TERM 1Learner’s Book pages 55-100Duration: 12 hoursLessons: 24 half-hour lessons, or 12 hour long lessons

GEoMoRPHoLoGY:

GEoGRAPHICAL KnoWLEDGE

This module focuses on rivers as dynamic systems for moving water from land to sea. We look at the key features of a river network, what work rivers doandwhatlandformstheymake;andfinallywhyandhowweshouldlookafter our river catchments.

Curriculum and Assessment Policy Statement (CAPS) content Drainage systems in South Africa • Importantconcepts:drainagebasin,catchmentarea,riversystem,watershed,tributary,rivermouth,source,confluence,watertable,surfacerun-off andgroundwater

• Typesof rivers:permanent,periodic,episodicandexotic• Drainagepatterns:dendritic,trellis,rectangular,radial,centripetal,

deranged and parallel• Drainagedensity• Useof topographicmapstoidentifystreamorderanddensity• Dischargeof ariver:laminarandturbulentflow

Fluvial processes • Riverprofiles:transverseprofile,longitudinalprofileandtheir

relationship to different stages of a river• Identificationanddescriptionof fluviallandforms:meanders,oxbowlakes,braidedstreams,floodplains,naturallevees,waterfalls,rapids and deltas

• Rivergrading• Rejuvenationof rivers:reasonsandresultantfeatures,suchasknickpoints,terracesandincisedmeanders

• Rivercapture(streampiracy):theconceptsof abstractionandrivercapture;featuresassociatedwithrivercapture(captorstream,capturedstream,misfitstream,elbowof capture,windgap)

• Superimposedandantecedentdrainagepatterns

Catchment and river management • Importanceof managingdrainagebasinsandcatchmentareas• Impactof peopleondrainagebasinsandcatchmentareas• Casestudyof onecatchmentareamanagementstrategyinSouthAfrica



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39m o d u l e 2 • G E o M o R P H o l o G Y : G E o G R A P H I C A l k n o W l E D G E

Key words/conceptsdrainagebasin;catchment(area);riversystem;watershed;tributary;confluence;rivermouth;source;surfacerun-off;groundwater;watertable;baseflow;permanentriver;perennialriver;periodicriver;episodicriver;exoticriver;drainagepattern;drainagedensity;stream;streamorder;discharge;cumec;laminarflow;turbulentflow;hydrograph;lagtime;fluvial;baselevel;longitudinalprofile;transverseprofile;verticalerosion;lateralerosion;fluviallandform;erosion;deposition;waterfall;rapids;alluvium;braidedstream;(natural)levee;delta;distributary;meander;oxbowlake;floodplain;gradedriver;overgradedriver;undergradedriver;rejuvenation;knickpoint;(river)terrace;incisedmeander;rivercapture/streampiracy;captorstream;capturedstream;abstraction;headwarderosion;elbowof capture;windgap;misfitstream;superimposeddrainagepattern;antecedentdrainagepattern;wetland;habitat;ecosystem

UNIT 1 Drainage systems in South Africa

TERM 1, WEEKS 4–5


Curriculum and Assessment Policy (CAPS) contentDrainage systems in South Africa • Importantconcepts:drainagebasin,catchmentarea,riversystem,watershed,tributary,rivermouth,source,confluence,watertable,surfacerun-off andgroundwater



Resources• Learner’sBookpages56–70• Academicbook:Rowntree,K.2012FluvialGeomorphology.In:Holmes,PJandMeadows,ME(eds)SouthernAfricanGeomorphology.SunMedia,Bloemfontein

• Atlasesorclassmaps• Websites(optional):– Forinformationonfluvialgeomorphology: http://www.physicalgeography.net/fundamentals/contents.html(highlyrecommendedasageneralintroductiontoallgeomorphology)

http://www.geologyclass.org/Stream%20Concepts.htm http://wetlands.sanbi.org/gumboot_article.php?id=215 http://www.hartrao.ac.za/other/vredefort/vredefort.html

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Preparation • Readthroughtheunittofamiliariseyourself withthecontent.ReferbacktoGrades10and11wherelearnersreceivedabackgroundinphysicalgeographywhichunderpinsfluvialgeomorphology.

• ThetextmentionedaboveisabrandnewlookatSouthAfricangeomorphology.Thechapteronfluvialgeomorphologydealsspecificallywithmuchof whatispresentedinthisunit(andindeedthismodule)withgoodSouthAfricanexamples.

• Workoutlessonplans(seepage298of thisTeacher’sGuideforassistance)forhowyouwillgothroughthetextandactivitiesinUnit1–giventheamountof classroomtimeyouhave.

Teaching the unit• Theunitdealswithdrainagesystems.Thisimpliessomesortof physicalsystem(acatchmentarea,whichhasspatialdimensionsandwheretermssuchaslargeorsmallareuseful).

• Catchmentsalsohavedifferentshapes(formormorphology).Theyaredrainedbyariveranditstributaries(essentiallylinearfeatures).Here,totalstreamlength,thelengthof individualstreams,anddensity(arelationshipbetweencatchmentarea,andtotalstreamlength)areimportant.

• Keyissuesincludedefinitionsandconceptualunderstandingof newandimportantterminology.Herearesomequestionsthatlearnersshouldbeabletoanswerattheendof theunit:– Whatisadrainagebasinorcatchmentarea?– Wheredoesthewaterinriverscomefrom?– Whydosomedrainagebasinshaveamoreextensive/denserrivernetworkthanothers?

– Whydodifferentdrainagepatternsdevelop?– Howisstreamorderassignedtoariversystem?– Whatisdischarge?– Howdodrainagedensityanddrainagebasinshapeaffectdischarge?– Whatarelaminarandturbulentflowandhowdotheydiffer?

AnswersBelowarethesuggestedanswersfortheactivitiesinthisunit.Usetheseas a guide. Recognise and give credit for work where extra information or originality is apparent in the learners’ answers.


1. Orange/GariepandLimpopo2. watershed3. Witwatersrand(Teachernote:CrocodileWest,notCrocodileEast,whichisatributaryof theKomatiRiverinMpumalanga)

4. a. Vaal;alsoacceptSenqub. Molopoc. OlifantsRiverd. many:Crocodile;Marico

5. Douglas6. a. DrakensbergMountainsinLesothob. DrakensbergMountainsinMpumalanga

7. a. AtlanticOceanb. IndianOcean

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1. ItmatchesSouthAfrica’srainfallpattern,withhighrainfallintheeasternhalf of thecountry(andalongthesoutherncoast).Thereforetheyarenon-perennialrivers.

2. a. Groundwateriswaterthatcollectsundergroundbyinfiltration;baseflowisgroundwaterthatfeedsrivers.

b. Periodicriversoccurinsemi-dryregionsandflowintherainyseason;episodicriversoccurinaridregionsandflowirregularly–onlyafterveryheavyrain–sometimesoncein100years.

3. permanentriver4. episodicrivers;theyaremostlydry.(Note:Theyarenotfedbytheundergroundwaterthatflowsintheaquifer)

5. a. MolopoRiverb. OrangeRiver(i.e.thepartof theOrangeRiverdrainagebasinis inNamibia)


1. A=rectangular;B=parallel;C=trellis;D=dendritic2.

The trellis drainage pattern


1. a. Theescarpmentisrock,impermeableand/orhassteepslopeswhichmeansrun-off isgenerallyhigher.

b. drainagedensity=totallengthof allstreams÷basinarea ORDD=sum(L)/AwhereL=lengthof channelorstream;and A=basinarea

c. km/km2(orkm·km−2)d. i. coarse;0–2km/km2

ii. fine;2–3,5km/km2

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2. a. Drainagedensityislengthof streamsperbasinarea,whilestreamfrequencyisnumberof streamsperbasinarea.

b. i. B ii. A


1. a. decreasesb. increasesc. larger

2.


1. QuadrantAorBappearstohavethehigheststreamdensity.2. MzimkhuluRiver3. Therearefirst-,second-,andathird-orderstreamsinthiscatchment.Thethird-orderstreamflowsintotheMzimkhuluRiver.

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1. a. 0,5m3persecondor0,5m3·s−1(i.e.1,0m3·s−1×0,5)b. 10m3persecondor10m3·s−1(i.e.1,0m3·s−1×10)c. 2,5m3 per second or 5 m3·s−1(i.e.1,0m3·s−1×5/2)

2. Discharge=width×depth×velocity=5m×2m×0,5m·s−1=5m3·s−1

3. A2;B4;C1;D3

4.Factors affecting river dischargea. drainagebasinsize,

shape and reliefThe lag time is discharge is shorter for:i. a small drainage basinii. a circular drainage basiniii. a drainage basin with steep sides

b. rock type i. Infiltration rates are high in porous rock such as sandstone and limestone.

ii. The higher the infiltration rate, the lower the discharge.

c. soil type i. Infiltration rates are low in clay soil.ii. Run-off rates are high and discharge is high.

d. drainage density The higher the drainage density, the faster the water reaches the river channel.

e. precipitation High or heavy rainfall saturates the soil and leads to increased discharge.

f. temperature Higher rates of evapotranspiration reduce discharge.

g. land use Vegetation reduces run-off. Clearing vegetation and laying of impermeable surfaces such as paving or tarred roads leads to increased discharge and flooding.

Informal assessmentActivity 1Learnerscancross-checkanswerswithoneanother,oryoucansimplyprovide the answers against which learners can check their answers.

Activity 2Thisisanactivitywhichrequiresinsightandtheappreciationandinterpretationof writtenmaterial.Itissuggestedthatlearnersdiscussandshare their contributions.

Activity 3Thisisafairlystraightforwardactivitywhichrequiresidentificationof fluvialsystems.Learnerscancross-checktheiranswerswithapartner.

Activity 4 There is a significant amount of information in this fairly complex activity whichrequiresbothidentificationandcomparisonof visualrepresentationsof riverdrainage.Itissuggestedthatyougothroughtheanswerswith learners, and identify any problem areas in terms of conceptual understanding.

Activity 5Answerscanbecross-checkedinpairs,orinsmallgroupdiscussion.

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Activity 6Answerscanbecross-checkedbypairsof learners.

Activity 7Thisisanotherfairlycomplexactivitywhichrequiresconceptualunderstanding, three dimensional thinking, and some calculations based on timeandvolume.Itissuggestedthatyouprovidedefinitiveanswerstowhichlearners can compare their calculations.

Remedial• Asklearnerstoputthecorrectnamesnexttothesestreampatterns:– Lookslikeatree(Answer:dendritic)– Lookslikeburglarbars(Answer:trellis)– Lookslikeagrid(Answer:rectangular)– Lookslikeastar(Answer:radial)– Lookslikethespokesof awheel(Answer:centripetal)– LookslikesomeonegonemadAnswer:deranged)

• AsklearnerstocopythediagramsinFigure2.1.7onpage61andtoputinarrowstoshowthedirectionof streamflow.

ExtensionAsk learners to complete the stream order and to draw a diagram to show the stream ordering system:1 + 1 = 22 + 1 = 22+2=33+1=33+2=33+3=4

UNIT 2 Fluvial processes

TERM 1, WEEKS 5–6


Curriculum and Assessment Policy (CAPS) contentFluvial processes • Riverprofiles:transverseprofile,longitudinalprofileandtheir

relationship to different stages of a river• Identificationanddescriptionof fluviallandforms:meanders,oxbowlakes,braidedstreams,floodplains,naturallevees,waterfalls,rapidsanddeltas




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Resources• Learner’sBook,pages71–91• Academicbook:RowntreeK.2012FluvialGeomorphology.In:Holmes,PJandMeadows,ME(eds)SouthernAfricanGeomorphology.SunMedia,Bloemfontein

• Website(optional): Forinformationonfluvialgeomorphologyingeneral: http://www.physicalgeography.net/fundamentals/contents.html(highlyrecommended)

Preparation• AswithUnit1,readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertopreviousmodules,asthisskillsdevelopmentmodulerequiresatheoreticalbackgroundinphysicalgeography.

• Thewebsitementionedaboveisalsohighlyrecommended.• Workoutlessonplans(seepage298of thisTeacherGuide’sforassistance)forhowyouwillgothroughthetextandactivitiesinUnit2–giventheamountof classroomtimeyouhave.

Teaching the unit Explainthefollowingtolearners:• InUnit1,theemphasiswasonfluvialsystems.Thebasicsof thisaretheriversystemitself andthecatchment−theareawherewater,typicallyprecipitationbutalsogroundwater,is‘caught’anddeliveredtoariverviaitstributariesorviathrough-flow.

• Welookedatthemorphology(form)of catchmentsandriversindetail.Thisincludedtypicalfluviallandformsassociatedwithariveranditscatchment.

• Inthisunit,theemphasisisfarmoreonfluvialprocesses.Aprocessimpliesadynamicinteractionof forceswithina(fluvial)system.Thisin turn results in the formation of further landforms associated with erosion,transportationordepositionwithinthecatchment.



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1. Awaterfallistheflowof wateroveranerosion-resistantcliff;theflowof waterismoreverticalthanhorizontal.Rapidsareasectionof ariverwherethegradientissteepandbumpyandtheflowisfastandrough;theflowof waterismorehorizontalthanvertical.

Awaterfallformswherethereisasuddenbreakinelevation–usuallywherehardrockandsofterrockmeetandthesofterrockhasbeenwornawayfaster.Rapidsformwherethewaterchannelbecomesnarrowerorsteeper,orwheretheriverbederodesunevenly,orwhereheavyerosionof the channel sides clutters the river with rocks.

2. a. cataract–asuddenrushof water,oralargewaterfallb. plungepool–adeepbasindugoutorexcavatedatthefootof awaterfallbytheactionof falling

c. waterfallretreat–theprocessof awaterfallslowlymovingback/upstreameachtimethecliff isundercut(erodedatitsbase)andthencollapsing

3. Itisdifficulttoclassifythewaterfallsprecisely,soinmostcases,twoanswersoroptionsareacceptable:• TugelaFalls=tiered(itcanalsobeclassifiedasacascade,althoughanexampleof acascadeisnotgiveninFigure2.2.9)

• HowickFalls=horsetailorplunge• MacMacFalls=plungeorsegmented(althoughstrictlyspeakingthewaterseparatesbeforeitdescends)

• AugrabiesFalls=punchbowlorblock(itcanalsobeclassifiedas acataract,althoughanexampleof acataractisnotgivenin Figure2.2.9)


1. a. braidedstream–ariverorsectionof riverthathassplitintochannelsaroundislandsorsandbarsof sedimentdeposits

b. delta–alargeaccumulationof sedimentatariver’smouth,usuallycausing the river to split into channels as it empties into the sea

c. meander–aloopinawindingriverd. oxbowlake–abanana-shapedlake/ameanderthathasbecome

separated from its rivere. floodplain–theflat-lyingareathatisfrequentlyfloodedbyariverwhenitoverflowsitsbanks

f. levee–amoundof sedimentthataccumulatesontheriverbankof thefloodplainwhentheriverfloods

2. fromuppercoursetolowercourse:braidedstream;meander&oxbowlake;floodplain&levee;delta

3. Meanderswanderfromsidetosideasthemeanders(orloops)becomewider.Lateral(sideways)erosionof theriverchannelasthemeanderschangetheirpositionwidensthefloodplainorvalley.

4. ReferlearnerstoFigure2.2.21onpage82of theLearner’sBook.Askthemtoshowyouwherethemeanderloophasrecentlybeencutoff andwherethenextoxbowlakeislikelytoform(answer:atthetightestloopatthebottom).


1. a. Bb. A

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1. TheCollywobblesareaseriesof incisedmeanders,formedbyrejuvenationof theMbhasheRiver.Verticalerosiontookplacebeforetherivercouldchangeitsmeanderingcourse,cuttingthetwistsandturnsdeep into the landscape.

2. Uplifthasloweredthesealevel,whichisthebaselevelof theriver.Theloweringof baselevelhasgiventherivernewerodingpower.(Theupliftisdueeithertoanupwellingof unusuallyhotmagmabeneathsouthernandeasternAfricaorerosionof theGreatEscarpment.)

3. SeeFigure2.2.26onpage85of theLearner’sBook.


1. wherethecapturedstreamusedtoflow;windgap–adryvalleywithgravel deposits

2. elbowof capture3. SundaysRiver4. a. Itcarriestoolittlewaterforthesizeof thevalley/channelit

has eroded.b. KougaRiver

5. GamtoosRiver


1. superimposed2. rejuvenation

Informal assessmentActivity 1This is a straightforward drawing exercise. You can provide the definitive diagram against which learners can compare their drawings.

Activity 2Small group discussion will be the best way to assess learners’ answers as the activitycomprisesavarietyof questions,testingconceptualandcomparativeaspects of fluvial landforms, in particular waterfalls and rapids.

Activity 3As with the previous activity, small group discussion will be the best way toassesslearners’answersastheactivitycomprisesavarietyof questions,testing conceptual and comparative aspects of fluvial landforms, this time with reference to stream patterns.

Activity 4This is a straightforward activity to which the teacher can provide the answers, but can also elicit some discussion on why learners have identified an overgraded and undergraded stream.

Activity 5This is a complex activity which depends on an understanding of dynamic processes including uplift (tectonics) and incision of rivers. You should take the time to go through these processes and ensure that learners have grasped the reasons as to why rivers incise.

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Activity 6ThesameappliesastoActivity5.Youshouldtakethetimetogothroughtherather complex set of geomorphic events, over long periods of time, which result in river capture and misfit streams.

Activity 7See the previous activity. This activity simply builds on the previous one, and brings the unit to a conclusion. You can use the opportunity to assess thegenerallevelof understandingintheclasswithsomequestionsbasedonfluvial processes.

UNIT 3 Catchment and river management

TERM 1, WEEKS 6–7


Curriculum and Assessment Policy (CAPS) contentCatchment and river management • Importanceof managingdrainagebasinsandcatchmentareas• Impactof peopleondrainagebasinsandcatchmentareas• Casestudyof onecatchmentareamanagementstrategyinSouthAfrica

Resources• Learner’sBookpages92–100• Academicbook:GarlandGGandHolmesPJ2012.AppliedGeomorphology.In:Holmes,PJandMeadows,ME(eds)SouthernAfricanGeomorphology.SunMedia,Bloemfontein

• Websites(optional):– Forinformationonfluvialgeomorphologyingeneral: http://www.physicalgeography.net/fundamentals/contents.html(highlyrecommended)

– ItisalsostronglyrecommendedthattheDepartmentof WaterAffairs(DWAF)website(http://www.dwaf.gov.za)bevisitedforinformationonavarietyof projects,aswellasusefuldocumentsandinformationoncatchmentsandcatchmentmanagementinSouthAfrica.

Preparation • Readthroughtheunittofamiliariseyourself withthecontent.• Catchmentandrivermanagementbuildsontheprevioustwounits.Itistheappliedsideof fluvialgeomorphology.

• If possible,goontotheDWAFwebsitebeforeyouteachtheunit.Thiswillhelpyouunderstandthecurrentstateof SouthAfrica’sriversandcatchments,andtheissuessurroundingcatchmentandrivermanagement.

• Workoutlessonplans(seepage298of thisTeacher’sGuideforassistance)forhowyouwillgothroughthetextandactivitiesinUnit3–giventheamountof classroomtimeyouhave.

Teaching the unitExplaintolearners:• InUnits1and2theemphasiswasonfluvialsystems,landformsandprocesses.Here,theemphasisisonexploitation(aslightlyharsherwordthanuse)of waterresourcesinadrycountry,namelySouthAfrica.

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• Wehavetouseourwaterresourcestosurviveandprosper.Atthesametime,if theyarenotproperlymanaged,theywillbedamaged,orpartsof thesevitalsystemswillevenbedestroyed.

• Encouragedebateandaconsiderationof allthefactsandviewpoints(thefarmer,theindustrialist,theenvironmentalconservationist,andthepeoplewholiveinruralandurbanareas)aroundwater,its‘ownership’and the proper management of rivers and their catchments. You could doarole-playwithdifferentlearnerstakingontheaboverolesandexpressing their water needs and conservation strategies.



1. a. e.g.if youliveinJohannesburg,theUpperVaal(WMA6)b. e.g.if youliveinJohannesburg,theVaal(WMA5)

2. a. Departmentof WaterAffairs,Departmentof EnvironmentalAffairsandtheWaterResearchCommission

b. makingsurethatgoodqualitywaterisavailablenotonlynow,butalso in the future

c. agriculture–farmer/co-op/exportfruitcompany industry–businessmanagers/executives/companyshareholders

domesticuse–ahomeresident/anyoneoreveryone hydroelectricpower–Eskom/electricityusers

recreation–fishermen,anyonewhospendsrecreationtimeinoronthebanksof ariver

d. i. RiparianVegetationIndexii. Indexof HabitatIntegrity

e. i. biodiversityandintegritylargelyintact;somehuman-relateddisturbancebutecosystemsareessentiallyinagoodstate(accordingtotheEcostatus/RiverHealthCategorytableon page95)

ii. Itisariverwithconservationvaluethatshouldbeprotectedandmaintainedina‘Natural’or‘Good’rivercategorystate(seetheEcologicalImportanceandSensitivitytableonpage95).


1. a. FairtoPoorb. PoortoSeriouslymodifiedc. Fair

2. Theupperreachesof theMthathaRiverarepollutedbycommercialforestryactivities.Anychemicalspillsordischargesfromthetimberfactories/sawmillsflowintotheriver.Themiddlereachesof theriverflowthroughMthathatown.Here,themainsourcesof pollutionaredischargeof untreatedorinadequately-treatedsewage,andlittering.Informalsettlementslocatedonorneartheriverexacerbatetheproblem.Theuseof theriverfordomesticpurposessuchaswashingof clothes,ablutionsandstock-wateringcontributestopollution.Whilechemicalcontaminantscanleadtochronicillnessessuchascancer,pathogens fromurineorfaecalmattercausediseasessuchascholera,typhoid anddysentery.

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3. TheNgqungquRiver,atributary,whichdoesn’tflowthroughanurbanarea,adds/introducesbetter-quality/cleanerwatertotheMthathaRiver.Downstreamof theconfluence,ruralsettlementsdonotaffectthewaterqualityasmuchasMthathatown.

4. Hydroelectricitychangestheflowof waterdownstream.Forexample,inthecaseof theMthathaRiver,thiseffectiscarriedallthewaytotheestuaryattheMthathaRivermouth.Thechangesinfreshwaterinflowsfromtheriveraffectthesalinity(saltwatercontent)of theestuary.Othereffectsinclude:• scouringof riverbedsanderosionof riverbanksbecauseof theforceof thewaterexitingtheturbines

• harmtofishandotherwateranimalsbecauseof changesinwatertemperatureanddissolvedoxygen.


1. a. over-abstraction–taking/drawingtoomuchwaterb. eutrophication–nutrientpollutionof water.Eutrophicationleadstotheuncontrolledgrowthof algae.Thealgaeblockoutthesunlightandwhentheydie,thedecompositionprocessusesuptheoxygeninthewater,suffocatingfish,inotherwords,toolittleoxygen

c. rivermorphology–theshapeof riverchannelsandhowtheychangeover time

d. estuary–apartlycut-off/enclosedcoastalbodyof waterconnectedtooneormoreriversandthesea.Anestuaryisatransitionzonebetweenariverandthesea–itisfedbybothfreshwaterandsaltwater.Estuariesareimportanthabitatsforplantsandanimals.Theysupportalargevarietyof speciesandoftenserveasfishnurseries.

2. TheBreede-Overbergcatchmentareacoversthesouthernmostcornerof SouthAfrica.Itisarelativelysmallarea,dominatedbythelargeBreedeRiver.Itincludescoastalrivers,estuariesandwetlands.Itslandsurfaceconsistsof mountainranges,widevalleysandrollinghills.Itisanimportantagriculturalarea.Thecoastalregionsarehometoresidents,holidaymakersandtourists.TheDeHoopNatureReservefallswithinthis area.

3. TheWorkingforWaterprogramme(WfW)spearheadsthecontrolof water-thirstyalienplants.Theprogrammeinvolvesclearingriverbasinsof aliensandprovidesjobsforlocalcommunities.

4. a. ‘Waterqualitymanagement(waterqualityisanimportantaspectof groundwaterprotection)and‘Catchmentandlandusemanagement’(landusestronglyimpactsongroundwaterquality)

b. StrategicArea3:Co-operatingc. Compliancereferstotheregulatoryaspectsof catchmentmanagement.Itmeansmakingsurethatpolicyiscarriedoutandenforced.

d. forexample,bycontinuedmonitoringof waterqualityanduse;byimposingfinesandforfeitsonthosewhodon’tfollowtherules/comply;bycreatingpublicawareness;bydevelopingagreementsandprotocols/procedureswithrelevantgroupssuchasmunicipalities,forumsorboards,andthepolice

e. StrategicArea2(Fig.2.3.11onp.99):Sharing

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5. Argumentsforprotectioninclude:• Ashumans,wearecustodiansof ourwildlifeandenvironment.• Wearepartof theecosystem,whichdependsonlifeinourriversandgoodwaterquality.

• Protectionandpropermanagementensurethatresourcesarepreservedforthefuture(don’tkillthegoosethatlaysthegoldenegg).

Argumentsfordevelopmentinclude:• SouthAfricaneedsdevelopmentforpovertyalleviation.• Waterisavitalresource.• Theenvironmentanditsresourcesaretheretobeused.

Informal assessmentActivity 1Thisactivityisquitelong,andinvolvesreadinginformation,makingjudgmentcalls,andformingopinionsbasedoncertaininformation.Itisveryimportantthat learners realise that there are not always right or wrong answers, particularly with respect to environmental issues, such as river and catchment management.Encourageopendiscussion,andtolerancefortheotherperson’spoint of view. Activity 2Learnerscanreadoneanother’sreports,anddiscusstheseandtheotheranswers in small groups.

Activity 3Theactivityisitself discussion-based,sotheinformalassessmentisintegraltothe exercise.

Remedial/ExtensionProvide learners with the Geomorphology section of past national Geography examination papers to complete. Go through answers together.

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MoDULE 3TERM 1 Learner’s Book pages 101–150 Duration: 7 hoursLessons: 14 half-hour lessons, or 7 hour long lessons

CLIMAToLoGY AnD

GEoMoRPHoLoGY: GEoGRAPHICAL SKILLS AnD TECHnIQUES

Thismodulefocusesongeographicalskillsandtechniquesrelatedtoclimatology and geomorphology. Topographic maps and aerial photos show manydifferentlandformfeatures.GeographicalInformationSystems(GISs)allowustozoominonlandformfeaturesandviewthemathighresolution.

Curriculum and Assessment Policy Statement (CAPS) content Mapwork techniques • Readingandinterpretingsynopticweathermaps,satelliteimagesandotherweather-andclimate-relateddata

• Mapandphotointerpretation–includesreadingandanalysisof physicaland constructed features

• Applyingmap-readingskillstomapsandphotos

Topographic maps • Contoursandlandforms• Cross-sections• Direction:magneticnorth,truenorthandmagneticdeclination• Gradient• Intervisibilityandgridreferencing

Aerial photos and orthophoto maps • Interpretingverticalaerialphotos• Orthophotomaps–identifyingfeatures• Comparinganorthophotomapwithatopographicmap

Geographical Information Systems (GIS) • Examinationof GISinformationfordifferentcatchmentareas• Developinga‘paperGIS’fromexistingmaps,photosorotherrecords

on tracing paper

Key geographical skills and techniques• readingandinterpretingsynopticweathermaps• identifyingandinterpretingphysicalfeaturesontopographicmaps• developingskillsrelatedtomeasurementontopographicalmaps• interpretingcomparativeinformationfromaerialphotographs,

orthophoto maps and topographic maps• understandingandapplyingbasicprinciplesof GISanalysisusinga

paper model

Key words/conceptsaerialphotograph;contourline;cross-section;frontalsystem(cold,warm);geomorphicfeatures;GIS;gradient;gridreference;intervisibility;landforms;landscapes;magneticdeclination;orthophotomap;rasterdata;relief;spatialdata;synopticmap;topographicalmap;vectordata;weathermap

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53m o d u l e 3 • C l I M AT o l o G Y A n D G E o M o R P H o l o G Y : G E o G R A P H I C A l S k I l l S A n D T E C H n I q U E S

UNIT 1 Mapwork techniques

TERM 1, WEEK 7


Curriculum and Assessment Policy (CAPS) contentMapwork techniques• Readingandinterpretingsynopticweathermaps,satelliteimagesandotherweather-andclimate-relateddata



Resources• Learner’sBookpages102–117• Websites(optional):– Forinformationonsynopticcharts:http://www.weatherphotos.co.za– Forinformationontopographicmaps:http://en.wikipedia.org/wiki/Topographic_mapandhttp://www.physicalgeography.net/fundamentals/contents.html(highlyrecommended)

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertopreviousmodulesasthisskillsdevelopmentmodulerequiresatheoreticalbackgroundinphysicalgeography.

• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.Muchof theworkisanexpansionandconsolidationof workdoneinGrades10and11,withsomenewconceptsandmoreadvancedinterpretationsbeingintroduced.

Teaching the unit

Lesson 1

• Startbyaskinglearnerswhattheyknowaboutclimate,weather,weathersystemsandpatterns.

• Explainthatthelessondealswiththeuseof mapworktechniquesandskillswithregardtoclimatology.Youwilllookatsynopticweathermapsandhowtheyareusedtodescribeandinterpret(whichleadstoforecasting)weatherpatterns.Youwillalsolookatsatelliteimagery,usedinconjunctionwithsynopticweathermaps.Conceptssuchasisobars,weatherfeaturesandsystems(cells,fronts)andsymbolicrepresentationof weatherdatawillbedealtwith.

• Provideabrief summaryof thefollowing:SouthAfrica’srainfallregions;theinfluenceof highaltitudesintheinterior;andthefactthat(cold)frontalsystemsmovefromwesttoeastacrossthesubcontinent.

• Workthroughthesection,‘Howdoyoureadandinterpretsynopticweathermaps,satelliteimagesandotherweather-andclimate-relateddata?’(page102intheLearner’sBook).

• Readtheintroductiontothesection,‘Howdoyouinterpretthedataonmapsandphotographs?’(page107intheLearner’sBook).

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• Explainthattheterm‘perfectstorm’meansallcircumstancescomingtogether to create a situation where something extreme will happen.

Activity 1• Explainthatthis‘perfectstorm’happenedduringtheweek11–17July2012,whenupperatmosphereconditionsoverSouthAfrica,combinedwithaverystrongcoldfront,producedexceptionallycoldconditions,andwidespread,heavysnowoverlargepartsof theeasterninteriorandtheKaroo.

• LearnersmustreadtheextractsfromtheSouthAfricanWeatherServicesadvisory.Thendefineacut-off lowandacoldfrontalsystem,inpreparationforreadingthemapandsatellite-basedquestionswhichfollow.

Lesson 2

• Thelessondealswithmapandphotointerpretation,andtheapplicationof map-readingandphoto-interpretationskills.

• Remindlearnersthatmapreadingandinterpretation,andtheuseof photos,areessentialtogeographyingeneral,andphysicalgeographyinparticular.

• Theuseof synopticweathermapsandsatelliteimageryhasalreadybeendealtwith.Here,thefocusisonmapsandphotos,particularlywithgeomorphic applications.

• Readthroughthesection,‘Applymap-readingskillstomapsandphotographs:climatology’(pages109–112)withlearners.

Activity 2• Learnersanswerthemapandsatellite-basedquestions.

• Topographicmapsaredealtwithinthenextunit,sotheemphasishereisonotherdifferenttypesof maps,suchasgeologicalmaps,specialitymaps,andmapsinatlases.

• Readthroughthesection,‘Applymap-readingskillstomapsandphotographs:geomorphology’(pages112–115)withlearners.

• Verticalaerialphotosandhorizontal-viewphotosareintroduced.Obliqueaerial photos will receive more attention in a following unit.

Activity 3• Theactivitydealswithphotointerpretation,andrefersbacktooneof thespecialitymaps.

• Learnersareintroducedtoaverticalaerialphoto,aswellastoanumberof horizontalphotosdealingwithgeomorphologicalissues.

• Stressthatlookingat,orreadingaphoto(identifyingfeaturesonaphoto),areonepartof theskill,butinterpretationof information(powersof deduction)isjustasimportant.

Answers Here are the suggested answers for the activities in this unit. Use these as a guide. Recognise and give credit for work where extra information or originality is apparent in the learners’ answers.

Activity 1 (Learner’s Book, page 107) 1. Asituationwhereallcircumstancescombinetoproduceanexceptionalphenomena.Itdoesnotalwaysapplyliterallytoastorm,butitcan,if alltheweatherconditionsarejustrighttoproduceanexceptionalweather event.

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2. a. Acut-off low-pressuresystemisalow-pressuresystemwhichhasbeenseparatedfromtheupper-airwesterlyairstreamswhichshoulddrivethesystemeastwards.Itisoftenblockedbyablockinghigh,whichstopsitmovingeastward.Theresultisupliftof moisture,andheavyrainfromthestationarysystem.

b. Acoldfrontisthedividingplanebetweenwarmair(infrontof thefront)andcoldair(behindthefront).Warminfrontof thefrontisforcedtorise,andcondensationandprecipitationcantakeplace.Asthecoldairbehindthefrontmovesoveralocality,theairtemperatureswilldrop,oftendramatically.

3. Thecorrectdateorderof theimagesinFigure3.1.6is:E;C;A;B;D;F.Yes,theweatherpatterndidfollowtheforecastascanbeseenfromtheimagesandthesynopticweathermaps.

Activity 2 (Learner’s Book, page 112) 1. coldfront2. low-pressuresystem3. Learnerscanchooseanyfourstations,northandsouthof theVaalRiver.Whencalculatinganaveragemaximumtemperature,theywillseeadramatic(about10degree)differencebetweenstationsahead,andstationsbehindthecoldfront.

4. Becauseof adramaticdropintemperature,freezinglevelsareataloweraltitudeandcloudscompriseicecrystals,ratherthanwaterdroplets.Therewasenoughmoisturecoupledwithverylowtemperaturestoensuresnow,ratherthanraininsomeplaces.

5. Thesystemshavemovedeastwards,sothefrontispassing,andtheAtlantichigh-pressuresystem(associatedwithfineweather)willdisplacethewetorsnowyconditions.

6. BloemfonteinFriday14and–1,Saturday6and–3,andSunday12and–1. Asthefrontpassedover,Bloemfontein’smaximumtemperaturedroppedsharply,butrecoveredsomewhatontheSundayasthefrontmovedon.

7. verylowminimum(andmaximum)temperaturesoverSouthAfrica

Activity 3 (Learner’s Book, page 116) 1. a. because the butte appears in profile (seen from the side)b. toshowthedifferentslopeelements,orsections,of thebuttec. This is a landform of erosion.d. Thelengthof theslopesegmentscanbemeasured;thesteepnessof thesegmentscanbemeasured;andchangesingeologycanbeobserved.

e. because,asdistancefromthecameraincreases,thingsbecomesmaller,sothescaleisonlyaccuratewhenappliedtotheforeground

2. a. both:thebeachisanaturalphysicalfeature,thebuildings(house)areconstructed,andthemeasuresputinplacetocontrolerosionareconstructed features

b. Thedestructioniscausedbywaveerosiononthebeach. Proof:sandbagsthatsupportthewall.

c. Thisisageomorphologicallydynamicenvironment,ascanbeseenfromthestateof destruction(waveerosion)whichhastakenplace.

d. Yes.Humanshavebuiltthebluegabion-sandbagstructurestoprotectfurther erosion in front of the houses

3. a. A–verticalaerialphoto;B–high-angleobliqueaerialphotosb. Abouteightlargepansandafewsmallonesoccurinthephoto.c. thenameof apan:SunnysidePan,whichcanbelocatedonthemapd. No,becausewecan’tseethethirddimensionfromthisangle.

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e. horizontalf. A pan. The shape is shown in the vertical aerial photog. Yes,youcanseetheundulatingrelief onthephoto.h. Aisasanddunetothesouth-eastof thepan–sandhasbeenblownoutof thepan,andBisthepanfloor.

Informal assessmentActivity 1Learnersshouldchecktheirownanswersinaclassdiscussion,ledbyyou,around the interpretation of the synoptic weather maps and satellite images, and against the answers provided above. Check that all learners understand the concepts covered.

Activity 2Supplythecorrectanswers(seeabove)anddiscussthesewiththeclass.If there are conceptual problems (how and why cold fronts move, how and why temperaturesdrop)thenreturntothetheoryandre-explainthissectiontothe learners.

Activity 3Learnersworkinpairstoassesstheiranswersagainsttheanswersyouprovide. As with Activity 1, this activity lends itself to input from the class.

RemedialLearnerswhohavenotmasteredtheinterpretationof synopticweathermaps and weather images should refer back to the theory and be reminded of basics around:• high-andlow-pressuresystems• frontalsystemsandtemperatecyclones• summerandwinterweatheroversouthernAfrica• dominantwinddirections,particularlythewesterlies.

With regard to geomorphology, help learners understand how to recognise common landforms and the reasons for their existence.

ExtensionInterestedlearnerscanrefertoProfessorKobusBotha’sexcellentwebsitewhich carries a comprehensive range of images and information, updated on adailybasis:http://www.weatherphotos.co.za.

UNIT 2 Topographic maps

TERM 1, WEEK 8


Curriculum and Assessment Policy Statement (CAPS) contentTopographic maps• Contoursandlandforms• Cross-sections• Direction:magneticnorth,truenorthandmagneticdeclination• Gradient• Intervisibility• GridreferencingResources

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• Learner’sBookpages118–132• Websites(optional): – Forinformationontopographicmaps:http://en.wikipedia.org/

wiki/Topographic_map – http://www.physicalgeography.net/fundamentals/contents.html

(highlyrecommended)• Topographicmapsinelectronicformat(tiff files)mayberequestedfrom:RuralDevelopmentandLandReform.Email:[email protected].

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertopreviousmodules,asthisskillsdevelopmentmodulerequiresatheoreticalbackgroundinphysicalgeography.

• Thelastwebsitelistedaboveishighlyrecommended.• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.

Teaching the unit

Lesson 1

• Emphasisefromthestartthatatopographicmapandcontourmapsarenotoneandthesamething.Topographyreferstophysicalandhumanfeaturesorelementsonthelandscape.However,topographicmapstraditionallyshowcontours,whicharethelinesusedtojoin,andthereforerepresent,pointsof equalheight.

• Therearemanyotheraspectsof topographicmapswhichmustbeconsidered if we are to gain full advantage from the information on these maps.

• Remindlearnersthattopographicmapsareusuallyconstructedtoascaleof 1:50000,andthat(onSouthAfricanmaps)thecontourintervalis 20metres.

• Gothroughthesections,‘Whatarecontoursandlandforms’(pages118–122;and‘Whatarecross-sections?’(pages123–124)withlearners.

• Directionisanimportantaspectof topographicmaps,andisdealtwithinthislesson.Gridreferencing(Cartesianormapcoordinates,whichallowapositiononatopographicmaptobepinpointed)arealsodealtwith.

• Gothroughthesection,‘Howdoyouuseamapandacompasstofindyourdirection?’(pages125–126).

Activity 1• Thisactivityinvolvesnavigationonamap.Thisincludesbothdistancesanddirections.Distancereliesonscale;directionreliesoncompassbearings.

• Explainthatmiscalculatingeithercanhaveseriousconsequences(gettinglost,runningoutof fuelorwater).

Lesson 2

• Thislessonconcentratesonthethirddimension,height.Maps(whichweusuallyreadonacomputerscreen,orfromasheetof paper,aretwo-dimensional.

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• Thethirddimension(height)isreadfromcontourlinesorspotheights.However,variousothertoolsormethodologiesareavailabletointerpretthese height differences.

• Theseincludegradient,intervisibility,andverticalexaggeration(usedtoemphasisetheheightdimensionwhenitisnotreadilyapparent).

• Thewayinwhichthesameinformationappearsindifferentformsontopographic maps and photos also receives attention.

• Gothroughpages127–128of theLearner’sBookwithlearners.

Activity 2• Thisactivityinvolvesgradientcalculations.• Distanceandheightaretakenintoaccount.• Height(altitude)isreadoff inrealtermsfromthecontours.• Realdistancehastobecalculatedusingthemapscale.

Activity 3• Thisactivityinvolvesinterpretingaspectsof slopeasaphysicalfeature

from photos.• Theconceptof gradientintermsof degrees(º)isimportant.• A90ºslopeisasheercliff,a0ºslope(or180º)isaflatsurface,atypicalpitchedroof (onwhichyoucan’twalkstandingupright)isabout45º.

• Gothroughthesection,‘Whatisintervisibility?’(page130)withlearners.• Explainthatcross-sectionsareusedtodetermineintervisibility.

Activity 4• Thisactivitydealswithintervisibility.Thebasicquestionis,canpointXbeseenfrompointY?

• Gothroughthesection,‘Whatisverticalexaggeration?’(page131)withlearners.

• Explainthatinmapwork,‘identifying’meansrecognising;and‘interpreting’involvesactuallydealingwithinformationwhichis‘builtinto’ or contained in a map.

Activity 5• Thisactivityinvolvesinterpretationof topographicmapfeatures.• Remindlearnersthatmapsymbolsassisttheminidentifyingand

interpreting map features.


Activity 1 (Learner’s Book, page 126) 1. Presentdeclinationis21ºW,sothismustbeaddedtoeachtruecompassbearing:

FromAtoB:truebearingis70º+21º=91ºdistanceis10,5km FromBtoC:truebearingis342º+21º=3ºdistanceis9km FromCtoD:truebearingis235º+21º=256ºdistanceis7,5km. Totaldistanceis27km.Thehikewilltake6,75hours.Thisis6hours 45minutes,plusthe30minutesforlunch=7hoursand15minutes.

(Allowanerrorof 3ºandadistanceerrorof 0,5kminthecalculationsabove.)

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Activity 2 (Learner’s Book, page 129 TheheightdifferencebetweenLeeubergandParadysis1603,8m– 1421,8m=182mThehorizontaldistancebetweenLeeubergandParadysis8,2cm,whichis 4,1kmor4100m

Gradient = VI ____ HD

= 182 _____ 4100

=22,52

Roundedoff:1:23or1in23(forevery23myoumove,youwillgainorlose 1 m in altitude) Activity 3 (Learner’s Book, page 129) 1. a. BCDEFAb. Fisamountainrangeormountain:steepgradientsc. HowickFallsorHowickGorged. Advantage:Greatviewacrossthegorge,withthetownandthemountainsinthebackground Disadvantage:Steepslopesaresometimesunstable(landslides)

2. A:90º;B:20º;C:5º;D:25º;E:50º3. E:70º;B:65º;D:20º;C:0º;A:5º

Activity 4 (Learner’s Book, page 130) 1.

2. Thearrowsonthediagramshowwhatisvisible,andwhatisnotfromtheobservationpointsA,CandD(BwasshownastheoriginalexampleintheLearner’sBook).Asarule,intervisibilityincreaseswithanincreasein altitude.

Activity 5 (Learner’s Book, page 131) 1. Leeuberg:E22. 1400m:A4;A5

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3.

4. Acceptanyof thefollowing:butte,koppie,conicalhill,smallmesa5. slightlyconcave(contoursbecomefurtherapartatthebaseof theslope)6. plain,becauseitisrelativelylow-lyingandflat7. easttowest:thewallsof allthesmalldamsareonthewesternside8. Yes,thereisprobablyadryseason,astherearewindmills,damsand

irrigation canals indicated.

Informal assessmentActivity 1 This, and the activities which follow, largely comprise calculations with precise answers. Give these answers to learners so that they can check and correct their calculations if necessary. Check how each learner is doing.

Activity 2 Thisisamap-readingexercisewithacalculation,wheretolerancesareprovided in terms of rounding off. Give learners the opportunity to review their answers against the above answers. Check how each learner is doing.

Activity 3 Letlearnerscross-checkanddiscusstheiranswersbasedonthephoto.Theslopeangleestimatesdon’trequirepreciseanswers(estimatingwithin5⁰or10⁰isfine).

Activity 4 Draw the intervisibility diagram on the board so that learners can compare their diagrams.

Activity 5 Learnerscancheckanswerswithapartner.However,youmightneedtoprovideguidance.Somelandformscouldhavemorethanoneinterpretation;for example, a mesa and a butte could both be regarded as correct answers foraflat-toppedhill.Checkhowlearnersaredoing.

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RemedialMapworkandmapandimageinterpretationrequirepractice.Learnerscanbeaskedtorepeatcertainquestionsortoundertakethesameactivities,butwith different features or place names substituted for the originals.

Extension• UseInternetsourcestointerpretphotosof landforms.• Asklearnerstousethecameraontheircellphonetophotographalocal

topographic feature and show it to a partner or group for identification of the feature.

UNIT 3 Aerial photographs and orthophoto maps

TERM 1, WEEK 8


Curriculum and Assessment Policy Statement (CAPS) contentAerial photographs and orthophoto maps• Interpretingverticalaerialphotographs• Orthophotomaps–identifyingfeatures• Comparinganorthophotomapwithatopographicmap

Resources• Learner’sBook,pages133–142• Websites(optional): – Forinformationontopographicmaps:http://en.wikipedia.org/


(highlyrecommended)• Aerialphotoscanbeobtainedfromthedepartmentof RuralDevelopmentandLandReform.Goto:http://www.ngi.gov.za/index.php/Image-tabs-home/national-aerial-photography-and-imagery-programme.html for more information.


• Thelastwebsitelistedaboveishighlyrecommended.• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.

Teaching the unit

Lesson 1

• Aerialphotoswerebrieflyintroducedinthepreviousunit.• Asklearnerswhattheyknowaboutaerialphotos,andverticalandobliqueaerialphotos.

• Remindthemthataerialphotosaretakenfromtheair.Thecameraisusuallymountedinanaircraft.

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• Verticalaerialphotosaretakenfromabovethelandscape,whileobliquephotos(highorlowoblique)aretakenfromanairborneplatform,butatan angle.

• Orthophotomapsareahybrid,combiningtheadvantagesof aphoto(real-lifedetail)withthoseof amap(symbolswhichfacilitateidentificationof features,aswellasanaccuraterepresentationof heightviacontourlines).

• Gothroughthesection,‘Howdoweinterpretobliqueandverticalaerialphotographs?’(pages133–136)withlearners.

Activity 1Learnerscanworkinpairstoanswerthequestionsonthephotoin Figure3.3.5(page136)of theLearner’sBook.

Activity 2Learnerscanworkinpairstoanswerthequestionsonthephotoin Figure3.3.7(page138)of theLearner’sBook.

Lesson 2

• Thelessonisbasedonpracticalidentificationof featuresfromatopographicmap,aerialphotos,andanorthophotomapof thesamearea.

• Remindlearnersaboutwhattheyhavealreadylearnt,andemphasisethatthisisaconsolidationlesson,whereskillswillbereinforcedandpractised.

• Gothroughthesection,‘Whataretheidentifyingfeaturesof orthophotomaps?’(page139)withlearners.

Activity 3• Thecomparisonof threeresourcesisdealtwithinthisactivity–aerialphotos,anorthophotomapandatopographicmap.

• TheareachosenisSedgefieldinthesouthernCape,becauseithasavariedphysicallandscapeandplentyof constructedfeatures.

• Spendsometimediscussingthestrengthsandweaknessesof eachof thethreeresourcesbeforeaskinglearnerstoundertakeActivity3.

• Remindlearnersthattherearenotalwaysrightorwronganswers,andsomelearnersmayfinditeasiertoreadinformationfromonesourcerather than from another.

• If learnerscandefendtheirchoice,theywillbegivencredit.

Answers Here are the suggested answers for the activities in this unit. Use these as a guide. Recognise and give credit for work where extra information or originality is apparent in the learners’ answers

Activity 1 (Learner’s Book, page 136) 1. Obliqueaerialphoto:takenwiththecameraslantedatanangle totheEarth’ssurface

2. Physicalfeaturesareeasilyidentified;relativeheightbetweencertainfeatures is shown.

3. Verticalaerialphoto4. Anyof thefollowing:drawntoscale;accuratemeasurementof distance;positionandrelief;usedforplanninganddevelopment (GISspatialplanning)

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Activity 2 (Learner’s Book, page 138) 1. If thiswasablackandwhitephotograph,tonewouldbereflectedbydifferentshadesof grey.Thedarkeranobjectappears,thelesstheamountof lightitreflects.Watermassesinthisphotographwouldthereforebereflectedinaverydarkshadeof grey.

2. Industrialpurposes.Largebuildingscanbeidentifiedandthedistancebetweenbuildingsisgreater.Railwayandharboursavailablefortransport.


Attribute Aerial photo orthophoto map

Topographic map

Coastal dunes X

Deep and shallow water in sea and vleis X

Drainage lines X

Farm or plantation boundaries X

Flight-plan information X

Forestry areas X

large-area photo coverage X

Proclaimed national parks and marine reserves X

Railway lines X

Road distances X

Rocky and sandy coasts X

Sand banks X

Settlements X

Spot heights X

Steepness of slopes X

Suburb names X

Whitewater(surf )zones X

other information which you have identified X

Note:theabovearenotprescriptiveanswers.If learnerscandefendtheirchoice, they should be given credit.

Informal assessmentActivity 3Becausesomeof theresponsestotheactivitywillbesubjective(notalllearners will agree in each particular case), assessment must take the form of idea-sharingandexchangesinsmallgroups.

RemedialAsklearnerstoformulatetheirownquestionsaroundthemapsandphotosinthismodule;andthentousethesetoaskeachotherquestionsinpairsorsmall groups.

ExtensionAsk your school to order aerial photos and/or orthophoto maps which cover your area, so that learners can relate to known material.

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UNIT 4 Geographical Information Systems (GISs) (appropriate to climatology and geomorphology)

TERM 1, WEEK 9

Learner’s Book pages 143–150Duration: 1 hour

Curriculum and Assessment Policy Statement (CAPS) contentGeographical Information Systems (GIS)• Examinationof GISinformationfordifferentcatchmentareas• Developinga‘paperGIS’fromexistingmaps,photographsorother

records on tracing paper

Resources• Learner’sBook,pages143–150• Tracingpaper


• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.

Teaching the unit

Lesson 1

• BeginbyaskinglearnerswhatthetermGISmeans.• StressthatyoucannotrunaGISwithoutcomputerhardware(alaptop,desktopormainframecomputer)andgoodGISsoftware.

• EnsurethatlearnersunderstandwhataGIScando,andwhatitcannotdo;andhowitdiffersfromanyothercomputer-basedfacilitywhichstores and manipulates data.

Activity 1 • Theactivityisbasesontheoreticalaspectsof GIS.• GISjargon(thelanguageof thediscipline)isalsopractised.

• ThefocusinthisunitisonGISandcatchmentareas;datainputsonthephysicalaspectsof thechosencatchment(s);aswellasthehumanimpacts,toproperlymanagethecatchmentortoresolveenvironmentalissues.

• Gothroughthesection,‘HowdoyouexamineGISinformationfordifferentcatchmentareas?’(pages144–145)withlearners.

• Gothroughthesection,‘HowdoyoudevelopapaperGISfromexistingmaps,photographsorotherrecordsontracingpaper?’(page146)withlearners.

Activity 2• ThisactivityinvolvesconstructingapaperGISusingoverlays.• Learnerstraceandoverlaythefiveoutlinemapsintheirbookstogetthe

final product.

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• Oncethelayersareassembled,theydrawafinalGISmap.• LearnersneedtointerprettheGISmapinlightof thecriteriaon page146of theLearner’sBook,tomakecertaindecisions.

Answers Activity 1 (Learner’s Book, page 143)

a. Spatially-referenceddata:datausedtoprovidethevisualrepresentationof ageographicspace;storedasrasterandvectortypes.Spatialdataisacombinationof locationdataandvaluedataneededtogenerateamap.

b. Attributedata:descriptions,measurements,andclassificationsof geographicfeatures.Attributedataisclassifiedintooneof fourlevelsof measurement,namelynominal,ordinal,intervalorratiodata.

c. Spatialresolution:referstotheareacovered.Meteosat,forexample,coversthewholeof theEarthfromhorizontohorizon,butof coursethescaleisverysmall–sizeof imageelements.

d. Spectralresolution:referstothatpartof theelectromagneticspectrumwhichissensedbytheparticularremote-sensingdevice(acamerarecordsthevisiblepartof thespectrum;visiblelight).

e. Rasterdatamodels:representthelandscapeasarectangularmatrixof squarecells.

f. Vectordatamodels:representfeaturesasdiscrete(separate)points,linesorpolygons.


1. Oncelearnershaveassembledthedifferentlayers,theyshouldgetafinalGISmapliketheonebelow.

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2. a. Takethelengthandheightof themapandusethescaletodeterminethedistancesinkilometres(5,6km×4km)=22,4km2 .

b. Placetracingpaperwith1cm×1cmsquaresonthediagram.Eachsquareinwhichaportionof theriveroritstributariesfalls,getsincludedinthecalculation.Counttheincludedsquares.Eachsquareis1cm2.Multiplythisbythescalesquaredtogetananswerinkm2.

3. Theanswerstoquestion3a–f areprovidedonthefinalGISmap(masteroverlay).ScanorcopythismapontoanOHPtransparencyordataprojectorimage.LearnersneedtocomparetheirpaperGISmapstothisfinalmasteroverlay.Discusswhichareaslearnersidentifiedasbeing:a. bestsuitedtoagricultureb. secondaryareasforagriculturec. thearea/ssubjecttoseverefloodingd. thearea/ssubjecttowaterlogginge. thearea/sthatshouldbepreservedascatchment

4. thearea/sthatarebestforsettlement(BandC)–theyareonfairlylevelterrain,closetowater(butnotsocloseastoriskflooding),andtheyarenot in the nature reserve area.

Informal assessmentActivity 1Learnerscancross-checkanswerswithapartnerorinsmallgroups.

Activity 2• ProvidelearnerswithacopyorOHPof theabovetemplatetocompare

with their own final map and for a final interpretation.• Leadaclassdiscussionabouttheanswerstoquestion3.Observewhichlearnersseemtobestruggling.

RemedialGiveasnapassessmentonGISdefinitions.CorrectlearnersbyreferringbacktotherelevantcontentintheLearner’sBookwheretherearegapsorweaknesses.

ExtensionHands-onGISextensionavailablefrom:http://grass.osgeo.org/download/index.php.Howeverthisrequiresaccesstoacomputerandfreesoftwareandisnotrecommended,otherthantolearnerswithagenuineaptitudeforGISand a desire to learn more.

REVIEW

TERM 1, WEEK 9


These activities provide an opportunity for learners to consolidate concepts andskillslearntinTerm1.Learnerscancompletetheminclassorashomework.Itissuggestedthattheycompletetheactivitiesindividuallyasameansof self-assessment.

You can write the answers on the board for the learners and/or call them out where more appropriate. However, if possible, it is suggested that you photocopy the answers and give them to the learners so that they have them for revision purposes.

Assessment Task 1:For information on how to assess the learners’ completed tasks, please see pages 171–172 in the Formal Assessment section of this Teacher’s Guide.

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Mid-latitude cyclones Tropical cyclones

Where they occur generally mid-latitudes (30°–75° n and S of Equator)

tropics, but not at the Equator (5°–30° n and S)

Where in South Africa they occur

Western Cape and along thesouth-eastcoast;theyoccasionally penetrate the interior

on the east coast of southern Africa(MozambiqueandKZN)

When they occur throughout the year, but they reach South Africa in winter months only (because of the shift in the thermal equator)

in late summer, when sea temperatures are at their highest

low- or high-pressure system low low

Wind pattern Wind spirals into the low-pressure cell in a clockwise direction in the southern hemisphere (and in an anticlockwise direction in the northern hemisphere).

Wind spirals into the low-pressure cell in a clockwise direction in the southern hemisphere (and in an anticlockwise direction in the northern hemisphere).

Wind strength Winds are generally gentle, although they can be strong.

Winds are gale-force and very destructive.

Pressure gradient medium steep

Isobar pattern Isobars are oval. Isobars are circular.

General direction of movement from west to east (eastwards) from east to west (westwards)


1.Anticyclones

Where they occur generally subtropics,inthesubtropicalhigh-pressurezone(25°–35°NandS of Equator)

Where in South Africa they occur over the Atlantic ocean (off the west coast), inland over the interior, over the Indian ocean (off the east coast)

When they occur They are present throughout the year, but their positions shift withtheseasons/thermalequator.Theyshiftfurthernorthinwinter and further south in summer.)

low- or high-pressure system high

Wind pattern Wind spirals out the high-pressure cell in an anticlockwise direction in the southern hemisphere (and in a clockwise direction in the northern hemisphere).

2.South Atlantic high-pressure cell South Indian high-pressure cell

• Produces stable conditions on the west coast. Pushes in cool, dry air.

• brings rain to the eastern half of the country. Pushes in warm, moist air.

• In summer, produces the offshore winds that dominate the Atlantic ocean coast.

• In summer, produces the offshore winds from the south-east or the north-east, which dominate the Indian ocean coast.

• In winter, sometimes ridges behind a cold front, pushing it inland.

• In winter, moves inland.

Kalahari high-pressure cell in winter…

• sinks vertically when the landmass is cold and there is less rising hot air.

• lowers the height of the temperature inversion and so pins moist Indian ocean air below the level of the escarpment, preventing it from reaching the plateau.

• produces stable conditions over the plateau. There is clear sky and no rain, but sometimes frost when dewpoint temperatures are very low.

• contributes to the formation of hot, dry berg winds.

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1. mid-latitudecyclone2. eastwards/fromwesttoeast3. northernhemisphere;thewindsspiralintothelow-pressurecellinan

anticlockwise direction.4. A6;B4;C3;D2;E1;F55. The cold front catches up with the warm front and lifts the warm air off

the ground.6. a.

b.


1. A=SouthAtlanticHigh;B=SouthIndianHigh2. summer3. TheairmassthatformsoverthewarmMozambique/AgulhasCurrentof theIndianOceanholdsmoremoisturethantheairmassthatformsoverthecoldBenguelaCurrentof theAtlanticOcean.

4. moisturetrough/moisturefront5. Warm,moistairisforcedtorisefastandhigh.Thereisextensivecooling

and condensation.6. easternside7. Theybringrain,butheavyrainandhailcancauseflooding,soilerosionandcrop/livestockdamage.Lightningcausesfires.

8. convection


1. Bothsummerandwinter.Onshorewindsbringmoist,cloudyconditions(rainalongcoastlineorfogonwestcoast);offshorewindsonotherhalf of cellbringwarm,dryconditions.

2. winter3. ahighpressureovertheinterior;thepresenceof theKalaharihigh-pressurecellandacoastallow;slopeatwhichairdescendstheescarpment

4. Descendingairof anticycloneisalreadywarmanddry.Itisheatedfurtherbyadiabaticdescent/compression.

5. veld fires6. mid-latitudecyclone

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1. anabaticwind/upslopewind/valleybreeze2. afternoon(oncethesurfacehasheatedup)3. Aironslopesheatsupfasterthanairatequivalentheightabovethevalleyfloor.Warmairrisesfurtheruptheslope,cools,anddescends,settingupan air circulation cell.


1. A=infiltration;B=surfacerun-off;C=baseflow;D=groundwater; E=watertable

2. X=episodicriver;Y=periodicriver;Z=permanent/perennialriver


drainage basin = the land drained by a river and its tributariesconfluence = the point where two rivers meettributary = a smaller stream/river that flows into a larger stream/riverwatershed = the high land that divides one drainage basin from anothermeander = a tight bend in a rivercross profile = transverse profile = a slice or view across the rivermouth = the place where the river empties into the seapermanent base level = sea level = the lowest level to which a river can erode


2. Senqu3. Vaal4. exotic river5. a. AugrabiesFallsb. OrangeRiverMouthc. GariepDam,Vanderkloof Dam,AugrabiesFallsd. the Lesotho section of the river

6. a. rapids=fast-flowing,roughsectionsof theriver,whichareusuallysteppedandlitteredwithrockobstacles

b. braided=containsislandsof sanddepositsc. delta=sandbarsorlandformedbysiltdepositsatariver’smouthd. alluvial=relatingtothefinemineral-richsoil/siltdepositedbyrivers

7. (1) Theriverisheavilydrawnforwater(forirrigation,municipaluseandhydroelectricity).Damconstructionandtransferschemesreducetheriver’sdischarge/flowpatterns–thismayexplainwhythewaterdoesnotreachtherivermouthindryyears.Withchangesinriverflowpatterns,thebalanceof erosionanddepositionchanges.

(2) Therivermouthisminedfordiamonds.Mechanicalactivitysuchasdredgingandscouringhasseverelydamagedthewetlandhabitatof the river delta.

Managementstrategiesorsolutionsinclude: • Regardingwateruse:strictmonitoringof wateruse;

equitablesharingof waterresources;wherepossible, reducingwaterwastage;environmentalimpactassessments fordamsorwaterprojects.

• Regardingwetlanddamage:rehabilitationof thewetlandstorestoreorconserveplantandanimalbiodiversity.

Test 1:For information on how to assess the learners’ answers, please see pages 173–176 in the Formal Assessment section of this Teacher’s Guide.

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TERM 2Learner’s Book pages 159–194Duration: 14 hoursLessons: 28 half-hour lessons, or 14 hour long lessons

RURAL SETTLEMEnTS:


MoDULE 4

Settlement geography is the study of the interaction between people and theEarth.Itexplainswhere,whyandhowhumanschoosetosettleandmake their homes in particular spaces. Settlement geography categorises humansettlementsintermsof theirsize,complexity,patternandfunction.Itlooksattherangeof settlementsfromthesmallesttothelargest,atruralsettlementstourbansettlements,andattheconsequencesof humanmigration. This module focuses on the study of rural settlements.

Curriculum and Assessment Policy Statement (CAPS) content Study of settlements • Conceptof settlement• Siteandsituation• Ruralandurbansettlements• Settlementclassificationaccordingtosize,complexity,patternand

function

Rural settlements • Howsiteandsituationaffectthelocationof ruralsettlements• Classificationof ruralsettlementsaccordingtopatternandfunction• Reasonsfordifferentshapesof settlements:round,linear,T-shapedand

crossroads• Landuseinruralsettlements

Rural settlement issues • Rural-urbanmigration• Causesandconsequencesof ruraldepopulationonpeopleandtheeconomy

• Casestudythatillustrateseffectsof ruraldepopulationandstrategiestoaddress them

• Socialjusticeissuesinruralareas,suchasaccesstoresourcesandlandreform

Key geographical skills and techniques• processing,interpretingandevaluatingdata• identifyingquestionsandissues• collectingandstructuringinformation• makingdecisionsandjudgements• decidingonapointof view• suggestingsolutionstoproblems• workingco-operativelyandindependently• applyingcommunication,thinking,practicalandsocialskills• interpretingsources• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphs,tables,diagramsandmaps

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71m o d u l e 4 • R U R A l S E T T l E M E n T S : G E o G R A P H I C A l k n o W l E D G E

Key words/conceptsisolatedsettlement;dispersedsettlement;nucleatedsettlement;linearshape;T-shapedsettlement

UNIT 1 Study of settlements

TERM 2, WEEK 1


Curriculum and Assessment Policy Statement (CAPS) contentStudy of settlements• Conceptof settlement• Siteandsituation• Ruralandurbansettlements• Settlementclassificationaccordingtosize,complexity,patternandfunction

Resources• Learner’sBook,pages161–170• Websites(optional): – http://www.mediaclubsouthafrica.com/index.php?option=com_con

tent&view=article&catid=37:economy_bg&id=111:sa-economy-key-sectors

– http://www.climateriskandopportunity.co.za/downloads/Section_1to3/Climate_Change_&_SA_Economy_Economy_Overview_2010

• Theschoollibrarymayhavemagazinesandnewspaperarticlesabouttheconceptof settlement.Lookinanyencyclopaedia,under‘Settlements’togetmorebackgroundinformation.

• Mapof theworldforreferenceinclass,orasetof classatlases

Preparation• Readthroughandfamiliariseyourself withthecontent.• Onaworldmaporinaclassatlas,findthemajorriversof India,EgyptandIran/Iraq,whereurbansettlementsfirstdeveloped.

Teaching the unit

Lesson 1

• Theimportantthinginthisunitistoprovidelearnerswithanhistoricalperspectiveorbackground,tothestudyof humansettlement.Fromsimplebeginningstovasturbanareasthatmergeintoeachothertoformanalmostcontinuousspreadof urbandwellings,urbanisationisadynamicprocess.

• Gothroughthetextonpages161–163intheLearner’sBookandrefertothemapsinFigures4.1.1–4.1.4.Asklearnerstofindtheseareasontheclassmapof theworld,and/orintheirclassatlases.

Activity 1Work as a class or in pairs. This activity helps to consolidate what learners have read about the concept of settlement, early human settlements and the study of human settlements.

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Activity 2This activity focuses on where and why people settled in various areas of the world–whatmadetheselocationsattractiveforearlysettlements?• Gothroughthesection,‘Whataresiteandsituation?’(pages164–166)

with learners. • Asklearnerstoworkinpairsorontheirowntoreadthroughthecasestudies,‘Theghosttownof Kolmanskop,Namibia’(page165)and‘Fromonefunctiontomany–thestoryof thegrowthof Johannesburg’(page166).

Activity 3• Theactivityfocusesonthedifferencebetweensiteandsituation.• Learnersworkinpairstoanswerthequestions.

Lesson 2

Work as a class to go through the section, ‘What is the difference between a ruralandurbansettlement?’(pages166–168).

Activity 4• Haveaclassdiscussionaboutthedifferencebetweenruralandurbansettlements,usingthequestionsasaguide.

• Learnersworkontheirowntowriteaparagraphaboutwhyamulti-disciplinaryapproachisadvocatedtodefinewhatismeantbyaruralsettlement.

• Workasaclasstogothroughthesection,‘Howaresettlementsclassified?’(pages169–170).

• Asklearnerstogiveexamplesfromtheirownexperiencesof differenttypesof settlementsinthehierarchyof settlements.Askthemtoprovidereasons for their choice of example.

Activity 5• Thisactivityfocusesonsettlementclassificationsaccordingtosize,complexity,patternandfunction.

• Learnersworkontheirowntoanswerthequestions.• Theycanthendiscusstheiranswerswithapartner.



1. Theconceptof settlementdescribeswherepeoplelive.2. thebirthplaceof humanandsocialdevelopment3. plantingof cerealcrops;keepingof sheepandgoats;surplusproduction4. thestudyof humansettlements5. thefocusonhumansettlementsasanindexof nationalandglobalsocialandeconomicdevelopment;humansettlementsasanobjectiveforsocialandeconomicdevelopment;thefocusonsustainabilitybetweenpeopleand their environment

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1. Indus;Ganges;Brahmaputra2. BrahmaputraRiver3. a. Kolkata;b.Karachi4. Iraq,Iran,Turkey,Syria5. flatlandforsettlement;riversfortransport;riversforwaterforcrops,animalsandpeople;floodingof theriverbringsdownalluvium;fertileland for agriculture

6. SettlerscamefromEuropetotheeasterncoastof America;itisaccessibleforoceantransport;itistheshortestdistancetoEuropeandAfrica;longriversfortransportintotheinterior;fertilecoastalplainforagriculture.

7. Italy,Austria,Switzerland,France,Germany,Holland,Belgium,England8. thePoRiverinItaly;theRhineRiveracrossFranceandGermany;theThamesRiveracrossEngland


1. Siteistheexactphysicallocationof asettlement. Situationreferstohowotherfactorsinteracttoaffectthechoiceof

developing a settlement at a site.2. a. anaturalcrossingpointof theBuffaloRiver(differentrivertoEast

London’sBuffaloRiver)b. anaturalharbouratthemouthof theBuffaloRiverc. thediscoveryof diamonds

3. Itwasthesiteof thefirstEuropeansettlement;ithadanaturalharbourinTableBay;therewasfreshwater;therewasacoastalplainforsettlement;itisthegatewaytoAfrica.


1. Thereisnouniformclassificationof a‘ruralsettlement’;everythingthatisnoturbanisrural;nationshavedifferentwaysof classifyingruralsettlementsbasedonnumbersorfunctions.

2. urbansettlements:high-risebuildings;denselypackedbuildings;communicationinfrastructure;shops

ruralsettlements:isolated,singledwellings;noshops;dirtroads;noadvertisingboards

3. size;function;landuse4. Answerswilldiffer,butshouldincludethefollowingpoints:ruralandurbanarenotoppositesbutpartof acontinuum;transitionbetweenruralandurbancanbegradual;functionsmerge,servicesandhousingtypesmerge.


1. Thedrawingshouldlooklikethehierarchyonpage169of the Learner’s Book.

2. differencesinextentof thesettlement;insizeof thepopulation;inthedensityof thepopulationnumbers

3. dispersedsettlement:isolatedhouses,orgroupsof buildingsthatarescatteredoverlandand2–4kmdistantfromeachother

nucleatedsettlement:aclusterof housesgroupedtogether4. defence;divisionof labour;attractionof varietyof skills;presenceof differentservices;varietyof functions;jobopportunities

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Informal assessmentActivity 1Learnersshouldchecktheirownanswersagainsttheanswersprovidedabove. Check that all learners understand the concepts covered.

Activity 2Supply the correct answers (see above) and discuss these with the class.

Activity 3Learnersworkinpairstoassesstheiranswersagainsttheanswersyouprovide.

Activity 4Learnersshouldchecktheirownanswersagainsttheanswersprovidedabove. Check that all learners understand the content and concepts covered.

Activity 5Supply the correct answers (see above) and discuss these with the class. Check that all learners understand the content and concepts covered.

RemedialAsk those learners who need extra assistance with the concept of settlements, to use an atlas or encyclopaedia to find new examples in South Africaof thefollowing:farmstead;hamlet;village;town;city;metropolis;conurbation;megalopolis.Theyshouldgivereasonsfortheirchoiceof eachexample(lookingatsize,complexity,patternandfunction).

ExtensionProvide learners with the names of at least ten new settlements in South Africa,andaskthemtoclassifythemaseitherruralorurban;andaccordingtosize,complexity,patternandfunction.Theyshouldprovidereasonsfortheir choice of category.

UNIT 2 Rural settlements

TERM 2, WEEKS 1–2


Curriculum and Assessment Policy Statement (CAPS) contentRural settlements • Howsiteandsituationaffectthelocationof ruralsettlements• Classificationof ruralsettlementsaccordingtopatternandfunction• Reasonsfordifferentshapesof settlements:round,linear,T-shapedand


Resources• Learner’sBook,pages171–180• Websites(optional): – http://myfundi.co.za/e/Settlements_III:_Rural_settlements_in_

South_Africa – http://geography.about.com/od/urbaneconomicgeography/a/

sitesituation.htm – http://en.wikipedia.org/wiki/Dispersed_settlementandhttp://

www.preservearticles.com/2012013022138/short-essay-on-the-classification-of-rural-settlements.html

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• Theschoollibrarymayhavemagazinesandnewspaperarticlesaboutruralsettlements.Lookinanyencyclopaedia,under‘Settlements’or‘siteandsituation’and‘patternandfunction’togetmorebackgroundinformation.

• Mapof theworldforreferenceinclass,orasetof classatlases• NationalGeographicDVDsof lifeintropicalareasandfrozenareas

Preparation• Readthroughandfamiliariseyourself withthecontent.• Haveasetof classatlasesavailabletofindthesettlementsmentionedin

this unit.• ReferlearnerstoDVDsortoTVchannelsthatshowtropicalareas,desertareas,mountainousareasandfrozenwastelands.Trytoincorporatevisualsfromtheseprogrammesintoyourlessontohelpgivelearnersanunderstanding of these areas.

• NotethatthereisconsiderableoverlapbetweenthissectionandUnits1,2and3of Module5(Urbansettlements)intermsof siteandsituation,classificationof urbansettlements,andlower-andhigher-orderfunctionsandservicesandlandusezones.

Teaching the unit

Lesson 1

• Readthroughthesection,‘Howdositeandsituationaffectthelocationof ruralsettlements?(pages171–173)withlearners.

• Usetheclassatlasestorefertothevarietyof locationsmentioned,suchastheGobiDesert,theAmazonRiver,theSaharaDesert,andMapungubwe.

• Discusstheclimaticandphysicalchallengesthattheseareasposetopeople.

Activity 1Learnersworkinpairstolisttheclimaticandphysicalchallengestheareaspose to settlements and to suggest how people can or have overcome these challenges to create settlements.

Lesson 2

• Readthroughthesection,‘Howareruralsettlementsclassified?’(pages173–175)and‘Whydosettlementshavedifferentshapes?’(pages175–177)with learners.

• Usetheboardtodrawisolated,dispersed,andclusteredornucleatedsettlementpatterns. Ask learners for local examples of these settlement patterns.

• Undertheheading‘nucleatedpattern’writedownthedifferentsettlementshapes:linear,crossroads,T-shapedandround.Asklearnersfor local examples.

Activity 2• Learnersworkontheirowntocompletethequestions.• Theycanusetheatlases,encyclopediasortheInternettotrytofindoutthedominantfunctionassociatedwitheachcapitalcityinSouthAfrica.

• Theycanthendiscusstheiranswersinpairs.

Activity 3Learnersworkontheirownontheirtableof settlementstypes.

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Lesson 3

• Thissectionfocusesonrurallanduse.Asklearnerstobrainstormwhatpeople would use land in rural areas for.

• Readthroughthesection,‘Howdohumansusethelandinruralsettlements?’(pages177–180)withlearners.

• DrawVonThünen’smodelof landuseontheboardandrefertoitwhendiscussingthissection.Asklearnerstoexplainhowitcanbeusedtoanalysetheirownarea.

Activity 3• ThisactivityfocusesonrurallanduseinSouthAfrica.• Haveaclassdiscussion,usingthequestionsasaguide.

Activity 4 This activity focuses on the application of Von Thünen’s model and whether or not it is still useful today.



1. a. soilfertility;availabilityof water;cultivatablesoil;pastures;fuel;buildingmaterials

b. toohot;toowet;toodry;toocold;presenceof iceandsnow2. Adaptationsinclude:buildingdwellingsonfloatingwoodorreedsintropicalareas;temporarysheltersareusedbynomadicpeopleinthedesert;dwellingsmadeoutof icearestillusedinthefrozenareasof thenorthernhemisphere(thesearecalled‘igloos’)

3. Theybuildtokeepouttheheatof theSun;toallowaflowof air;tohaveprotectionagainstcoldwinds;theyuseelectricitytocreatecentralheating;andair-conditioning;slopegradient;directiondwellingsface

4. Mapungubweshowsthatasearlyasthe13thcenturyinLimpopoProvince,therewasasophisticatedcivilisationthattraded,hadartwork,builtdefensively,andhadahierarchyof power.


1. isolated;dispersed;nucleated2. functionof theareainwhichlearnerslive,e.g.mining,seaport,tourism3. Acceptreasonableandappropriateexplanations.4. CapeTownisthelegislativecapital,withParliament;Pretoriaistheadministrativecapital,withthegovernment;Bloemfonteinisthejudicialcapital,withtheSupremeCourtof Appeal.


The table should show the three settlement types with examples, such as the one below:

Isolated Dispersed nucleated

Reason choice agricultural area services

Example any farm karoo farms any town, e.g. Cradock

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1 thewayinwhichhumanschoosetouseland2 Landuseaffectsnaturalresourcesanddetermineshumanactivities;theenvironmentisimportant;sustainabilityof theresourcesandtheenvironmentisimportant;accesstoandcontroloverresourcesisapolitical and economic consideration.

3. agriculture4. Arablefarmingneedsplentifulwaterandfertilesoil.Thisislimitedtotheeasternareasof SouthAfrica.Waterandthekindof soilisimportant.

5. commercial–largeplantations;well-maintained;evidenceof irrigationingreenery;higheconomicoutput

subsistence–smallcultivatedarea;animalsgrazinginunfencedarea;noirrigationsystems;poorcommunity(simpledwellingsandfences);noinfrastructure


1. LabelleddiagramtoshowVonThünen’smodelof landuse(seepage178of theLearner’sBook):Theblackdotinthemiddlerepresentsacity; 1representsdairyandmarketgardening;2representsforestforfuel;

3representsgrainsandfieldcrops;4representsranching;theouter,darkgreenarearepresentswildernesswhereagricultureisnotprofitable.

2. transportcostsandlandcosts3. Refrigeratedtrucks;railways;efficienttransportalllessentherelevanceof themodel;but,itcanstillbeusedtoexplainthedevelopmentof settlements.

Informal assessmentActivity 1Learnersshouldchecktheirownanswersagainsttheanswersprovidedabove. Check that all learners understand the concepts covered.

Activity 2Supply the correct answers (see above) and discuss these with the class.

Activity 3Learnersworkinpairstochecktheirtables.

Activity 4Learnersshouldchecktheirownanswersagainsttheanswersprovidedabove. Check that all learners understand the content and concepts covered.


RemedialUseColumns1and2of Table4.2.1Categoriesof settlements(page175of theLearner’sBook),butjumbleupthedescriptionsinColumn2.Asklearnerstomatchthefunctionwiththecorrectdescription.LearnerscanchecktheiranswersagainstTable4.2.1.

ExtensionAsklearnerstouseVonThünen’smodelof landuse(page178of theLearner’sBook)toanalyselanduseinSouthAfrica(page179of theLearner’sBook).

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UNIT 3 Rural settlement issues

TERM 2, WEEKS 3–4


Curriculum and Assessment Policy Statement (CAPS) contentRural settlement issues • Rural-urbanmigration• Causesandconsequencesof ruraldepopulationonpeopleandtheeconomy



Resources• Learner’sBook,pages181–194• Theschoollibrarymayhavemagazinesandnewspaperarticlesaboutrural-urbanmigration.Lookinanyencyclopaedia,under‘Ruraldepopulation’togetmorebackgroundinformation.

• Mapof AfricaandSouthAfricaandtheworldforreferenceinclass,oraset of class atlases

• PastGeographyexaminationpapers(Ruralsettlementsection)forextension activities

Preparation• Readthroughandfamiliariseyourself withthecontent.• Haveasetof classatlasesavailabletofindthesettlementsmentionedin

this unit.• Thereisoverlapbetweenthisunitandthelastunitof Module5intermsof urbansettlementissuessuchasthosecausedbyrapidurbanisation,thegrowthof informalsettlementsandassociatedissues,andthecasestudiesonhowurbanareasaremanagingurbanchallenges.

Teaching the unit

Lesson 1

• Asklearnerswhytheythinkthereisagrowingtrendtowardsurbanisationaroundtheworld;ontheAfricancontinent;andinSouthAfrica.

• Readthroughthesection,‘Whatistherural-urbanmigrationpatterninSouthAfrica?’(pages181–183)withlearners.

Activity 1• Workinsmallgroupstoanswerthequestions.• ReferlearnerstothemapinFigure4.3.2(page182of theLearner’sBook)

to find all the previous homelands.

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• Readthroughthesection,‘Whatarethecausesandconsequencesof ruraldepopulationonpeopleandtheeconomy?(pages183–185)withlearners.

• Usetheclassatlasestorefertothevarietyof locationsmentionedinthissection.

Activity 2• Learnerswriteadiaryentryaboutreasonsforwantingtoleavethecountryside,andtheattractionsinthecity.

• Remindlearnersthattheiranswersmustbeinfullsentencesandsetoutin paragraphs.

Activity 3 • Learnerscanfirstdiscussthequestionsinpairsorasaclass,andthen

complete the activities on their own. • Whenlearnershavecompletedtheactivity,haveaclassdiscussiononquestions4and5.

Lesson 2

Activities 4 and 5• Asklearnerstoworkinsmallgroupstoreadthroughthecasestudiesonpages188–189of theLearner'sBook.

• Theyshoulduseawallmaporatlastolocatetheareasmentionedinthecasestudies,andtofindAlexandrainamapof Johannesburg,Gauteng.

• TheyshouldthenremainintheirsmallgrouptoworkthroughActivities4 and 5.

• If thereistime,eachgroupcanbrieflyreportbackanswerstotheclass.

Lesson 3

• Readthroughthesection,‘Thegovernment’sroleinaddressingthecausesandconsequencesof migration’(pages190–192)withlearners.

• Useawallmapof Africatolocateplacesmentionedinthissection.• Readthroughthecasestudy,‘Ruraldepopulationandacounterstrategy:Ethiopia’(page192)withlearners.

• AsklearnerstopointouttheSADCcountries.

Activity 6• Haveaclassdiscussiononthesequestions.

• Asklearnerswhattheyunderstandbytheterm,‘socialjustice’.Askforexamplesof socialinjusticeandexamplesof whathasbeendonetoremedyorrighttheseinjustices.

• Readthroughthesection,‘Whataresomeimportantsocialjusticeissuesinruralareas?’(pages192–194)withlearners.

• ThissectionspecificallyfocusesonlanduseandaccesstolandinSouthAfrica.

Activity 7• ThisactivityfocusesonhowtheSouthAfricangovernmentisattemptingtoaddressthesocialinjusticesof thepast,especiallywithregardtoaccessto land.

• Thisactivitycouldlenditself toalivelyclassdiscussion.

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1. (1)KZN;(2)Limpopo;(3)EasternCape;(4)NorthWest; (5)Mpumalanga;(6)FreeState;(7)WesternCape;(8)NorthernCape; (9)Gauteng

2. BlackAfricanpeoplewerenotallowedtobuylandanywhereotherthaninthe13%of SouthAfricasetasideashomelandsforthem,exceptintheCapeProvince.

3. Transkei;Bophuthatswana;Venda;Ciskei4. Urbanareasweremaintainedaspredominantlywhiteareas;ruralareasbecameassociatedwithpredominantlyblackareas.

5. Theyaremostlyintheeasternhalf of SouthAfrica.6. Theeasternhalf of SouthAfricawasfirstsettledbythetraditionaltribes.7. ithasnohomelands,exceptforthenorthernareainwhich

Bophuthatswana is located8. inthedevelopingworld;inAfricaandAsia9. employmentopportunitiesincitiesincreases;morepeopleare

moving there10.China,1993–2003;theUSA,1916–1970


Diary entries will differ, but could include these points:

Reasons for wanting to leave the countryside

Attractions of the city

degradation of land through poor farming methods

economic job opportunities

reduced soil fertility diverse labour opportunities

soil erosion better range of housing

increasing desertification of marginal land

transport, communication networks

erratic weather caused by climate changes

independence from erratic weather

droughts independence from extreme weather

floods wide range of services, e.g. shops

cropand/orlivestockdiseases attractionofthe‘citylights’

reduced carrying capacity of the land diverse entertainment

reducedfarmsizesthroughinheritance

more reliable source of food

unemployment/redundancycausedby mechanical innovations

independence from family

poor economic returns on long hours of labour

safety from tribal conflict areas


1. Peopleneedsomemoneytogetsettledagain;incasetheydon’tgetajobimmediately;forrental;forschooling;fortransport

2. male;young;inSouthAfrica,manywhitefamilies;unemployed

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3. Gauteng;coastalcities4. Globalisationhasspreadtheattractionof urbanlivingtothefarcornersof theEarth,throughaccesstosocialmedia,theInternet,satellitetelevision,movies,music,advertising,foodproducts,cars,fashion,andawide range of products.

5. Learnersshouldanswerinfullsentencesandinaparagraph.Pointstoconsiderinclude:

Positiveeffectonruralarea:moneyissentbacktofamilies;smallerfieldscanmergeintolargerones,creatingpossibilitiesforcommercial,productivefarming,lessunemployment

Positiveeffectonurbanarea:cheaplabourstimulatestheeconomy;newskillscanpositivelyimpactontheurbaneconomy.


1. thegrowthof slums2. AfricaandAsia3. Aslumisanareaof informaldwellings,orshacks,madeoutof anymaterial;noprovisionof services;lackof security;lackof sanitation;noaccesstofreshwater;noelectricity;ahighlevelof crime;overcrowding;unemployment.

4. yes,ontheoutskirtsof cities5. armedconflict;erraticweatherassociatedwithclimatechange;thedeterioratingcapacityof theruralareastosupportpeople;unstablegovernments;littleeconomicdevelopment

6. Governmentsneedtoaddresstheconsequencesof ruraldepopulation/find solutions.


1. Thisisagovernment-initiatedprogramme,introducedin2001withtheaimof addressingthenegativeeffectsinurbanareascausedbytheincreasing rate of rural depopulation.

2. Answerswillvary,butcouldinclude:poverty;unemployment;malnutrition;drugandalcoholabuse;gangs;crime;violence;overcrowdedandunhealthylivingconditions;healthproblems;lackof services;facilitiesandinfrastructure;stress;pollution.

3. No,theAlexandraRenewalProject(ARP)isaregenerationprojectinvolvinggovernment,NGOsandcommunityorganisations,aswellasthe private sector.

4. Acceptanyof thefollowing:upgradingcurrenthousing;creatingaffordablehousing;planninghousingdevelopments;reducinglevelsof unemployment;establishingahealthy,cleanenvironment;reducingcrimeandviolence;introducingsustainableurbanservices.

5. Answerswilldiffer.Makesurethatlearnersprovidereasonsfortheiranswers.


2. Analternativeself-sustainingsolutiontorural-urbanmigrationisessential.

3. NESTkeepsfarmersontheirland;teachescommunitieshowtobuild;howtousesustainabletechnology;thisissimilartotheRDPandComprehensiveRuralDevelopmentPrograminSouthAfrica,butSAdoesnotencouragethesamecommitmenttosustainablelifestylestokeep people in the rural areas.

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1. Pointsshouldinclude:After1994,thegovernmentappointedtheCommissiononRestitutionof LandRights(CRLR)withtheobjectivesof resolving land claims and restoring land rights to those people whoselandhadbeentakenfromthem,ortoawardalternativeformsof equitablesettlementtocommunities,people,orthedescendantsof peoplewhohadlosttheirlandasaresultof discriminatorylaws.

2. market-relatedrestitution3. Landisneededforresidentialareas;urbanareas;commercialbusinessparks;industrialzones;recreationalparks;natureconservation;mining;forestry.

4. Answerswilldiffer.Learnersshouldmentionideassuchas:arablelandbeingascarceresource;landnearfacilities,servicesandinfrastructurebeingscarceincertainareas;siteandsituationbeingimportantfactors.

5. AnswerscouldincludetheUSA,India,China,andsub-SaharanAfricancountriessuchasZimbabwe.

Informal assessmentActivity 1The small groups check their own answers against the answers you provide (see above).

Activity 2Learnersswopbookswithapartnertoreadeachother’sdiaryentriesandtocheck the points listed against the table (see above) you either write on the boardorputupontheOHP.

Activity 3Check answers as a class against the answers you provide (see above). Make sure that all learners understand the content and concepts.

Activities 4 and 5 If thereistime,eachgroupcanbrieflyreportbackanswerstotheclass.Check that each learner participates in the group work and report back.

Activities 6 and 7Haveaclassdiscussiononthesequestions.Observewhoparticipatesandwho does not participate in the discussion.

RemedialAsklearnerstowritedefinitionsfortheseterms:Agenda21;dispersedpattern;informalsettlement;ruraldepopulation;pushfactors;pullfactors;rural-urbanmigration.Referthoselearnerswhodonotknowthesetermsback to the relevant sections in the module.

ExtensionReferlearnerstopastGeographyexaminationpapersformorequestionsonrural settlements.

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83m o d u l e 5 • U R b A n S E T T l E M E n T S : G E o G R A P H I C A l k n o W l E D G E

TERM 2Learner’s Book pages 195–238Duration: 15 hoursLessons: 30 half-hour lessons or 15 hour long lessons

URBAn SETTLEMEnTS:


MoDULE 5

This module focuses on urban settlements. We look at how cities have evolved, how they are classified, how they are laid out, and what the major challenges for cities are.

Curriculum Assessment Policy Statement (CAPS) content Urban settlements • Theoriginanddevelopmentof urbansettlements–urbanisationof the

world population• Howsiteandsituationaffectthelocationof urbansettlements• Classificationof urbansettlementsaccordingtofunction,suchascentralplaces,tradeandtransport,break-of-bulkpoints,specialisedcities,junctiontownsandgatewaytownsorgaptowns

Urban hierarchies • theconceptsof urbanhierarchy,centralplace,thresholdpopulation,sphereof influenceandrangeof goods

• lower-andhigher-orderfunctionsandservices• lower-andhigher-ordercentres

Urban structure and patterns • internalstructureandpatternsof urbansettlements:landusezones;conceptof urbanprofile;andfactorsinfluencingthemorphologicalstructureof acity

• modelsof urbanstructure,suchasmultiple-nucleimodel,themodernAmerican-Westerncity,theThirdWorldcityandtheSouthAfricancity

• changingurbanpatternsandlanduseinSouthAfricancities

Urban settlement issues • recenturbanisationpatternsinSouthAfrica• urbanissuesrelatedtorapidurbanisation:lackof planning,housingshortage,overcrowding,trafficcongestionandproblemswithserviceprovision

• thegrowthof informalsettlementsandassociatedissues:casestudiesfromtheworldandSouthAfrica

• casestudiesthatshowhowselectedurbanareasinSouthAfricaaremanagingurbanchallenges,andhandlingenvironmental,economic,andsocialjusticeconcerns



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Key words/conceptsurbanisation;urbansettlement;site;situation;centralplace;break-of-bulkpoint;junctiontown;gatewaytown;gaptown;urbanhierarchy;primatecity;secondarycity;centralplace;sphereof influence;thresholdpopulation;rangeof goods;low-ordergoods/services;high-ordergoods/services;low-ordercentre;high-ordercentre;landusezone;CentralBusinessDistrict(CBD);residentialzone;industrialzone;transitionzone;rural-urbanfringe;urbanprofile;conturbation;concentriczonemodel;sectormodel;multiple-nucleimodel;decentralisation;suburbanisation;edgecity;township;invasionandsuccession;urbandecay;urbanrenewal;gentrification;gatedcommunity;circularmigration;internationalmigration;urbansprawl;trafficcongestion

UNIT 1 Urban settlements

TERM 2, WEEKS 4–5


Curriculum and Assessment Policy Statement (CAPS) contentUrban settlements • Theoriginanddevelopmentof urbansettlements–urbanisationof the

world population• Howsiteandsituationaffectthelocationof urbansettlements• Classificationof urbansettlementsaccordingtofunction,suchascentralplaces,tradeandtransport,break-of-bulkpoints,specialisedcities,junctiontownsandgatewaytownsorgaptowns

Resources• Learner’sBookpages196–207• Websites(optional):– http://www.geography.about.com/od/urbaneconomicgeography/a/urbangeography.htm

– http://www.oocities.org/ghsgeography/CE/11urban.htm– http://www.bundi.co.za/ctsg/images/settlement/Cape-Town-Study-Group-Settlement-Course.pdf

• Wallmapof theworldtolocatetheIndusRiver,EuphratesandTigrisRiversandtheNileRiver

• Setof classatlasesforgroupworktofindlocationsmentionedinthetext

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.

Teaching the unit

Lesson 1

• YouwillnoticethatthereareoverlapsinthecurriculumbetweenthisunitandUnit1of Module3.Thisrecycleswhatlearnershavepreviouslylearnt and reinforces learning.

• Thesameprinciplesthatappliedtothesiteandsituationof ruralsettlementscanbeappliedtourbansettlements.

• Usealargemapof theworldtolocatecitiesmentionedinthetext.• Learnerscanusetheclassatlasesandpractiseusingtheindexattheback

to locate cities of the world mentioned in the text.

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• LearnerscanalsouseGoogleEarthontheInternet.• Readthroughthesection,‘Howisurbanisationaffectingtheworldpopulation?’(page196)withlearners.

Activity 1• Learnerscanworkinpairs.TheyrefertothebargraphinFigure5.1.1(page196)andcompletethequestions.

• Takefeedbackfromlearnersandcorrectif necessary.Letotherlearnerschecktheiranswerswhiletheylistentothefeedback.

• Gothroughthesections,‘Whatisanurbansettlement?’(page197) and‘Howdidurbansettlementsbeginandhowhavetheydeveloped?’(page197)withLearners.

Activity 2• LearnersworkinpairsonActivity2.• Learnersjoinwithanotherpairtomarktheirwork.• Finally,checkworkasaclass.

• RefertoFigure5.1.7andreadthefeatures,‘Whatisacity?’(page200)and‘Citiesof theWorld’(page201)withlearners.

Activity 3Learnersworkinpairsorasaclasstodiscussthequestions.

Lesson 2

• Readthroughthesection,‘Howdositeandsituationaffectthelocationof urbansettlements?’(page202)withlearners.

• Makesurelearnersunderstandtheconceptsof siteandsettlement.

Activity 4• LearnersworkontheirowntocompletethequestionsinActivity4.• Checkworkasaclass.

• Readthroughthesection,‘Howareurbansettlementsclassifiedaccordingtofunction?’(page203)withlearners.

Activity 5 • Learnersworkinpairstodothetwoactivities.• Checkworkasaclass.

Activity 6• Learnersworkontheirownonthisactivityandcanfinishitforhomework.• Checkworkasaclass.


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1. a. 60%b. (ii)twoineverythreepeople(67%istwointhree,but60%isclosertotwointhreethan50%,whichisoneintwo)

c. Africa and Asia2. a. Learnerspresentthedatainalinegraph,orbargraph,orpiechart.

Askpairstodrawuptheirdifferenttypesof graphsontheboard.

b. Takeintheparagraphsandgraphsformarking.


1. 2250–2000yearsago2. a. LuxoronNileRiver;Uratconfluenceof TigrisRiverandEuphrates

River;HarappaandMohenjo-DaroonIndusRiver;ChengchouandAnyangonYellowRiver

b. JordanRiverc. Turkey

4. 1497–1610;ormainlythe1500s


1. Theanswerstothediscussionquestionwilldiffer.Makesurethatlearnersrefertothemind-mapinFigure5.1.2(page197)asastartingpoint. Hereisanexample:Acityisasettlementwithahighconcentrationof people,buildingsandinfrastructures.Peoplewholiveinacityhavediverseoccupationsandacityoffersawiderangeof goodsandservices.

2. What drives the growth of cities?Forexample,migrationof peopletocitiesinquestof employment,educationandotheropportunities;economicgrowthanddevelopment;tourism.

What makes a successful city?Forexample,acitythatiswell-run/administeredandhasgoodinfrastructure(suchasagoodpublictransportsystem);acrime-freeorsafecity;adiversecity.

Do the advantages of living in a city outweigh the disadvantages?Onecouldarguethatyes,thegrowthinurbanisationindicatesthattheydo.Onecouldalsoarguethatthequalityof lifefortheruralpoorisgenerallybetterinthecountrythanitisinaninformalsettlement.

3. Tokyo,Guangzhou,Jakarta,Seoul,Shanghai,MexicoCity,Delhi,NewYorkCity,SãoPaulo,Karachi,Mumbai,Manila,LosAngeles,Osaka,Beijing,Moscow,Cairo,Kolkata,BuenosAires,Dhaka,Bangkok,Tehran,Istanbul,Lagos,RiodeJaneiro,London,Paris

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Activity 4 (Learner’s Book, page 202) 1. nightlights2. a. concentratedinnorthernhemisphereb. sparseatthepolesandtheequatorc. manybigurbansettlementsonornearthecoast

3. USA,Europe,India,Japan4. NorthAfricaandSouthAfrica5. AndesMountainsonwestcoastareinaccessible;majorrivershavetheir

mouths on the east coast.


1. c. i. Upington ii. Kroonstad iii. Newcastle iv. Nelspruit/Mbombela

2. a. i. Johannesburg,Bloemfontein,CapeTown(alsoKroonstad,BeaufortWest,Laingsburg,Paarl)

ii. CapeTown,PortElizabeth,EastLondon(alsoGeorge,Knysna,RichardsBay)

iii. Durban,Pietermaritzburg,Johannesburgb. i. N8,N10 ii. N14c. i. Theyconnectthecoastaltownswiththetownsof theinterior;

severalroadandrailwaynetworksleadtoJohannesburg. ii. Thereisnocoastalrailwaylineequivalentof theN2national

road,linkingtheportcities.


1. aspecialisttown–forsurfingandtourism,althoughitnowalsofunctionsasacentralplace(offeringgoodsandservices)tothesurroundingdistrict

2. Site:OnthesouthernEasternCapecoastwithinabay. Physicalfactors:Thelandisflatandlow-lying.Theseaisthemainresource–forsomefishing,surfingandtourism

Infrastructure:Plentyof accommodationfortourists;restaurants,shopsand a mall.

Situation:Proximity:neartoPortElizabethandN2freeway;partof theCacadauDistrict.

Accessibility:reasonablyaccessible–about100kmfromPortElizabeth(whichhasanairport);justoff theN2whichlinksCapeTown,PortElizabeth,EastLondonandDurban.

Informal assessmentActivity 1• Takefeedbackfromlearnersandcorrectif necessary.Letotherlearnerschecktheiranswerswhiletheylistentothefeedback.

• Takeinlearners’paragraphsandgraphsformarking.

Activity 2Learnersworkinpairstoassesstheiranswersagainsttheanswersyouprovide. This activity lends itself to input from the class.

Activity 3Ensurethatalllearnersareparticipatinginthediscussionsanddemonstratean understanding of the work.

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Activity 5 Checkworkasaclass.


RemedialAsk those learners who need extra assistance with the concept of urban settlements, to use an atlas or encyclopaedia to identify factors that affect the choice of a particular settlement.

ExtensionAsk learner to find new examples of urban areas in South Africa or southern Africathatareclassifiedaccordingtooneof thefollowing:centralplace;tradeandtransporttownsorcities;andspecialisedtownsorcities.

UNIT 2 Urban hierarchies

TERM 2, WEEK 5


Curriculum and Assessment Policy Statement (CAPS) contentUrban hierarchies • Theconceptsof urbanhierarchy,centralplace,thresholdpopulation,sphereof influenceandrangeof goods

• Lower-andhigher-orderfunctionsandservices• Lower-andhigher-ordercentres

Resources• Learner’sBookpages208–213• Websites(optional): – http://www.s-cool.co.uk/gcse/geography/settlements/revise-it/

urban-hierarchies – http://en.wikipedia.org/wiki/Urban_hierarchy – http://en.wikipedia.org/wiki/Urban_hierarchy_in_Brazil – http://en.wikipedia.org/wiki/Central_place_theoryGroup-

Settlement-Course.pdf• Setof classatlases• Largewallmapof SouthAfrica

Preparation• Readthroughandfamiliariseyourself withthecontent.• LocatetheplacesmentionedinthetextintheLearner’sBook.

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Teaching the unit

Lesson 1

• Readthroughthesection,‘Whatisanurbanhierarchy?’(page208)withlearners.

• UsetheatlasesorthewallmaptolocatecitiesintheurbanhierarchyandcentralplacecitiesinSouthAfrica.

• Asklearnerstosuggestreasonswhysometimesaprimatecityisnotthecapitalof thecountry,e.g.LagosinNigeria,SaoPaolaandRiodeJaneiroinBrazil,andJohannesburginSouthAfrica.

• Explainthatoftentheplanningassociatedwiththeneedsof acapitalcity,suchasembassiesandgovernmentofficesmeansthatanewcityisplannedthatwillbecomethenewcapitalof acountry.Anotherreasonmaybeaplannedpolicyof decentralisation.CanberrainAustraliaisanexampleof aplannedfederalcapital,butitisnottheprimatecityof Australia,thesameasWashingtonDC,intheUSA.

Activity 1Learnersworkontheirowntoreadthecasestudy,‘SouthAfrica’surbanhierarchy’(pages208–209).Theythencompletethequestions.

Lesson 2

• Readthroughthesection,‘Whatiscentralplacetheory?’(pages210–211)with learners.

• Makesurethatlearnersunderstandtheconceptsof centralplace,sphereof influence,thresholdpopulation,andrangeof goods.

Activity 2Learnersworkinpairsorontheirowntocompletetheactivity.

Read the section, ‘The order of functions in the urban hierarchy’ (pages211–213)withlearners.

Activity 3Learnersworkontheirowntocompletetheactivity.


1. a. EastLondonb. PortElizabethc. Bloemfonteind. Pretoriae. Durban

2. Johannesburg3. Johannesburg,CapeTown,andpossiblyDurban;largestpopulationsanddominant/majorcities

4. a. Stellenbosch;Lephalale;KharaHaisb. Stellenbosch;Ellisras;Upingtonc. WesternCape;Limpopo;NorthernCape

5. size,i.e.population

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1. a. Upington,Kakamas,Pofadderb. Thebiggerthepopulationof acentralplace,thebiggeritssphereof influencewillbe.

c. Thebiggerthesphereof influence,thegreatertherangeof goods.2. GautenghasamuchhigherpopulationdensitythantheNorthernCape.AlthoughGauteng’sareaismorethan20timessmaller,itspopulationis10timesbigger.ThismeanscentralplacesinNorthernCapearefurtherapart and smaller.


1. a. i. Hereisalikelyanswer–frommostoftentoleastoften: bread;petrol;toothpaste;stamps;movietickets;shoes;TV ii. Hereisalikelyanswer–itdepends,of course,onhowmany

stampsonebuysatatime;thepriceof theshoesandwhetheronefillsupthecartankwithpetrol:stamps;bread;toothpaste;movietickets;shoes;petrol;TV

b. Notethatsomeitemscanfallintomorethanonecategory. low-ordergoods:bread,stamps middle-ordergoods:toothpaste,shoes higher-ordergoods:movietickets,TV

2.

Informal assessmentActivity 1• Takefeedbackfromlearnersandcorrectif necessary.Letotherlearnerschecktheiranswerswhiletheylistentothefeedback.

• Theanswerslendthemselvestoclassdiscussion.


Activity 3Take in learners’ work for marking and to check that they understand the content and concepts covered.

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RemedialAsk those learners who need extra assistance with the concept of urban hierarchies, to write their own definitions or to draw a diagram to show theirunderstandingof theseterms:urbanhierarchy;centralplace;thresholdpopulation;sphereof influence;rangeof goods;lower-andhigher-orderfunctionsandservices;lower-andhigher-ordercentres.

ExtensionAsklearnerstodesigntheirown‘test’whichincludes10questionsonurbanhierarchies. Then let them work in pairs to give each other their ‘tests’.

UNIT 3 Urban structure and patterns

TERM 2, WEEK 6


Curriculum and Assessment Policy Statement (CAPS) contentUrban structure and patterns • Internalstructureandpatternsof urbansettlements:landusezones;conceptof urbanprofile;andfactorsinfluencingthemorphologicalstructureof acity

• Modelsof urbanstructures,suchasmultiple-nucleimodel,themodernAmerican-Westerncity,theThirdWorldcityandtheSouthAfricancity

• ChangingurbanpatternsandlanduseinSouthAfricancities

Resources• Learner’sBookpages214–226• Websites(optional):– http://en.wikipedia.org/wiki/Urban_structure– http://www.martinsaphug.com/learn/units/urbanization/urban-structure-models

– http://www.course-notes.org/Human_Geography/Outlines/Human_Geography_Culture_Society_and_Space_8th_Edition_Textbook

– http://www.sustainabledevelopmentnetwork.com/pdf1/52783458-A-Model-for-South-African-Urban-Development-in-the-21st-C

• Atlasesorwallmapof SouthAfrica• GoogleEarth,availableonany3Gdevice

Preparation• Readthroughandfamiliariseyourself withthecontent.• LocatethetownsandcitiesreferredtointhetextintheLearner’sBook.

Teaching the unit

Lesson 1

• Thisisaninterestingpartof thesyllabus.Theexamplesof internalstructuresandpatternsof urbansettlements,thelandusezones,andurbanprofilecanbeseeninanyrideorroutebetweenhomeandschool.

• Readthesection,‘Whataretheinternalstructuresandpatternsof urbansettlements?’(page214)withlearners.Makesurethattheyunderstandtheconcepts,landusezones,CentralBusinessDistrict,residentialzone,industrialzone,transitionzoneandrural-urbanfringe.

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Activity 1• Thisactivitycouldlenditself toclassdiscussionaboutlandusezonesandwherethedifferentzonesaremostlikelytobefound.

• Askyourlearnerstoplottheirroutebetweenhomeandschool,andaskwhattheycanseeintermsof urbanprofile,landuse,andanyfactorsthatmayhaveinfluencedtheshapeof theirtownorcity.

Activity 2• Gothroughthesection,‘Urbanprofile’(page216)withlearners.• ThenaskthemtodoActivity2.• Gothroughthesection,‘Factorsinfluencingthemorphologicalstructureof acity’(page216–218)withlearners.

Activity 3 LearnersreadthetwofeaturesaboutCapeTownandJohannesburgandPretoriaonpage218,andthendiscussthequestions–asaclassorinsmallgroups or pairs.

Lesson 2

• Gothroughthesection,‘Whataremodelsof urbanstructure?’ (pages219–221)withlearners.

• Makesurethatlearnersunderstandalltheconcepts–concentriczonemodel,sectormodel,multiple-nucleimodel,decentralisation,suburbanisation,edgecity,andtownship.Askforexamplesof each.

Activity 4 • Learnersworkinpairsontheactivity.• Gothroughthesection,‘HowhaveurbanpatternsandlanduseinSouthAfricancitieschanged?’(pages221–226)withlearners.

• Again,checkunderstandingof concepts,suchasinvasionandsuccession,urbandecay,urbanrenewal,gentrification,andgatedcommunity.Askforexamples of each.

Activity 5• Learnersre-readthecasestudyonpage225andcompletethequestions

on their own. • Thesequestionsalsolendthemselvestoclassdiscussion.



1. A=heavyindustrialzoneB=high-incomeresidentialareaC=CentralBusinessDistrictD=lightindustrialzoneE=high-density/low-incomeresidentialareaF=transitionzone

2. a. transitionzoneontherural-urbanfringeb. high-incomeresidentialareac. transitionzoneontherural-urbanfringe/edgecities

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d. transitionzoneontherural-urbanfringee. heavyindustrialzonef. CBD

Activity 2 (Learner’s Book, page 216) 1. a. thedensityof buildingsincreasesb. theheightof buildingsincreasesc. theageof buildingsincreasesd. roads and pavements get busiere. transport routes converge

2. Anareaplannedtoconserveormaintainopencountryside,ornaturalfeaturesthatcansustainindigenousplant,animalandbirdlifeandremainfree from infrastructure


1. a. themountainfeature(TableMountain),andtheseab. accesstospacetoexpanduntilitalmostmergeswithPretoria

2. TheCBDhasmorefunctionsandservicesthanelsewhere;hasmanycommercialandretailactivities;haslimitedspace;limitedandexpensiveaccommodation.


1. gridironinthenewcity;irregularunplannedintheoldcity2. a. Wehaveedgecities;suburbanisation;decentralisation;multiplenuclei.b. Wehavecolonialhistory;dualcitystructure(onetraditionalCBDandonemodern);informalsettlementsorsquattersettlements.


1. residentialandtransitionaroundtheCBD2. invasionandsuccession3. overcrowding;filth;urbandecay;danger4. Itisaninitiativeof socialupliftment;itmakespeopleaccountableformaintainingbuildings;itmakesthecityaccountableforserviceobligations.

5. Citieshavedensepopulations;high-risebuildings;noiseandtrafficcongestion.TheCityneedstokeepitspavementsclearandsafe;itsstreetslitterfree;well-lit;patrolledbypoliceforsecurity;CCTVasadeterrenttolaw-breakers;provideservicessuchastransportandrecreation.Theinhabitantshavetomaintaintheirbuildings;upgradethefacilitieswhenneeded;preventpollutionorlittering.

Informal assessmentActivity 1Have a class discussion and observe who is and who is not participating. Support or encourage those who are not participating.

Activity 2Learnersswapbooksandassesseachother’sworkasyoucallouttheanswers.

Activity 3 Discussthequestionsasaclass.Takenoteof theprogresslearnersaremaking.

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Activity 5Take in learners’ work for marking and to check that they understand the content and concepts covered.

RemedialAsk learners to plot their route between home and school. Then ask them to write or draw what they can see in terms of urban profile, land use, and any factors that may have influenced the shape of their town or city.

Extension• AskleanerstorefertoGoogleEarthtocheckthemodelof theurbanstructureof thetownsandcitiesinSouthAfrica,comparedwithcitiesintheUnitedStatesorelsewhereintheworld.Theyshouldlistthesimilarities and differences.

• AskthelearnerstodiscusswhyurbanpatternsandlandusearethiswayinSouthAfrica,andhowurbanpatternsandlandusechangedafter1994.

UNIT 4 Urban settlement issues

TERM 2, WEEKS 7–8


Curriculum and Assessment Policy Statement (CAPS) contentUrban settlement issues • RecenturbanisationpatternsinSouthAfrica• Urbanissuesrelatedtorapidurbanisation:lackof planning,housingshortage,overcrowding,trafficcongestionandproblemswithserviceprovision

• Thegrowthof informalsettlementsandassociatedissues:casestudiesfromtheworldandSouthAfrica

• CasestudiesthatshowhowselectedurbanareasinSouthAfricaaremanagingurbanchallenges,andhandlingenvironmental,economic,andsocialjusticeconcerns

Resources• Learner’sBookpages227–238• Websites(optional): – http://www.geography.learnontheinternet.co.uk/topics/

urbanproblsledcs.html – http://en.wikipedia.org/wiki/Urbanization – http://onlinegeography.wikispaces.com/U+-

+Rapid+urbanisation+LEDC – http://www.unhabitat.org/pmss/getElectronicVersion.

aspx?nr=2935&alt• Wallmapof theworld;mapof SouthAfrica;setof classatlases.• 3GdevicestoresearchGoogleEarth• Newspapersthathaveinformationonurbanproblems

Geog Gr 12 TG.indb 94 6/11/13 7:13:43 PM


PreparationReadthroughandfamiliariseyourself withthecontent.

Teaching the unit

Lesson 1

• AsklearnerswhattheythinkhasbeentherecenturbanisationpatterninSouthAfrica,andwhy.

• Readthesection,‘WhatarerecenturbanisationpatternsinSouthAfrica?’(pages227–228)withlearners.

Activity 1• Asklearnerstocompletetheanswersontheirown.• ThesequestionsaboutrecenturbanisationpatternsinSouthAfricalend

themselves to class discussion.

• Asklearnerswhatissuesorproblemstheythinkareassociatedwithrapidurbanisation.Writetheirideasuponamindmapontheboard.

• Explainthattheproblemsassociatedwithrapidurbanisationcanbeseeninpoorservicedelivery.Therearecomplaintsabouthousingshortages,inadequatetransportservices,failurebymunicipalitiestomaintaincrime-free,litter-free,well-liturbanareas.Thenationalgovernmentisofteninthenewsbecauseof afailuretodeliverontargetedplansforthegrowingurbanpopulations.Theseproblemsareglobalandcommontoallurbansettlements.

• Readthesection,‘Whaturbanissuesarerelatedtorapidurbanisation?’(pages229–230)withlearners.

Activity 2Usethequestionsforclassdiscussion.

Activity 3• Asklearnerstoreadthefeature,‘Housesforeveryone’(page231),andthe

casestudy,‘Thesadtaleof low-costhousinginVukani’(page231).Theyshouldhaveaclassdiscussionusingthequestionstoguidetheirdiscussion.

• Gothroughthesection,‘Howhaveinformalsettlementsgrownandwhataretheassociatedissues?’(pages232–235)withlearners.

Lesson 2

Activity 4• Learnersdothisactivityontheirown.• AsklearnerstoreadouttheirTVdocumentaryoractitoutfortheclass.

• Asklearnerswhattheythinkcanbedone/orwhatisbeingdonetomanageurbanchallenges.

• Gothroughthesection,‘Whatcanwelearnaboutmanagingurbanchallengesandhandlingenvironmental,economicandsocialjusticeconcernsfromcasestudies?’(pages236–238)withlearners.

Activities 5 and 6Learnersre-readthecasestudiesandwriteanswerstothequestions.

Geog Gr 12 TG.indb 95 6/11/13 7:13:43 PM


AnswersActivity 1 (Learner’s Book, page 229)

1. a. blackpopulationgroup;democracymadeiteasierforblackpeopletogetbetterjobsintheurbanareas,andattractedpeoplefromAfrica,Asia and India

b. Thetrendcontinuestoshowanincreaseintherateof urbanisation.2. a. metropolitancityb. metropolitancityc. Thedifferencebetweenthefigureforthein-migrationandtheout-

migration is the net migration rate. The net migration rate for the metropolitancityis2,5%.

3. Answerswillvaryasthiswillbedifferentinacity,forexample,thaninasmall rural settlement.


• Therearenowronganswers.Trytoencouragelearnerstothinkof solutionstorapidurbanisation,suchasbettertransportsystems(e.g.MyCitybusinCapeTown);dedicatedfastlanesforbusesandtaxisinpeakhour;pedestrianisedstreetsincities;one-wayroadsystemsincitiestohelpwiththeflowandamountof traffic;prohibitinglargelorriesandbusesfromenteringurbanareasandresidentialareasduringcertainpeakhours to prevent noise.

• Itisimportantforlearnerstorealisethatplanningisaresponsetodemand,butthatitalwayslagsbehinddemand,sothatservicedelivery–evenif planned–lagsbehindthedailyneedsof people.Awell-run,well-servicedcommunityactsasamagnettomigrantscomingintothecity.Thiscreatesgreaterchallengesfortheplanners.


• Encouragelearnerstothinkabouttheproblemsthatarisefromgivingtenderstofriends,ratherthantoreputablebuildingcompanies;ortocheapcontractorsratherthantomoreexpensivebutbetter-knowncontractors.

• Askthemwhattypeof temptationscouldcausetenderstobeawardedtocontractorswhoareirresponsible.

• Talkaboutthesuccessinhavingprovidedforalmosthalf of whatwasneededaccordingtothe1996census.Explainthecostinfindingavailablevacantlandforhousingincityareas,andthenumberof housesthatneverseemstolessen,asmorepeoplemoveintothecities.

• Speakaboutthechallengesof low-costhousing,includingirregularitieswithcheapmaterials;poorplumbingwork;dangerouselectricalconnections;inferiorbricks;leakingroofs;andleakinggutters.


There is no answer to this activity.


1. Answerscouldinclude:safe;efficient;alternativetocarsinthecity;regular;nottooexpensive.

2. TheCity’sfivegoalsaretobe:theopportunitycity;thesafecity;thecaringcity;theinclusivecity;andthewell-runcity.Itcandothisbythefollowingactions:

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• ensurethatthemetropolitanareaisphysicallyconnectedbypublictransportsystemssothateveryresidentcanbenefitfromwhatthecityhastooffer

• improvethedeliveryrateof formalhousingopportunities• increaseinvestmentthroughplanningandmarketing• startanapprenticeshipprogrammetotheWater,Sanitation,Electricity,Stormwater,SolidWaste,RefuseRemovalandRoadsDepartments.Theseapprenticeswillmeetthedemandof thelabourmarket,usingthetrainingtheCityprovideseithertobecomeskilledtechniciansemployedbythegovernment,ortomoveasyoungpeoplewithnewqualificationsintotheprivatesector

• setupof freecallboothswiththeCity’scomplaintsnumberinthepoorestcommunities,sothateveryonecanbeassuredof thefastestresponsetime,nomatterwheretheylive

• expanditsconstructionof thefibre-opticnetwork,providingbroadbandinfrastructuretoallcommunities.


Contributionscaninclude:recycling;treeplanting;peri-urbanagriculturalschemes aided by municipalities.

Informal assessmentActivity 1Ask learners to complete the answers on their own. Take in their books to assess their progress.

Activity 2Assess the progress learners make in contributing to the class discussion, and take note of learners who may need remedial work.

Activity 3Assess the progress learners make in contributing to the class discussion, and take note of learners who may need remedial work.

Activity 4Assess learners’ understanding of the concepts through their TV documentary.

Activities 5 and 6Takeinlearner’sbookstoassesstheirprogress.

Remedial Ask learners to copy and complete the table below to do with urban problems, causes and solutions. They can share their answers in pairs.

Problems this causes

Effect / consequence

Solution

congestion

urban decay

centralisation

ExtensionAsk learners to write a paragraph explaining the causes and effects of urban problems, and describing potential solutions.

Geog Gr 12 TG.indb 97 6/11/13 7:13:43 PM


RURAL AnD URBAn

SETTLEMEnTS: GEoGRAPHICAL

SKILLS AnD TECHnIQUES

MoDULE 6TERM 2Learner’s Book pages 239–258Duration: 5 hoursLessons: 10 half-hour lessons or 5 hour long lessons

Curriculum and Assessment Policy Statement (CAPS) content Mapwork skills • Applyingmapskillsandtechniques:scale,contoursandcross-sections• Mapandphotointerpretation,includingreadingandanalysisof physical

and constructed features

Geographical Information Systems (GISs) • GISconcepts:remote-sensingandresolution• Spatialandattributedata;vectorandrasterdata• Datastandardisation,datasharinganddatasecurity• Datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• Applicationof GISbyGovernmentandtheprivatesector,relatedtoweather and settlement topics

• Developinga‘paperGIS’fromexistingmaps,photosorotherrecordsonlayersof tracingpaper

Key geographical skills and techniques• applyingmapskillsandtechniquestoaddresssettlementissues• mapandphotographinterpretation,includingreadingandanalysisof

constructed features• understandingGISconcepts,includingremotesensingandresolution,differentkindsof GISdata,andthemanipulation,integrationandstatisticalanalysisof data

• applyingGISsinapracticalwaytoaddresssettlement-relatedquestions–bygovernmentandbytheprivatesector

• developingapaperGISfromexistingmaps,photographsorotherrecordsonlayersof tracingpaper

Key words/conceptssettlementgeography;morphologicalstructure;spatialdata;attributedata;nominaldata;ordinaldata;intervaldata;ratiodata;vectordata;rasterdata;integrate;buffering;coveragefeatures;outliers;non-spatialstatistics;spatialstatistics;descriptivestatistics;inferentialstatistics

UNIT 1 Mapwork skills

TERM 2, WEEK 8


Curriculum and Assessment Policy Statement (CAPS) content Mapwork skills• Applyingmapskillsandtechniques:scale,contoursandcross-sections• Mapandphotointerpretation,including:readingandanalysisof physical

and constructed features

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99m o d u l e 6 • R U R A l A n D U R b A n S E T T l E M E n T S : G E o G R A P H I C A l S k I l l S A n D T E C H n I q U E S

Resources• Learner’sBookpages240–246• Websites(optional): – Forinformationonsynopticcharts:http://www.weatherphotos.

co.za/ – Forinformationontopographicmaps:http://en.wikipedia.org/


(highlyrecommended)


• Thelastwebsitelistedaboveisalsohighlyrecommended.• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.

Teaching the unit

Lesson 1

• Thelessondealsprimarilywithmapworkskillsasappliedtosettlementgeography.

• Asklearnerstodifferentiatebetweenurbanandruralsettlements.• Remindthemthatsettlementsoftendisplaycertainpatterns,andthatthesewillshowonmaps,aerialphotosorsatelliteimages.

• Gothroughthesection,‘Howdoruralandurbansettlementsdifferspatiallywhenshownonmapsandphotographs?’(pages240–241) with learners.

• Shouldtherebeaneedtoreinforcethetheory,returntoModule3.

Activity 1• Explainthatthelessonisessentiallyaskills-based(ratherthantheory-based)one,andthatthishands-onactivityisbasedonatopographicmapextractof PortShepstone(page242).

• Explainthatthemapwaschosenbecauseof thevarietyof settlementtypesshown(urbanandrural).

• Somesettlementsareclustered,somearedispersed.• Thephysicallandscapehasanimpactonsettlementpatterns.

Lesson 2

• Onceagain,asklearnerstodifferentiatebetweenurbanandruralsettlements.

• Asklearnerswhymaps,aerialphotosandsatelliteimagesaresoimportantinsettlementgeography.

• Explainthatthislessonconcentratesonurbansettlement.• Gothroughthesection,‘Howarephysicalandconstructedfeaturesof alandscaperepresentedonmaps?’(page245)withlearners.

• Shouldtherebeaneedtoreinforcethetheory,returntoModule3.

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Activity 2• Thisactivitycontinueswithaskills-based(ratherthantheory-based)format,withthishands-onactivityinvolvingreadingthetopographicmapextractof Bloemfontein(page244).

• Themapshowsvirtuallyexclusivelyurbansettlement,andtransportpatterns are also mentioned.

Lesson 3

• Asklearnershowtheyareabletoreadamap,whichissimplyarepresentationof reality(inthesamewaythatwordsonapage representlanguage).

• Aftersomediscussion,pointoutthatmapshavetheirownlanguage,intheformof scales,contourlinesand,mostimportantly,mapsymbols.

• ExplainwhattheREFERENCE(VERKLARING)onatopographic map is.

• Gothroughthesection,‘Howarephysicalandconstructedfeaturesof alandscaperepresentedonmaps?’(page245)withlearners.

Activity 3• Thisactivityinvolvesworkingon,andwith,adiagrammaticmap (seepage246of theLearner’sBook).

• Bothform(whatasettlementlookslikefromtheair)andfunction(whatpurposedoesthesettlementserve,orwhatroledoesitfulfil?) are addressed.

Answers Activity 1 (Learner’s Book, page 241) 1. LearnersmustpinpointthePortShepstoneareaonamapof SouthAfrica(anatlascanbeused).PortShepstoneisinKwaZulu-Natal.

2. undulating(up-and-down)landscape3. a. rural(isolated)b. urbanc. rural(clustered)d. urbane. rural(clustered)f. rural(dispersed)

4. Alinearsettlementpatternmaydevelopparalleltoaroad,orrailwayline,orevenariver.Thereareafewexamplesalongruralroadson the map.

5. Thisisnoteasyterrain.Incisedriversandtributariesmeansteepslopes,whichmakesroadbuildingdifficult.Settlementsaresituatedonvalleybottomsoronhillcrests.

6. Moredifficult;theMzimkhuluRiverisabarriertotransport.Itcanonlybecrossedwheretherearebridges.

7. Betweenroughly30º25’and30º30’Eastand30º41and30º42SoutharetheKurnalpiEstates.Thereisothercultivatedlandalongtheriver.Sugarcaneisgrownhere.

8. Thereisnoheavyindustryandverylittleotherindustrialdevelopment.Thesugarmillmayprovideafewhundredjobs,butthatisall.Thereisprobablyamovementof peopletowardsPortShepstone,butcertainlynotenoughemployment.Peoplewillmoveoutof theareatoDurban-Pinetownandotherbigurbanareaslookingforwork.

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1. Leeuberg,at1603,8m(highest)2. Heidedal(extremeright,half way),1370m(lowest)3. sewerageworksontheBloemspruit,becausecoldairdrainsdownslopeatnightandaccumulatesinlow-lyinghollowsandrivervalleys

4. Thisisabuiltenvironment,withnorealevidence(besidesinthesouth-west)of ruralsettlement;farmlandhasbeentakenoverbyurbansprawl.

5. Learners must look at the grid pattern on the historical map and find the same features on the topographic map.

6. grid-ironorrectangular7. Lookatdensityof developmentandstreetpatterns,andthepresence of greenbeltsandsportsfields,andthenamesof thesuburbs.Previously‘white’suburbswillhavelargerstreetblocks(lessdenseroadsystem)and‘white’names,andmoreopenspacesthantraditionally‘black’suburbs or townships.

8. principally,therailwaylineandtransportinfrastructure9. tothesouth-eastof thecity;alsoactingasabufferbetweenthetownshipsandtheCBD

10. duewest11. sothatitwouldnotsplit(divide)thesuburbstothewestfromthecity,thoughthishassubsequentlyhappenedasthecityhasexpandedwestwardsORnottotheeast,becausethenitwillmovepasttheindustrialside

12. radial;transportroutes(particularlyroads)generallyradiateoutwardfromthecentreof thecity

Activity 3 (Learner’s Book' page 245)

1. A=T-shapedB=isolatedC=circularD=crossroadsE=linear

2. Thecircularandcrossroadsareurban(continuousbuiltupareas),theothersmorerural./B–rural;rest–urban

3. Aisaresortsettlementattheendof theroadinthemountains(oritcouldbeaminingsettlement).

Bisagatewayorstrategicsettlement(guardhousesorfortsguardingaccess to the plain in the south.

Cisprobablyatradeandtransportcity(ontheriver)whichhasexpandedover time.Disatypicalcrossroads(trade)settlement.

Eisruralsettlement,probablywithfarmsbackingontotheriverforirrigation water.

4. Yes,therearemountainousareasindicatedonthemapwhichwouldactastopographicalbarrierstotransport,particularlyshortestroutes.

Informal assessmentActivity 1Thisisafairlylengthyactivity.Itissuggestedthatlearnersworkwithapartnerorinsmallgroupstocross-checkanddiscussanswers,beforehavingageneralclassreport-backsession.

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Activity 2Followasimilarassessmentstrategytothepreviousactivity.Learnerscanreinforce one another’s map reading skills by working together.

Activity 3You can provide answers and learners mark their own answers.

RemedialTo help learners develop topographic map reading and interpretation activitieswheretheyarelacking,provideyourownquestionsbasedonthemapsof PortShepstone(page242)andBloemfontein(page244).

ExtensionIf yourschoolhasasetof topographicmapsforteaching,asklearnerstoworkinpairstodevisetheirownquestions(ratherthananswers)basedonaportionof aparticularmap.Thesecouldincludequestionsonapplyingmapskillsandtechniquestotopographicmaps,GISsandatlases.Theemphasisshould be on settlement issues.

UNIT 2 Geographical Information Systems (GISs) (appropriate to rural and urban settlement)

TERM 2, WEEK 9


Curriculum and Assessment Policy Statement (CAPS) content Geographical Information Systems (GISs) • GISconcepts:remote-sensingandresolution• Spatialandattributedata;vectorandrasterdata• Datastandardisation,datasharinganddatasecurity• Datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• Applicationof GISbyGovernmentandtheprivatesector,relatedtoweather and settlement topics

• Developinga‘paperGIS’fromexistingmaps,photosorotherrecordsonlayersof tracingpaper

Resources• Learner’sBookpages247–258• Websites(optional): – Forinformationonsynopticcharts:http://www.weatherphotos.

co.za/ – Forinformationontopographicmaps:http://en.wikipedia.org/


(highlyrecommended)


• Thelastwebsitelistedaboveisalsohighlyrecommended.

Geog Gr 12 TG.indb 102 6/11/13 7:13:44 PM


• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthis modulebuilds.

Teaching the unit

Lesson 1

• ThelessonfocusesonconceptsandterminologyusedinGIS.• BeginbyaskinglearnerswhatGISstandfor,whataGISactuallyis,andwhatitcan(andcannot)do.

• Emphasisethat,toapplyGIS,atheoreticalbackgroundandunderstandingof certaintermsisveryimportant.

• Gothroughthefollowingsectionswithlearners:‘WhatisthedifferencebetweenGIS,remotesensinganddataresolution?’(page247);‘Whatismeantbyspatialandattributedata;andvectorandrasterdata?’(pages247–248);‘Whatismeantbydatastandardisation,datasharinganddatasecurity?’(page249);‘Whatismeantbydatamanipulation?’(pages249–251).

Activity 1• Activity1isanexampleof averystraightforwardspatialchallengewhereGIScouldbeemployed.

• Itinvolvesdecision-makingbasedonsetcriteriaanditaskslearnerstostrategise(inwhichordershouldnewstoresbebuilt?).

Lesson 2

• Explainthatstatisticalanalysisispartof GIS.• Explaintolearnerswhatismeantbystatistics.• Asklearnerswhystatisticsandstatisticaldataarenecessary.(Answer:becausedealingwiththousandsof individualsisimpossible;weneedtoknowthe‘average’inmanycases.)

• Gothroughthesectionsonstatisticalanalysis(pages252–255)andleadlearnersintothinkingmoreaboutstatistics,viatheactivities.

Activity 2• TheactivitydealswithasimpleGISmapanddistributionpatternstoshowthatGISmapscanassistindeterminingwhetherdistributionpatterns exist and what those patterns are.

• Questionsareaskedaboutthedistributionof schoolsinaparticulartown.

Activity 3• Learnersareaskedtomatchupbasicstatisticalconceptswiththeir

correct meanings.• Theseconceptsaredescriptive–theydescribevariouspropertiesof aset

of data.• Themeanistheaverage(probablythebestunderstoodpropertyof astatisticaldistribution)butlearnersalsoneedtounderstandtheconceptof standard deviation.

Geog Gr 12 TG.indb 103 6/11/13 7:13:44 PM


Activity 4• ThisisanotherpaperGISactivity,basedonasettlementandcertain

criteria.• Learnersmustdecidewheretheywouldsiteanewresidentialsuburb.• Thetechniqueof creatingapaperGISwasexplainedinModule3, Unit4–referlearnersbacktothisunitforthestepsinvolved.

Answers Activity 1 (Learner’s Book, page 251) 1. no2. Historical;thiswaswheretheoriginaltownstarted.Population;morepeoplelivedinthesepartsof town.Function;otherareasweremorecommercialorindustrial.Planning;itwasthoughtthesewouldbegoodlocations for stores.

3. Yes,theserviceareasof somestoresdooverlap.4. Maximumdistance:11,5km Minimumdistance:4,5km5. about20km6. no,notquite7. a. Thewest,north-westandFairValleyaregoingtoneedstoressoon.b. Iwouldplanfirst:west(nostorethereatallatpresent);second:FairValley–anupmarketarea,withbuyingpowerandexpanding;last:north-west.

8. possibly,giventhatFairValleyissoclose;definitelywithinthenextcoupleof years


Yes,threeclusters:aroundtheCBD,inthewest,andinthesouth.TheCBDisprobablythefirstareasettled(innercityschools),followed by the other two areas. There are often historical reasons for this sort of pattern.


1.Statistical measurement/ parameter

Definition

first in order, that which appears first, regardless of its value

last in order, that which appears last, regardless of its value

maximum highest value

minimum lowest value

mean average value (sum divided by occurrences)

range difference between the highest and lowest values

standard deviation average amount of deviation from the mean

sum total of all the values

occurrences number of values or observations in the dataset

2. Thisisafollow-upself-helpactivity,withnoprescribedanswers.


TheactivityinvolvesconstructingapaperGIStositeanewresidentialarea,basedontheGISoverlaysandcriteriaintheLearner’sBook.Learnersneedtodevelopafinalmapwhichlooksliketheonebelow(page104),onwhichtobase their decision.

Geog Gr 12 TG.indb 104 6/11/13 7:13:44 PM


Informal assessmentActivity 1After learners have attempted the activity individually (some measurements anduseof scalearerequired)gothroughtheanswers,andensurethatlearners understand what is meant by, for example, the service area for each shop, and a superstore, and why the latter is bigger. Activity 2Move around the class to assess whether learners can recognise patterns or groupings, as well as account for these. Activity 3Provide the answers and assess, by show of hands, how learners have coped with these statistical concepts.

Activity 4ProvidelearnerswiththefinalGIStemplate(above)aftertheyhaveeachconstructedtheirownpaperGIS.Thesitingof theresidentialareainlightof the criteria can be discussed by the class.

RemedialRunthetrueorfalsequizgiven(page106)asasnapverbalassessment.Answers are given as T for True and F for False. Ask for reasons for learners’ answers.If therearegapsinknowledge,returntothosesectionsintheLearner’sBook.

Geog Gr 12 TG.indb 105 6/11/13 7:13:44 PM


Spatial data involves description, measurement and classification. F

nominal data is the lowest level of measurement. T

Ratio data is the next level of measurement. F

Vector data represents points, lines and polygons. T

Raster data represents the landscape as a matrix of cells. T

Standardisation of data helps to compare apples with apples. T

Data security is not important. F

Government never uses GIS, only the private sector uses it. F

Bufferingcreatesazonearoundapoint,lineorpolygon. T

Statistics are useful for working with data sets. T

ExtensionAsklearnerstosuggesttheirownGISlayers,andtoposeaproblemtobesolved, based on the following diagram:

REVIEW

TERM 2, WEEK 9

Learner’s Book pages 262–265




Geog Gr 12 TG.indb 106 6/11/13 7:13:44 PM



1. the exact physical location of the settlement2. onfertile,alluvialplainsbetweenandalongsidetheriversof present-day

Turkey,SyriaandIraq–theTigrisandEuphratesRivers;onthefertile,alluvialplainsof theIndiansub-continent–theGangesandIndusRivers;alongthebanksof theNileRiverinEgypt

3. fertilesoil;riverfortransport;waterforhumans,animalsandcrops4. A–accessibility;B–relief androuteof floods;C–accessibility;

D–dry(land)settlements,awayfrommarshlandandfloods5. (1)defencefactors=buildingatownwithafortonahilloverlooking

thesurroundingareas;(2)resourcesforbuilding,e.g.closetoforestsoraquarryforstone

6. a. Aruralsettlement:isonefoundinanundeveloped,sparselypopulatedcountryside;hasfewfunctions,fewservices,andlow-risebuildings;mainlyagriculturalorprimaryactivities.

b. Anurbansettlement:isdenselypopulated;hasmanyservices,awell-developedinfrastructure,manyservices,andhigh-risebuildings;mainlysecondaryandtertiaryactivities.


1. difficultyinagreeingtohowlargeeachruralpopulationis(amountof peopleineachsettlement);anddifficultyindefiningwhichservicesandfunctions,andhowmany,characterisearuralarea

2.Characteristics of rural settlements Characteristics of urban settlements

1 in the middle of undeveloped countryside

1 a highly organised developed area

2 associated with isolated farms, mining or fishing settlements, hamlets or villages

2 associated with towns, cities, metropolises and megaregions

3 low-rise buildings 3 high-rise buildings


1. piegraph2. factsandforecastsaboutthepercentagepopulationinruralandurbanareasin1955andin2015

3. 82,76%increaseinurbanisationforecastby2015,from19554. Urbanisationhascontinuedtoincreasesincetheremovalof theGroupAreasActandtheformerbantustansorrural‘homelands’.UrbanisationisgreatestinGautengandthecoastaltownsof SouthAfrica.

5. relianceonwomentorunthehomeandland;breakdownof familylife;relianceonsubsistencefarmingbreaksdown;womentendtheelderlyandtheveryyoung

6. GEAR;RDP;Agenda21;HabitatAgenda;MillenniumDevelopmentGoals;SDIs;IDZs;CRDP;RISDP

7. CommissionontheRestitutionof LandRights


1. 360yearsold2. CapeTown3. Adominantcity–usuallymorethanjustthecitywiththehighestpopulationORacitythathasasignificantlylargerpopulation(atleastdouble)thanthenextlargestcity;citywithimportantpoliticalandeconomic functions

Geog Gr 12 TG.indb 107 6/11/13 7:13:45 PM


4. No–CapeTownasametropolitanarea,hasapopulationclosetoJohannesburg’s.ORYes–JohannesburgisSouthAfrica’sdominanteconomic centre.

5. a.agricultural=1700s;b.mining=1800s;c.manufacturing=1900s6. later1900s7. CapeTown’ssite=abay(makingforasuitableharbour)witha

distinctive mountain as a landmark and source of fresh mountain water. CapeTown’ssituation=tipof AfricaontheshippingtraderoutearoundtheCapebetweenEuropeandtheEast.Thismadeittheidealstopoverandrefreshmentstation.Shipsstoppedtotakeonfreshwaterandfoodsupplies(whichweregrownintheCompanyGardensandonnearbyfarms).

8. Kimberley9. Anyoneof theporttowns:CapeTown,PortElizabeth,Durban;aplacewheretransportedgoodshavetobeunloadedandoneformof transportchangedforanother(forexample,fromwagonortraintoship).

10.CapeTownservedasagatewaytownforEuropeans(thePortuguese,DutchandtheBritish)totheEast.ItalsoservedasthegatewayintoSouthAfrica’shinterland/partof theCape.


1. A=CBD;B=industrial;C=residential;D=greenbelt2. A=shopsandoffices;B=factories;C=houses3. CentralBusinessDistrict4 a.CBD;b.CBD/highincomeresidentialareas;c.residentialarea oroutskirts;d.CBD

5. a.

b. TheCBDcommandsthehighestpricesforsaleorrentof propertybecauseitisaccessibletolargenumbersof people(themajorpublictransportroutesconvergehere).


1. a. placethatprovidesgoodsandservicestothesurroundingarea2. a. theareafromwhichitdrawsitscustomersb. ithasalargerpopulationandsoitoffersmoregoodsandservicesc. range of goods

3. B4. a.bothAandB;b.Bonly5. A

Mid-year examination:For information on how to assess the learners’ answers, please see pages 179–201 in the Formal Assessment section of this Teacher’s Guide.

Geog Gr 12 TG.indb 108 6/11/13 7:13:45 PM

109m o d u l e 7 • E C o n o M I C G E o G R A P H Y o F S o U T H A F R I C A : G E o G R A P H I C A l k n o W l E D G E

TERM 3Learner’s Book pages 267–317Duration: 25 hoursLessons: 50 half-hour lessons, or 25 hour long lessons

EConoMIC GEoGRAPHY oF

SoUTH AFRICA: GEoGRAPHICAL

KnoWLEDGE

MoDULE 7

Curriculum Assessment Policy Statement (CAPS) content Structure of the economy• Economicsectors(primary,secondary,tertiaryandquaternary)• Economicsectors’contributiontotheSouthAfricaneconomy:valueandemployment

• Useof statisticalandgraphicalinformation

Agriculture• Contributionof agriculturetotheSouthAfricaneconomy• Theroleof small-scalefarmersandlarge-scalefarmers• Mainproductsproduced:homemarketandexportmarket• FactorsthatfavourandhinderagricultureinSouthAfrica,suchasclimate,soil,landownershipandtrade

• Theimportanceof foodsecurityinSouthAfrica–influencingfactors• CasestudiesrelatedtofoodsecurityinSouthAfrica

Mining• Contributionof miningtotheSouthAfricaneconomy• Significanceof miningtothedevelopmentof SouthAfrica• FactorsthatfavourandhindermininginSouthAfrica• Acasestudyof oneof SouthAfrica’smainmineralsinrelationtotheabovepoints

Secondary and tertiary sectors• Contributionof secondaryandtertiarysectorstotheSouthAfricaneconomy

• Typesof industries,suchasheavy,light,rawmaterialorientated,marketorientated,footlooseindustries,ubiquitousindustriesandbridge(break-of-bulkpoint)industries

• FactorsinfluencingindustrialdevelopmentinSouthAfrica,suchasrawmaterials,laboursupply,transportinfrastructure,politicalintervention,competition and trade

• SouthAfrica’sindustrialregions: – (PWV)-Gauteng,Durban-Pinetown,PortElizabeth-Uitenhage,South

WesternCapeMetropole – Factorsinfluencingtheirlocation – Mainindustrialactivities• Case studies from South Africa to illustrate the above

Strategies for industrial development• Overviewof apartheidandpost-apartheidindustrialdevelopment

strategies• Conceptanddistributionof IndustrialDevelopmentZones(IDZs)

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• Casestudiesof twoSpatialDevelopmentInitiatives(SDIs)• Issuesassociatedwithindustrialcentralisationanddecentralisation

Informal sector• Conceptandcharacteristicsof informalsectoremployment• ReasonsforhighinformalsectoremploymentinSouthAfrica• ChallengesfacingSouthAfrica’sinformalsector• Case studies to illustrate the above in the South African context

Key geographical skills and techniques• processing,interpretingandevaluatingdata• identifyingquestionsandissues• collectingandstructuringinformation• makingdecisionsandjudgments• decidingonapointof view• suggestingsolutionstoproblems• workingcooperativelyandindependently• applyingcommunication,thinking,practicalandsocialskills• interpretingsources• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphs,tables,diagramsandmaps

Key words/conceptseconomically-active;GrossDomesticProduct(GDP);slant;skew;commercialfarming;subsistencefarming;forwardintegration;backwardintegration;balanceof trade;capitalinvested;capitalintensive;agglomeration

UNIT 1 Structure of the economy

TERM 3, WEEK 1


Curriculum and Assessment Policy Statement (CAPS) contentStructure of the economy• Economicsectors(primary,secondary,tertiaryandquaternary)• Economicsectors’contributiontotheSouthAfricaneconomy:valueandemployment


Resources• Learner’sBookpages269–274• Websites(optional): – http://en.wikipedia.org/wiki/Economic_system – http://geography.about.com/od/urbaneconomicgeography/a/

sectorseconomy.htm – http://www.investopedia.com/terms/s/sector.

asp#axzz2BW9YXMA1 – http://www.nationmaster.com/graph/eco_gdp_ppp-economy-gdp-ppp – http://www.statssa.gov.za – http://data.worldbank.org/country/south-africa – http://www.finforum.co.za/economic_data_releases.htm

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• Theschoollibrarymayhavemagazinesandnewspaperarticlesabouttheeconomy;economicstructures;andstatisticalinformationaboutdifferentsectorsof theeconomy.

Preparation• Readthroughandfamiliariseyourself withthecontent.• Familiariseyourself withdifferenttypesof graphsandwithreadinginformationfromstatistics.Thisisbasictomathematicalliteracy,andshouldbeunderstoodbylearners.

Teaching the unit

Lesson 1

• Theconceptof economicsectorsisnotnewtolearners.Writethesefourheadingsontheboard:Primary;Secondary;Tertiary;andQuaternaryeconomicsectors.Asklearnersforadefinitionof eachsector,andforafewSouthAfricanexamplesforeachsector.

• Discussreasonswhyandhowthecontributionof thesesectorsintermsof valueandemploymentisanindicatorof thelevelof developmentof acountry.

• If itispossible,accessthewebsitesthathavestatisticalinformationforSouthAfrica’seconomy;orusethenewspaper(lookatthe‘Businesssection’).Askthelearnerstocreategraphstoshowinformationthatyouhaveaccessed.

• Gothroughthesection,‘Whataretheeconomicsectors?’(pages269–270)withlearners.

Activity 1• Workasaclass.RecaponthediscussionyouhadpreviouslyabouteconomicsectorsandtheSouthAfricanexamples.

• Asklearnerstoworkontheirownonquestion2.Thentakefeedback.• Workonquestions3and4asaclass.

• Gothroughthesection,‘Whatdotheeconomicsectorscontributeto theSouthAfricaneconomywithregardstovalueandemployment?’ (pages271–272)withlearners.• Thesectionanalysesthecontributionof thedifferenteconomicsectorstotheeconomyaccordingtotheirmonetarycontributionandthetotalnumberof workersemployedineachsector.

• EnsurethatlearnersunderstandtheconceptsofGDP,GDPpercapita,andGNP.

Activity 2• Learnerscanworkontheirownorinpairsontheactivity.• Learnerscaneitherdiscuss/checktheiranswerswithanotherpairorasaclass.

Lesson 2

• Gothroughthesection,‘Howisstatisticalandgraphicalinformationused?’(pages272–273)withlearners.

• Discusstheadvantagesanddisadvantagesof statisticaldata,andhowitmainlytellsusabouttheaverage.

• Gothroughthesection,‘WhichfactorsfavourandwhichhinderagricultureinSouthAfrica?’withlearners.

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Activity 3• Learnersworkontheirowntoanswerthequestions.• Youcangivethisforhomeworkif youarerunningoutof time,butremembertocheckanswersinthenextlesson.


1. Itisthestudyof resourcesandtheiruseinvariouseconomicsectors,whichaddvaluetotherawmaterials(e.g.byturningthemintofinishedproducts).Thisprocessgrowsprogressivelymorecomplexasmorevalueisadded,andthiscomplexityinfluencesthevalueof goodsandservicesandthevalueof employmentinacountry.

2. a. primary:minerb. secondary:machinistc. tertiary:nurse/long-distancetruckdriverd. quaternary:Bio-technician/cardesigner/rugbyplayere. quinary:Ministerof BasicEducation

3. thethirdcolumnonthefarright4. Itismostdevelopedbecauseithasthesmallestpercentageparticipationinprimaryeconomicactivities,andthelargestpercentageemployedintertiaryeconomicactivities.Themorepeopleinvolvedintertiaryactivitiesandsectorsabovethis,themoredevelopedthecountryis,becausemorevalueisaddedtoproductsinthesehigher-rankingsectors.


1. Somalia;CentralAfricanRepublic;Mozambique;Rwanda;Zimbabwe;SouthAfrica

2. SouthAfrica3. Ahighpercentageof peopleintheCentralAfricanRepublicareemployedintheprimaryextractivesector.Atthislevel,thereislittlevalueaddedtotheirworkortotheproductstheyextract.Thereisaverysmallindustrialbase.Onlyathirdof itspeopleareemployedinthetertiarysector.


1. tosummarisedata;tocomparedatafromdifferentsources;toforecastfutureoutcomes;asavisualdatabank

2. Statisticscanbeskewedorslantedtogiveasubjectiveinterpretationif thefollowingquestionsarenotaskedtotesttheirvalidity:Whodidthesurvey?Whatisbeingmeasured?Whowaspartof thesample?Howwerethequestionsasked?Whointerpretedthedata?Resultscouldbeincomplete,ornotrepresentativeof thewholepopulation.

3. alinegraph4. Forcomparisonpurposes,allthecountriesof theworldusethesamecurrencystandard–theUSdollar.

5. percentageof theworkforce;sectorsof theeconomy;time6. Itisvisual;itcompressesalotof informationintoasmallspace;differentfactorsinvolvedintheeconomycanbeputononegraph.

7. Thereisnoexplanationof theinformationgiven;thewayinwhichtheinformationwascollectedisnotstated;theremayhavebeenbiasorprejudiceinthecollectionof theevidenceinordertomakethefiguresappearpositive;thereisnodategiven;therearenofiguresorpercentagesgiven;thereisnotimespangiven.

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Informal assessment Activity 1Gothroughtheanswerswiththeclass.Asklearnerstoofferanswers.

Activity 2 Ask pairs or small groups to offer answers.

Activity 3Take in the learners’ answers and mark them. Give each learner feedback on how he/she is progressing.

RemedialFor learners who struggled with this unit, ask them to revise it and to do the exercises on their own again. Go through the answers with these learners, or ask a stronger learner to help.

ExtensionAsklearnerstofindanarticleinanewspaperormagazineaboutthecurrentstateof theSouthAfricaneconomy.Letthemsharewiththeclassthedataand any statistical information which they found.

UNIT 2 Agriculture

TERM 3, WEEKS 1–2


Curriculum and Assessment Policy Statement (CAPS) contentAgriculture• Contributionof agriculturetotheSouthAfricaneconomy• Theroleof small-scalefarmersandlarge-scalefarmers• Mainproductsproduced:homemarketandexportmarket• FactorsthatfavourandhinderagricultureinSouthAfrica,suchasclimate,soil,landownershipandtrade

• Theimportanceof foodsecurityinSouthAfrica–influencingfactors• CasestudiesrelatedtofoodsecurityinSouthAfrica

Resources• Learner’sBookpages275–287• Websites(optional): – http://myfundi.co.za/e/Agricultural_perspectives_I:_Contribution_

of_agriculture_to_the_South_African_economy – http://www.cfses.com/documents/agric&poverty/BHORAT_2011_

Agriculture_in_Poverty_Reduction_in_South_Africa.pdf – http://en.wikipedia.org/wiki/Agriculture_in_South_Africa – http://en.wikipedia.org/wiki/Food_security – http://www.guardian.co.uk/global-development/food-security• TheschoollibrarymayhavemagazinesandnewspaperarticlesaboutagricultureinSouthAfricaandabouttheimportanceof foodsecuritygloballyandnationally.

• Asetof classatlases• Awallmapof SouthAfrica;aworldmap

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Preparation• Readthroughandfamiliariseyourself withthecontent.• Locatethefollowing:– SouthAfricanprovincesonaSouthAfricanmap– whereSouthAfrica’schief exportmarketsareontheworldmap– thecoldHumboldCurrentoff thecoastof Peru,SouthAmerica– thetownsof CapeTownintheWesternCape(andKhayelitshaif itisshown)

– thetownsof GrahamstownandPeddieintheEasternCape.

Teaching the unit

Lesson 1

• Gothroughthesection,‘HowdoesagriculturecontributetotheSouthAfricaneconomy?’(pages275–276)withlearners.

• Thereareimportantconceptsinthisunitthatyouneedtoensurelearnersunderstand,suchas:adualagriculturaleconomy;commercialfarming;subsistencefarming;forwardandbackwardintegration;directandindirectcontributionof farmingtotheeconomyof SouthAfrica.

• Stresstheimportanceof exportsoverimports.

Activity 1• Learnersworkontheirownorinpairstocompletethisactivity.

• Gothroughthesection,‘Whatistheroleof small-scaleandlarge-scalefarmersintheeconomy?’(pages277–278)withlearners.

Activity 2• Youcanusethisactivityforclassdiscussion.Workthroughthequestions

and answers together. • Drawthetableontheboardandasklearnersforinput.Addtothetableanypointsnotmentioned(see‘Answers’,onthenextpage).

Lesson 2

Go through the section, ‘What are the main products produced for the home marketandtheexportmarket?’(pages279–280)withlearners.

Activities 3 and 4• Learnersanswerquestionseitherindividuallyorinpairs.• Takefeedbackasaclass.

Activity 5Learnersneedtoworkontheirowntowritethereport.Theycandothisactivity for homework.

Lesson 3

Go through the section, ‘Why is food security in South Africa important, and whichfactorsinfluenceit?’(pages282–285)withlearners.

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Activity 6• Youcanusethisactivityforclassdiscussion.Itgiveslearnersanopportunitytoexpressopinionsandaskquestions.

• Drawthetable(inquestion5)ontheboardandasklearnerstohelpyoupopulate it.

Activity 7• AsklearnerstoreadthecasestudiesandtoworkinpairsorinsmallgroupsonActivity7–theymightneedtomaketimetomeetafterschoolhourstodothisactivity.

• Takefeedbackasaclass.


1.

Direct and indirect contribution of agriculture to the South African economy

Direct contribution Indirect contribution

1 to GDP purchase of items needed for agriculture

2 to GnP with exports use of services to distribute products

3 to employment employment for the informal sector

2. Agro-industriesaredistributorsandpackersof agriculturalgoods;suppliersof agriculturalgoodssuchasseeds,mechanicalequipment,irrigation piping.

3. a. Forwardintegrationiswhathappensafteragriculturalgrowthhastakenplace,suchaspackingtheproduct,distributingtheproduct,refrigeratingtheproduct,sellingtheproduct.

b. Backwardintegrationiswhathappensbeforetheproductappears,suchasseedpurchase,pesticide,insecticideandherbicidepurchase,or the purchase of irrigation and mechanical implements.


1. Adualagriculturaleconomyconsistsof bothcommercialandsubsistencefarming.

2. Small-scalefarms:thesizeof thefarm;financialturnover;outputorproductivity(intonnageandinvalue);inputorinvestment(incapitalequipment,technologyandagro-chemicals);thenumberof employees;value of fixed capital

3.Comparison of commercial and subsistence agriculture

Area of operation

Commercial Subsistence

1 Economics market orientated self-sufficiency

2 profit orientated self-sufficiency

3 high output low output

4 surplus production for market

limited or no surplus

5 high productivity low productivity

6 high financial input limited or no financial investment

7 employs managers and workers

no employment other than family

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Comparison of commercial and subsistence agriculture

Area of operation

Commercial Subsistence

1 Methods modern techniques used traditional farming methods used

2 sophisticated irrigation systems

no irrigation systems

3 hybrids and selective breeding used

traditional seeds and breeding

4 agro-chemicals, pesticides, and fertilisers used

no pesticides, fertilisers or agro-chemicals

5 sophisticated heavy machinery used

traditional ploughing and cropping

6 environmental pollution is high

no environmental pollution

4. No.Small-scalefarmingmaybehighlyprofitable,producingasurplusthatcanbesold.Subsistencefarmingmeansfarmingonlysufficientproductsforone’sownneedswithnosurplus.OR:

Yes.Asmall-scalefarmerhasinsufficientlandorcapitaltogrowenoughexceptforhimself/herself andhis/herfamily’sneeds.

5. Advantages:progressive/modern;productive;commercial;smallenoughtochangeaccordingtomarketdemands;smallenoughtochangeaccording to climate changes

Disadvantages:struggletoaccesscredit;co-operatives;time;womenarethefarmersandhaveadoubleburdenof lookingafterthefamilyandworking on the farm

6. Advantages:itiseasiertoobtaincreditasthefarmcanactascollateral;investmentinexpensivemachineryismoreeasilyobtainable;thereisoftenanemploymenthierarchyonthefarmfromtheowner,throughthemanagerdowntothelabourers

Disadvantages:profitscanbelostif thereisadroughtorfloods;itisanexpensiveundertaking;farmsecurityisaproblem

7. Anyanswerthatiswell-substantiatedisacceptable. Yes:small-scalefarmersaremoreimportantbecausetheyprovideforthefoodsecurityof manyfamilies.

No:theyaretoosmalltoproducelargesurplusesneededtosellorexport;theydonotemploypeople;theyusefewservices.


1. yes2. Inthelinegraphof Figure7.2.4,theblueexportfigureisabovetheline

figure of the green import figure. Itisgoodfortheeconomy:itbringsinmoneyfromothercountries;itstimulatesdemandformoreproducts;itcreatesjobsinourcountry.

3. Exportincomeappearstoberising;importsarelevellingoff.4. Zimbabwe,Angola,Mozambique5. UnitedKingdom,Netherlands6. ThefirstEuropeansettlerstoSouthAfricacamefromtheNetherlands.TheywerefollowedbytheBritishwhotookcontrolfromtheDutch.

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1. maize,sugarcane,wine,citrus2. wheat3. Acountrythatexportsmorethanitimportshasasurplusof food.Thisguaranteesfoodsecurityforthecountry.Itsuppliesjobs.Itbringsmoneyintotheeconomy.

4. RooibosteaandfynbosdriedflowersareindigenoustoSouthAfrica.


Thelearners’reportsshouldincludethesefactorsfromtheLearner’sBook:

Positive factors that favour agriculture in South AfricaPhysical factors

Examples

1 Climate • AMediterraneanclimateexistsintheWesternCapewith hot, dry summers and cool rainy winters

• Asubtropicalclimateexistsintheeastandnorth-eastern interior, with hot and wet summers and cool, dry winters

• ThewarmMozambiqueCurrentinfluencestemperatures and rainfall along the east coast: evaporation and precipitation are high

• ThedominantIndianOceanhigh-pressurecellinsummer controls the prevailing north-easterly winds that blow over the warm ocean and bring precipitation to the eastern half of the country

• Inwinter,familiesoflow-pressurecellsmoveovertheWestern Cape Mountains, bringing winter cyclonic rainfall

• Mountainousareashavetemperateclimatesbecauseof altitude

2 Soil • Themostfertilesoilisfoundintheeasternregionwhere the climate is hot and wet

• TheKaroosoilsarefertile.Livestockthriveonthegrasses and shrubs

Political factors

Examples

1 Land ownership

• Since1994,landredistributionandrestitutionhaveencouraged settlement claims to land

• Thereisanopenmarketforland,wherefairandequitable prices for land operate

• Governmentsupportintheformofagriculturalextension officers and technical advisers for new farmers and small-scale commercial farms is a positive step

2 Trade • Deepharboursandinternationalairportsencouragethe export of agricultural products

• Communicationnetworksandrefrigeratedcontainersmake it possible to maintain the quality of products for the local and export markets

• Ourfruitandflowersarereadyforexportwhenthenorthern European market needs them most, because of the opposite seasons the north experiences. This gives our export a competitive advantage.

• TheMarketingofAgriculturalProductsActof1996introduced import tariffs to protect domestic products

• Deregulationofagriculturesince1994hascreatedamore competitive farming industry

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negative factors that hinder agriculture in South Africa

Physical factors

Examples

1 Climate • ThecoldBenguelaCurrentinfluencestemperaturesand rainfall along the west coast: there is little evaporation or precipitation

• Thedominanthigh-pressurecellovertheinterior in winter reduces the chances of precipitation in the interior

• ThedominantAtlanticOceanhigh-pressurecellinsummer controls the prevailing south-easterly winds that blow over the cold ocean and bring little or no precipitation to the western half of the country

• Distancefromtheseacreatesclimaticextremesin the interior

• Rainfallvariesfrom0mmto1000mmintheeastof the country. Average rainfall is approximately 500 mm a year

2 Soil • Thetraditionalhomelandshavereducedsoilfertilityasa result of subsistence farming techniques

• AlimitedandvariablerainfallmakestheKarooamarginal agricultural area even though the soils are fertile

• Soilerosionisaconstantproblembecauseitreducessoil fertility by washing away soil organic matter such as humus

Political factors

Examples

1 Land ownership

• Priorto1994,upto87%ofSouthAfricanlandwasownedbywhites;13%wasfarmedbyblackowners

• Previouslydisadvantagedpeoplelackthecommunication and skills and capital required to purchase farms large enough to benefit from economies of scale in commercial farming

2 Trade • Deregulationhasremovedsubsidiesforfarming,whichhas made less successful farmers leave the sector

• Foreignimportscanfloodthemarketwithcheaperagricultural products

• Small-scalefarmersdonothaveaccesstospecialistmarketing support institutions


1. Foodsecurityisthephysical,socialandeconomicaccessandavailabilityatalltimes,byallpeople,to‘sufficient,safeandnutritiousfoodtomeettheirdietaryneedsforanactiveandhealthylife’.

2. Foodinsecuritycanleadtosocialuprisings,riotsandstrikes.Theeffectof foodinsecurityonchildrenleadstomalnourishment,andchronicconditions such as kwashiorkor.

3. Physical,economicandsocialfactorsaffectfoodsecurity.4. economicandsocialfactors,andpossiblyphysicalfactorsthroughtechnologyandmoreresistantseedvarieties

5. a. rural areasb. itimproved

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c.

Table to compare food insecurity levels in the provinces in 1999 and 2005

Province, 1999 Province, 2005

1 Eastern Cape Eastern Cape

2 northern Cape northern Cape

3 north West limpopo

4 limpopo Free State

5 Mpumalanga north West

6 kZn Gauteng

7 Gauteng Mpumalanga

8 Free State kZn

9 Western Cape Western Cape

d. TheEasternCapeandNorthernCapearethemostfoodinsecureprovinces;theWesternCapeistheleastaffected.TheFreeState’sposition has worsened.

6. civilunrest,socialunrest,poorhealth


1. Thereisalinkbetweenpovertyandurbanfoodinsecurity.2. Recommendationswilldifferfromgrouptogroup.Writeupanswersontheboardandfindconsensusforthemostimportantpriorities.Expecttheseonyourlist:

Accesstoamarkettosellandbuy;availabilityof landforagricultureinurbanareas;community-upinvolvement;availabilityof larger-sizedplots;encouragementof mixedcultivation;educationinpermaculture,intercropping,rainharvestingandtheuseof compost;accesstotheDepartmentof Agricultureforassistance;bettercommunicationbetweenresidentsandmunicipalities;encouragetheunemployedtobeinvolvedinurbanagriculture;encouragetheyouthinurbanareastoparticipate;educatehouseholdsonusingsocialgrantsforsustainableagriculture.

Informal assessmentActivity 1Gothroughtheanswerswiththeclass.Askpairstoofferanswers.

Activity 2Haveaclassdiscussion.Workthroughthequestionsandanswerstogether.

Activities 3 and 4Takefeedbackasaclass.Asklearnerstoofferanswers.

Activity 5Marklearners’reportsandgivethemfeedbackabouttheirprogress.

Activity 6Haveaclassdiscussion.Workthroughthequestionsandanswerstogether.

Activity 7Gothroughtheanswerswiththeclass.Asklearnerstoofferanswers.

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Remedial Asklearnerswhohaddifficultywiththisunitorspecificsectionstogothrough the unit/sections again and to define or explain the key concepts.

ExtensionAsk learners to research which regions in the world are most food insecure andtomarktheseonaworldmapinred;andtomarktheregionswhicharemost food secure in blue.

UNIT 3 Mining

TERM 3, WEEKS 3–4


Curriculum and Assessment Policy Statement (CAPS) contentMining• Contributionof miningtotheSouthAfricaneconomy• Significanceof miningtothedevelopmentof SouthAfrica• FactorsthatfavourandhindermininginSouthAfrica• Acasestudyof oneof SouthAfrica’smainmineralsinrelationtotheabovepoints

Resources• Learner’sBookpages288–294• Websites(optional): – http://en.wikipedia.org/wiki/Mining_industry_of_South_Africa – http://www.southafrica.info/business/economy/sectors/mining.

htm#.UJvyXIf2-to – http://www.bullion.org.za/content/?pid=86• TheschoollibrarymayhavemagazinesandnewspaperarticlesaboutmininginSouthAfrica;includingthestrikeattheplatinummineatMarikanawhichmadeinternationalnewsin2012.

Preparation• Readthroughandfamiliariseyourself withthecontent.• Locatethefollowingplacesonthemapof SouthAfrica:– theBushveldIgneousComplex– theMarikanaMinenearRustenburginNorthWestprovince– wheregoldwasfoundontheWitwatersrand– wherediamondswereminedinKimberley.

Teaching the unit

Lesson 1

• Gothroughthesection,‘HowdoesminingcontributetotheSouthAfricaneconomy?’(page288)withlearners.

• Explainthatminingof mineralsandgoldgivesSouthAfricastrategicimportanceintheworld.LargepowerssuchastheUSA,IndiaandChina,maintaingooddiplomaticandeconomicrelationswithusbecauseof theglobaldemandforgoldandotherminerals.

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• Theamountof goldandplatinumproducedaffectstheinternationalpriceof thesecommodities.InthebusinessnewsonTV,andinthebusinesssectionsof thenewspapers,thereisalwaysinformationaboutmining,thepriceof minerals,thesignificanceof strikeactionbyminers,andtheexportof ore.Learnersshouldtrytokeepuptodatewiththis,particularlywhileyoustudythisarea.

Activity 1• Thisisanindividualactivity.Takefeedbackfromlearnersoncetheyhavecompletedtheactivity.

• Listthefactorslearnerscalloutontheboard.

• Gothroughthesection,‘Whatisthesignificanceof miningtothedevelopmentof SouthAfrica?’(pages289–290)withlearners.

• Asklearnerstolocateonamapof SouthAfricawherediamondswereminedinKimberely,wheregoldwasfoundontheWitwatersrand,theBushveldIgneousComplex,RichardsBay,andanyotherplacesmentioned.

Activity 2Youcanusethisactivityforclassdiscussion.Workthroughthequestionsasaclass and ask learners to provide answers.

Lesson 2

Work through the section, ‘Which factors favour and which hinder mining in SouthAfrica?’(pages291–292)withlearners.

Activity 3• Drawatableontheboardwiththeheadings:Factorswhichfavourmining;Factorswhichhindermining.Asklearnerstohelpyoupopulatethetable.

• Haveaclassdiscussionabouttheproblemsthatcouldinconvenienceminersandbeadangertothem.

• AsklearnerstolocateMarikanaMineonamapof SouthAfrica.• AskthemwhattheyknowabouttheissuesandproblemsthatoccurredatMarikanaMinein2012inSouthAfrica.Allowlearnerstoexpresswhattheyunderstandabouttheissues.

• Gothroughthesection,‘WhatpracticalknowledgecanwegainfromcasestudiesaboutmininginSouthAfrica?’(pages293–294)withlearners.

Activity 4Learnerscanworkontheirowntoanswerthequestions.Facilitatetheactivity by helping those learners who need help.


1. a. Miningcontributes8,6%directlytotheGDPof SouthAfrica;miningexportsareresponsiblefor60%of SouthAfrica’sexports;miningearnsapproximately50%of SouthAfrica’sforeignexchange;miningcontributes13,2%of thetotaltaxreceivedfrombusinessesbygovernment;miningcontributesR78billiontowagesandsalaries;ituses15%of SouthAfrica’selectricitysupply;itdirectlycontributesto

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theemploymentof approximately50000people;miningattracts12%of thetotalforeigninvestmentinSouthAfrica;itspentR409billioninSouthAfricaonpurchasesandoperatingcosts;itdirectlycontributes50%of thevolumeof trafficthroughTransnet’sportsandrailways.

b. Miningcontributesto:thedevelopmentof thecountry’sinfrastructure;thedevelopmentof engineeringinreactiontospecificneedsinmining;thedevelopmentof financialservicestosatisfytheinvestmentneedsof theminingindustry.

2. Themultipliereffectistheamountbywhichachangeinonevariablehasalargereffectonothervariables.Forexample,wagestominersputsmoneyintheirpockets;withmoney,goodsandservicesarebought;thiscreatesademandformoregoodsandservicesandgivesemploymenttomorepeople;whocanearnmoney,buygoodsandservices,createafurtherdemandforgoodsandservices,somorepeopleneedtobeemployed;andsoon.


1. Miningcreatedademandforiron,steelandelectricity,aswellasademandforatransportinfrastructuresuchasroadsandrailway.Shoesandbootswereessentialtoprotectminersfromthehotandwetconditions underground. This demand led to the development of these industries(shoeindustry)inSouthAfrica.Miningprovidesrawmaterialstomanyindustries,e.g.gold,chemicalmaterials.

2. Itiswherestrategicmineralsarefoundinplentifulsupplyrelativelyclosetothesurface,e.g.gold,platinum,chromeandmanganeseore,zirconium,vanadiumandtitanium.

3. Strategicmineralsareessentialtotheproductionof sophisticatedweaponsandtechnicalequipment.


1. a. Physical,economicandsocialfactorsfavourmining:richmineralresources;fossilfuels;abundantwater;naturalharbours;abundantlabour;lowextractioncosts;highprofitmargins;cheapdistributioncosts;skilledimmigrants;migrantworkers.

b. Physical,economicandsocialfactorshindermining:thecostof deepmining;longdistributiondistances;hotanddryenvironment;absenceof amenitiesforworkers;absenceof water;workstoppages;commodityprices;inputcosts;fuelprices;poorsafetyrecord;poormanagement;smallskillsbase;labourrelationsproblems.

2. Poormanagementproblemscanleadtolabourunrestandalackof safetyinthemines.Thiscancreatetensions.Poormanagementcanexposeminerstodisastersunderground.Poorhousingandremunerationcancontributetounrest.


1. SouthAfricahas95%of theworldreservesof platinum;whichisastrategicmineral,non-corrosive,non-magnetic;andusedintheaerospaceanddefenceindustries,catalyticconvertors,sparkplugs,electrodes,oxygensensors,andchemotherapyforcancervictims.

2. Thesaleof platinumbringsmoneytoSouthAfrica.Foreigninvestmentintheminescreatesemploymentopportunities.

3. thelowwages;thehighmonetaryvalueforplatinum;adequatewatersupplies;fairlyshortdistributionroute;strategicvalueof themineral;easyaccessibilityintheBushveldIgneousComplex

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4. poorindustrialrelations;stoppages;pricefluctuationsontheinternationalmarkets;fluctuationsinthepriceof fuel;unskilledlabour

5. Pointsfor‘reasonsforthestrike’include:poorindustrialrelations;lowwages;poormanagement.

Pointsfor‘resultsof thestrike’include:a27%dropinthevalueof thecompany’sshares;theneedtoborrowuptoUS$1,25billionforrestructuringandinvestmentininfrastructureandhumanresources;thedeathsof 44people;alossof 2500ouncesof productioneachdayof thestrike;adailylossof US$3,9million;costlylegalcases;uncertaintyaboutinvestmentinSouthAfrica;immediateriseinthepriceof platinum.

Informal assessment Activity 1Takefeedbackfromlearnersoncetheyhavecompletedtheactivity.Listthefactors learners call out on the board.

Activity 2Workthroughthequestionsasaclassandasklearnerstoprovideanswers.

Activity 3Workasaclassontheanswers.

Activity 4Gothroughtheanswerswiththeclass.Encouragelearnerstoofferanswers.

RemedialAsklearnerswhohaddifficultywiththisunittogothroughtheunitagainand then to explain the strategic importance of the mining of minerals and gold for South Africa.

ExtensionAsk learners to find the most current information about the mining sector in South Africa that they can. (They can watch the business news on TV, and/or read the business sections of the newspapers). They should note down information about the price of minerals, the significance of any strike action by miners, and the export of ore. Ask them to report back what they find out to the class.

UNIT 4 The secondary and tertiary sectors

TERM 3, WEEKS 4–5


Curriculum and Assessment Policy Statement (CAPS) contentSecondary and tertiary sectors• Contributionof secondaryandtertiarysectorstotheSouthAfricaneconomy

• Typesof industries,suchasheavy,light,rawmaterialorientated,marketorientated,footlooseindustries,ubiquitousindustriesandbridge(break-of-bulkpoint)industries


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• SouthAfrica’sindustrialregions: – (PWV)-Gauteng,Durban-Pinetown,PortElizabeth-Uitenhage,

SouthWesternCapeMetropole – Factorsinfluencingtheirlocation – Mainindustrialactivities• Case studies from South Africa to illustrate the above

Resources• Learner’sBookpages295–304• Websites(optional): – http://www.mediaclubsouthafrica.com/index.php?...sectors – http://www.nationsencyclopedia.com›Africa›SouthAfrica – http://www.hsrc.ac.za/Document-2459.phtml – http://en.wikipedia.org/wiki/Industry AutomotiveinSouthAfrica-KeyinformationontheSouthAfrican... www.mbendi.com›TheWorld›Africa›SouthAfrica – http://www.southafrica.info/business/economy/sectors/

manufacturing.htm#.UK-N34f2-to• TheschoollibrarymayhavemagazinesandnewspaperarticlesaboutindustryandservicesinSouthAfrica.Tourismisagrowthserviceindustry.

• TheTVandthebusinesssectionsof newspapersshouldofferinformationaboutindustriesandservicesinSouthAfrica.

• Wallmapof SouthAfricaand/orclassatlases

Preparation• Readthroughandfamiliariseyourself withthecontent.• LocatethefourindustrialregionsontheSouthAfricamap:Durban-Pinetown,PortElizabeth-Uitenhage,SouthWesternCapeMetropole,(PWV)-Gauteng.

• ReaduponCoegaintheEasternCapeandlocateitspositionwithregardtothePortElizabeth-Uitenhageindustrialregion.

Teaching the unit

Lesson 1

• Explaintolearnersthatthereisalargesectionof workinthisunit,butthetermsandconceptsshouldbefamiliartothemasitrepeatsworkdoneinEMSandinSocialScienceinGrade9.

• Gothroughthesection,‘HowdothesecondaryandtertiarysectorscontributetotheSouthAfricaneconomy?’(pages295–297)withlearners.

• Usethewallmapand/oratlasestoshowwherethemajorsecondaryandtertiarysectorindustriesandservicesarelocated(seeTables7.4.1and7.4.2onpages296and297forexamples).Alsoasklearnersfortheirownexamples.

• Factorswhichfavourthedevelopmentof thesecondaryandtertiarysectorshavetodowithinfrastructureandhumanresources,suchastransport,education,skills,capital,rawmaterialsandlabour.Askthelearnerswheretheywouldexpecttofindthesefactorsgroupedtogether(Answer:Inthemainurbanareas).

• Showthemonamapwherethefourindustrialregionsarelocated.Explainthattheyarealsotheareasof greatestpopulationdensity.

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Activity 1• Thisactivitycanbedoneasaclassdiscussiontoensurethatalllearnersgainthebasicconceptsthatunderpintherestof theunit.

• Gothroughthesection,‘Whattypesof industriesarethere?’ (pages297–298)withlearners.

• UsingTable7.4.2(page297),explainthatindustriescanbeclassifiedaccordingtotheirvolume(light/heavy),location(rawmaterialorientated;marketorientated;footloose;ubiquitous),andfunction(bridgeorbreak-of-bulk).Ensurethatlearnersunderstandtheterminology.

Activity 2• Learnersworkontheirowntoanswerthequestions.• Takefeedbackasaclassandasklearnerstocheckandcorrecttheiranswerswherenecessary.

Lesson 2

• Asklearnerstosuggestfactorswhichinfluenceindustrialdevelopment.• Explain(if necessary)thatforindustrialdevelopmentacountryneedsrawmaterialsandalaboursupply;italsorequiresinfrastructuresuchastransport;itneedspoliticalinterventiontoencourageandsupportindustrialentrepreneurship;incentivesandcompetitioninordertostimulatecompaniestobemoreproductive,morecompetitive,andmoreflexibletoreacttothemarketdemands.

• Readthroughthesection,‘WhichfactorsinfluenceindustrialdevelopmentinSouthAfrica?’(pages299–301)withlearners.

Activity 3• Asklearnerstoreadthroughthesectionagainbythemselves.• Theyshouldthenanswerthequestionsintheactivity.

• Gothroughthesection,‘WhereareSouthAfrica’sindustrialregionslocated?’(pages301–302)withlearners.

• GothroughTable7.4.4(page302)whichdescribesthefactorsthatinfluenceeachregion’slocationandtheirmainindustrialactivities.

Activity 4• Learnersdothisactivityontheirownorinpairs.

• Asklearnerstolocatethepositionof CoegaintheEasternCapeonamapandtoseehowfaritisfromthePortElizabeth-Uitenhageindustrialregion.

• Theyshouldthenreadthecasestudy,‘ThecarindustryinPortElizabethandUitenhage’(page303).Thiscasestudyshowshowamunicipalityattracted large motor vehicle companies with attractive rates and incentives.Italsoshowshowbigindustriesactasamagnetforallied,component industries.

Activity 5Inthisactivity,learnersdescribethedirectandindirectcontributioncarmanufacturers have made to the South African economy.

Activities 6–8Learnersdotheseactivitiesontheirownorinpairs.

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1. a. 40%b. 60%

2. a. Thesecondarysectoristhesectorinvolvedinmanufacturingandindustry.

b. Thetertiarysectoristhesectorinvolvedinthebuyingandsellingof goodsandservicessuchastourism,bankingandeducation.

3. Thesecondaryandtertiarysectorsusedtheplatformof agricultureandminingtodevelop.Agricultureprovidedsurplusfoodthatcouldbeconvertedintodifferentproducts,suchaswheatintobread,pasta,andbreakfastcereals,orgrapesintodriedfruit,tablegrapes,wine,grape-juice,andtartar.Miningcreateddemandsforelectricity,ironandsteel,andtransport,aswellasforskilledlabour,clothingandboots,housing,and the services that surround and support a population.

4. Industriesenableacountrytobeself-supporting;thecountrydoesnothavetoimportgoodsasitisabletomakewhatitneeds;thecountrycanexportsurplusproducts,whichwillbringinforeigncurrency.

5. Thesizeof thetertiarysectorisanindicationof thelevelof economicdevelopmentof acountry.Thetertiarysectorprovidesemploymentopportunities;andarangeof sophisticatedservices.Thisshowsadegreeof skilledlabour.


1. function,locationandvolume2. Lightindustriesarelesscapitalintensive,havelessimpactontheenvironment,arefoundclosetoresidentialareasastheydonotneedzoningregulations,andareassociatedwithconsumergoods.

Heavyindustriesarecapitalintensive,havealargeimpactontheenvironment,andaregenerallyheavyandbulky,e.g.thermalpower,refineries,thechemicalsindustry.

3. footlooseorubiquitousindustries4. Labourwillalwaysmovetowherethejobsare.


1. rawmaterials2. Competitionshouldstimulatecompaniestobemoreproductive,morecompetitive,andmoreflexibletoreacttothemarketdemands.Thisbenefitstheconsumer,andcreatesjobopportunities.

3. Thecommonpurposeistopromotedomesticandforeignprivateinvestmentinthoseareaspreviouslydisadvantagedwherethereispotentialforeconomicgrowth;andthepromotionof tradeandindustrytocreatejobopportunities;andtopromoteunderdevelopedareas.

4. A transport infrastructure is needed for the movement of raw materials toindustrialsiteswheretheycanbechangedinform,processed,packagedanddistributedtolocalanddomesticmarkets.Asophisticatedtransportsystemcarriespeopleandproductsinsafetyinanumberof ways:air,road,railandsea.


1. (PWV)-Gauteng(PWV-Pretoria-Witwatersrand-Vereeniging);Durban-Pinetown;SouthWesternCapeMetropole;PortElizabeth-Uitenhage(Coegazone;NelsonMandelaMetropole)

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2. rawmaterials;laboursupply;adequatewatersupply;adequatepowersupply;transportfacilities;markets;labour

3. a. ironandsteelb. petrolrefineries

4. SouthWesternCapeMetropole5. ashortdistributiondistancetoneighbouringstatesbyroadandrail;throughMaputoharbour,accesstointernationaltrade


1. GeneralMotors,Volkswagen,FordMotorCompany2. GMneededspraypaint,shatter-proof glass,tyres,brakes,wiring,electronics.Clusterindustriesdeveloped.

3. a. employment;sales;self-relianceondomesticproductsb. forwardandbackwardintegrationwithcomponentautomotiveindustries;exportof parts;employmentopportunities,forcustomsofficialsforexample;foreigncurrencyearnedforthecountry


1. DurbanandRichardsBay.2. Transportinfrastructure.3. Employment/export/alliedindustrialprocessesandproducts.4. It is corrosion proof and light.5. Almost100%of thealuminiumcanberecoveredfromrecyclingprocesses,whicharemorecostandenergyefficientthanmakingprimaryaluminium products.


1. Fertilevalley;seasonalvariationsareextreme;adequatewinterrainfallandhotdrysummers;closetorawmaterials(orchards).

2. Itdoesnotaffectcolouring;itisasepticsothereisnocontaminationof theproduct;itdoesnotaffectthetasteof theproduct;itguaranteesfreshness;itcanbepackagedin‘bricks’allowingformoreunitspercargospace.

3. Ourseasonsaretheoppositeof thenorthernhemisphere,allowingourfreshproductstobeexportedwhentherearenoneavailableinthenorthern hemisphere.

4. Employmentopportunities;revenuefromsales;advertising.5. Marketsimplymorebusinessthroughsales,andmoremoney;exportsbringinforeigncurrencytothecountry;exportscreatemorejobs;exportsadvertiseawarenessof yourproductglobally;exportshelpafirmtoexpand;goodeconomicalandpoliticalties;globalisation.

6. Thereisfruit-picking;sortingof fruit;manufacturingintojuice;packaging;toursof thecompany’soperations.


1. Itisthesmallestprovincebutithasthelargestpopulation;itisthemostdenselypopulated,andthewealthiest,provinceinSouthAfrica.

2. Therewasademandforsteelandironfrommining,construction and transport.

3. Directly:Thereisawidevarietyofskilledlabourandunskilledlabouravailable. Indirectly:Thereisademandforproducts.4. ThereiswateravailablefromtheVaalRiver;therearecoaldeposits;ironoreisfoundcloseby;thereisplentyof flatland;north-eastwindsblowawaythepollution;thereisahugedemandfromotherindustriesforironand steel products.

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5. Decentralisationmeansmovingoutwardstotheperiphery,fromthecore.Gautengisoverpopulated.Creatingemploymentopportunitieselsewherehelpstospreaddevelopmentandwealthinthecountry.

6. Itisfifth.7. Theconstructionindustry8. RichardsBay;Durban;Maputo;EastLondon.

Informal assessmentActivities 1, 3–8Gothroughtheanswerswiththeclass.Asklearnerstoofferanswers.

Activity 2Take feedback as a class and ask learners to check and correct their answers where necessary.

Remedial• Askthoselearnerswhostruggledwiththisunitorasectionof it,tore-readtheunit.Astheyread,theyshouldmakenotesinanswertothesequestions:– HowdothesecondaryandtertiarysectorscontributetotheSouthAfricaneconomy?

– Whattypesof industriesarethere?– WhichfactorsinfluenceindustrialdevelopmentinSouthAfrica?– WhereareSouthAfrica’sindustrialregionslocated?– WhatpracticalknowledgecanwegainfromcasestudiesaboutthesecondaryandtertiarysectorsinSouthAfrica?

• Takeinlearners’workandgivethemfeedbackontheprogressthey have made.

ExtensionAsk learners to find the most current information about the secondary and tertiary sectors in South Africa that they can. (They can watch the business newsonTV,and/orreadthebusinesssectionsof thenewspapers;and/orvisitthewebsiteslistedonpage123.)Askthemtoreportbackwhattheyfindout to the class.

UNIT 5 Strategies for industrial development

TERM 3, WEEKS 5–6


Curriculum and Assessment Policy Statement (CAPS) contentStrategies for industrial development• Overviewof apartheidandpost-apartheidindustrialdevelopment

strategies• Conceptanddistributionof IndustrialDevelopmentZones(IDZs)• Casestudiesof twoSpatialDevelopmentInitiatives(SDIs)• Issuesassociatedwithindustrialcentralisationanddecentralisation

Resources• Learner’sBookpages307–311• Websites(optional): – http://idc.co.za – http://www.mcli.co.za/mcli-web/mdc/sdi.htm

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• Theschoollibrarymayhavemagazinesandnewspaperarticlesaboutstrategies for industrial development.

• Wallmapof SouthAfricaand/orclassatlases• PastnationalGeographyexaminationpapers


Teaching the unit

Lesson 1

• Asklearnerswhytheythinktheextentof industrialdevelopmentinacountryisanindicatorof itslevelof economicdevelopment.Allowthemtime to express their opinions and thoughts.

• Readthroughthesection,‘Whatindustrialdevelopmentstrategieswereusedduringandafterapartheid?’(pages307–308)withlearners.Thissectionfocusesonthehistoryof industrialdevelopmentstrategieswhichtheapartheidandpost-apartheidgovernmentsimplemented.

Activity 1• Encouragelearnerstore-readthesection,‘Whatindustrialdevelopmentstrategieswereusedduringandafterapartheid?’(pages307–308).

• Theythenworkontheirowntoanswerthequestions.• Asklearnersif theyknowwhatIndustrialDevelopmentZones(IDZs)are.DotheyknowwheretheyarelocatedinSouthAfrica?

• Readthroughthesection,‘WhatareIndustrialDevelopmentZones(IDZs),andwherearethey?’(pages308–309)withlearners.

• ExplainthatIDZsareareasidentifiedbygovernmentforstimulatingeconomic growth through investment in industries.

• TherearefourIDZs,locatednearPortElizabeth(CoegaIDZ),EastLondon(ELIDZ),RichardsBay(RBIDZ),andGauteng(ORTamboInternationalAirport).

• LocatetheIDZsonawallmaporintheatlases.Showhowtheseareasoverlapwithtransportroutesandasklearnerswhytheythinkthisisso.

Activity 2Youcanusethesequestionsforaclassdiscussionif thereistime,orlearnerscan complete them for homework.

Lesson 2

• Discusstheapartheideraof homelandspre-1994,andshowhowtheSDIsandIDZsareinareasthatwerepreviouslydisadvantaged.

• LocatetheSDIareasonawallmaporintheatlases.Showhowtheseareasoverlapwithtransportroutesandasklearnerswhytheythinkthis is so.

• Readthroughthesection,‘Whatcanwelearnfromthecasestudiesof twoSpatialDevelopmentInitiatives(SDIs)?’andthetwocasestudies(pages309–310)withlearners.

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Activity 3• Asklearnerstoreadthroughthetwocasestudiesbythemselvesagain(pages309–310),usingthequestionsinActivity3todirecttheirreading.

• Astheyread,theyshouldtrytofindtheanswerstothequestions.• Readthroughthesection,‘Whatissuesareassociatedwithindustrialcentralisationanddecentralisation?’(pages310–311)withlearners.

• Discusstheissuesandchallengesassociatedwithcentralisationanddecentralisation.

Activity 4Learnersworkontheirowntoanswerthequestions.


1. a. 1940,theIndustrialDevelopmentCorporation(IOC);958theViljoenCommision;TheKleuCommissionof 1983

b. 1994,theSpatialDevelopmentInitiatives;Growth,EmploymentandRedistribution(GEAR)strategy;theReconstructionandDevelopmentProgramme(RDP);theIndustrialDevelopmentZones(IDZs);andtheAcceleratedandSharedGrowthInitiativeforSouthAfrica(AsgiSA)

2. Pre-1994theeconomicstrategieswerecontainedintheoutcomesof variouscommissionsanddevelopments:1940theIDC(IndustrialDevelopmentCorporation)wasastrategytopromoteeconomicgrowththroughdevelopingabroad-basedindustrialsector.Financialsupportwasprovidedforstart-upindustriesandpartnershipsbetweenprivateandpublicsectorsforlargeindustrialneedswasencouraged/Theoutcomesof theViljoenCommission,1958createdastrategytoencourageandprotectdomesticindustrialgrowthbyplacingimporttariffsongoodsbeingimported/Theoutcomesof theKleuCommissiondevelopedastrategyof tradeliberalisationtoencouragegreatertradecompetition.

Post-1994strategiesfocusoninternationalmarketsandgreatercompetitiveness;regionalcooperationwithinsouthernAfrica;andtransformation of ownership.

3. SouthAfricaafter1994waswelcomedbytheworld;notradeembargoesexistedagainstSouthAfricaafter1994;therewasequalityintermsof employmentopportunities,skills,andownership.


1. IndustrialDevelopmentZone2. ThesearelocatednearPortElizabeth(CoegaIDZ);EastLondon(ELIDZ);RichardsBay(RBIDZ);andGauteng(ORTamboInternationalAirport).Theseareformerlydisadvantagedareasthatneedeconomicstimulus.

3. creatinganindustrialcomplexthathasstrategiceconomicadvantages;identifyingageographiclocationwithstrategicpossibilities;facilitatingtheuseof rawmaterialsandresourcesforindustry;enhancingexistingindustries;creatingsustainableemploymentopportunitiesforthecommunity;makingSouthAfricagloballycompetitiveinexportmarkets

4. adeepseeport;railwaylinkstotheinterior;alargelabourpool;goodinfrastructure;favourablerates

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1. a. MozambiqueCorridor;BeiraDevelopmentCorridor;WalvisBayDevelopmentCorridor

b. RichardsBay-EmpangeniSDI;FishRiverSDI;WildCoastSDI2. Itisdevelopmentoverageographicalspaceorarearecognisedbygovernmentasbeinginneedof economicstimulusandsupport.

3. Similarities:poor;highunemployment;potentialfordevelopmentexists;tourist potential

Differences:theWildCoastisatouristareawithagriculture;theMaputoCorridorhasengineering,manufacturingandtransportinfrastructure


1. a. Centralisationisthegroupingof similarindustriesinafewmaincentres.

b. Decentralisationisthespatialdistributionof industriesacrossacountry.

2. Advantagesof centralisation:costsarelowestforproduction;plentifulskilledlabour;accesstorawmaterials;accesstotransport;establishedservices;economiesof scale

Disadvantagesof centralisation:toomuchpressureonlocalservices;lackof housing;socialunrestbecauseof poorservicedelivery;pollutionof theenvironmentandatmosphere;limitedspaceforexpansion

3. Governmentneedsto:creategrowthnodesthroughdecentralisationpolicies;createjobopportunitiesineconomicallydisadvantagedareas;lessen the stress on overpopulated areas.

4. Intheeconomicallyunderdevelopedareasthatwereformerhomelandareas,e.g.EasternCape

Informal assessmentActivities 1–4Go through the answers with the class. Ask learners to mark their own answers or to swap books and mark each other’s answers.

Remedial• Createaworksheetwithatableof keyconceptsandtermsinColumn1andthejumbleddefinitionsinColumn2.Asklearnerstomatchthekeyconcept with the correct definition. This helps to test their understanding of terms.

• Askthoselearnerswhostruggledwiththisunitorasectionof it,tore-readtheunit.Astheyread,theyshouldmakenotesinanswertothesequestions:

Whatindustrialdevelopmentstrategieswereusedduringandafterapartheid?;WhatareIndustrialDevelopmentZones(IDZs),andwherearethey?;Whatcanwelearnfromthecasestudiesof twoSpatialDevelopmentInitiatives(SDIs)?;Whatissuesareassociatedwithindustrialcentralisationanddecentralisation?


Extension• AsklearnerstofindoutmoreaboutIDZsandSDIsandtosharewhattheylearnwiththeclass.

• ReferlearnerstopastnationalGeographyexaminationpapersformorequestionsonstrategiesforindustrialdevelopment.

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UNIT 6 The informal sector

TERM 3, WEEKS 6–7


Curriculum and Assessment Policy Statement (CAPS) content• Conceptandcharacteristicsof informalsectoremployment• ReasonsforhighinformalsectoremploymentinSouthAfrica• ChallengesfacingSouthAfrica’sinformalsector• Case studies to illustrate the above in the South African context

Resources• Learner’sBookpages312–317• Websites(optional:) – http://en.wikipedia.org/wiki/Informal_sector – http://wiego.org/sites/wiego.org/files/publications/files/Wills_

WIEGO_WP6.pdf – http://www.mindset.co.za/

resources//0000022163/0000029281/0000029221/default.htm• LookforextrareadingandinterestingarticlesabouttheinformalsectorinSouthAfricainmagazinesandnewspaperarticles.

• PastnationalGeographyexaminationpapers

Preparation• Readthroughandfamiliariseyourself withthecontent.

Teaching the unit

Lesson 1

• Asklearnerswhattheyunderstandbytheterm,‘informalsector’?(Mostof ushavesomeexperienceof theinformalsector:whetheritisbuyingsomethingonthesideof theroad,orfromavendororhawkeratarailwaystationortaxirank,oremployingadomesticworkerinourhome.Theconceptisonethatlearnerswillidentifywitheasily.)

• Asaclass,brainstormonamindmap(ontheboard),asmanyexamplesof the informal sector that learners can think of.

• Gothroughthesection,‘Whatistheinformalemploymentsector?’(pages312–313)withlearners.

• Discusstheadvantagesanddisadvantagesof theinformalsector.

Activity 1• Thisactivityfocusesontheconceptandcharacteristicsof informalsectoremployment.

• Asklearnerstocompletetheactivityontheirown.

• Ask:WhydoyouthinktheinformalsectorisabiggrowthareainSouthAfricaandglobally?

• Allowlearnerstimetodiscussandexpresstheiropinionsandthoughtsaboutthis.

• Thenreadthroughthesection,‘WhyisthereahighinformalemploymentsectorinSouthAfrica?’(pages314–315)withlearners.

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Activity 2• ThisactivityfocusesonreasonsforhighinformalsectoremploymentinSouthAfrica.

• Letlearnersworkinpairstoreadthecasestudy,‘Thegrowthof minibustaxiservicesinSouthAfrica’(page315–316).

• TheycanthencompleteActivity2.Onceeveryonehascompletedthisactivity,gothroughtheanswerswiththeclass.

Lesson 2

• Asaclass,brainstormallthechallengesthatlearnerscanthinkof thataffectpeopleintheinformalemploymentsector.

• Writeuptheirideasontheboard–useamindmapif youwantto.• Readthroughthesection,‘WhatchallengesfaceSouthAfrica’sinformalemploymentsector?’(pages316–317)withlearners.

Activity 3Usethequestionsintheactivitytohaveaclassdiscussiononchallengesfacing South Africa’s informal sector.


1. blackeconomyorshadoweconomy2. Theformalsectorhasregistrationof companiesandemployees;legalstatus;taxandPAYE;cansueorbesued;cangetbankloans.

Theinformalsectorhasnoregistration;hasnolegalstatus;doesnot payanytax;cannotbesued;offersnoemployeebenefits;cannotget bankloans.

3. nolegalsafety;noemployeesafety;canbefiredfromajobwithoutanyunemploymentbenefits;lowpaidjobsinbadconditions

4.Advantages of informal sector Disadvantages of informal sector

1 no rental costs no employee benefits

2 no skills necessary no safety controls

3 offers a wide range of services no tax comes back into the country

5. a.andb.Similarityisthattheinformalsectorprovidesemploymentopportunities for people who otherwise might not have work. DissimilarityisthatintheUSA,theyloselesstaxasonlyasmallpercentage(8,8%)areemployedintheinformalsector,whileinZimbabwe59,9%areemployedintheinformalsector,andthegovernment loses out on the potential tax from these people.


1. Theeconomiccrisiscausedbusinessestooutsourcetheirworktolower-priced,competitiveworkersintheinformalsector.

2. apartheidpolicies3. Allrestrictivelawswerescrappedafter1994.Freedomof movement,equalitybeforethelaw,transformationpoliciesintheworkplaceandjobcreationallcreatedamoreliberalapproachfortheinformalsector.

4. Pointstoinclude:efficienttransport;stopsondemand;cutsdownonwalkingtimeforpassenger;sharefarestoreducetransportcosts;carsaretooexpensivetoown;noregistration;notax;nolabourlaws;plentifulsupplyof labour

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5. Itaccountsfor65%of alltransportinSA;providesjobs;efficienttransportforbusinesses.

6. Competitivetensionsarecausedbycost-cuttingservices.7. governmentrecognitionandregulation


1. social,economicandpolitical2. Workershavenoemployeebenefits;thiscankeeppeopletrappedinlow-payingjobswithnohopeof improvingtheireconomicposition.

3. Itisdifficulttoraisebankloanswhenabusinessisnotregistered.Thismeansthatexpansionisoftenimpossibleinthissector.

4. Bankscouldacceptthenatureof informalbusinessesandbemoreamenableandaccessibletoprovidingbankingservicestoentrepreneurs.

Informal assessmentActivity 1• Gothroughtheanswerswiththeclass.Encouragelearnerstoofferanswers. • Observethelearnersastheycompletetheactivityandparticipateinthereportback.

Activity 2Onceeveryonehascompletedthisactivity,gothroughtheanswerswith the class.

Activity 3• Observelearnersastheyparticipateintheclassdiscussion.• Encouragealllearnerstooffersomeideasandopinions,andtoprovide

reasons for their opinions.

Remedial• Askthoselearnerswhostruggledwiththeunitorapartof it,tore-readtheunit.Astheyread,theyshouldmakenotestoanswerthesequestions:– Whatarethecharacteristicsof theinformalsector?– Whatistheimportanceof theinformalsector?– Whyhastheinformalsectordevelopedtosuchalargeextent?– Whatproblemsorchallengesfacetheinformalsector?– Whatmeasurescanbetakentoremedytheseproblems/challenges?


Extension• EncouragealllearnerstoanswerquestionsontheinformalsectorinpastnationalGeographypapers.

• Learnerscaninterviewahawkertogetafirst-handperspectiveof theadvantages and disadvantages of working in the informal sector in SouthAfrica.

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135m o d u l e 8 • E C o n o M I C G E o G R A P H Y o F S o U T H A F R I C A : G E o G R A P H I C A l S k I l l S A n D T E C H n I q U E S

TERM 3Learner’s Book pages 318–336Duration: 7 hoursLessons: 14 half-hour lessons or 7 hour long lessons

EConoMIC GEoGRAPHY oF

SoUTH AFRICA: GEoGRAPHICAL

SKILLS AnD TECHnIQUES

MoDULE 8

This module focuses on using maps and photos to analyse and interpret aspects of economic development, from a spatial point of view.

Curriculum and Assessment Policy Statement (CAPS) content Mapwork skills • Consolidationof mapskillsfromGrades10,11and12• Mapandphotointerpretation–includesreadingandanalysisof physical

and constructed features• Applyingmap-readingskillstomapsandphotos

Topographic maps • Applyingmapskillsandtechniques:scale,contoursandcross-sections• Gridreferencing

Geographical Information Systems (GISs) • Examinationof aselectionof satelliteimages• GISconcepts:remote-sensingandresolution• Spatialandattributedata;vectorandrasterdata• Datastandardisation,datasharinganddatasecurity• Datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• Developinga‘paperGIS’fromexistingmaps,photosorotherrecordsontracing paper

Using atlases (revision) • Examiningthematicmaps• Comparinginformationfromdifferentmaps

Key geographical skills and techniques • mapandphotographinterpretation,includingreadingandanalysisof physicalandconstructedfeatures

• applyingmap-readingskillstomapsandphotographs• applyingmapskillsandtechniques• examinationof selectedsatelliteimages• GISconcepts:remotesensingandresolution• spatialandattributedata;vectorandrasterdata• datastandardisation,datasharinganddatasecurity• datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• developingapaperGISfromexistingmaps,photographsorotherrecordson tracing paper

• atlases;examiningthematicmaps• atlases;comparinginformationfromdifferentmaps

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Key words/concepts spatialresolution;spectralresolution;temporalresolution;radiometricresolution;vertex

UNIT 1 Mapwork skills

TERM 3, WEEK 7


Curriculum and Assessment Policy (CAPS) contentMapwork skills• Consolidationof mapskillsfromGrades10,11and12• Mapandphotointerpretation–includesreadingandanalysisof physical

and constructed features• Applyingmap-readingskillstomapsandphotos

Resources• Learner’sBookpages319–322• Websites(optional):– Forinformationontopographicmaps:http://en.wikipedia.org/wiki/Topographic_map

– http://www.physicalgeography.net/fundamentals/contents.html (highlyrecommended)

• Anyreportsfrommininghouses,agriculturalinstitutionsormanufacturing industries which might contain maps or interesting photos (geographicalaids)whichareassociatedwitheconomicgeography

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertothepreviousmoduleoneconomicgeography,asthisskillsdevelopmentmodulerequiresatheoreticalbackgroundineconomicgeography.

• ReferbacktoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthismodulebuilds.

Teaching the unit

Lesson 1

• Introducethelessonbyremindinglearnersthatmapworkandphotointerpretationskillsarenotlimitedtophysicalgeography.

• Alsostressthatgeographyisanintegratedsubject,butforconveniencesakeitisdividedintosections,suchasclimatology,geomorphology,economicgeography,andsettlementgeography.

• Thislessonconcentratesonextractinginformationfromphotographicsourcesandmakesdeductionsbasedoninformationfromthephotos.

• Telllearnersthatphotointerpretationwillbelinkedtomapinterpretationaswell;thetwocomplementoneanother.

• Thelessonreliesheavilyonahands-onapproach,intermsof theactivity.

Activity 1• Theactivityisphoto-andmap-based.• Learnersmustbepreparedtointegrateaspectsof photointerpretation

and map reading.

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• Economicgeographytheoryisalsointegratedintoquestion3.• ExtendActivity1acrossbothLessons1and2.

Lesson 2

• Thisisacontinuationof theabove,wherethewholelessoncanbeusedtoreviewActivity1andtoprovidefeedbackintermsof goingthroughtheanswerstoActivity1.

• Don’tlimitthediscussiontotheformalquestionsandanswersintheLearner’sBookandTeacher’sGuide.Youcanaddyourownquestions.Forexample,onthepanoramaof Paarl,referlearnerstoGrade11,andtogeomorphologyinrelationtoweatheringanderosion,andtheformationof a granite landscape.

• Thereisalsoextrainformationtobereadfromthephotosof Malmesbury(lookatthewaythewheatstalksarebaled;isthereareasonforthis?)

Answers Activity 1 (Learner’s Book, page 319) 1. A=mining;B=manufacturing;C=agriculture;D=manufacturing; E=agriculture;F=mining

2. A:Anagriculturalarea/afieldcrop(wheat).B:Bokomomakesbreakfastcereals,flourandotherwheatproducts.SoMalmesburyisanagriculturalandgrainprocessingcentre.Itisadeveloping/up-and-comingarea.

3. a. areasof intensiveagricultureareindicatedonthemap/farmnames.Proof:manyfarms;dams–irrigation

b. Higher.Thisissought-afterlandforvineyards,inapicturesque,establishedenvironment.

c. Extremesouth,roughlytowestof R45lookingovervineyardstowardsPaarlRock.

d. saddles or necks in mountainse. Pointouttolearnerstheneck(saddle)immediatelybetweenPaarlRockandGordon’sRock.

f. slopetoosteep;shallowsoil(granites)g. vineyards(grapes)h. fruitpacking,winemaking,driedfruitindustry,distilling(KWV),associatedfoodprocessing( jams,chutney)

i. Thelonghillyridge(PaarlMountain)tothewestof thetown,andtheBergRivertotheeast,constrainedtheinitialdevelopmentof Paarltoalong,narrowtown.

Informal assessmentActivity 1 Learnerscross-checkanswerswithapartner.Answersmustbeprovidedafterlearners have had a chance to discuss their suggested answers.

Remedial Review answers with the whole class, and be alert for problem areas in terms of skills which may be lacking, or interpretation of photos and maps which may be incorrect. Remedy by returning to relevant sections of the lesson.

ExtensionBaseafewof yourownquestionsonthemapsandphotosintheLearner’sBook,oronothermapandphotoresourceswhichyourschoolmayhave.This will reinforce this section of the work.

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UNIT 2 Topographic maps

TERM 3, WEEK 8


Curriculum and Assessment Policy (CAPS) contentTopographic maps• Applyingmapskillsandtechniques:scale,contoursandcross-sections• Gridreferencing

Resources• Learner’sBookpages323–326• Websites(optional):– Forinformationontopographicmaps:http://en.wikipedia.org/wiki/Topographic_map

– http://www.physicalgeography.net/fundamentals/contents.html (highlyrecommended)

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.• Becausetheworkrelatestotopographicmaps,familiariseyourself againwiththebasicsof whatatopographicmapis,andhowitisnotconfinedtothephysicallandscape.

• Theemphasishereisontopographicmapsandaspectsof economicgeography.

Teaching the unit

Lesson 1

• Introducetheconceptof gridreferencing,possiblybydrawingasimplegridmatrixontheboard,suchastheonebelow:

A B C D

1

2

3

4

5

• Notethatlatitudeandlongitudearecommonlyusedtoreferenceapoint.• Pointsonamaparecommonlysaidtohavecoordinates.• Asklearnerswhatthestandardisforcoordinates(degrees,minutes,seconds).

• Useamapexampletoplotcoordinatesof agivenplaceor,theotherwayaround:giventhecoordinates,whatfeatureoccursatthatpoint?

• Workthroughpages323–324of theLearner’sBookwithlearners.

Activity 1• Thisinvolvesworkingwithgridreferencing.• Coordinatesaregivenandplacesorfeaturesmustbeidentified.• Theoppositecanalsobeasked–asklearnerstogivegridreferencesor

coordinates for given features.

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Lesson 2

• Continuewithtopographicmaps.• Scale,contoursandcross-sections(allof whichhavebeenpreviouslydealtwith)arere-introduced.Readthroughpage325withlearners.

• Remindlearnersthatthesearenotnewconcepts,butrathernewapplicationsinthecontextof human(economic)geography.

Activity 2• Learnersuseamaptoconstructtwocross-sectionsinordertoanswerthequestion:Whichcross-sectionshowsthegreatestvariationinrelief ?

• Theycalculatetheverticalexaggerationof thecross-section.

Activity 3 Learnersworkwithagridandtopographicalsheettofindcertain(built)features.


Unsuitable at:

1: extreme sport airport/smallurbansettlement

2: ski resort agriculture

3: airport ski resort

4: small urban settlement extreme sport

5: agriculture smallurbansettlement/airport

Activity 2 (Learner’s Book, page 325) 1.

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2. X–Y3. Lookingatthecross-sectionframeinno.1of thisactivity:• 0,8cmrepresents1km• 8cmrepresents10kmor1000000cm

Activity 3 (Learner’s Book, page 325) 1. stadiums2. VroueMonument

Informal assessmentActivity 1Check that learners have correctly identified built features from the given two sets of coordinates provided. Possibly ask in what way a rugby or cricket stadium can be regarded as an economic aspect of the built environment.

Activity 2 and 3Drawthecross-sectionontheboardoruseanOHPandasklearnerstouseitto check their work.

RemedialThenumberof questionswhichcanbeaskedfromanytopographicmapextractisalmostlimitless.If leanershaveexperiencedproblems,youcannominate other features which they should try to identify from given coordinates.Youcanalsosuggestothercross-sectionswhichcouldbedrawnonacopyof theframefromtheLearner’sBook.

ExtensionThe following website (Understanding Topographic Maps 1) can be accessed by those learners with an interest in mapwork, and who wish to attempt other exercises in this regard: http://user.gs.rmit.edu.au/caa/topo/contours.htm.

UNIT 3 Geographical Information Systems (GISs)

TERM 3, WEEK 8


Curriculum and Assessment Policy Statement (CAPS) contentGeographical Information Systems (GISs) • Examinationof aselectionof satelliteimages• GISconcepts:remote-sensingandresolution• Spatialandattributedata;vectorandrasterdata• Datastandardisation,datasharinganddatasecurity• Datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• Developinga‘paperGIS’fromexistingmaps,photosorotherrecordsontracing paper

Resources• Learner’sBookpages327–332• Websites(optional):– http://download.osgeo.org/qgis/doc/manual/qgis-1.0.0_a-gentle-gis-introduction_en.pdf

– http://linfiniti.com/dla/worksheets/1_GISIntro.pdf

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Preparation• TheInternetresourcematerialonGISiswellworthconsultingbefore

presenting this unit to learners. • GISiscomputer-based,butyoumaybeteachingthisunitinaclassroomwithoutaccesstoacomputerorGIS.So,ensurethatyouunderstandthetheoreticalside,andinparticularconceptsanddefinitionswhichareuniquetoGIS.

Teaching the unit

Lesson 1

• Beginbyaskinglearnerswhatthedifferenceisbetweenremote-sensingandGIS.

• Thefirstpartof thelessondealswithremote-sensing,andtheissueof resolution.

• Gothroughthesection,‘WhatareimportantGISconcepts?’ (pages327–330)withlearners.

• ExplainhowGISmakesuseof remotely-senseddataandcanuseavarietyof spatial data.

• Moveontothetheoreticalsideof GIS,lookingatthedifferencebetweenvector and raster data.

Lesson 2

• Goovertheconceptof datastandardisation(comparingappleswithapples).• Datamayalsohavetobemanipulated(integrated,buffered,analysedstatistically)beforeitissuitablefortheGISapplication.Explainthiscarefully.

• Gothroughthesection,‘Whyaresatelliteimagesusefultogeographers?’(page330)withlearners.

Activity 1• Thisactivityinvolvesimageinterpretation(satelliteimage)inconjunction

with a map.• Thereisadegreeof subjectivity,inthatsomelearnersmayfinditeasiertoidentifyfeaturesontheimage,andothersmightpreferthemap.

• Ideally,imageandmapshouldbeusedinconjunctionwithoneanother.

Activity 2• Learnersintegratedatabymeansof paperoverlays,whichresultsinaneconomicdecisionhavingtobetaken.

• ReferbacktoModules3and6if necessary,wheresimilarexerciseswereundertaken.

• Bepreparedformorethanone‘correct’answer,butensurethatlearnerscan support their choice.

Answers Activity 1 (Learner’s Book, page 331) Learnersshouldbeabletoidentifythefeaturesindicatedinthelistonpage331of theLearner’sBookandwhichsource(topographicmaporsatelliteimage) was of more assistance in each case. There are not necessarily right orwronganswerstothequestiononusefulsources,becausesomelearnersmight find it easier to use the map, while others find the photo easier. That is whyitisbesttocombinebothsources.If namesof placesarerequired,the

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topographicmapwillalwaysbenecessary.If naturalfeaturesandvegetationand water (dams, rivers) have to be identified, aerial photos and satellite images are usually best.

Activity 2 (Learner’s Book, page 331) BystudyingacompletedGISmap,learnersareaskedwheretheywouldsiteaheavy iron and steel mill. The following will help:1. Thelayersusedforthismaparecontours,urbanareas,waterresources,mineraldeposits(coal)andinfrastructure(powerstation,harbour,roads).

2. water;ironore;labour;cokingcoal;electricity;transport3. becausethesteelmillshouldnotbesiteddirectlyupwindof urbanareas(pollutionrisk)

4. Eisprobablythebestlocality.Itislocatedclosetotheharbour,andtherailwayline.Watercanbedeliveredviapipeline,andelectricityviapowerline.Thelaboursourcelivesinthenearbytown,andtheriskof pollutionoverthetownislow,asthesiteisnotdirectlyupwind.Gisdefinitelyunsuitableasasite(intheurbanarea)andCwouldnotbeagoodchoice(restrictedspace,immediatelydownstreamof thedam).

Informal assessmentActivity 1Ask learners to work in pairs to check each other’s answers (identified features) and discuss the merits of the different types of spatial data in feature identification.

Activity 2Theanswerisgivenabove.Oncelearnershavereachedtheirdecisionsastowhere to site the iron and steel mill, you can suggest the sites given in the answer, and see how many learners agree or disagree.

RemedialThedefinitionpartof GIScanonlyreallybereinforcedbyre-teaching,andattempting to ensure that learners master the critical terminology. For the constructionof apaperGIS,allowlearnerswhohavequicklymasteredthisactivitytoassistthosewhoarehavingobviousdifficulty.

ExtensionRefertotheresourceslistedonpage138,andprovidethenamesof thesewebsitestothoselearnerswhowishtoextendtheirGISskills.

UNIT 4 Using atlases (revision)

TERM 3, WEEK 9

Learner’s Book pages 333–336Duration: 1 hour

Curriculum and Assessment Policy (CAPS) contentUsing atlases (revision) • Examiningthematicmaps• Comparinginformationfromdifferentmaps

Resources• Learner’sBookpages333–336• Agoodschoolatlasforseniorgrades(yourschoolshouldensurethatateachingsetisavailable)

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Preparation• Makesuretheatlasesareingoodcondition.• Familiariseyourself withthetypesof maps(physical,political,economic)andtheformats(systematic,thematic)of thesemaps.

• Importantly,lookatthewiderangeof scalesusedinanatlas,whereeverythingfromthewholeworld(small-scale)to,possibly,regions(afairlylarge-scale)mustbecovered.

Teaching the unit

Lesson 1

• Beginbyaskinglearners:Whatisanatlas?Whatdifferenttypesof atlasesarethere?(Answers,e.g.roadatlas,economicatlas.)Whyaretheredifferenttypesof atlases(purposes)?

• Bringintheconceptof thematicmaps(refertotheLearner’sBook, pages333–335).

• Usingtheteachingsetof atlases,asklearnerstoidentifythematicmapsand,ineachcase,namethethemethatisportrayed.

Activity 1• Thisactivityisbasedonthetwothematicmaps.• Itdealswiththequestions:Whatisanexampleof atheme?Whatinformationdothematicmapsprovide,and(importantly)whatdotheynotprovide?Atwhatscalearesuchmapsdrawn?

Answers Activity 1 (Learner’s Book, page 335) 1. a. ThemapinFigure8.4.2representsSouthAfricanminingand

manufacturingindustries,andthemapinFigure8.4.3representsSouth African agriculture.

b. Thefirstphoto(A)relatestothemapinFigure8.4.3(agriculture,inthiscasehopsbeinggrownintheOuteniquaarea);andthesecondphoto(B)relatestothemapinFigure8.4.2(mining,inthiscase,alluvialdiamondminingontheVaalRivernearitsconfluencewiththeOrange/GariepRiver).

c. Aboutsevenontheagriculturalmap.Therearedistinctclustersinthefollowingareas:WesternCape;NorthernCape(Upington);EasternCape(PortElizabethhinterland);theDurbanarea;theLowveld;thePolokwane-Tzaneenarea;andaHighveldcluster.

InthemapinFigure8.4.2,therearefourdistinctmanufacturingclusters:WesternCape–CapeTown;EasternCape–PortElizabeth;KwaZulu-Natal–Durban/Pinetown;andGauteng.Miningclustersarehardertoidentify,butacasecanbemadeforclusterscentringonOkiep,Sishen,Kimberley,theFreeStateWitwatersrandgoldfields,andthemineralsof theeasternHighveld,Mpumalanga(Barberton)andLimpopo.

d. No,thesearethematicmapsshowingwhatandwhere,butnot how much.

2. skillsconcentrations(humanresources);powerandinfrastructure(roads,railways,harbours,airports)

3. a. Thematicmapsfocusononeortwothemes,andtheinformationregardingtheseiseasytoaccess.However,theyaren’treallyusefulfornavigation,andtheydon’tshowtheheightdimension.

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b. Topographicmapscanbeusedfornavigation,identificationof places,andthecontoursshowrelief.However,themapsareclutteredwithinformation,anditisdifficulttorecognisethematicinformation.Thescaleisalsotoobigforthesortof informationshownonthematicmaps.

Informal assessmentActivity 1This is best done in an open class discussion, as some of the answers to the activity lend themselves to debate and interpretation (i.e. the answers aren’t simply right or wrong).

RemedialDoaspotquiz.Ask:Whichof thefollowingarenotthematic:maizeproduction in South Africa, weather forecast map, road map, wine productioninFrance,heavyindustryinChina,topographicmap?Basedonanswers, it might be necessary to reinforce the concept of a theme.

ExtensionLearnerscouldbeaskedtoexamineanyothermapstheycomeacross(forexample,onTV,orinbooksandmagazines)anddecideif theyarethematicornot.If theyare,whatisthetheme?

REVIEW

TERM 3, WEEK 9





1.Economic activities

Economic sectors Description Examples

a primary extraction of raw materials from nature

mining;agriculture;fishing;forestry

b secondary change of form of raw material into a value-added product

ironandsteel;wineries;fishcanning;thepulpandpaperindustry

c tertiary a service electricity;restaurant;market;hairdressing;library;police;school

d quaternary research and development, or intellectual activities

bio-medicaltechnology;ICT;spaceexploration;inventions


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2. Theprimarysectorcomprisesextractiveactivitiesandaddsverylittlevaluetotheproduct.Workersareunskilledtodootherwork;poorcommunity;subsistencefarming.

3. a. thetertiary(andquaternaryincluded)economicsectorb. thetertiarysectorc. theprimaryeconomicsector


1. a. piegraphb. Itshowsthesectorsorpiewedges,occupiedbyexportdestinations;itiscolourful;itisvisuallyclearasthewedgesdifferentiateexportdestinations.

c. thepercentagemarketshareof SouthAfrica’sagriculturalexportsin2005

d. theSADCcountriesinsouthernAfricae. SouthAfrica’sfruitandvegetablesripenforthemarketwhenthenorthernhemisphere’soutputof fruitandvegetablesisnotavailable,becausesouthandnorthhaveseasonallyoppositeproduction.

2. MediterraneanclimateintheSouthWesternCape;subtropicalclimateintheeastandnorth-east;winterrainforwheatproductionintheWesternCape;temperateclimatesontheslopesof mountains;fertilesoil;waterforirrigationfortheeasternhalf of thecountry;portsforexportof goods

3. poorrainfallforthewesternhalf of thecountry;problemsof soilerosion;lackof accesstobetterfarmingtechniquesandcreditbysmallfarmers

4. accesstoandavailabilityof adequatefoodandnutritiontosustain ahealthylifestyle

5. Thisreducesthethreatof foodinsecurity;providesabasisforself-sufficiency;canencourageentrepreneurship.


1. a. Industriesthatusebulkyitemsarelocatedclosesttotherawmaterial,e.g.sugarcane,grapes(wine)

b. Unskilledandskilledlabourisnecessaryforindustrialdevelopment.Whileunskilledlabourisreadilyavailableasthereisgreatunemployment,itismoredifficulttofindlabourwiththenecessaryskills.Skilledlabourisgenerallyassociatedwithcoreareaswherethereisagreaterurbanpopulationdensityprovidingawiderangeof skills for industries.

c. Transported materials are changed in form and then transferred elsewhereinadifferentform,e.g.crudeoilisrefinedandsentelsewhere as petrol or diesel.

2. AcceleratedGrowthInitiative;IDZs;SDIs3. automativeindustry;chemicalindustry;agri-industries;metals; clothing;footware

4. a. rawmaterialsincludefish;minerals;farmproduce;rawmaterialsareneededintheminingindustry,manufacturingindustry,etc.

b. Unskilledandskilledlabourarenecessaryforthedevelopmentintheindustrialfield.Althoughunskilledlabourisfreelyavailablebecauseof highunemployment,itismoredifficulttofindlabourwiththenecessaryskills.Skilledlabourisnormallyrestrictedtoareaswheretherearebiggerurbanpopulationdensityandthereforeofferawiderrange of skills to the industrial field.

c. Transportinfrastructureof road,rail,airandseaencouragesthemovement of people and goods.

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5. Itrepresentsinvestmentinaneconomicallydisadvantagedareaof SouthAfrica;ithelpsdecentralisetheconcentrationof industries;itprovidesaverydeepharbourforships;ithasplentyof spaceforexpansion;ithasalargelaboursupplyof unskilledandskilledlabourfromthePortElizabeth-Uitenhagearea.


1. TheMaputoCorridor;BeiraDevelopmentCorridor;WalvisBay DevelopmentCorridor

2. Itprovidesadistributionrouteforexportedgoods;itcreatesjobopportunities along a transport route.

3. Actsasamagnetforothersimilarindustries;hasaskilledlabourpool;hasalliedservices;hascomponentindustries.

4. strainontheenvironment;strainonservicedelivery,e.g.water,electricity,housing,clinics,schools;informalsettlementsdevelop;roadsareinsufficient;competitionforworkincreases;unemploymentissues;socialtensionif servicedeliveryisnotaddressed

5. Theinformalsectorprovides:keyservicesandgoods;jobopportunitiesfortheleasteducated;employmentandwages,whichstimulatestheeconomy.

6. Youdon’thavetoregisterthebusiness;itcanopenorshutdownquicklyinresponsetoeconomiccycles;premisesarenotneededforbusinesses.

7. Womenarevulnerable;theyareoftenpaidtheleastmoney;therearenounemploymentorsicknessbenefits;thereisnomaternityleavepaidout;thereisnojobsecurity.

8. Governmentneedsthetaxtheycouldraisefromtheinformalsector;theyneedtorecognisetheinformalsectorasitprovidesjobopportunitiesandmakespeoplemoreself-sufficient;theyneedtodeviseasimplerwaytoregisterbusinessestoaccommodateinformalbusinessowners.

Test 2:Turn to pages 204–208 in the Formal assessment section of this Teacher’s Guide for information on how to assess learner’s tests.

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147m o d u l e 9 • R E V I S I o n

TERM 4Learner’s Book pages 341–372Duration: 15 hours

REVISIon

MoDULE 9

UNIT 1 Climate and weather (regional and local weather systems)

TERM 4, WEEK 1


The focus of this unit is on systematically revising the work associated with climate and weather (regional and local weather systems) which learnershavecoveredinGrade12,inpreparationforthefinalend-of-yearexamination.ThisunitrevisesworkthatrelatestoModule1intheLearner’sBook.

Curriculum and Assessment Policy (CAPS) content Mid-latitude cyclones • Generalcharacteristics• Areaswheremid-latitudecyclonesform• Conditionsnecessaryfortheirformation• Stagesof developmentandrelatedweatherconditions• Weatherpatternsassociatedwithcold,warm,andoccludedfronts• Readingandinterpretingsatelliteimagesandsynopticweathermaps

Tropical cyclones • Generalcharacteristics• Areaswheretropicalcyclonesform• Factorsnecessaryfortheirformation• Stagesof development• Associatedweatherpatterns• Readingandinterpretingsatelliteimagesandsynopticweathermaps• Casestudyof onerecenttropicalcyclonethataffectedsouthernAfrica• Impactof tropicalcyclonesonhumanactivitiesandtheenvironment• Strategiesthathelptoprepareforandmanagetheeffectsof tropicalcyclones

Subtropical anticyclones and associated weather conditions • Locationof thehigh-pressurecellsthataffectSouthAfrica• Generalcharacteristicsof thesehigh-pressurecells• AnticyclonicaircirculationaroundSouthAfrica,anditsinfluenceon



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Valley climates • Themicroclimateof valleys(theeffectof theslopeaspect)• Developmentof anabaticandkatabaticwinds,inversions,frostpockets


and farming

Urban climates • Reasonsfordifferencesbetweenruralandurbanclimates• Urbanheatislands−causesandeffects• Conceptof pollutiondomes−causesandeffects• Strategiestoreducetheheatislandeffect



ResourcesLearner’sBookpages343–349

Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertoModule1intheLearner’sBook.

• RefertoGrades10and11wherelearnershavereceivedabackgroundinclimateandweather,onwhichthisunitbuilds.

Teaching the unit• Startbyaskinglearnerswhatsectionstheyhavecoveredunderclimateandweather.Askthemwhattheyhavelearntaboutmid-latitudecyclones,tropicalcyclones,subtropicalanticyclonesandassociatedweatherconditions,valleyclimates,andurbanclimates.

• Gothroughthetextonpages343–349intheLearner’sBookwithlearners.

• Explainthattherevisionactivitieswillfamiliariselearnerswiththewayinwhichthecontentcouldbetestedorexamined.

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Synopic weather map

Weather produced by a mid-latitude cyclone


1. a. Thecycloneoriginatedfromanareaof convectionintheMozambiqueChannel.Astheconvectionbecameapatternof intenserainbands,anupper-levelanticyclonehelpedthecyclone’sdevelopment.On18January,theJointTyphoonWarningCentre( JTWC)issuedatropicalcycloneformationalerttosaythattherewasahighchanceof thesystembecomingatropicalcyclone.Thecyclonewasmovingsouth-west.Oncetheeyewaswellestablished,Funsoquicklyintensified,withwindsreachinghurricanespeedsof 200km.h−1.ThecyclonethenturnedwestandheadedforMozambique.On21Januaryitwas110kmeastof Quelimane.ThestormweakenedwhileovertheMozambiquecoastline,thenmovedawayouttoseaandrevived;theeyereformedandthecyclonereachedcategoryfourintensity.

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b. FourtropicalcyclonesformedbeforeElinedidinthesouth-westIndianOceantropicalcycloneseasonfromDecember23rd1999untilFebruary2000.

c. Learnerscanchecktheiranswersonpage22of theLearner’sBook,Figure1.2.1.

d. Ashipcarrying54passengersfromAnjouantoMayotteintheComorossankinroughseas;manypassengersdrownedorwentmissing.InMozambique,3millionpeoplewereaffectedbythestorm-forcewindsandflooding.ZambeziaProvincewasworstaffected.Hutswereflattenedandtreesrippedout.Severalthousandpeople were left homeless and without clean drinking water. TorrentialrainskeptresidentsinMaputoindoors,andthecapital’swatersidewasswampedasdrainagesystemsstruggledtochannelthewaterstothesea.Incessantrainsinneighbouringcountriesalsodroveupthelevelsof riversflowingintoMozambique.TheKomatiRiverflooded,washingaway50mof Mozambique’smainnorth–southhighway,theEN1,100kmnorthof Maputo.Forafewdays,thevastcountrywascutoff byroadfromitscapital.InMalawi,thecyclonebroughtdownpoursthatswelledtworiversnearNsanjeandmadethemfloodtheirbanks.Manypeoplelosttheirhomesorhadtoevacuate.Villageswerecutoff whenroadsandbridgesweredestroyed;floodingkilledlivestockanddamagedmaizecrops,bringingthethreatof starvation.

e. Themajorityof thepopulationaresubsistencefarmers,withcropsplantedinlow-lyingareas.Thisputsthemcompletelyatthemercyof theforcesof nature.Noprecautionandwarningsystems;poorinfrastructure.


1. a. Insummer,theKalahariHighliftsastemperaturesincrease.Thisallowsthecoolairandwarmairtomeet,anda moisture front developsalongthetroughof lowpressure.AsshowninFigure9.1.9,themoisturefrontrunsasadiagonallineacrossSouthAfrica’sinterior,fromnorth-westtosouth-east.

Linethunderstormsdevelopalongthemoisturefront,wherethecoolairliftsthewarmair.Thewarmairriseshigh,formingcumulonimbusclouds,whichproduceheavyrainandsometimeshail in the late afternoon or evening. These line thunderstorms move eastwardsoverthecountry.

b. summerc. TheKalahariHighrisesverticallyinSummer.

2. a. Inwinter,beforetheapproachof amid-latitudecyclone,airflowsfromtheKalahariHigh(whichisstronginwinter)tothecoastallow.Asthedry,warmairdescendsfromtheplateaudowntheescarpment,itiswarmedupfurtherbyadiabaticdescentorcompression.Theresultisahot,drybergwind.Itlastsforafewdays(onetothree),andmakesitswayanticlockwisealongthecoast,untilitisreplacedbyacoldfront.Abergwindoftenincreasestheriskof veldfires.Bergwindsandcoastallowsaremostnoticeableinwinter,buttheytakeplaceatothertimesof theyeartoo.

b. winterc. coastal lows

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1. Anabaticwindsarewindswhichblowupslope,whilekatabaticwindsblowdownslope.Technically,thesewindsarenotexactlythesameasvalley(daytime)andmountain(nighttime)breezes,eventhoughvalleybreezesareanabatic(upslope)andmountainbreezesarekatabatic(downslope).

Trueanabaticwindsaredrivenbydifferentialheatingof aironaslope;theyarenotsimplypartof avalleycirculationpattern,whichisbasedondayandnightslopetemperaturedifferences.Anabaticwindsoccuronaregionalscale.Theirsourceisapoolof coolaironthedownslopeside,andtheyblowupslopeduringtheday(seeFigure9.1.11onpage348of theLearner’sBook).

Katabaticwindsusuallycomefromacold,upslopeorinteriorplateausource(seeagainFigure9.1.11.).Forexample,icecoldkatabaticwindsblowoff Antarcticatowardstheocean.However,warmkatabaticwindscanalsooccurwheredryairisforcedtodescendamountainslopeandtheairwarmsbycompression(thebicyclepumpeffect).Truekatabaticwindsdonotblowonlyatnight,andtheyoccuronaregional,ratherthanalocal,scale.ExamplesaretheChinookof NorthAmerica,theFöhnof centralEurope,orourownhot,drybergwinds..

2. a. Inversion is a reversal of the normal pattern of air temperature change. Usually, air close to the ground is warmer than the air above it. With inversion, air close to the ground is cooler than the air above it.Inversiontakesplaceonstill,coldwinternightsinvalleys.Theheavy, cold air above the slopes sinks down the slopes to the valley floor. The air above the slopes cools faster than the air at a similar height above the valley. The cold air that collects at the bottom is denseandcannotrise.Itistrappedunderalayeror‘lid’of warmerair.

b. thermalbelt


1. Thecausesof theurbanheatislandphenomenoninclude:• Thelowalbedoof materialssuchasconcrete,brickandtarusedtobuildcities:Thesematerialsabsorbheat,ratherthanreflectit.

• Theshapeof cities:Tallbuildingstrapheat(orradiation)neartheground.

• Airpollution:Thishelpstotraptheheat.Forexample,carbondioxide(aproductof burningorcombustion)absorbsoutgoinglong-waveradiation.

• Thehighnumberof inhabitants:Themorepeoplethereareinacity,themoreheat-generatinghumanactivitythereis.

2. Thecausesof pollutiondomesareairpollution,suchasdomesticfires,carexhaustfumesandtheburningof fossilfuels,combinedwithstillconditions,whichblockaircirculationthatwouldnormallydispersethepollution.

Theeffectsof pollutiondomesarethefollowing:• Incomingsunlight(orinsolation)isblockedduringtheday,butheatistrappedatnight.Thisiswhythetemperaturedifferencesbetweenurbanandruralareasaregreatestatnight.

• Increasedprecipitation,becausesmokeandotherpollutantparticlesact as condensation nuclei.

• Thepollutionitself triggersallergicreactions,breathingdifficultiesand asthma attacks for some people.

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UNIT 2 Geomorphology

TERM 4, WEEKS 1–2


The focus of this unit is on systematically revising the work associated with geomorphology that learners have covered in Grade 12, in preparation forthefinalend-of-yearexamination.TheunitrevisesworkthatrelatestoModule2intheLearner’sBook.

Curriculum and Assessment Policy (CAPS) content Drainage systems in South Africa • Importantconcepts:drainagebasin,catchmentarea,riversystem,watershed,tributary,rivermouth,source,confluence,watertable,surfacerun-off andgroundwater



Fluvial processes • Riverprofiles:transverseprofile,longitudinalprofileandtheir

relationship to different stages of a river• Identificationanddescriptionof fluviallandforms:meanders,oxbowlakes,braidedstreams,floodplains,naturallevees,waterfalls,rapidsanddeltas




Catchment and river management • Importanceof managingdrainagebasinsandcatchmentareas• Impactof peopleondrainagebasinsandcatchmentareas• Casestudyof onecatchmentareamanagementstrategyinSouthAfrica




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Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertoModule2intheLearner’sBook.

• RefertoGrades10and11wherelearnershavereceivedabackgroundingeomorphology,onwhichthisunitbuilds.

Teaching the unit• Startbyaskinglearnerswhatsectionstheyhavecoveredundergeomorphology.AskthemwhattheyhavelearntaboutdrainagesystemsinSouthAfrica,fluvialprocesses,catchmentandrivermanagementandkeygeographicalskillsandtechniques.

• Gothroughthetextonpages350–352intheLearner’sBookwithlearners.

• Explainthattherevisionactivitieswillfamiliariselearnerswiththewayinwhichthecontentcouldbetestedorexamined.


1. Permanentrivers(alsocalledperennialrivers)arealwaysfedbygroundwaterandsotheyflowthroughouttheyear,eventhoughtheirlevelsof waterfluctuate.Theyarecommoninwetclimates.Mostof theseriversemptyintooceans. Periodicriversarefedbygroundwateronlyintherainyseason,whenthewatertableisabovethelevelof theriverbed.Theflowintheseriversis,therefore,seasonal.Periodicriversareafeatureof drierclimates.Manyof theseriversdonotreachthesea,butemptyintoinlanddrainagebasins.

Episodicriversneverreceivegroundwaterandflowonlyafteranepisodeof heavyrain.Theseriversareafeatureof verydryclimates. Exoticriversspanmorethanoneclimaticregion.Theybegininawetregionandflowthroughadryregion.SouthAfrica’sOrange/GariepRiverisanexoticriver.Itcarriesenoughwatertoreachthesea,inspiteof thedryNorthernCaperegionitflowsthrough.

2. a. LearnerscanchecktheirlabelsagainstthoseinFigure2.1.10on page63of theLearner’sBook.

b. dendriticc. abranchingtree-likepatternwithtributariesd. Thedrainagebasinwithhighdrainagedensityisunderlaidbysiltyclaywithahighrun-off potential.Thedrainagebasinwithlowdrainagedensityisunderlaidbyporousmaterialwithalowerrun-off potential.

e. Dischargeisameasureof howmuchwaterflowspastapointonariver(atagaugingstation)everysecond.Itdependsonthesizeof theriverandhowfastitswaterflows.Thewideranddeepertheriverchannel,thegreaterthedischargewillbe.Thegradientof theriver,thevegetationandrockformationplayanimportantrole.

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1. a. Riverrejuvenationproducesthefollowing: Aknickpoint:Asharpchangeinariver’sslopeduetoachangeinbaselevel.Theknickpointmarkstheoldbaselevel.Thegradientupstreamof theknickpointisgentle,whilethegradientdownstreamissteep.However,thesteepgradientwillgraduallybeerodedtoforma graded profile.

Terraces:Stepsinthefloodplainwhichformasarejuvenatedrivererodesanewvalleywithintheoldone.Eachterraceconsistsof aflatsurface(atread)andasteepslope(ascarp).

Incisedmeanders:Deep,steep-sidedmeandersformedbyheavyvertical erosion of existing meanders. Incised meanders form when a river cuts down faster than it can change its meandering course.

b. i. waterfalls;rapids. ii. braidedstreams;naturallevees;deltas iii. meandersandoxbowlakes;floodplains

2. LearnerscanchecktheirlabelleddiagramsbylookingatFigure2.2.29onpage87of theLearner’sBook.

3. A=antecedentB=superimposed


Humanactivitiesaffectwaterquantity,waterqualityandflowpatternsinrivercatchments.Becauseacatchmentincludesthelandthatdrainsarivernetwork,wecanharmriverswithoutevengoingnearthem.Landusessuchas agriculture, mining, urbanisation and industry put strain on river systems andgroundwater.ThemindmapinFigure2.3.6onpage96of theLearner’sBooksummarisestheimpactof humansoncatchments.

Unit 3 Rural settlements

TERM 4, WEEK 2

Learner’s Book pages 353–357Duration: 1½ hours

The focus of this unit is on systematically revising the work associated with rural settlements that learners have covered in Grade 12, in preparation forthefinalend-of-yearexamination.TheunitrevisesworkthatrelatestoModule4intheLearner’sBook.

Curriculum Assessment Policy Statement (CAPS) content Study of settlements • Conceptof settlement• Siteandsituation• Ruralandurbansettlements• Settlementclassificationaccordingtosize,complexity,patternand

function

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Rural settlements • Howsiteandsituationaffectthelocationof ruralsettlements• Classificationof ruralsettlementsaccordingtopatternandfunction• Reasonsfordifferentshapesof settlements:round,linear,T-shapedand


Rural settlement issues • Rural-urbanmigration• Causesandconsequencesof ruraldepopulationonpeopleandtheeconomy



Key geographical skills and techniques• processing, interpreting and evaluating data• identifyingquestionsandissues• collectingandstructuringinformation• makingdecisionsandjudgements• decidingonapointof view• suggestingsolutionstoproblems• workingco-operativelyandindependently• applyingcommunication,thinking,practicalandsocialskills• interpretingsources• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphs,tables,diagramsandmaps

Resources• Learner’sBookpages353–357• Mapof theworldoratlasesforreferenceinclass


Teaching the unit• Learnersshouldunderstandthatsettlementisadynamicprocess–fromsimplebeginningsinruralareastovasturbanareasthatmergeintoeachothertoformanalmostcontinuousspreadof urbandwellings.

• ReferlearnerstothemapsinModule3,Unit1of theLearner’sBook(Figures4.1.1–4.1.4)andaskthemtofindtheseareasonamapof theworld,and/orinanatlas.

• Ensurethatlearnersunderstandthesetermsandconcepts:– ekistics:thestudyof settlements– metropolis:anurbanareaof over1millionpeople– megaregion:alargeurbanareaof over7millionpeople– ecumenopolis:acityof upto50millionpeopleormore.

• Gothroughpages353–355of theLearner’sBookwithlearners.• Explainthattherevisionactivitieswillfamiliariselearnerswiththewayinwhichthecontentcouldbetestedorexamined.

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1. Theconceptof settlementdescribeswherepeoplelive.2. Siteistheexactphysicallocationof asettlement.Situationreferstohow

other factors interact to affect the choice of developing a settlement at a site.OR

Asiteof asettlementiscontrolledbyexternalphysicalandclimaticfactors.Thesituationof asettlementiscontrolledbyhumanfactors.

3. Learner’sneedtotakeintoaccountallthephysicalandclimaticfactorsandthensubstantiatetheiropinionaboutwhythephysicalgeographyof an area is the chief factor that affects site.

4. Answersshouldincludetheideathaturbanandruralsettlementscanbeclassifiedaccordingto:size;complexity;pattern;orfunction.Arural settlementisassociatedwiththecountryside.Thesettlementisusuallyfoundinlandwhichislargelyundeveloped.Itmaybelocatedontheedgeof forestryorlargegrazinglands,orsurroundedbyagriculturalfields.Anurbansettlementisassociatedwithgreaterdevelopmentandvisibleinfrastructure.

5. Answerswilldiffer,butshouldincludethefollowingpoints:ruralandurbanarenotoppositesbutpartof acontinuum;transitionbetweenruralandurbancanbegradual;functionsmerge,servicesandhousingtypesmerge.

6. a. Britain(oranyEuropeanUnioncountry):TheUnitedKingdomclassifiesaruralareaasanyareawithfewerthan10000people.TheEuropeanUnion(EU)choosestodistinguishruralareasfromurbanareasbyanalysingdifferencesineconomicactivities,landuse,infrastructure,humanresourcesandskills,andeventhetravellingdistancestothenearestschoolsorhospitals.Theyalsousephysicalfeaturestodifferentiateruralandurbanareas,suchasdominantlandcoverandadescriptionof topography.

b. SouthAfrica:Priorto1994,ruralsettlementsreferredtofarms,informalsettlementsthatwerenotintowns,wildernessandforestryareas,smalltownsandvillages.Farmsbelongedtomembersof thewhitepopulation,andapartfromthem,mostpeoplewholivedinruralareaswereblackpeople.From1913thewhite-onlygovernment,practisedapolicyof relocatingblackpeopletotheruralareas–totheso-called‘reserves’.In1948,theNationalistPartycameintopower.In1951,theyput13%of thecountryasideas‘bantustans’or‘homelands’fortheindigenousethnicgroups.Thesehomelandswereruralincharacter.After1994,theybecamepartof thenewprovincesof SouthAfrica.So,inSouthAfrica,thelegacyof theword‘rural’impliesanareathatisinhabitedlargelybyblackpeople.

c. TheUSA:TheUnitedStatesof Americaclassifiesurbanareasaccordingtoacombinationof populationnumberandpopulationdensity.Anurbanareashasapopulationof 50000peopleormore,andapopulationdensityof 1000peopleormorepersquaremile.Anyplacewithapopulationof 2500orfewer,andadensityof lessthan500peoplepersquaremile,is classified as a rural area.

7. Learnerscouldprovidethediagramonpage157oravariationof it,ortheycouldlistthesettlementtypesaccordingtosize,fromsmallesttolargest.

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8. Learnersshouldmention:differencesinextentof thesettlement;insizeof thepopulation;inthedensityof thepopulationnumbers.

9. dispersedsettlement:isolatedhouses,orgroupsof buildingsthatarescatteredoverlandand2–4kmdistantfromeachother nucleatedsettlement:aclusterof housesgroupedtogether

10.Ensurethatlearnersexpandonthemindmaponpage353.TellthemtoreadthroughModule4andastheyreadtomakenotesof keypointsunder each heading.


1. a. Positiveeffect:Landusecanpositivelyaffectnaturalresourcesif resourcesareusedinasustainablewayandgiventimetoregenerate;canbringaboutmoresustainableeconomicandhumandevelopment.

b. Negativeeffect:Landusecannegativelyaffectnaturalresourcesif theyaretakeninanunsustainablewaywithlittleconcernforconservationorprotectionforthefuture;landcovercanbeaffectedandif notproperlymanagedcancausedegradationof areas,andincrease the rate of desertification.

2. becauseanisolatedsettlementoftenonlyhasonebuildingorafarmwithbarnsandnoshape

3. A=isolated;B=nucleatedandlinear;C=dispersed;D=roundandnuclear


1. Themoveawayfromruralareastowardscitiesandurbanareas.2. Learnerscouldmentionanythreeof thepointslistedinthetableon page158under‘push’and‘pull’factors.

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Push causes of rural depopulation Pull causes of rural depopulationdegradation of land through poor farming methods

economic job opportunities

reduced soil fertility diverse labour opportunitiessoil erosion better range of housing increasing desertification of marginal land

transport, communication networks

erratic weather caused by climate changes

independence from erratic weather

droughts independence from extreme weatherfloods wide range of services, e.g. shopscropand/orlivestockdiseases attractionofthe‘citylights’reduced carrying capacity of the land diverse entertainmentreducedfarmsizesthroughinheritance

more reliable source of food

redundancy caused by mechanical innovations

independence from family

poor economic returns on long hours of labour

safety from tribal conflict areas

3. LearnerscouldmentionanythreefactorsfoundonTable4.3.2of theLearner’sBook(page187).

4. Learnerscouldmentionanyof thefollowing:ruraldevelopmentstrategiesandprogrammestohelpalleviateruralpoverty,addresstheeffectsof ruraldepopulationandcreateeconomicopportunities;addressingsocialjusticeissues;onaninternationallevelbeingasignatorytoagreementsconcernedwithaddressingruralpoverty,sustainableagriculture,landdegradation,desertification,foodsecurity,shelter,basicservicesandtheprovisionof employmentopportunities.

5. To resolve land claims and restore land rights to those people whose land hadbeentakenfromthem,ortoawardalternativeformsof equitablesettlementtocommunities,people,orthedescendantsof peoplewholosttheirlandasaresultof discriminatorylaws.

6. socialjusticeissues7. ItempowerstheChief LandClaimsCommissionertoarrangelegalrepresentationforanyclaimantwhocannotaffordtodosohim-orherself.

Unit 4 Urban settlements

TERM 4, WEEK 2

Learner’s Book pages 358–360Duration: 1½ hours

The focus of this unit is on systematically revising the work associated with urban settlements that learners have covered in Grade 12, in preparation forthefinalend-of-yearexamination.TheunitrevisesworkthatrelatestoModule5intheLearner’sBook.

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Curriculum Assessment Policy Statement (CAPS) content Urban settlements • Theoriginanddevelopmentof urbansettlements–urbanisationof the

world’s population• Howsiteandsituationaffectthelocationof urbansettlements• Classificationof urbansettlementsaccordingtofunction,suchascentralplaces,tradeandtransport,break-of-bulkpoints,specialisedcities,junctiontownsandgatewaytownsorgaptowns

Urban hierarchies • Theconceptsof urbanhierarchy,centralplace,thresholdpopulation,sphereof influenceandrangeof goods

• Lower-andhigher-orderfunctionsandservices• Lower-andhigher-ordercentres

Urban structure and patterns • Internalstructureandpatternsof urbansettlements:landusezones;conceptof urbanprofile;andfactorsinfluencingthemorphologicalstructureof acity

• Modelsof urbanstructure,suchasmultiple-nucleimodel,themodernAmerican-Westerncity,theThirdWorldcityandtheSouthAfricancity

• ChangingurbanpatternsandlanduseinSouthAfricancities

Urban settlement issues • RecenturbanisationpatternsinSouthAfrica• Urbanissuesrelatedtorapidurbanisation:lackof planning,housingshortage,overcrowding,trafficcongestionandproblemswithserviceprovision

• Thegrowthof informalsettlementsandassociatedissues:casestudiesfromtheworldandSouthAfrica

• CasestudiesthatshowhowselectedurbanareasinSouthAfricaaremanagingurbanchallenges,andhardhandlingenvironmental,economic,andsocialjusticeconcerns

Key geographical skills and techniques• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphs,tables,diagramsandmaps




Teaching the unit• Gothroughpages358and359of theLearner’sBookwithlearners.• Explainthattheserevisionexerciseswillfamiliariselearnerswiththewayinwhichthecontentcouldbetestedorexamined.

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1. thegrowthanddevelopmentof theurbanareasof theworld2.

Type of urban settlement

Definition Examples

central place a settlement that provides goods and services to the surrounding population

Johannesburg, queenstown

break-of-bulk point a town where goods are unloaded and one form of transport is changed for another – such as a port town

Richards bay, Port Elizabeth

junction town a town formed at a rail or road intersection

De Aar, beaufort West

gateway town a town that travellers or visitors pass through to reach other towns

Johannesburg, Cape Town

gap town a town located in a valley that is open at bothends/atthefootofa mountain pass

Worcester, Montagu

specialised town a town with a particular, dominant function

Plettenberg bay (tourist town), Grahamstown (university town)


1. RefertoFigure5.2.1onpage208of theLearner’sBook.2. anysettlementthatprovidesgoodsandservices(forsmaller,neighbouringsettlements)

3. Exampleswilldiffer.Low-ordershouldinclude,forexample,postoffice,shops,pubs,shebeens;middle-order,forexample,supermarketsandrestaurants;high-order,forexample,departmentstores,hospitals,cinemas,leisurecentre.


1. a. CentralBusinessDistrict–thecommercialandoftenthegeographicalheartof thecity

b. anareainwhichlanduseismixedorchanging/outskirtsof cityandbeginningof thecountryside

2. RefertoFigure5.3.4onpage217of theLearner’sBook.3. AnAmerican-Westerncitybestfitsthemultiple-nucleimodel.Featuresinclude:decentralisation;suburbanisation,andtheformationof edgecities.

AThirdWorldcityinthedevelopingworld:manyhaveacolonialhistoryand,becauseof this,theyhaveadualcitystructure.TheyhavetwocitycentresorCBDs–onetraditionalandonemodern;impoverishedinformal settlements are common.

ASouthAfricancitybestmatchesthemodernAmerican-Westerncity,butalsofeaturestheinformalsettlementscharacteristicof ThirdWorldcities.Thedistinguishingfeatureof SouthAfricancitiesisthelegacyof apartheidurbanplanninginwhichnon-whitesweresegregatedfromwhitesindesignatedtownships.Thesuburbsandtownshipsgenerallyremainraciallyandeconomicallysegregatedtothisday.

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4. Learnersshouldmentionthefollowingconcepts:invasionandsuccession;urbandecay;urbanrenewal;edgecities;gatedcommunities.


1. Learnersneedtoelaborateonandgiveexamplesof urbansettlementissuessuchas:• recenturbanisationpatternsinSouthAfrica• urbanissuesrelatedtorapidurbanisation:lackof planning;housingshortage;overcrowding;trafficcongestion,problemswithserviceprovision

• thegrowthof informalsettlementsandassociatedissues• howselectedurbanareasinSouthAfricaaremanagingurbanchallenges;handlingenvironmental,economic,andsocialjusticeconcerns.

2. a. Answerswilldifferbutshouldinclude:overcrowdedconditions;lackof infrastructure,e.g.roads,gutters,sewagesystem,runningwater;unhealthylivingconditions;lackof goodqualitynutrition;spreadof diseasesandinfections;unemployment;poverty;crimeandviolence;drugandalcoholabuse.

b. Answerswilldiffer.Ensurethatlearnersbackuptheiropinions with reasons.

3. Answerswilldifferbutcouldinclude:bettertransportsystems;communitydevelopmentprojects;betterservicedelivery;improvingthedeliveryrateof formalhousingopportunities;increasinginvestmentthroughplanningandmarketing;apprenticeshipprogrammestotheWater,Sanitation,Electricity,Stormwater,SolidWaste,RefuseRemovalandRoadsDepartments;encouragingrecycling;treeplanting;peri-urbanagricultural schemes.

UNIT 5 Economic geography of South Africa

TERM 4, WEEK 3


The focus of this unit is on systematically revising the work associated with economic geography which learners have covered in Grade 12, in preparation forthefinalend-of-yearexamination.TheunitrevisesworkthatrelatestoModule7intheLearner’sBook.

Curriculum Assessment Policy Statement (CAPS) content Structure of the economy• Economicsectors(primary,secondary,tertiaryandquaternary)• Economicsectors’contributiontotheSAeconomy:valueandemployment


Agriculture• Contributionof agriculturetotheSAeconomy• Theroleof small-scalefarmersandlarge-scalefarmers• Mainproductsproduced:homemarketandexportmarket• FactorsthatfavourandhinderagricultureinSA,suchasclimate,soil,

land ownership and trade• Theimportanceof foodsecurityinSouthAfrica–influencingfactors• CasestudiesrelatedtofoodsecurityinSouthAfrica

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Mining• Contributionof miningtotheSAeconomy• Significanceof miningtothedevelopmentof SA• FactorsthatfavourandhindermininginSA• Acasestudyof oneof SA’smainmineralsinrelationtotheabovepoints

Secondary and tertiary sectors• Contributionof secondaryandtertiarysectorstotheSAeconomy• Typesof industries,suchasheavy,light,rawmaterialorientated,marketorientated,footlooseindustries,ubiquitousindustries,bridge(break-of-bulkpoint)industries


• SouthAfrica’sindustrialregions:– PWV-Gauteng,Durban-Pinetown,PortElizabeth-Uitenhage,SouthWesternCapeMetropole

– Factorsinfluencingtheirlocation– Mainindustrialactivities

• Case studies from South Africa to illustrate the above

Strategies for industrial development• Overviewof apartheidandpost-apartheidindustrialdevelopment

strategies• Conceptanddistributionof IndustrialDevelopmentZones(IDZs)• Casestudiesof twoSpatialDevelopmentInitiatives(SDIs)• Issuesassociatedwithindustrialcentralisationanddecentralisation

Informal sector• Conceptandcharacteristicsof informalsectoremployment• ReasonsforhighinformalsectoremploymentinSouthAfrica• ChallengesfacingSA’sinformalsector• Case studies to illustrate the above in the South African context

Key geographical skills and techniques• processing,interpretingandevaluatingdata• identifyingquestionsandissues• collectingandstructuringinformation• makingdecisionsandjudgements• decidingonapointof view• suggestingsolutionstoproblems• workingco-operativelyandindependently• applyingcommunication,thinking,practicalandsocialskills• interpretingsources• usingverbal,quantitativeandsymbolicdataformssuchastext,pictures,graphs,tables,diagramsandmaps



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Teaching the unitGothroughpages361–364of theLearner’sBookwithlearners.

AnswersActivity 1 (Learners’ Book, page 364)

Onemovesfromtheprimarytowardsthequaternary,increasinginvalueadded to the activity and in the complexity of the task.

Activity 2 (Learners’ Book, page 364)

1. Adualagriculturaleconomymeansithastwoaspects:commercialandsubsistencefarming.

2. a. Thedirectcontributiontotheeconomyisintheformof anactual:• percentagecontributiontotheGDP• percentageof workforceemployedinlabour• percentagecontributionfromexportstotheGNP.

Theindirectcontributiontotheeconomycomprisesforwardandbackwardlinkstofarmers,thesupplyof food,andinformallabour.

3. Examples:• Roles:small-scalesize–financialturnover;investment;output;numberof employees;valueof fixedcapital large-scalesize–machinery;hybridseeds;irrigation;divisionof labour;accesstocapital;accesstomarkets;accesstorefrigeratedtransport

• Products:domestic–maize;wheat;sugar,fruits export–maize;avocadoes;ostrich;grapefruit;plums;rooibostea

• Factorsthataffectagriculture:positive–climate;soil;landownership;trade

negative–climate;soil;landownership;trade


1. Acceptanyof thefollowing:contributes8,6%directlytotheGDPof SouthAfrica;isresponsiblefor60%of SouthAfrica’sexports;earnsapproximately50%of SouthAfrica’sforeignexchange;contributes 13,2%of thetotaltaxreceivedfromcompaniesbythegovernment;contributesR78billiontowagesandsalaries;uses15%of SouthAfrica’selectricitysupply;directlycontributestotheemploymentof approximately500000people;attracts12%of thetotalforeigninvestmentinSouthAfrica;spentR409billioninSouthAfricaonpurchasesandoperatingcosts;directlycontributes50%of thevolume of trafficthroughTransnet’sportsandrailways.

2. Indirectly,miningstimulatestheeconomythroughthemultipliereffect:jobsinmininggivemoney;moneycreatesdemandforgoodsandservices;goodsandservicesdevelop;moremoneyinsalariescontinuesthecycleof demandandgrowth.

3. Miningneedsinfrastructure;thisishowISCORandESKOMbegan; roadsandrailwaysandharboursweredevelopedtobringinmachineryandtoexportore;industrialdevelopmentcateredtotheneedsof theminingcommunity;themultipliereffectledtodiversificationof industries and services.

4. Examples:• Contributionof miningtotheeconomyof SouthAfrica:direct–addaminimumof twoexamplesfromtheanswertoquestion1above;indirect–arangeof industrialgoods,e.g.cars,kettles,shoes,andservices,e.g.highereducation,Internetservices,trainservice

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• Significanceof miningtothedevelopmentof SA:labour–skilledandunskilledlabourbroughtin;politics–controlovertheminingareas/strategic minerals

• Factorsaffectingmining:positive–physical,economic,social(thesub-headingsarethesameforthepositiveandnegativefactorsaffectingmining;thelearnerneedstoapplythemappropriatelyandgiveaminimumof twoexamplesof each);negative–physical,economic,social(thesubheadingsarethesameforthepositiveandnegativefactorsaffectingmining;thelearnerneedstoapplythemappropriatelyandgiveaminimumof twoexamplesof each)

• Practicalknowledge:Marikanaminestrike;dropininvestmentinSouthAfrica;dropinoutputof strategicmineral;buyersgoelsewhere;dropinsalariesandwages;dropindemandinthecountryfor goods and services


1. ContributiontotheSAeconomy: Thesecondarysector–lookatTable7.4.1onpage296of theLearner’sBook.

ThetertiaryindustryinSouthAfricahasshownthegreatestexpansioninrecentyears.Thisfollowsdevelopmenttrendsthatindicatemorepeopleareinvolvedinservicesaseconomiesbecomeincreasinglysophisticated.LookatTable7.4.2onpage297of theLearner’sBook.

2. Typesof industries:Learnerscouldmention: Volume–heavyindustries=powerstations,ship-building;lightindustries=shoefactories,jewellerydesign

Location–rawmaterialorientated=sugarrefining;marketoriented=fashionindustry;footloose=softwarecompanies;ubiquitous=bakeries Function–bridgeorbreak-of-bulkpointindustries=oilrefineries

3. FactorsinfluencingindustrialdevelopmentinSA:Learnerscouldmention:

Politicalfactors–AcceleratedGrowthInitiative;IDZs;SDIs Resources–richresourcebase;laboursupply Infrastructure–road;rail;harbours;airports;electricity4. SA’sindustrialregions:Learnerscouldmention: PVW-Gauteng–ironandsteel;carindustries PortElizabeth-Uitenhage–textiles;carindustries;salt Durban-Pinetown–sugar;aluminium;subtropicalfruitandnuts SouthWesternCapeMetropole–fruitjuice;wine;cannedfruit;frozen

and canned fish


1. a. apartheid-eraindustrialdevelopmentstrategies–IDC;ViljoenCommission;KleuCommission

b. post-apartheidindustrialdevelopmentstrategies–SDI;GEAR;IDZs2. a. IndustrialDevelopmentZonesareareasidentifiedbyGovernmentfor

stimulating:economicgrowththroughinvestmentinindustries.b. PortElizabeth(theCoegaIDZ);EastLondon(ELIDZ);RichardsBay(RBIDZ);Gauteng(ORTamboInternationalAirport)

3. a. TheSpatialDevelopmentInitiativesorSDIsidentifyareaswherethereispotentialforeconomicgrowth.Theobjectiveof theSDIsisthattheinvestmentissustainableatbothstateandmunicipallevels.

b. RichardsBay-EmpangeniSDI/FishRiverSDI;WildCoastSDI

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4. a. centralisation–magnetforotherindustries;lowerproductioncosts;similarservices;skilledlabourpool;pressureonresources;pollution;traffic congestion

b. decentralisation–needforgrowthnodesinperipheralareas;needtolessenstrainonmainindustrialregions;needtoprovidejobopportunitiesinpreviouslydisadvantagedareas


1. a. Informalsectoremploymentreferstoitslackof formallegalregistrationandresponsibilities.

b. Characteristicsof informalsectoremployment:Thereisnolegalregistrationof thebusiness;therearenolegalcontractsof employmentbecausethereisnolegalbusinessofficiallyrecognised;informalentrepreneurscannotsueorbesuedbecausetheyarenotlegalentities;employeeshavenoaccesstotheCCMA(CommissionforConciliation,MediationandArbitration)orlabourcourts;notaxispaidtothegovernment;noincomeisdeclaredtothegovernment,sothattheyarenotofficiallypartof theGDP;thereisnolegaljobsecurity;thereisnoUIF(unemploymentinsurancefund);thereisnomedicalaidforworkers;thereisnopensionprovisionforworkers;thereisnoprotectionagainstbeingpaidbelowthelegalminimumwage;therearemorefemalesemployedintheinformalsectorthanmalesinSouthAfrica

2. Itcanexpandorcontractquicklyinresponsetothechangesintheeconomy;businessesoutsourcetopeopleintheinformalsectorbecausetheyarecheaper;thereisagapforinformalsectorjobs;therearenorestrictionsorbarrierstoentryintotheinformalsector.

3. Examples:• Socialchallenges:Womenpredominateinthissector;noworksecurity;xenophobiaagainstforeignersintheinformalsector

• Politicalchallenges:Createregulationsthatdonotinhibittheemploymentintheinformalsector;uncollectedtaxfromtheinformalsector;stimulatemoreemploymentopportunitiesintheinformalsector

• Economicchallenges:Lowsalariesandwages;difficultyinraisingloanstoexpandthebusiness;lackof businessandmanagementskillsbyentrepreneurs

UNIT 6 Geographical skills and techniques

TERM 4, WEEK 4


The focus of this unit is on systematically revising the work associated with geographicalskillsandtechniqueswhichlearnershavecoveredinGrade12,inpreparationforthefinalend-of-yearexamination.

Curriculum and Assessment Policy (CAPS) content Mapwork techniques• Consolidationof mapskillsfromGrades10,11and12• Readingandinterpretingsynopticweathermaps,satelliteimagesandotherweather-andclimate-relateddata.



Geog Gr 12 TG.indb 165 6/11/13 7:13:51 PM


Topographic maps• Contoursandlandforms• Crosssections• Direction:magneticnorth,truenorthandmagneticdeclination• Gradient• Intervisibility• Gridreferencing

Aerial photographs and orthophoto maps• Interpretingverticalaerialphotos• Orthophotomaps–identifyingfeatures• Comparinganorthophotomapwithatopographicmap

Geographical Information Systems (GISs)• GISconcepts:remote-sensingandresolution• Spatialandattributedata;vectorandrasterdata• Datastandardisation,datasharinganddatasecurity• Datamanipulation:dataintegration,buffering,queryingandstatisticalanalysis

• Applicationof GISbyGovernmentandtheprivatesector,relatedtoalltopicsinGrade12

• Developa‘paperGIS’fromexistingmaps,photosorotherrecordsonlayersof tracingpaper

Using atlases (revision)• Examiningthematicmaps• Comparinginformationfromdifferentmaps

Key geographical skills and techniques• readingandinterpretinginformationwithregardtoclimatologyandgeomorphologyfromtopographicmaps,orthophotomaps,satelliteimagesandsynopticcharts

• readingGISmaps,andconstructingandinterpretingsimpleGISoutputs• practisingfieldobservationandmapping• applyingcommunication,thinking,practicalandinterpretiveskills• processing,interpreting,andevaluatingdata• workingco-operativelyandindependently


Preparation• Readthroughtheunittofamiliariseyourself withthecontent.If youneedtoreturntothetheory,refertopreviousmodules.

• RefertoGrades10and11wherelearnershavereceivedabackgroundingeographicalskillsandtechniques,onwhichthisunitbuilds.

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Teaching the unit• Startbyaskinglearnerswhatsectionstheyhavecoveredundergeographicalskillsandtechniques.Askthemwhattheyhavelearntaboutmapworkskills;topographicmaps;aerialphotographsandorthophotomaps;GeographicalInformationSystems(GISs);andusingatlases.

• Gothroughthetextonpages366and367intheLearner’sBookwithlearners.


1. a. GeorgeRexSlipway:34°00’30”Sand23°00’45”Eb. KnysnaPrison:34°01’40”Sand23°02’40”Ec. CastleRock:34°04’40”Sand23°01’15”Ed. Thecentreof LeisureIsle:34°04’10”Sand23°03’30”E

2. a. 5,2km.(Aquickmethodforuseonanymapwithascaleof 1:50000:Measurethedistancebetweenthetwopointswitharulerincentimetres.Thendivideby2,andyouhaveaninstantanswerinkilometers.)

b. 18km.(Useapieceof stringtomeasuredistancesalongtheroads.Usearulerandthemethodabovetomeasurethelengthof thestring.Addthesubtotalsforananswer.)

3. KnysnaLagoon(estuary)andtheKnysnaHeads4. • Measurethehorizontaldistancewitharuler,andusethemethod

abovetogetarealdistance.• Measuretheverticaldistancebyreadingthecontours.• Dividetheverticaldistancebyitself,tocancelitdownto1.• Dividethehorizontaldistancebythevertical(whatisdonetoonesideof theequationisnowdonetotheother)andyouwillendupwitharatioof 1:16whichisthemeangradient,roundedoff.

5. Drawacross-sectionbetweenthetwopoints(AandD)joinedbyareddottedlineonthemap.Useaverticalscaleof 0,5cmto20mforthecross-section.Learnerscomparetheircross-sectionstofindoutwhichone is correct.a. Verticalscaleis0,5cmto20mwhichis1cmto40m Horizontalscaleis1:50000whichis1cmto500m Divide500by40=12,5 Theverticalscaleis12,5timesgreater(exaggeration)thanthehorizontalscale.(Wedothissothattheverticalcomponentorrelief,will‘standout’better.)

b. yesc. no


1. A=TheHeads(EasternHead) B=LeisureIsle C = The Heads (Western Head) D=KnysnaLagoon2. fromWesthill,becauseaviewfromtheothertwopointswouldnotgive

this perspective3. Thenumeroussandbanks,andalsoThesenIslandandLeisureIsle,whicharebuiltupfromsanddepositedinthelagoon.

4. CaravanPark(Woodbourne),LeisureIsle,FeatherbedNatureReserve,CaravanParkandCampingSite,SimolaGolf Course

Examination preparation:For information on how to assess the learners’ answers, please see page 245 in the Formal Assessment section of this Teacher’s Guide.

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5. fishing;golf;boating;swimming;hiking;visitingnaturereserves6. thenamesof thesettlements,suchasXolweni,RhobololoandEthembeni

7. a. yes,namessuchasConcordiaForestandthesymbolfortreesandforestb. A=indigenousforest;B=exoticwattletreesc. A(indigenousforest)wouldoccurinanaturereserve,asitisprotected,naturalvegetation,whichnowonlyoccursinisolatedpatches,andmustbepreservedbecauseof itsbiodiversity.

B(exotictrees)areplantedinplantations,andarefelledforcommercialuseafterabout10years.

(Trial)/Examination (Paper 1 and Paper 2):For information on how to assess the learners’ answers, please see page 209 in the Formal Assessment section of this Teacher’s Guide.

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3. FoRMAL ASSESSMEnT

169

1. Assessment in Geography in Grade 12 170

2. Programme of assessment 170

3. Formal assessment: tasks, tests and examinations 171

4. Photocopiable assessment resources 252

5. Recording and reporting 252

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170 s e c t i o n 3 • F o R M A l A S S E S S M E n T

1. ASSESSMEnT In GEoGRAPHY

In GRADE 12

Assessment in Grade 12 is made up of:• informalordailyassessment• formalassessment.

InStudy & Master Geography Grade 12:• informalassessmentadviceisgivenaspartof thelessonguidanceintheLesson-by-lessonsection(pages19–168)of thisTeacher’sGuide

• formalassessmentguidanceandassessmenttoolsareprovidedbelow.

2. PRoGRAMME oF ASSESSMEnT

The programme of assessment provided in Study & Master Geography Grade 12 is in line with the Curriculum and Assessment Policy Statement for Geography and thus spreads out the formal assessment tasks throughout the year. The assessment programme is made up of three tasks, two tests and twoexaminations.Forpromotionpurposes,ayearmarkisaddedtotheend-of-yearexaminationmark.Theyearmarkismadeupof marksobtainedinthetasks,testsandmid-yearexamination.Thisisreflectedinthetablebelow.

Term Week Type of formal assessment

Content and skills focus of assessment

Learner’s Book and Teacher’s Guide page reference

Total number of marks

Contribution to year mark

Term 1 9 Assessment Task 1

Climate and weather;andGeomorphology

learner’s book pp. 151–152;Teacher’sGuide pp. 171–172

40 marks 20 marks

Term 1 10 Test 1 Climate and weather;andGeomorphology

Teacher’s Guide pp. 173–175

20 marks 10 marks



learner’s book pp. 259–261;Teacher’sGuide p. 177

70 marks 20 marks

Term 2 10 Mid-year examination

Work covered in Terms 1 and 2

Teacher’s Guide pp. 179–187 (Paper 1) and 188–194 (Paper 2)

300 marks 20 marks



learner’s book pp.337–338;Teacher’sGuide p. 202

60 marks 20 marks

Term 3 10 Test 2 Economic geography of South Africa

Teacher’s Guide pp. 204–206

20 marks 10 marks

Term 4 5–6 Trial examination

Work covered throughout year

Teacher’s Guide pp. 209–229 (Paper 1) and 230–235 (Paper 2)

300 marks 300 marks

Formoreinformationonformalassessment,seeSection4of the CAPS document.

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171s e c t i o n 3 • F o R M A l A S S E S S M E n T

3. FoRMAL ASSESSMEnT: TASKS,

TESTS AnD ExAMInATIonS

Assessment Task 1

TERM 1, WEEK 9


Geography topics: Climateandweather;Geomorphology;Geographicalskills and techniques


Background• ThistaskfocusesonTerm1of Study & Master Geography Grade12andthereforeshouldbescheduledforafterthelearnershavecompletedModules1–3.(SeeYearPlanonpages6–17).

• Theskillscoveredinthistaskaredatahandling−analysingandsynthesisinginformationandworkingwithavarietyof data.

• AllowsomeclasstimeinWeek8togothroughthetaskwithlearners.Setthe task as homework for the learners.

• ThetaskintheLearner’sBookisoutof 40marks.Youwillneedtoconvertthistoamarkoutof 20forcontributionof thisassessmenttotheyearmark.(SeeRecordingandreporting,onpage252.)

Preparing the learners• Remindthelearnersthattheyshouldworkontheirownandanswerallquestions.

• Letthemreadthroughthetaskandaskquestionsaboutanypartof itthattheydonotunderstand.

• RemindthemthattheycanconsultModules1–3intheLearner’sBookif theyneedto.

• Givethemaduedateforthecompletedtask.

The taskYouwillfindAssessmentTask1onpages151–152of theLearner’sBook.Amarkingmemorandumissuppliedonpage172undertheheading,‘Assessment guidance’.

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Assessment guidance

MEMoRAnDUM: ASSESSMEnT TASK 1


Activity 11. Anyone:dateisAugust;mid-latitudecycloneapproaching;minimumtemperaturesovertheinteriorarelow(1)

2. a. A=SouthAtlanticHigh;B=SouthIndianHigh;C=coastallow; D=coldfront;E=occludedfront(5×1)

b. i. northalongthecoast/uptheeastcoast(1) ii. eastwards/westtoeast(1)

3. TheKalahariHigh(notshown)heredominatestheinteriorinwinter.(1)4. Any6marksoutof 7(6×1)

5. a. 1=northwest,20knots;2=west,20knots(2×2)b. backing(1) [20]

Activity 21. a. high,low(2×1)b. high,low(2×1)c. silty-clay,poroussandy(2×1)

d. dendritic(1) e. bigger(1)2. a. streamdensityforA=3,5–3,75kmperkm2(acceptanyanswer

inthisrange)(4)b. streamdensityforB=1,25–1,5kmperkm2(acceptanyanswer inthisrange)(4)

To calculate: Stream density (or drainage density) = total stream length in

square÷area✔ Area = 1 km ×1 km = 1 km2 ✔ Totalstreamlength=totallengthof cottonforallstreams÷lengthof

1 km scale ✔ (Itworksbestusingapieceof cottonsothatyouautomaticallyaddupall

the stream lengths, rather than having to add by calculation)

If answeriswrong,assign1markaccordingtoeachtick,forbothAandB

3. S=1;T=1;U=2;V=1(4×1) [20]

Total: 40 marksDivide by two for a final mark out of 20

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Test 1 Climate and weather, Geomorphology

TERM 1, WEEK 10

Teacher’s Guide pages 174–175

Geography topics: Climateandweather;Geomorphology

ResourcesPhotocopiesof thetestinthisTeacher’sGuide(pages174–175)

Background• ThetestfocusesonmaterialcoveredinTerm1andthequestionsrequirelower-order,middle-orderandhigher-orderthinkingskillsfromthelearners.

• Thetestisoutof 20marks.Youwillneedtoconvertthistoamarkout of 10forcontributionof thisassessmenttotheyearmark.

Preparing the learners• Atthebeginningof Term1,spendsometimediscussingwhatmaterial

learners will need to cover for the test. • Inweek4or5of Term1,spendsometimediscussingtheformatof thetest,includinghowmuchtimelearnerswillbegiventocompleteit (1hour).

• RemindthelearnersthattheywillneedtorevisealltheworkcoveredinModules1and2.

• Explainthatthewaythetestisstructuredmeansthattheywillnotbeabletoleaveoutanysectionsof workastheyprepareforit.

Test 1YouwillfindatestthatyoucanuseforTest1onpages174–175of thisTeacher’s Guide. You may photocopy this test. Alternatively, design your own test.

Assessment guidanceYouwillfindamemorandumforTest1onpage176of thisTeacher’sGuide.You may photocopy this memorandum if you wish to.

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© You may photocopy this page for use with Study & Master Geography Grade 12.

Test 1 Climate and weather; Geomorphology

TERM 1, WEEK 10

Memorandum on page 176

Question 1A1995studycomparedtemperaturedataforfiveverylargecitiesand19stationsfromnon-urbanlocationsinSouthAfricafortheperiod1960–1990.

The results are summarised as follows:non-urban Urban

Maximum temperature increase per decade

0,11 0,12

Minimum temperature per decade 0,07 0,34

1. Identifyoneof thecitiesonthemapinFigure1.1below.(1)2. Isthistemperaturedifferencerelatedtoglobalwarmingorurbangrowth?Giveareasonforyouranswer.(2×1)

3. Namethephenomenonillustratedinthetable.(1)4. Explainwhytheeffectisnoticeablefortheminimumtemperatures. (2×1)

5. Istheintensityof theeffectgreaterinsummerorwinter?(1)6. Listtwofactorsthatcontributetothiseffect.(2×1)7. Giveonestepthatcanbetakentoreducethiseffectinestablished cities.(1)

[10]

Figure 1.1 Map of South Africa

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Question 21. Identifythedrainagebasinwiththehighdrainagedensity(finetexture) inFigure1.2A.(1)

2. Definedrainagedensity.(1)3. Giveonefactorthatcontributestohighdrainagedensity.(1)4. MatchdrainagebasinsAandBtotheirhydrographsinFigure1.2B. (2×1)

[5]

Figure 1.2A Drainage basin Figure 1.2B Hydrograph

Question 3Identifythesefeaturesof rivercaptureinthediagram:elbowof capture,misfitstream,captorstream,watershed,windgap.(5×1) [5]

Figure 1.3 River capture

Total: 20

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Assessment guidance Test 1: Climate and weather; Geomorphology

MEMoRAnDUM

Test 1 on pages 174–175

Question 11. Anyone:PortElizabeth,EastLondon,Durban,Johannesburg,Vereeniging/Pretoria(eitheransweracceptable)(1)

2. urbangrowth;itisspecifictocities,notageneralwarming(2×1)3. urbanheatislandeffect(1)4. Heatthatbuildsupduringthedayisheldortrappedatnightby tallbuildings,heat-absorbingsurfacesorapollutiondome.(2×1)

5. winter(1)6. Anytwo:changeinlandcover(surfacessuchastar,brickand concretethatabsorbheat);heatgeneratedfromhumanactivities (suchastheburningof fuelsformanufacturing,electricity generationandtransport);pollutiontrapsheat(2×1)

7. Anyone:greening/plantingtrees;introducingwaterbodies (lakes)toabsorbheat;carefulchoiceof buildingmaterialsand surfacingmaterialstoreduceamountof heattrapped(1)

[10]

Question 21. B(1)2. totalriverorstreamlengthrelativetoareadrained(1)3. Anyone:highsurfacerun-off (becauseof impermeablerock, clay-likesoilorsteepgradient);highrainfall/heavyrains;low levelsof evaporation;moistsoil(1)

4. A=2;B=1(2×1)[5]

Question 3B=captorstream;C=watershed;D=elbowof capture; E=windgap;F=misfitstream(5×1)

[5]Total: 20

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Assessment Task 2

TERM 2, WEEK 9


Geography topics: Ruralsettlements;Urbansettlements;Geographicalskills and techniques


Background• ThistaskfocusesonTerm2of Study & Master Geography Grade12andthereforeshouldbescheduledforafterthelearnershavecompletedModules4–6.(SeeYearPlanonpages6–17).

• Theskillscoveredinthistaskareanalysingandsynthesisinginformationandworkingwithavarietyof informationonsettlementgeography.





• RemindthemthattheycanconsultModules4–6intheLearner’sBookif theyneedto.


The taskYouwillfindAssessmentTask2onpages259–261of theLearner’sBook.Amarkingmemorandumissuppliedonpage178undertheheading,‘Assessment guidance’.

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Assessment guidance



Question 11.1D;1.2B;1.3C;1.4A;1.5C

[5]

Question 22.1F;2.2A;2.3B;2.4G;2.5E

[5]

Question 33.1wetpointsite;drypointsite;relief;resourcesandbuildingmaterials; fuelsupplies;bridgingpoints;soils;defence;nodalpoint;gapsite; aspect;break-of-bulkpoint(anyTWO)(2)

3.2 inundevelopedcountryside;associatedwithisolatedfarms,mining,fishing,hamletsormarketvillages;low-risebuildings;primary economicactivities;fewerpeople;sparsepopulation;limitedfacilities;fewerservices;limitedjobopportunities;poorinfrastructure;olderpopulation;lowerpropertyprices(anyTWO)(2)

3.3 developedarea;associatedwithtowns,cities,metropolises;high-risestructures;secondary,tertiaryandquaternaryeconomicactivities; largepopulation;densepopulation;manyfacilities;manyservices;varietyof jobopportunities;well-developedinfrastructure; economicallyactiveagerange(anyTWO)(2)

3.4 pushandpullfactors(anyof them,orjustthesetwoterms)(2)3.5 familiesleftbehind;womenleftbehindtotendfieldsandraise children;declineinfoodsecurityinruralarea;breakdownof sociallife;strainonservicedeliveryinthecities,e.g.housing, electricity,water,schooling;informalsettlementsexpand/ unemployment(anyTWO)(2)

[10]Question 44.1 thecreationof thehomelandsorbantustans;apartheidandracialsegregationlawssuchastheGroupAreasAct/forcedremovalfrom theland(2)

4.2 toresolveclaimsandrestorelandrights;toawardalternativeforms of equitablesettlementtocommunities,people,ordescendantsof peoplewhohadlostland(2)

4.3Resourcesandlandrepresentmoneyandpower.Allocationof resourcesandlandisseenasapoliticalinstrument.(2)

4.4Zimbabwe;Ethiopia(anyONE)(2)4.5 Thevalidityof theclaim,boundarydisputes,thedeathor

disappearanceof claimants,allcreatedifficultiesforthe Commission. (2)

[10]Question 5Learner’sownanswers. [40]

Total: 70 marksConvert for a final mark out of 20

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Mid-year examination

PAPER 1

Memorandum on pages 195–199Time: 3 hoursMarks: 225

INSTRUCTIONS AND INFORMATIONThisquestionpaperconsistsof THREEquestions.AnswerALLthequestions,whichareworth75markseach.

Question 11.1ChoosethedescriptionfromColumnBthatmatchestheterminColumnA.Writeonlytheletternexttothequestionnumber.

Column A Column B1.1.1 warm front A. the lowering of the watershed

by erosion1.1.2 polar front b. a boundary between the cold

polar easterlies and the warm mid-latitude westerlies

1.1.3 storm surge C. the lowering of a watershed by erosion until the slope is the same on both sides

1.1.4 kalahari anticyclone D. a form of erosion in which minerals are broken down by chemical reaction

1.1.5 line thunderstorm E. the course of a river is older than the structures of the landscape it flows through

1.1.6 urban heat island F. a temperature inversion layer1.1.7 abstraction G. the warm sector of air in a

mid-latitude cyclone1.1.8 headward erosion H. the erosion of a river towards

its source1.1.9 antecedent drainage I. rainfall caused by a trough of

low pressure over the plateau1.1.10 abstraction J. a rise in sea level caused by

wind-driven wavesk. a city area that is warmer than

a neighbouring suburban or rural area

l. a high-pressure cell over the interior of southern Africa in winter

(10×1)[10]

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1.2Choosethecorrectphraseinbrackets.1.2.1 Thedirectionof windinaFerrelcellis(easterly/westerly).1.2.2 Thechangeinwinddirectionasacoldfrontpassesover

theWesternCapeiscalled(veering/backing).1.2.3 Theweathersystemsthatcancausefloodingin

Mozambiquearecalled(tropical/mid-latitude)cyclones.1.2.4 Thecoldairthatfollowsacoldfrontisdenseandhas

(low/high)relativehumidity.1.2.5 Thevalleywindsthatblow(up/down)theslopearecalled

anabaticwinds. (5×1)

[5]

1.3StudyFigure1.1,whichisasynopticweathermap.Thenanswer thesequestions.1.3.1 Whichseasonisdepictedinthismap?Giveareasonfor

youranswer. (2×2)(4)1.3.2 Identifyhigh-pressurecellsAandB. (2×2)(4)1.3.3 Namethehigh-pressurecellthatistypicallyfoundover

theinteriorinthisseason,anddescribehowitaffects theclimateinSouthAfricainthisseason. (2×3)(6)

1.3.4 Identifythelow-pressurecellmarkedasC,andgivethecharacteristicshownonthismap. (2×2)(4)

1.3.5 DescribehowpressurecellBforms. (3×2)(6)1.3.6 Inwhichdirectiondoesthewindspiralintopressure

cellB? (1×2)(2)1.3.7 Describehowthewinddirectionchangesaspressure

cellBpassesoverCapeTown. (2×2)(4) [30]

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A

C

B

Figure 1.1 Synoptic weather map

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1.4TheThukelaRiverhasitssourceontheeasternsideof theDrakensbergandflowsthroughKwaZulu-Natal.Alongitudinalprofileof theriverisshowninFigure1.2.

Figure 1.2 longitudinal profile of the Thukela River

1.4.1 FromthesectionslabelledA–Eintheriverprofile,identify thefollowing:

(a) theThukelaFalls,whichplunges900metresandis thesecondhighestwaterfallintheworld (1×2)(2)

(b)therejuvenatedpartof theriver (1×2)(2) (c)apartof theriverthathasameanderingpattern (1×2)(2) (d)apartof theriverinwhichthewaterflow

isturbulent (1×2)(2)1.4.2 Definetheterm‘rejuvenation’. (1×2)(2)1.4.3 Identifyalandformassociatedwithrejuvenation. (1×2)(2)1.4.4 Describethecross-profileof themeanderingpartof

theriver. (2×2)(4) [16]

1.5RefertoFigure1.3andcompletethequestionsthatfollow.

1

2

3

fastest velocity

fastest velocity

fastest velocity

4

41

1

2

2

3

3

3

A A

B

B

C C

a b

Figure 1.3

1.5.1 Identifytheriverpatternshownina. (2)1.5.2 Whichpartof therivercourseisshownina?Giveareason

foryouranswer. (3)1.5.3 Identifyon(a)thelabelledpartswhere (a) erosiontakesplace (1) (b) depositiontakesplace (1)

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1.5.4 Identifyfromthelabelledarrows(3and4)wheretheriver flowsfastest.Giveareasonforyourchoice. (4)

1.5.5 Matchthelabelledsectionsof theriverA–A,B–B,C–Cto thecrossprofiles1,2and3shownin(b). (3)

[14] [75]Question 22.1Foreachstatementbelow,selectthecorrectterminbrackets. Writeonlythequestionnumberandthecorrectterm.2.1.1 Windsthatblowinthemid-latitudesare(bergwinds/westerlies).2.1.2 A(n)(occludedfront/coldfront)formswhenawarmsector

of air overtakes a cold sector.2.1.3 AtropicalcyclonethatformsintheAtlanticOceaniscalled

a(hurricane/typhoon).2.1.4 TheEarthiswarmedbytheSunbytheprocessof

(insolation/terrestrialradiation).2.1.5 Thebubblingflowof waterinariveriscalled(laminarflow/

turbulentflow).2.1.6 Astreaminwhichthereismoredepositionthanerosion

is(overgraded/undergraded).2.1.7 The(floodplain/pediplain)isthewide,flatpartof avalley

overwhichariverspreadsintimesof flood.2.1.8 Thepointed,doloritecappedhillsof theKarooarecalled

(mesas/buttes).2.1.9 Whenahigh-pressurecellpushesintoaregionof lower

pressure,itelongatesorlengthenstoforma(ridge/trough).2.1.10Frostformsif the(radiationfog/dewpoint)isbelow0°C. (10×1)

[10]2.2Thestatementsbelowdescribehowananticycloneforms. Selectthecorrectoption(underlined)foreachstatement.2.2.1 Dry,coolairrises/descends.2.2.2 Pressureincreases/decreases.2.2.3 Airwarms/cools.2.2.4 Windsspiralclockwise/anticlockwise.2.2.5 Thewindsspiralinto/outof thepressurecell. (5×1)

[5]

2.3StudyFigure2.1below,whichshowsanobliqueviewof theKalahari.Thenanswerthequestionsthatfollow.

Figure 2.1 oblique view of kalahari

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2.3.1 Sketchanisobardiagramof theKalahariHighshowninFigure2.2.Include:

• thesymbolforahigh-pressurecellinthecentre • arrowstoshowwinddirections. (8)2.3.2 Explainwhyairwarmsasitdescends. (6)2.3.3 NamethetwootheranticyclonesthatinfluenceSouthAfrica’s

weather. (4)2.3.4 Suggestwhytheselargehigh-pressurecellsarealsocalled

anticyclones. (2) [20]

2.4Refertothetablebelow,whichshowsdifferencesbetweenthe minimumtemperaturesincentralNairobiandanoutlyingarea (theairport),andanswerthequestionsthatfollow.

Month Difference between minimum temperaturesJanuary 2,1 °CJuly 0,8 °C

Table 1.1 Difference between minimum temperatures in central nairobi and an outlying area

2.4.1 Namethephenomenonoreffectthatisshownhere. (1×2)(2)2.4.2 Atwhattimeof thedayisthistemperaturedifference

greatest? (1×2)(2)2.4.3 Wouldthetemperaturedifferencebegreaterduringthe

weekorweekdays?Giveareasonforyouranswer. (2×2)(4)2.4.4 Suggestonewayinwhichacitycanbedesignedtoreduce

thiseffect. (1×2)(2) [10]

2.5Givethenamesof thedrainagepatternsina–eof Figure2.2.

a. c.

b.

d. e.

Figure 2.2 Drainage patterns

(5×2)[10]

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2.6Figure2.3showsasimplemapof theDoringRiver,whichisa tributaryof theOlifantsRiver.TheNieuwhoudtFallswereformed bythecaptureof ariverthatusedtoflowtowardstheinterior.

Figure 2.3 The Doring River

2.6.1 Definetheterm‘rivercapture’. (1×2)(2)2.6.2 Explainwhythiswaterfallisafeatureof rivercapture. (2×2)(4)2.6.3 Identifythefeaturesof rivercapturelabeledA–Don

themap. (4×2)(8)2.6.4 Describethegradeof thecapturedriver. (1×2)(2)2.6.5 Explainwhyrejuvenationisassociatedwithriver

capture. (2×2)(4) [20] [75]

Question 33.1IndicatewhetherthefollowingstatementsareTRUEorFALSE.3.1.1 Everyfunctionhasitsownthresholdandrange.3.1.2 TheCBDisknownastheheateddomebecausethetall

buildingsintheCBDreleaseheat.3.1.3 Asquaregridisagridsystemwiththegridlinesnumbered

sequentiallyfromtheoriginatthebottomleftof themap.3.1.4 Theurbanprofileisasideviewof thecity.3.1.5 Thebasicfunctionof aruralsettlementistoprovide

tertiaryfunctions.3.1.6 Primaryactivitiesincludethemanufacturingof goods.3.1.7 SouthAfricahasadualagriculturaleconomybecauseit

consistsof onlycropfarming.3.1.8 Thethreefactorsthatinfluenceeconomicactivitiesare

thesocial,economicandpoliticalsystemsinacountry.

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3.1.9 Foodinsecurityiswhenacountryorindividualsdonot have enough food to sustain themselves.

3.1.10Anindustrialzoneisanareasetasideforfactories and warehouses.

(10×1)(10)[10]

3.2MatchthetermsinColumnAwiththeirmeaninginColumnB.

Column A Column B3.2.1 Gross Domestic Product A. A metropolitan area formed by two merging cities3.2.2 urban hierarchy b. The difference in monetary value between the exports and

imports of a country3.2.3 balance of trade C. A country’s international transactions by measuring the

imports and exports of a country’s goods3.2.4 conurbation D. The total value of all goods and services produced in a

country in a year3.2.5 trade E. Therankingofurbansettlementsaccordingtotheirsize

and/orfunction

(5×1) [5]

3.3StudyFigure3.1,whichshowstworuralsettlementpatterns. Thenanswerthequestionsthatfollow.

A B

rivierrivier

Figure 3.1 Rural settlement patterns

3.3.1 Providethreefactorsthatdeterminethesiteof a settlement. (3×2)(6)

3.3.2 (a) Identifytheruralsettlementpatternsmarked AandB. (2×2)(4)

(b)Provideoneadvantageof settlementA. (1×2)(2) (c)Providetwodisadvantagesof settlementB. (2×2)(4)3.3.3 Differentiatebetweensubsistenceandcommercial

farmingregardingtheireconomicoutput. (2×2)(4) [20]

3.4Matchthetermsbelowwiththecorrectsettlementpattern inFigure3.2.

3.4.1 roundedsettlementpattern 3.4.2 T-shapedsettlementpattern 3.4.3 Y-shapedsettlementpattern 3.4.4 linearsettlementpattern 3.4.5 crossroadssettlementpattern

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AB

C D E

Figure 3.2 Settlement patterns

(5×2)(10)[10]

3.5Ruraldepopulationandurbanisationarelinked.Considerthese twoprocessesandanswerthequestionsthatfollow.3.5.1 Explainwhatruraldepopulationis. (1×2)(2) (a)Providetworeasonswhyruraldepopulationoccurs.(2×2)(4) (b)Nametwonegativeimpactsof ruraldepopulation. (2×2)(4)3.5.2 Explainwhaturbanisationis. (1×2)(2) (a)Giveonedifferencebetweenurbanisationindeveloped

countriesandurbanisationindevelopingcountries. (1×2)(2) (b)Providetwofactorsthatpullpeopletothe

urbanarea. (2×2)(4) [18]

3.6Readtheextractbelowandthenanswerthequestionsthatfollow.

Exercise and pollution levels Joggers and cyclists are advised to avoid exercising in rush hour because this is when air pollution is at its highest level. Exercise increases your breathing rate, so that you pull more air deeply into your lungs, and you tend to breathe through your mouth instead of your nose, which filters air as you breathe. long-term exposure to pollutants may increase the risk of lung damage, lowered immunity, heart disease, cancer and neurological problems.

Source:AdaptedfromanarticlebyOliviaRose-InnesonHealth24(www.health24.com/medical)

3.6.1 WhatproblemthatcausesairpollutionintheCBD doesthisarticlefocuson? (1×2)(2)

3.6.2 Duringwhichtimesof thedayisrushhour? (1×2)(2)3.6.3 WhatisthereasonforthisproblemintheCBD? (1×2)(2)3.6.4 Suggestthreepossiblesolutionstotheproblem. (3×2)(6)

[12] [75] Paper 1 total: 225 marks

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Mid-year examination

PAPER 2

Memorandum on pages 200–201Time: 1 1 __ 2 hoursMarks: 75

RESOURCES1. Anextractfromthetopographicmap3422ABGeorge(atthebeginningof thispaper)

2. Anon-programmablecalculatormaybeused.

INSTRUCTIONS AND INFORMATION1. AnswerALLthequestionsinthespacesprovidedonthisquestionpaper.Togethertheyareworth75marks.

2. Youaresuppliedwitha1:50000topographicmap,3422ABGeorge.3. ThefollowingEnglishtermsandtheirAfrikaanstranslationsareshownonthe1:50000topographicalmap:

EnGLISH AFRIKAAnSAerodrome VliegveldCanal kanaalCango Caves kangogrotteCemetry begrafplaasCollege kollegeCrocodile Ranch krokodilplaasFactory FabriekFurrow VoorGame Park WildparkGolf Course Golfbaanostrich Abattoirs Volstruisslagpaleostrich Farm VolstruisplaasRifle Range SkietbaanSewage Disposal Works RioolslykwerkeShowgrounds SkougrondeTourist Camp ToeristekampWeir Dwarswal

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Question 1Studythe1:50000topographicmap3422ABof George.Thencirclethemostappropriate answer.

1.1Georgeisa:A. cityB. residential areaC. townD. farmarea

1.2ThedirectionfromCamphersDrifttoGeorgeis:A. south-eastB. southC. south-westD. north

1.3ThedirectionfromGeorgeIndustriatoPacaltsdorpIndustriais:A. north-eastB. south-westC. eastD. south-east

1.4Thelandforminthevicinityof Aisa:A. gorgeB. saddleC. valleyD. spur

1.5Thetrig.beaconatBis___________________abovesealevel.A. 122mB. 401,8mC. 191,3mD. 308m

1.6TheGwaingRiverisanexampleof a___________________river.A. perennialB. non-perennialC. periodicD. episodic

1.7ThelandalongtheN9isdescendingina___________________direction.A. north-westtosouth-eastB. south to northC. north-easttonorth-westD. south-west

1.8Thetwomainfactorsfavouringthesiteandsituationof theGeorgeAerodromearethe:A. rockyandsandyareaB. largeandflatareaC. high-lyingandmountainousareaD. railwaylineandmainroad

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1.9Farmsintheareaensurethatthereissufficientwaterforirrigation bybuilding:A. reservoirsB. canalsC. windmillsD. furrows

1.10Whattypeof rainfalldoesthemappedareareceive?A. periodicB. throughouttheyearC. seasonalD. sporadic

(10×1½) [15]

Question 22.1CalculatetheapproximatedistancealongtheN9fromKnysna53km toLevalliaresidentialarea.Showallcalculations.Expressyouranswer in kilometres.

(4×2)(8)

2.2Determinethegridreferenceof PacaltsdorpIndustria.

(2×2)(4)

2.3DeterminethetruebearingfromThembalathutoPacaltsdorp.

(2×2)(4)

2.4NowdeterminethebackbearingfromThembalathutoPacaltsdorp.

(2×2)(4) [20]

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Question 33.1InwhichdirectionistheGwaingRiverflowing?Provideareasonforyour

answer.

(2×2)(4)

3.2NametheslopetypefoundatGeorge.Commentonhowtherelief (topography)of theareahasinfluencedthesituationof theCBD.

(1×1)(2×2)(5)

3.3NametheprimaryactivitiesthattakeplaceintheGeorgearea.

(2×1)(2)

3.4Nameonesecondaryactivityinthisarea.

(2×1)(2)

3.5Explainthereasonforthelocationof GeorgeIndustria.

(1×2)(2)

3.6Nametwotypesof transportservicesprovidedtotheresidents of George.

(2×2)(4)

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3.7NameonetouristattractionintheGeorgearea.

(1×2)(2)

3.8Nameonedisadvantageandoneadvantageof Buffelsfonteinfarm(south-westof George).

(2×2)(4) [25]

Question 44.1Definethefollowingconcepts:

4.1.1 Satelliteremote-sensing

4.1.2 Satellitedata

(2×2)(4)

4.2Stateanytwowaysinwhichgeographicalinformationcanbeobtained.

(2×2)(4)

4.3Differentiatebetweenspatialandattributedata.

(2×2)(4)

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4.4NamethreeattributesinthemapoverlayshowninFigure4.1.

Population size (average per block)

Dwellings (average number per block)

Other buildings (average per block)

Recreational areas (average square meterage per block)

Model of land use in a residential area

Figure 4.1 Map overlay

(3×1)(3) [15] Paper 2 total: 75 marks

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Assessment guidance Mid-year examination

MEMoRAnDUM: PAPER 1

Paper 1 on pages 179–187

Question 11.1.1 G1.1.2 B1.1.3 J1.1.4 L1.1.5 I1.1.6 K1.1.7 C1.1.8 H1.1.9 E1.1.10 A (10×1)

[10]

1.2.1 westerly1.2.2 backing1.2.3 tropical1.2.4 low1.2.5 up (5×1)

[5]

1.3.1 Winter.ColdfrontsarepassingoverthesouthernCape. (2×2)(4)1.3.2 A:SouthAtlanticanticyclone;B:SouthIndiananticyclone (2×2)(4)1.3.3 Kalaharianticyclone.Thereareclearskiesanddry

conditions. (2×3)(6)1.3.4 Coldfront(mid-latitudecyclone).Theyusuallyoccur

infamiliesof 3–5. (2×2)(4)1.3.5 Warm,moistsubtropicalairmeetscolddrysubpolarair,

forming a polar front. A depression forms in the polar frontandwindsblowintothelow-pressurecell. (3×2)(6)

1.3.6 clockwise (1×2)(2)1.3.7 Itchangesfromnorth-westtosouth-west.Thisiscalled

backing. (2×2)(4) [30]

1.4.1 (a) A (1×2)(2) (b) C (1×2)(2) (c) D;orE (1×2)(2) (d) A;orB;orC (1×2)(2)

1.4.2 Theprocessbywhicharivergainsmoreenergyand verticalerodingpower. (1×2)(2)

1.4.3 Anyoneof thefollowing:• knickpointwaterfall• pairedterraces• valleys-within-valleys• incisedmeanders (1×2)(2)

1.4.4 Itiswide,shallowandoftenasymmetrical. (2×2)(4) [16]

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1.5.1 meandering(2)1.5.2 lowercourse/middlecourse;itformswherethegradientisgentle(3)1.5.3 (a) 2 (1) (b) 1 (1)1.5.4 thearrowslabelled3;thisiswheretherivererodes/hasthe

mostenergy (4)1.5.5 A–2;B–1;C–3 (3) [14] [75]

Question 22.1.1 westerlies2.1.2 occludedfront2.1.3 hurricane2.1.4 insolation2.1.5 turbulentflow2.1.6 undergraded2.1.7 floodplain2.1.8 buttes2.1.9 ridge2.1.10 dewpoint (10×1)

[10]

2.2.1 descends2.2.2 increases2.2.3 warms2.2.4 anticlockwise2.2.5 outof (5×1)

[5]

2.3.1

Remindlearnersthatisobarsarelineswhichjoinpointsof equalpressure.TheyshowairpressurewithanHtosignifyahighpressure

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cell–whereairdescends;skiestendtobeclear.AnLsignifies alowpressurecellwhereairrises,andskiestendtobe cloudywithbadweather. (4×2)(8)

2.3.2 Asaparcelof airdescends/sinks,itiscompressed.Theair pressureincreasesastheairissquashedmoreclosely together.Andastheairpressureincreases,theair temperatureincreases–thisiscalledadiabaticwarming. (3×2)(6)

2.3.3 SouthAtlanticHigh,SouthIndianHigh (2×2)(4)2.3.4 Theyaretheoppositeof low-pressuresystemsorcyclones.

(Noteitisnotbecausetheirwindsspiralinananti-clockwisedirectionintheSouthernHemisphere;theyspiralina clockwisedirectionintheNorthernhemisphere.) (1×2)(2)

[20][75]

2.4.1 Urbanheatislandeffect,whichischaracterisedbywarm citycentres,whicharesurroundedbycoolersuburban andruralareas. (1×2)(2)

2.4.2 atnightorearlymorning (1×2)(2)2.4.3 Duringtheweek–anyof thefollowingreasons:

• thereismoretraffic• thereismorehumanandindustrialactivity (2×2)(4)

2.4.4 Anyoneof thefollowing:• byplantingof treesorgreenbelts• bycreatingwaterpondsforevaporation• bydesigningbuildingswithheat-reflectingsurfaces (1×2)(2)

[10]

2.5 a:dendritic;b:radial;c:rectangular;d:centripetal;e:trellis (5×2)(10)

2.6.1 Theprocessbywhichamoreenergeticrivererodesacross awatershedandhijackstheflowof alessenergeticriver. (1×2)(2)

2.6.2 Awaterfallformswherethereisachangeinbaselevel. Thecapturedriverisatahigherlevelthanthecaptorriver. (2×2)(4)

2.6.3 A:misfitstream(beheadedstream);B:windgap;C:elbow; D:captorstream (4×2)(8)

2.6.4 undergraded(itlosesenergy) (1×2)(2)2.6.5 Thecaptorrivergainswater(newenergy)anderodingpower.(2×2)(4) [20] [75]

Question 33.1.1 True3.1.2 False3.1.3 True3.1.4 True3.1.5 False3.1.6 False3.1.7 False3.1.8 True3.1.9 False3.1.10True (10×1)

[10]

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3.2.1 D3.2.2 E3.2.3 B3.2.4 A3.2.5 C (5×1) [5]

3.3.1 Anythreeof thefollowing:• wateravailability• physicalrelief• conduciveclimateforfarming• sufficientarableland• buildingmaterials• sufficientfuelwood (3×2)(6)

3.3.2 (a) A:nucleated;B:dispersed (2×2)(4)(b) Anyoneof thefollowingforA:

• achurch,school,housesandotherbuildingsare situatedincloseproximity

• farmsteadsaregroupedtogetherwithastreetplan• minimalservicesareoffered,suchasshops,post officeandmarkets (1×2)(2)

(c) Anytwoof thefollowingforB:• situatedfarapartformoneanother• isolatedfromneighbours• donotshareideasaboutfarmingpractices (2×2)(4)

3.3.3 Subsistencefarmersfarmforownneedsandtheneedsof theirimmediatefamily,andtheiryieldperoutputislow. Commercialfarmersfarmforcommercialpurposes, (foraprofit)andtheiryieldperoutputishigh. (2×2)(4)

[20]

3.4.1 A3.4.2 C3.4.3 E3.4.4 B3.4.5 D (5×2)(10) [10]

3.5.1 Ruraldepopulationisthemigrationof ruralinhabitants fromthearea. (1×2)(2)(a) Anythreeof thefollowing:

• lackof basicservices• lackof educationalinstitutionsandresources• lackof healthcarefacilities• lackof recreationalresources• lackof basicinfrastructure(e.g.buildingsand transportnetworks)

• lackof employment• poverty (2×2)(4)

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(b) Anytwoof thefollowing:• Itisusuallytheyoungworkingclassandmenwho migrate.Womenarelefttolookafterthehouseholds and farm.

• Thedecreaseinpopulationimpactsnegativelyon theeconomicsystemandruralareasstagnate. (2×2)(4)

3.5.2 Urbanisationisaprocesswherebypeoplemigratefrom ruralareastourbanareas. (1×2)(2)(a) Indevelopedcountriestherateof urbanisationis

lowbecauseurbanareashavereachedtheirpeakof urbanisation.Indevelopingcountriestherateof urbanisationishighbecauseurbancitieshavenot reachedtheirpeakof urbanisationandpeopleare stillmovingatafastrateintotheurbanareas. (1×2)(2)

(b) Anytwoof thefollowing:• availabilityof basicservices• availabilityof educationalinstitutions

and resources• availabilityof healthcarefacilities• availabilityof recreationalresources• availabilityof basicinfrastructure(e.g.buildings andtransportnetworks)

• availabilityof employment• betterprospectsforliving (2×2)(4)

[18]

3.6.1 trafficcongestion (1×2)(2)3.6.2 Intheearlymorningwhenpeopleareontheirwayinto

theCBDandlateafternoonwhentheyleavetheCBD. (1×2)(2)3.6.3 TheCBDcannotaccommodateallthepeoplewhoareon

theroads.Itcouldbethatthetransportnetworksarenot properlyplanned.Becauseof trafficcongestion,pollution increases. (1×2)(2)

3.6.4 Toreducetrafficcongestionandairpollution(anythree):• encourageliftclubs• encouragetheuseof publictransport• moresynchronisedtrafficlightsareneeded• increaseparkingfees (3×2)(6)


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Assessment guidance Mid-year examination

MEMoRAnDUM: PAPER 2


Question 11.1C1.2B1.3B1.4D1.5C1.6A1.7A1.8B1.9A1.10C (10× 1½) [15]

Question 22.1 straightlinedistanceonmapis4,2cm scaleof mapis1:50000,sostraightlinedistanceinrealityis 4,2cm×0,5cm–2,1km

2,1km+53km=55,1km (4×2)(8)

2.2 33°29’30’’S22°23’E (2× 2)(4)

2.3 225° (2× 2)(4)

2.4 225°–180°=45° (2× 2)(4) [20]

Question 33.1 south-east;riverflowsfromhighlandtolowerland,towards thesea (2×2)(4)

3.2 gentlyslopingland;largeareaof relativelyflatlandsuitable tobuildroadsanddwellings;riversprovidewaterfor inhabitantsandindustry (1×1)(2×2)(5)

3.3 farming(lotsof cultivatedland);forestry(lotsof trees); fishing(coastalarea) (2×1)(2)

3.4 industry(brickworks) (1×2)(2)

3.5Anyoneof thefollowing:• veryaccessiblebecauseof therailwaylineandroadnetwork• residentialareaforlaboursupply (1×2)(2)

3.6 railway;roads;airtravel (2×2)(4)

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3.7Anytwoof thefollowing:• FancourtGolf Estate• ShowGrounds• CrocodilePark (1×2)(2)

3.8Disadvantagesare:• steepslopes• notclosetomajortransportroutes• notclosetonearestruralsettlement(town).

Anadvantageistheplentifulwatersupplyfromtheriver. (2×2)(4) [25]

Question 44.1.1 theuseof satellitephotographstogathergeographical

information4.1.2 informationgatheredbysatellites (2×2)(4)

4.2maps;aerialphotographs (2×2)(4)

4.3 Spatialdataisinformationabouttherealworld.Attributedata isadditionalinformationaboutafeature(e.g.statisticaldata). (2×2)(4)

4.4Anythreeof thefollowing:• dwellings• populationsize• otherbuildings• recreationalareas (3×1)(3)

[15] Paper 2 total: 75 marks

Geog Gr 12 TG.indb 201 6/11/13 7:14:00 PM


Assessment Task 3

TERM 3, WEEK 9


Geography topics: EconomicgeographyofSouthAfrica;Geographicalskills and techniques


Background• ThistaskfocusesonTerm3of Study & Master Geography Grade12andthereforeshouldbescheduledforafterthelearnershavecompletedModules7and8.(SeeYearPlanonpages6–17).

• Theskillscoveredinthistaskaregeographicalskillsandtechniques–reading,analysingandinterpretingmaps,workingwithconcepts,dates,proceduresrelatedtoGIS,andevaluating,expressingandsupportingapoint of view.





• RemindthemthattheycanconsultModules7and8intheLearner’sBookif theyneedto.


The taskYouwillfindAssessmentTask3onpages337–338of theLearner’sBook.Amarkingmemorandumissuppliedonpages203–204undertheheading,‘Assessment guidance’.

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Assessment guidance



Question 11.1D;1.2E;1.3F;1.4A;1.5G

[5]

Question 2a. tertiaryb. forwardintegrationc. directd. subsistencee. graphic

[10]

Question 3a. itiseasytousebias;questionscanbenon-representativeb. summarisedata;comparedatafromdifferentsources;forecast

future outcomesc. duald. substitutee. tertiary

[5]

Question 4a. i. capitalintensive;havealargeimpactontheenvironment;are

generallyheavyinbulkof rawmaterials(2)ii. needtheproximityof acompetitivemarketforfeedbackfromconsumers;if theproductincreasesinsizewithproduction, locationisclosesttothemarket(2)

iii. donothavetobeclosetorawmaterialsormarkets;donot employmanypeople;arequicktoreacttomarkettrends;are flexibleinchangingdirection;operatethroughdirectmarketing viaemail,faxandtelephone(2)

b. sugarindustry;aluminiumindustry(2)c. safe,efficienttransportof people;nationalcoverfordistributionof goodsandservices;airportsandportsfortheimportandexportof goods(2×2)(4)

d. IDZsstimulateeconomicgrowthinareaswherethereisthe potentialforgrowthbyinvestmentininfrastructurefor industries;SDIsfocusmoreonpreviouslydisadvantagedareas toencouragejobopportunitiesbystimulatinginvestmentin industrialschemes.(2×2)(4)

e. strainonservicedelivery;impactontheenvironment;limitedspace forexpansion;growthof informalsettlements;socialunrestcanoccur if socialdeliverydoesnotkeeppacewithdemand(2×2)(4)

[20]

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Question 5a. wine;fruit;canningof food;fish;textile;petroleum(2×2)(4)b. rawmaterialssuchasfruit;Mediterraneanclimate;proximityto nuclearpowerreactorforpowersupply;abundantskilledand unskilledlabour;accesstodomesticandinternationalmarkets(3×2)(6)

c. shadoweconomy;blackeconomy(2)d. Pointstoinclude:nolegalrightsforworkers;tensionscausedby priceunder-cutting/oftenvulnerablewomenareemployed;low wages;nosickbenefits,UIF,orpensions;difficulttoaccesscredit orloans(4×2)(8)

[20]Total: 60 marks

Convert for a final mark out of 20

Test 2 Economic geography

TERM 3, WEEK 10

Teacher’s Guide pages 204–206

Geography topic: Economic geography of South Africa

ResourcesPhotocopiesof thetestinthisTeacher’sGuide(pages204–206)

Background• ThetestfocusesonmaterialcoveredinTerm3andthequestionsrequirelower-order,middle-orderandhigher-orderthinkingskillsfromthelearners.

• Thetestisoutof 20marks.Youwillneedtoconvertthistoamarkoutof 10forcontributionof thisassessmenttotheyearmark.

Preparing the learners• Atthebeginningof Term3,spendsometimediscussingwhatmaterial

learners will need to cover for the test. • Inweek4or5of Term3,spendsometimediscussingtheformatof thetest,includinghowmuchtimelearnerswillbegiventocompleteit (1hour).

• RemindthelearnersthattheywillneedtorevisealltheworkcoveredinModule7.

• Explainthatthewaythatthetestisstructuredmeansthattheywillnotbeabletoleaveoutanysectionsof workastheyprepareforit.

Test 2YouwillfindatestthatyoucanuseforTest2onpages204–206of thisTeacher’s Guide. You may photocopy this test. Alternatively, design your own test.

Assessment guidanceYouwillfindamemorandumforTest2onpages207–208of thisTeacher’sGuide. You may photocopy this memorandum if you wish to.

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Test 2 Economic geography of South Africa

TERM 3, WEEK 10

Memorandum on pages 207–208

Question 11. Definewhatismeantbyeachof thefollowingterms:1.1 economicactivities1.2 resources1.3 formalsector1.4quaternarysector1.5LEDC(5×2) [10]

Question 22.1Drawabargraph,usingthepercentagesinthetablebelow,toshowtheemploymentcontributionthethreeeconomicsectorsmadetotheSouthAfricaneconomyin2011.(5)

Economic sector Percentage contribution to the economy from employment, 2011

Primary 9Secondary 26Tertiary 65

2.2Whatdoesthepercentageemploymentineachsectorof theeconomysuggestaboutthelevelof developmentinSouthAfrica?(3×2)(6)

2.3SuggesthowthepercentagesmaychangeasSouthAfricabecomesincreasinglymoredeveloped.(2)

2.4Nametwootherwaysinwhichtheinformationintheabovetablecouldhavebeendisplayed.(2)

2.5Givethenamethatdescribesthevisualmethodof representingdata,factsorknowledge.(1)

2.6Basedonyouranswertoquestion2.5:2.6.1 Nameoneadvantageof usingthismeansof representingdata.(1)2.6.2 Nameonedisadvantageof usingthismeansof representing

data.(1)2.7TheUnitedNationsandWorldBankusetheUSdollarasan‘international’currency.Explain:2.7.1 WhymanycountriesfeelthattheUSAisjustanotherlarger,more

powerfulcolonisingpower(2)2.7.2 WhythesetwoworldorganisationschosetousetheUSdollarfor

economiccomparisons(2)[22]

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Question 33.1Whyisitimportantthatthegovernmentsupportsagricultural initiatives?(2)

3.2Comparetheadvantagesof commercialandsubsistencefarminginSouthAfrica.Copythetableandnamethreeadvantagesandthreedisadvantagesforeachfarmingsector.(3×2)(6)

Commercial farming Subsistence farming1233.3NametwoindigenousSouthAfricanagriculturalexports.(2)3.4WhichisSouthAfrica’schief agriculturalexportdestination inEurope?(1)

3.5 InwhatwaycouldlandownershipissuescontinuetobeanegativeinfluenceonagriculturaloutputinSouthAfrica?(2)

3.6Definewhatismeantbytheterm‘marginalland’.(2)3.7 Suggestwhyurbanandperi-urbanagricultureisimportant.(4)

[19]

Question 44.1Givethreewaysinwhichthediscoveryof diamondsandgoldcontributedtothedevelopmentof SouthAfrica.(3)

4.2Namea‘strategic’mineralandexplainwhyitisimportant.(3)[6]

Question 55.1NamethreeindustriesinSouthAfrica.(3)5.2Definewhatismeantbyeachof thefollowingterms:5.2.1 ubiquitousindustries5.2.2 lightindustries5.2.3 heavyindustries5.2.4 bridgeorbreak-of-bulkpointindustries5.2.5 rawmaterialorientatedindustries(5×2)(10)

5.3NamethefourregionalindustrialareasinSouthAfrica.(4)5.4Explainwhythegovernmentisinvolvedina‘decentralisation’process forindustrialdevelopment.(2)

5.5ListthreewaysinwhichtheinformalsectorcontributestotheSouthAfricaneconomy.(3)

5.6Giveonechallengethatfacesthegovernmentwithregardtothe informalsector.(1)

[23]


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Assessment guidance Test 2: Economic geography

MEMoRAnDUM

Test 2 on pages 205–206

Question 11.1Economicactivities:Involveresources,whicharetheinputs,andproductsorservices,whicharetheoutputs.Moneyispaidindirectrelationshiptovalueaddedtotheinputs.(2)

1.2Resources:Land,labour,capitalandentrepreneurship.(2)1.3Formalsector:Economicactivitiesthatoccurinaregulated,supervisedwayinvolvinglocalornationalgovernmentlaws.(2)

1.4Quaternarysector:Researchanddevelopment,orintellectualactivities.(2)1.5LEDC:LesserEconomicallyDevelopedCountry.(2)

[10]

Question 22.1

cont

ribut

ion to

th

e eco

nom

y (%

)

(5)

2.2 SouthAfricahasthemajorityof peopleinvolvedintertiaryand aboveeconomicactivities.Thissuggeststhattheeconomyis well-developed.(3×2)(6)

2.3Thepercentageinvolvedintertiaryeconomicactivitieswillincreaseandtheothertwoareas,especiallyprimary,willdecline.(2)

2.4 linegraph;piegraph;histogram(2)2.5 statistics(1)2.62.6.1 itisvisual;clear;easytoread;quicktoread;easytocompare(1)2.6.2 itcandistortinformation;usebias(1)

2.72.7.1 Countriesmayresentthepowerthatusingthecurrencyof the

USAasaworldcurrencypresents.(2)2.7.2 TheUSAisapowerfuleconomiccountry;onecurrencyhastobe

usedbecauseof theindividualcurrenciesof nationstates.(2)[22]

Question 33.1 SouthAfricaneedstohavefoodsecurity;cheapfood;availablefood;nutritiousfood;employment;productstoexport(2)

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3.2Commercial farming Subsistence farming

1 greater output provides food security2 surplus is exported provides small surpluses for

exchange or sale3 provides employment provides nutrition4 stimulates the economy provides self-sufficiency5 feeds the nation easy to adapt to changes

(3×2)(6)3.3Rooibostea;fynbosflowers(2)3.4 theUnitedKingdom(1)3.5Theeffectof pastlegislationwhere13%of thelandwasgiventoblackAfricansashomelands;thewaitforclaimstolandtobeapproved;thelackof financialandknowledgecapitalamongthepreviouslydisadvantagedpeople(2)

3.6 landwhichisontheedgeof goodgrazing;fertilesoil;plentifulrain(2)3.7 providesfoodsecurity;sustainability;nutrition;self-sufficiency;surplusforsale(4)

[19]Question 44.1openedupthecountrytoimmigration;newskillsandcultures;railways;infrastructure;industriestosupportthemines(3)

4.2 chrome;titanium;vanadium;itisimportantbecauseitisscarce;nosubstitutesexist;vitaltocertainindustries(3)

[6]Question 5 5.1metal;textile,clothingandfootware;informationandcommunicationtechnology;chemicals;automobile;agriculturalindustries(3)

5.25.2.1 donotrelyonanyoneinput;arespreadevenly;arefound

everywhere5.2.2 lesscapitalintensive;lessenvironmentalimpact;donotneed

zoningregulations;lessspacerequired5.2.3 morecapitalintensive;greaterimpactonenvironment;needspace;

havebulkymaterials5.2.4 industriesthataresituatedatabreak-of-bulkpointwhereoff-

loadedrawmaterialsarechangedinformbeforebeingsentasanew product elsewhere

5.2.5 industriesthatusebulkyrawmaterialsaresituatedclosesttothesource,e.g.ironandsteelindustry;thermalpower(5×2)(10)

5.3PWV-Gauteng;Durban-Pinetown;SouthWesternCapeMetropole; PortElizabeth-Uitenhage(4)

5.4 Itcreatesnewjobopportunities;itspreadseconomicdevelopment;ittakesawaythepressureforservices,landandemploymentintheexistingareas(2)

5.5 gapmarkets;providesgoodsandservicesclosetocustomers;providesjobopportunities;canadapttocyclesintheeconomy;norulesorregulationsgivesfreedomof enterprisetoentrepreneurs(3)

5.6 collectionof taxfrommoneyearnedfromtheinformalsector;stimulatingtheinformalsectortoallowformorestabilityandtheguaranteeof workers’security,withoutmakingregulationtoodifficult(1)

[23]


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Trial examination

PAPER 1

Memorandum on pages 236–242Time: 3 hoursMarks: 225

INSTRUCTIONS AND INFORMATION• Thispaperconsistsof FOURquestions.• ONLYanswerANYTHREEquestionsof 75markseach.• Answertheparagraph-typequestionsintheformof aparagraph,andNOTinMEMOFORMAT.

• Mostof thequestionshaveanaccompanyingfigure/diagram.StudytheseSOURCESthoroughly.

• Feelfreetousedrawings/diagramstoillustrateyouranswers.

Section A: Climate and weather; GeomorphologyQuestion 11.1LookatFigure1.1below.Thenanswerthemultiple-choicequestionsbywritingdownonlythenumberof thecorrectanswernexttothequestionnumber,e.g.1.1.1:F.


1.1.1 Thecloudyweatherintheinteriorof SouthAfricaiscausedbythe:A. anticlockwiserotationof theKalaharihigh-pressuresystemB. clockwise rotation of the cold frontC. clockwiserotationof thecoastallowalongthewestcoastD. anticlockwiserotationof theSouthIndianhigh-pressurecell

1.1.2 Thecloudyconditionsovertheinteriorareespeciallycharacteristic of the:A. springB. autumnC.winterD. summer

1.1.3 Thecoastallowalongthewestcoastisresponsiblefor:A. mountain windsB. fog formation

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C.mountainwindsandfogformationD. noneof theabove

1.1.4 WhichstatementisTRUEwithrespecttoAinFigure1.1:A. 1 _ 8 cloud cover is found in A.B. Asouth-westerlywindof 30knotsispredicted.C.Thetemperaturewilldropwithinthenext24hours.D.Theminimumtemperatureis17°C.

1.1.5 ThetropicalcycloneBETTYismovingina:A. north-westerlydirectionB. south-westerlydirectionfrom0°latitudeC. south-westerlydirectionfrom5°southernlatitudeD. north-westerlydirectionfrom15°easternlatitude

1.1.6 BETTYisprobablyintheocclusionphasebecause:A. thepressureinthetroughishigherthan1004hPaB. theisobarsareclosetogetherC. thecyclone’snamestartswithaBD. ithasalreadymovedoverMadagascar

1.1.7 BETTY’stopleftquadrantisexperiencingtheworstweatherconditions.Thisiscausedbythe:A. rotation speedB. propagation speedC. rotationandpropagationspeedD. hurricanewindsoccurringwithin160kmfromthecentre

1.1.8 DuetotheCoriolisforce,BETTY:A. cannotformcloserthan5°totheEquator.B. cannotformcloserthan5°totheEquatorandturnsaroundat30°

southern latitudeC. causesdestructiveweatherconditionsD. rotatesinananticlockwisedirection

1.1.9 Inacoldfront:A. air masses converge from opposite directionsB. frictionanddeflectionneveroccursC. theairmasseswillassimilateandbecomeonedescendingairmassD. amoisturefrontandthunderstormswouldbecommon

appearances

1.1.10Inthiscycloneof themid-latitudes:

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A. thecycloneisinitsformativestageB. thecycloneisintheocclusionstageC. thecycloneisaccompaniedbyhailandlightningD. thecyclone’swarmsectorisnotisolatedfromthesurface

1.1.11 South Africa’s plateau character causes: A. a reduction in interior temperaturesB. areductionintheamountof oxygenathighaltitudesC. lowrainfallonthewestcoastD. anincreaseinozone-damagingultra-violetrays

1.1.12 Advection fog occurs when: A. hotandcoldairmix,withoneof theminhorizontalmovementB. airmovesupveryslowlyatagradualslopeC. coldfrontspassoveranareaD. theEarth’ssurfaceradiatesalltheheatitreceivedfromtheSun

1.1.13Whichof thefollowingtermsarenotrelatedtoaltitude?A. isobarsB. hectopascalC. isohyetsD. barometer

1.1.14ThefeatureAinFigure1.2iscalled:

Figure 1.2

A. straight-linewindsB. polar frontC.moisturefrontD. inversionlayer

1.1.15Inversion:A. is the sudden rise in temperature with an increase in altitudeB. preventspollutionfromformingoveravalleyC. reducesthechanceof frostintheinteriorof thecountryduring

summerD. iscausedbytheKalaharihigh-pressurecell

(15×1)[15]

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1.2StudyFigure1.3.Thenanswerthequestionsthatfollow.

Figure 1.3 Urban climate

1.2.1 Whatnaturalphenomenonisrepresentedinthisdiagram? (2)1.2.2 WillthetemperaturesatAandBberespectivelywarmerorcolder

than23°C?Giveareasonforyouranswerineachcase.(2×(1+2) (6)1.2.3 Nameahumanactivitythatisresponsibleforthephenomenon

that is represented in the diagram. (1 × 2) (2)1.2.4 Howwilltheappearanceof thisphenomenonvarybetweenday

andnight?Explainthisvariation.(2×2) (4)[14]

1.3RefertoFigure1.4.Thenanswerthequestionsthatfollow.

Figure 1.4 Atmospheric conditions when a tropical cyclone passes over an area

1.3.1 Describehowtherainfallpatternhaschangedoverthe48-hour period. (1 × 2) (2)

Geog Gr 12 TG.indb 212 6/11/13 7:14:02 PM



1.3.2 Whatwasthemaximumwindspeedrecordedintheperiod?(1×2) (2)1.3.3 Whatmajorchangesoccurredinthewinddirectionafter24hours?

(1 × 2) (2)1.3.4 Whatwasthelowestpressurerecordedduringthisperiodof

observation?(1×2) (2)1.3.5 Inwhatpartof thetropicalcyclonedowefindthelowestreadings

withregardtoairpressureandwindandrain?Identifyandexplain thisphenomenon.(2×2) (4)

1.3.6 Wherewouldthetropicalcyclonebeexperiencedatitsmost extremeonthesurface–atA,BorC?Explain.(2×2) (4)

[16]1.4 StudyFigure1.5.Thenanswerthequestionsthatfollow.

Figure 1.5 Typical river course in the lower Drakensberg in kwaZulu-natal

1.4.1 WhatstreamchannelcharacteristicislabelledE?(1×2) (2)1.4.2 Explaintheconceptof ‘temporarybaselevelof erosion’.(1×2) (2)1.4.3 Drawalongitudinalprofileof theriverfromAtoB,andmark

thewaterfall.(2×1) (2)1.4.4 Isthisprofileyoudrewgraduated?Explainyouranswer.(2×2) (4)1.4.5 TheriverterracesatCareevidencethatrejuvenationhasoccurred.

Explaintheconceptof ‘rejuvenation’.(1×2) (2)1.4.6 Labeltheslopeformsmarked1,2and3respectively.(3×2) (6)1.4.7 Whichof theaboveslopeformsareconvex?(1×2) (2)1.4.8 Theaircirculationagainsttheslopesof thevalleyhasabigimpact

onfarmingactivitiesatX.Identifythetypicalairmovementtakingplacebydayandatnightandexplainhowthesearise.Goonto explain(10−12lines)whateffectthisairmovementhasonfarmingactivitiesatX.(5×2) (10)

[30][75]

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Question 22.1LookatFigure2.1Abelow.Thenanswerthemultiple-choicequestionsbywritingdownonlythenumberof thecorrectanswernexttothequestionnumber,e.g.2.1.1:F.

Figure 2.1A Drainage basin

Figure 2.1B Water course

2.1.1 Thetypeof groundwaterthatoccursatXis:A. magmatic waterB. connate waterC.meteoricwaterD. simultaneouslyincludedwater

2.1.2 ThelandformBiscalleda:A. batholithB. corridorC. lopolithD. tor

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2.1.3 Thestreamorderof theriversystematpointSis:A. 5B. 4C. 3D. 2

2.1.4 ThestreampatternatPis:A. dendriticB. horizontalC. disruptedD. radial

2.1.5 ThelandformA:A. has a coating called a cuestaB. consistsof crystallinerocksC. isalsocalledahomoclinalridgeD.willbecalledabutteinthegeologicalfuture

2.1.6 Inthevicinityof Vwewillfinda___thatprovesthatrivercapture has occurred.A. elbowof captureandawaterfallB. wind gap and impoverished river and a torC. impoverishedriverandanelbowof captureD. antecedentknickpoint

2.1.7 Thestreamvolume:A. will increase at T as a result of river captureB. willincreaseatWasaresultof rivercaptureC. of ZwillnotbeaffectedbyrivercaptureatallD.willdecreaseatZasaresultof animpoverishedriver(7×1) (7)

2.2 SelectfromColumnBanappropriatestatementforeachof thetermsinColumnA.Writeonlytheletternexttothequestionnumber.

Column A Column B

2.2.1 solifluctionA. a vast, level plainb. erosion of a slope at a constant angleC. mechanical weathering due to

expansion and contractionD. when river is older than the

structures over which it is flowingE. main stream with 90 ° bends over

seamed rocksF. ground flow in areas with low

temperatures occurs as result of thawing of soil

G. water that infiltrates and seeps into the Earth's crust

H. tributaries join main stream at right angles

I. the slope form closest to the perpendicular cliff

J. rocks making up tors

2.2.2 exfoliation

2.2.3 core stones

2.2.4 pediplain

2.2.5 escarpment retrocession

2.2.6 antecedents

2.2.7 trellis

2.2.8 indirect run-off

(8×1)(8)

Geog Gr 12 TG.indb 215 6/11/13 7:14:02 PM



2.3RefertoFigure2.2Aof alocalriversystemandFigure2.2Bof ahydrograph.Tworivers,XandY,formpartof alocalriversystem. RiverXmeandersthroughawetland,whileriverYhasnowetlands,butrunsthroughmajorcultivatedagriculturalareas.

Figure 2.2 River system and accompanying hydrograph

2.3.1 Describeoneimportantcharacteristicof awetland.(1×2) (2)2.3.2 Whatisanimportantecologicalfunctionof awetland?(1×2) (2)2.3.3 Comparethehydrographsof riversXandYinFigure2.2B. (a)Inwhatunitisstreamvolumemeasured?(1×2) (2) (b)Whatriverhasthehighestfloodpeak?Whatdoesthis

mean?(2×2) (4) (c)Whichriverhastheshortestrun-off time?(1×2) (2)2.3.4 IdentifythelandformmarkedAinFigure2.2A.Howis

Aformed?(2×2) (4)2.3.5 Drawacross-sectionalprofileof themeanderfromBtoCand

labelyoursketch.(2×2) (4)[20]

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Figure 2.3 Moisture front

2.4.1 Whichenvironmentalconditionsleadtotheformation of themoisturefront?(2×2) (4)

2.4.2 Duringwhichseasondoesthisphenomenonoccur? Explain.(2×2) (4)

2.4.3 Amoisturefrontisassociatedwiththunderstorms.Define theterm,‘straight-linethunderstorms’.(1×2) (2)

[10]


Figure 2.4 Field sketch of the Harts River Valley

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2.5.1 Whyarecitrusorchards,whicharesensitivetofrost,cultivated ontheslopesof thevalley?(1×2) (2)

2.5.2 Whydoesthevalleyexperienceablanketof smogandpollution onsomewintermornings?(1×2) (2)

2.5.3 Whichincomegroupwouldliveclosesttotheindustrialarea? (1×2) (2)

2.5.4 WhyarethetemperaturesinHartswaterslightlywarmerthan thetemperatureonthesurroundingfarms?(1×2) (2)

2.5.5 Hartswaterisaruralvillageinthefamous___________ irrigationschemeintheNorthWestProvince.(1×2) (2)

[10]

2.6StudythesynopticweathermapinFigure2.5.Thenanswerthequestions that follow.


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2.6.1 Providethecorrectsynoptictermsforthephenomena markedBandC.(2×2) (4)

2.6.2 Identifythehigh-pressurecellmarkedX.(1×2) (2)2.6.3 DescribetheairmovementinthepressurecellmarkedY.

(2×2) (4)2.6.4 Theair-pressurecellsXandYbelongtothe____________

belt.(1×2) (2)2.6.5 Namethesystemof whichC,DandEformpart.Describe

thissystem’sdirectionof motion.(2×2) (4)2.6.6 Isitawinterorsummersynopticweathermap?Giveareason

foryouranswer.(2×2) (4)[20][75]

Section B: Rural settlements; Urban settlementsQuestion 3 3.13.1.1 Usesomeof thetermsintheboxbelowtocompletethepyramid

inFigure3.1,whichrepresentsthehierarchyof settlements.Writedownonlytheletterandthecorrecttermnexttoit,e.g.Etown.

MEGALOPOLIS

HAMLET

METROPOLIS

FARMING VILLAGE

TOWN

ISOLATED FARM

CONURBATION

(4×1)(4)

Figure 3.1 Hierarchy of settlements

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3.1.2 Giveonewordforeachof thefollowingdefinitions/explanations.(a) Theexactlocationasettlementtakesup.(b) Thedistancethatpeoplearewillingtodrivetoashoporservice.(c) Thefarmerwhousesmachinerytoproduceasurplustosell

for a profit.(d) Professionalsofferthesetypesof servicesorfunctions.(e) Theeconomicsectorunderwhichtheresearchdoneatan

experimentalfarmfalls.(5×1) (5)

3.1.3 Answerthemultiple-choicequestionsbywritingdownonlythenumberof thecorrectanswernexttothequestionnumber,e.g.2.1.1:F.(a) Asettlementisclassifiedasruralbasedon: A.thenumberof peopleinthesettlement B.thesizeof thesettlement C.thefunctionitfulfils D.thenumberof activitiesthattakeplacethere

(b) Basicneedsthatmustbemetinclude: A.drinkingwater,plough-land,topography B.grazingland,fuel,prevailingwinds C.buildingmaterial,temperature,plough-land D.drinkingwater,fuel,grazingland

(c) Selectthestatementthatdoesnotfitinwiththeothers: Causesof impoverishmentof theruralareasindevelopingcountriesare:

A.alowrateof urbanisation B. consolidation of farm units C.highpopulationgrowth D.lowagriculturalproduction

(d) Urbangrowth: A.iswhenthe%urbanpopulationinacountryincreases B.iswhenthepopulationof acityincreases C.indicatestheexpansionof thecity’ssurface D.indicatesbuildingsinthecitybecomingtaller

(e) SmithfieldintheFreeStateistypicalexampleof: A. a farming town B. a transport town C.acommercialtown D.acentralplacetown

(f ) Whichstatementisnotcorrect? A.Burgessfocusedprimarilyonthedistributionof socio-

economic classes. B.Bothtookintoaccountthemultiple-nucleimodelandthe

sector model in all land uses. C.Hoytplacedparticularemphasisonhigh-income

neighbourhoods. D.AccordingtoHarrisandUllman,acity’sfunctionalstructure

appearstohaveacell-formedaspectrather thanaconcentrationorsectoraspect.(6×1) (6)

[15]

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3.2StudyFigures3.2AandB.Thenanswerthequestionsthatfollow.

Figure 3.2A Urbanlandusezones

Figure 3.2B Roof gardens and the urban ecological footprint

3.2.1 Explaintheterm‘ecologicalfootprint’(1×2) (2)3.2.2 Roof gardensplayanimportantroleinthehealthof the

city’sclimate,asaresultof pollution.(a) Provideanexplanationtosubstantiatethisfact.(1×2) (2)(b) Howarecontemporaryurbanclimatesaffectedby

pollution?(2×2) (4)(c) Inwhichurbanlandusezoneareroof gardenslikely

tooccur?(1×2) (2)(d) Roof gardensarenotpossibleeverywhereincities.

Whatalternativeplandoyousuggestforthoseareas whereitisnotpossible,tohelpaddresspollution?(1×2) (2)

[12]

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3.3StudythemapinFigure3.3,whichsuggestssettlementpatterns. Thenanswerthequestionsthatfollow.

Figure 3.3 Settlement patterns

3.3.1 Nameaphysicalfactorthatledtothedevelopmentof Bopane onthatsite.(1×2) (2)

3.3.2 Manyof thepeopleinthisregionaresubsistencefarmers. Explainoneof theproblemstheyexperience.(1×2) (2)

3.3.3 Manyof theresidentsof BopanemovedtoZeerust,32kmaway.Explainthepushfactorsthatcouldhavecontributedtothismove. (2×2) (4)

3.3.4 Whatisthisprocess(inquestion3.3.3)called?(1×2) (2)3.3.5 Whatistheformof thesettlementatA?(1×2) (2)3.3.6 Explainonedisadvantageandoneadvantagethatthetypeof

settlement and farming practice at B holds for these farmers. (2×2) (4)

3.3.7 NamethesettlementpatternatC.(1×2) (2)[18]

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3.4ReadthetextandstudyFigure3.4,whichshowsthesourcesof watersupplyintheWesternCape.Thenanswerthequestionsthatfollow.

Figure 3.4 Sources of water supply in the Western Cape

The sources of water supply in the Western CapeThe future of the Western Cape Province rests largely on the sustainable developmentanduseof waterreserves,includingtheBergRiver.TheWestern Cape has the third largest economy in South Africa. With 10% of thecountry’spopulation,theWesternCapecontributes14%totheGDP.Eightpercent(8%)of thepopulationintheBergRiverControlAreastilldoesnothaveaccesstorunningtapwater.Irrigationfarming,viticultureand grapes, and the deciduous fruit export industry are some of the most importantactivitiesinthisarea.Apopulationof almost3,5millioninavariety of rural and urban areas is also dependent on the water.

3.4.1 Whereisthesourceof theBergRiver?(1×2) (2)3.4.2 Nametwogroupsof usersintheSouthWesternCapewho

aredependentonwaterfromtheBergRiverScheme.(2×2) (4)3.4.3 HowdoesCapeTownbenefitfromtheBergRiver’swater

throughinter-basindisplacement?(2×2) (4)3.4.4 Apartfromfruit,nameanotheragriculturalproductthatis

irrigatedfromtheBergRiver.(1×2) (2)3.4.5 WhoownsthewaterintheBergRiver?(1×2) (2)3.4.6 Thewiderangeof humanactivitiesintheWesternCapeplays

an important role in the development of this industrial region. Nametwofactorsthatbenefitthisregion.(2×2) (4)

3.4.7 ExplaintheabbreviationGDP.(1×2) (2)

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3.4.8 Explainthepossiblecircumstancesthatarethecauseof 8%of theregion’s population still not having access to running tap water. (2×2) (4)

3.4.9 Whatdevelopmentplanhasthedemocraticgovernmentputin placesince1994toeradicatesuchsocialinequalities?(1×2) (2)

[26][75]

Question 44.1 StudyFigure4.1.Thenanswerthemultiple-choicequestionsbywritingdownonlythenumberof thecorrectanswernexttothequestionnumber,e.g.4.1.1:F.

Figure 4.1 Map of South Africa

4.1.1 ThelargestindustrialcentreinSouthAfricaisfoundat:A. 4B. 3C. 2D. 1

4.1.2 TheareainSouthAfricawiththehighestannualrainfallisat:A. 1B. 2C. 3D. 4

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4.1.3 Theareathatmostfrequentlyexperiencesfrostis:A. 1B. 2C. 3D. 4

4.1.4 Therelief phenomenonatno.5iscalled:A. coastal plainB. escarpmentC. plateauD. LittleKaroo

4.1.5 Desertificationisoccurringincreasinglyanditismainly dueto:A. thegrowinguseof woodanshrubsforagricultural

purposes and firewoodB. over-grazingC. annuallydecreasingrainfallD. contaminationaninfestationfrominvasivevegetation

4.1.6 Whichstatementisnotcorrect?A. Thebalanceof paymentshastodowiththepaymentobligationsthatarisewhenacountryimportsor export goods.

B. Theworkforceof SouthAfricaistheeconomically active population.

C. TheGNIisthetotalvalueof allgoodsandservices producedinonecountryinoneyear.

D. Quintenaryactivitiesconsistof managementactivities inordertoleadthecountry.(6×1) (6)

4.1.7 WritedownthequestionnumberandonlyTRUEorFALSE.A. Decentralisationinvolvestherelocationof industries andeconomicactivitiesawayfromcoreareas.

B. Globalisationinvolveseconomic,politicalandculturalrelationsacrossborders.

C. Foodsecuritymeansthatallthepeopleinthecountry have food to eat.

D. Episodicriversflowonlyduringtherainyseason. (4×1) (4)

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4.1.8StudyFigure4.2Thenanswerthequestionthatfollow.

Figure 4.2 South Africa and it’s neighbouring states

(a)IdentifySouthAfrica’sneighbouringstatemarkedA.(b)IdentifytheoceanmarkedB.(c)IdentifythemainexportproductattheportmarkedC.(d)Identifythecapitalof theprovincemarkedD.(e) IdentifytherivermarkedE. (5×1)(5) [15]

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Figure 4.3 Cityprofileandlandusezones

4.2.1 Namethelandusezonewiththehighestsitevalues.(1×2) (2)4.2.2 AnewshoppingcentreisbeingbuiltatC.Whatcouldthe

reasonsbeforbuildingthisshoppingcentre?NameTWO reasons.(2×2) (4)

4.2.3 Listonefunctionthatwillbefoundintherural-urban transitionzone.Explainwhythisfunctionwillselectits locationinthiszone.(2×2) (4)

4.2.4 Whattypeof housingistypicalof theresidentialareasatD? (1×2) (2)

4.2.5 Urbandecayisafeatureof theolderpartsof A.Writea shortessay(10–12lines)describingthecausesof urbandecay inthisarea,andsuggestmeasuresastohowthesedegraded areascouldberenewed.(5×2) (10)

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4.2.6 Transportproblemsincitiesarebecomingagrowingproblem. StudythetextbelowontheGautrain.Thenanswerthequestions

that follow.

11 AUGUST 2003

CONSTRUCTION work on the Gautrain

rapidraillinkbetweenJohannesburg,

Pretoria(Tshwane)andtheJohannesburg

InternationalAirport,isduetobeginnext

June.Thestate-of-the-arttrainislikelyto

be operational within fi ve years to link

JohannesburgandPretoriainlessthan35

minutesatspeedsof 160km/horhigher.

There will be initially six trains per hour

per direction, and more trains will be

added as the threshold population of

passengers using the system increases.

Itisestimatedthatthreemillioncars

driveontheM1betweenJohannesburg

and Pretoria during peak periods. About

400000carspassalongthehighwayeach

hour at very low speeds.

Gautrain rollout to start in 2004

(a) Whatwasthemainpurposeof constructingtheGautrain?(1×2) (2)

(b) Aretaxis/carhireandtheGautrainaimedatthesametargetmarket?Explainyouranswer.(2×2) (4)

(c) Whatistheroleof taxisintheeconomyof ourcountry?(1×2) (2)

[30]

4.3ReadtheadvertisingleafletaboutCoega.Thenanswerthequestionsthat follow.

Hong Kong, Singapore, Dubai… now Coega Anyone who knows anything about international trade will tell you that Hong Kong,SingaporeandDubaiareamongtheworld’slargestports.SouthAfricawill soon be part of this powerful group thanks to the benefi ts available at the 12000-hectareCoegaIndustrialDevelopmentZonenearPortElizabeth.

It’stheideallocationforexportorientatedindustries.Forastart,thereareno import duties so manufacturers can bring new materials in at lowest cost. And because there are no export duties, they can send benefi ciated goods out at the keenest prices.

Transport costs are minimised too, because Coega is right next door to SouthAfrica’snewdeepwaterportwherestate-of-the-artcontainerhandlingwillspeedupdistribution.Theprovencombinationof aduty-freeindustrialzone,purpose-builtmodernportandreadyaccesstotherestof theworldwill result in competitive advantages for exporters. Not to mention economic benefitsforthepeopleof theEasternCapeorinternationaltradingopportunities for the entire subcontinent. Welcome Coega.

Visit www.coega.com for further information.

4.3.1 WhyisinternationaltradeimportanttoSouthAfrica?(1×2) (2)4.3.2 Whatconnectioncanbemade/resemblanceistherebetween

Coega,HongKong,SingaporeandDubai?(1×2) (2)4.3.3 WhatismeantbyIDZ?(1×2) (2)

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4.3.4 NametwoincentivemeasuresthatwillberelevantatCoegatohelpitseconomicgrowth.(2×2) (4)

4.3.5 Whatis‘containerisation’?(1×2) (2)4.3.6 Howhas‘containerisation’benefittedthetransportation

industry?(1×2) (2)4.3.7 Describeonesocialfactorthatcouldharmthedevelopment

of theCoegaregion.(1×2) (2)4.3.8 WhatisthemainexportproducthandledatCoega?(1×2) (2)4.3.9 Coegaharbourcanberegardedaspartof the(primary/

secondary/tertiary/quatenary)industry.(1×2) (2)[20]

4.4Readthetextbelow,whichexplainsalandreformproject. Thenanswerthequestionsthatfollow.

Qedusizi-Bester land reform project in KwaZulu-natal, near LadysmithTheprojectincludes14hectaresof agriculturallandpurchasedforcropcultivationandanimalhusbandry.ByJune2006,R7,4millionhadbeenspent–mostlyforbuying839cattle.Someof themoneywasusedforcreatingemploymenttoensurelong-termeconomicstability,forexampleformembers of the community to help manufacture and operate 11 water carts.

4.4.1 Whatdoestheterm‘landreform’mean?(1×2) (2)4.4.2 Whattypeof farmingwouldthemembersof theQedusizi

tribehavepractisedbeforethislandreformtookplace?(1×2) (2)4.4.3 Whatcontribution,doyouthink,theQedusizitribehad

previouslymadetotheagriculturalsector?(1×2) (2)4.4.4 Whatproblemsfacethesenewfarmers?(2×2) (4)


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Trial examination

PAPER 2

Memorandum on pages 243–244Time: 1½ hoursMarks: 75

INSTRUCTIONS AND INFORMATIONAnswerallthequestionsinthispaper.Together,theyareworth75marks.

Question 1Thefollowingquestionsarebasedonthetopographicalmap2530BDNelspruitonpage233.

1.1ThesketchmapinFigure1.1belowisareducedrepresentationof thetopographicmapextract.Lookcarefullyatthesketchmap,andthenanswerthequestionsthatfollow.

Figure 1.1 Sketch map of topographic map 2530bD nelspruit

Showthefollowingonthesketchmap.1.1.1 ThesettlementNelspruit.(ShadetheareacoveredbyNelspruit.)1.1.2 Thesewagedisposalworks(markwithanX).1.1.3 TheN4(drawinRED). (3×1)(3)

1.2Givethecoordinatesof •842(B1). (4×1)(4)1.3Identifythelandusagearound•776(D1). (2)1.4Calculatetheaveragegradientfrom•842(B1)to•776(D1). Showallyourcalculations. (3×2)(6)

1.5Calculatethedistancebyroad(N4)fromthecrossinginE3toKaapmuiden.Showallcalculations. (2×2)(4)

1.6InwhichdirectionistheCrocodileRiverflowing? (1)1.7Identifythechannelpatternof theCrocodileRiver. (2)1.8Withdrawalof waterfromtheriverresultedinareduced

drainage in the river.1.8.1 Identifytwousesof thiswater. (2×2)(4)

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1.8.2 Describetheimpactof areduceddrainageonthe characteristicsof theflowof theriver. (2×2)(4)

1.9FindthefarmMataffininE1.Inthisarea15000haof land wasgivenbacktothelocalcommunityaspartof theland reform programme. 1.9.1 Togivebackthelandwasthefirststep.Whatelsehad

to happen to ensure that the land reform process wassuccessful? (2)

1.9.2 Inthisareaanewsoccerstadium–MbombelaSoccer Stadium–wasbuiltfortheWorldCupSoccerTournament. Nametwoadvantagesthatbuildingthisstadiumhadfor thisarea. (2×1)(2)

[34]

Question 2Thefollowingquestionsarebasedonthetopographicmap2829ACHarrismith(page234)andtheorthographicmapof thearea(page235).2.1Whatistheheightof thehighestpointonthemap? (1)2.2CalculatetheareamarkedBontheorthographicmap.Show allyourcalculations. (3×2)(6)

2.3Youarewalkingfrom•1786(G4)to298(H3).Drawafreehand cross-sectionof theareawhereyouarewalking.Onthe cross-section,mark(withanX)whereyouwillcrossthe gravelroad. (3×1)(3)

2.4Whatwillthebearingof thisplannedhikebe? (2)2.5Yourhikeincludesanovernightcamp,inthevalleyof thenon- perennialstreaminH3.Justbeforesunrise,youmakeafireto make coffee. It is a clear winter’s morning. In which direction willthesmokemove?Giveareasonforyouranswer. (2×2)(4)

2.6 IdentifyonetertiaryactivitythathappensinblockBonthe orthographicmap. (1)

2.7IdentifythestructuremarkedContheorthographicmap, anddeterminewhatitisusedfor. (1+1)(2)

2.8ThegraphsinFigure2.1showthedifferenceintemperature inHarrismithfrompointGtopointHontheorthographic map.Onlyonegraphiscorrect.Determinewhichoneisthe correctgraphandexplainwhy. (1+2)(3)

Figure 2.1 Graphs showing temperature in Harrismith from point G to point H

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2.9CompareNuwejaarspruitfromE(A4)toF(A2)withthenameless riverthatrisesatD(H1)towardstheendof themap.Distinguish thefluvialcharacteristicsof thesetworiversandvalleys.Tabulate youranswer. (4×1)(4)

[26]

Question 33.1WhydoweuseGIS? (2)3.2Differentiatebetweenvectorandrasterdata. (2)3.3Whatisdatamanipulation? (2)3.4Alotof dataisgeneratedbyGIS.Thisdataneedstobeupdated andwell-managed.Thisisdonewiththehelpof meta-data. Whatismeta-data? (2)

3.5BufferingisoftendonethroughGIS.ThefollowingisanextractfromaGISdataimageandshowsthesphereof influenceof schoolsinPortStJohnsintheEasternCape.Imaginethatlearnersarehappytowalkamaximumof 3kmtoschool.Figure3.1isadatasheetwhichshowsthe 3kmsphereof influence(bufferzones)of localschoolsinthearea.

Figure 3.1 Datasheetshowingthebufferzones(3km)oflocalschools

3.5.1 Threeshadesof greyareusedtoshowthebufferzones. Doesthelightestordarkestshadingindicatethe3kmbuffer? (1)

3.5.2 Whatotherinformation,otherthanthebufferdistances,isindicatedontheGISdatasheet? (1+1=2)

3.5.3 Whicharea(A,B,CorD)hasenoughschools? (1)3.5.4 WhatonthedatasheettellsusthatareaDdoesnotreally

needsanyschools? (1)3.5.5 Whicharea/s(A,Band/orC)willmostprobablyneedmore

schools? (1)3.5.6 Explainyouranswertoquestion3.5.5. (1)

[15] Paper 2 total: 75 marks

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Geog Gr 12 TG.indb 233 6/11/13 7:14:10 PM



Geog Gr 12 TG.indb 234 6/11/13 7:14:11 PM



Geog Gr 12 TG.indb 235 6/11/13 7:14:12 PM



Assessment guidance: Trial examination

MEMoRAnDUM: PAPER 1


Question 11.1.1 D1.1.2 D1.1.3 C1.1.4 C1.1.5 C1.1.6 A1.1.7 C1.1.8 B1.1.9 A1.1.10 B1.1.11 A1.1.12 A1.1.13 C1.1.14 C1.1.15 A (15×1)

[15]

1.2.1 pollutiondome (2)1.2.2 A–warmer;REASON:warmairispusheddownbycold

descending air. B–colder;REASON:coldairdescendsfrom

upperair. (2×(1+2))(6)1.2.3 pollutionfromvehicles;combustionprocessesinindustries;

excessiveheatabsorptionbyconcreteandbuildings (1×2)(2)1.2.4 Pollutiondomewillbehigherduringtheday–warmair

riseshigherduringtheday/coldairdescendsless.Atnightit willbelower–coldairdescendsstronger,lesswarmairthat rises–nosunshine (2×2)(4)

[14]

1.3.1 increasessystematicallyuntilhighestpointbeforetheeye; thennoheavyrainaftereye;thereafteragradualdecrease (1×2)(2)

1.3.2 212km/h (1×2)(2)1.3.3 oppositedirection (1×2)(2)1.3.4 920mb (1×2)(2)1.3.5 eye−centreof tropicalcyclone (2×2)(4)1.3.6 B−closesttoedgeof eye;stormatitsheaviest;A−ineye

noactivity;C−outsidespiralrainbands (2×2)(4) [16]1.4.1 braidedstream (1×2)(2)1.4.2 temporaryobstructioninprocessof erosion (1×2)(2)

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1.4.3

(2×1)(2)

1.4.4 no,knickpointstillinprofile (2×2)(4)

1.4.5 erosionhasstartedagain (2)

1.4.6 1.peak/crest;2.cliff/verticalcliff;3.talus/talusslope (3×2)(6)

1.4.7 no.1/peak (2)

1.4.8Day:• valleywinds/anabatic• warmairrisesatslopesNight:• bergwind/katabatic• coldairdescendsalongslopesAgriculture:• frostandcoldatX• avoidcropcultivation,exceptforcropsthatareresistanttofrost• fans/wavestoavoidfrost–inthemorninginthevalley• willbeneededaswindbreakers/rowof trees (5×2)(10)

Question 22.1.1 A2.1.2 D2.1.3 C2.1.4 C2.1.5 D2.1.6 C2.1.7 C (7×1)(7)

2.2.1 F2.2.2 C2.2.3 J2.2.4 A2.2.5 B2.2.6 D2.2.7 H2.2.8 G (8×1)(8)

Geog Gr 12 TG.indb 237 6/11/13 7:14:12 PM



2.3.1• swamp−poordrainageoverevengradient• rockslowinporosity• inlowercourse/reachof river• derangeddrainagepattern• swampyandtypicalvegetation (1×2)(2)2.3.2• siltgoesintoriver• pure/filterstreamvolume• controlfloods• habitatof differentspecies• controlerosion (1×2)(2)2.3.3(a)cumecs(b) Y−reacheshighestlevel/mostwater✔✔ (2×2)(4)(c) Y (1×2)(2)2.3.4 oxbowlake(withwater)/meanderingcourse

(withoutwater)–riverchangesitsflow,cutoff oldmeander (2×2)(4)

2.3.5

undercut bank

outer bank sand bar

(2×2)(4) [20]

2.4.1 dominantHcells;dominantLcells (2×2)(4)2.4.2 summer • subtropicalzonemovessouthwards • Lbecomesprominentbecauseof hightemperatures (2×2)(4)2.4.3 thunderstormsappearallalong onezone/line (1×2)(2) [10]

2.5.1 warmeragainstslopes/higherthanvalley (1×2)(2)2.5.2 cold,descending;airatnightcatcheswarmairandsmoke

inbetweenvalley/avoidwarmpollutedairtorise/ condensationwhichformsfog/visibleasacloudof smoke (1×2)(2)

2.5.3 low-income (1×2)(2)2.5.4 urbanactivitiesresultinartificialheat/heatisreleased

byindustries,motorsandcombustionprocesses/concrete absorbsheatfromtheSun/reflectionthroughglass andzinc (1×2)(2)

2.5.5 VaalHart’sirrigationscheme (1×2)(2) [10]

Geog Gr 12 TG.indb 238 6/11/13 7:14:12 PM



2.6.1 B–ridge C–warmfront (2×2)(4)2.6.2 SouthIndiananticyclone (1×2)(2)2.6.3 descendingair anticlockwise (2×2)(4)2.6.4 subtropicalanticyclone (1×2)(2)2.6.5 mid-latitudecyclone Movesfromwesttoeast (2×2)(4)2.6.6 summer/highmaximumtemperature/coldfront

movesalongsouthof land/predictrainonshore/ highdewpointtemperature (2×2)(4)

[20]

Question 33.1.1A=isolatedfarmB=conurbationC=megalopolisD=metropolis (4×1)(4)

3.1.2 (a) stand/plot (b) servicearea/sphereof influence (c) commercial/commercialfarmer (d) highorder (e) quaternary (5×1)(5)

3.1.3 (a) C (b) D (c) B (d) B (e) D (f ) B (6×1)(6) [15]

3.2.1 thisistheland/naturalenvironmentwhichacityneedsto absorbitsurbanwaste/whichabsorbsthecity’sCO

2/use/

convert/cleanupairincity (1×2)(2)3.2.2 (a) littlespacethereforefewgardens/plantsincity/

gardensonroofswillhelpwithabsorptionof CO2 (1×2)(2)

(b) warmer/dirtier/moreimpuritiesbecauseof pollution (2×2)(4) (c) CBD (2) (d) gardens/parks/greenzones/golf courses/reserves

inandaroundthecity (1×2)(2) [12]

3.3.1 evensoil/closetoriver/NE(northeast)–slopeof mountainrange (1×2)(2)

3.3.2 lackof knowledge/beatthemercyof naturaldisasters/ nocapital/etc. (1×2)(2)

3.3.3 poverty/naturaldisasters/nowork/poorservices/ socialneeds/betterschools/security/etc. (2×2)(4)

3.3.4 urbanisation/depopulationof theruralareas (1×2)(2)3.3.5 T-shaped/gatewaytown (1×2)(2)

Geog Gr 12 TG.indb 239 6/11/13 7:14:12 PM



3.3.6 Advantages:security/shareimplements/shareknowledge Disadvantages:noinnovation/noprivacy/waitone’sturn (2×2)(4)3.3.7 scattered (1×2)(2) [18]

3.4.1 mountainsatFranschhoek (1×2)(2)3.4.2 agriculture(irrigation/viniculture/fruit) industries residential (2×2)(4)3.4.3 CapeTown–highpopulationandindustries–needalot

of water/lowrainfall–needadditionalwater/rain waterfrommountainarea–movedtocitybowl (2×2)(4)

3.4.4 rooibostea,wheat,potatoes (1×2)(2)3.4.5 everyone (1×2)(2)3.4.6 • lotsof cheaplabour • locationof harbour–contactwithoutsideworld • goodharbourinfrastructure • adifferentiationof agri-productsasrawmaterials (2×2)(4)3.4.7 GrossDomesticProduct (1×2)(2)3.4.8 • largepopulation • poverty • manypeoplestillinpoor,ruralareas • poorinfrastructure • poor/absent/corruptlocalauthorities • growinginfluxof population,fromEasternCape

forexample (2×2)(4)3.4.9 RDP–ReconstructionandDevelopmentProgramme (1×2)(2) [26]

Question 44.1.1 A4.1.2 C4.1.3 D4.1.4 B4.1.5 B4.1.6 C (6×1)(6)4.1.7 (a) True (b) True (c) False (d) False (4×1)(4)4.1.8 (a) Botswana (b) AtlanticOcean (c) coal (d) Bloemfontein (e) BergRiver (5×1)(5) [15]

4.2.1 A/CBD/coreof urbanarea/CentralBusinessDistrict (1×2)(2)4.2.2 decentralisation/moveoutof CBD/closertoclients/

cheaperland/moreparkingspace/easiertoaccess (2×2)(4)4.2.3 airport–lotsof space/safer/lessnoise prison–farfrompeople/afraidof escaping/bigspace recreationalgolf course–largeandcheapland/peaceful Acceptanythingsuitable (2×2)(4)

Geog Gr 12 TG.indb 240 6/11/13 7:14:12 PM



4.2.4 ‘gatedhousing’/townhousecomplex/safetyparks (1×2)(2)4.2.5 Causes: • buildingsold–ownersdonotcare • buildingswillbedemolishedanyway • depopulationof functionswithinCBD–buildings

not in use • noworkandtheresultingpoverty • lackof housing–streetpeoplesleephere Renewalmeasures: • newfacadesforbuildings • policing • fineownersof poorlymaintainedbuildings • replantheCBD • socialhelptothepoor (5×2)(10)

4.2.6 (a) quickaccessbetweenairportandJohannesburg andPretoria (1×2)(2)

(b) No;taxi’smarketislow-incomeworkersfromSoweto Gautrain’smarketishigher-incomeairportpassengers (2×2)(4)

(c) • taxisprovideimportanttransportservice • peoplewithoutvehiclescantravel • workersareatworkingoodtime • quickerthanpedestrians/bicycles/horsecart • paytax,motorregistration • increasepressureonroads • lotsof peopledie–labourforceandfamiliessuffer (1×2)(2) [30]

4.3.1 sellproducts/tradelinks/earnforeignexchange/outlet forrawmaterials/etc. (1×2)(2)

4.3.2 Dubai,HongKongandSingaporealsoseaportswhich joincountries/continentswiththerestof theworldbysea (1×2)(2)

4.3.3 IndustrialDevelopmentZone (1×2)(2)4.3.4 • noimporttax • noexporttax • tax-freeindustrialarea • good,modernharbour (2×2)(4)4.3.5 standardcontainersforships/easyandsecurepackaging/

fitonshipandtrainandplane/lesshandlingof cargo/ simplifypackagingandshipmentof products (1×2)(2)

4.3.6 samecontainer–fromtraintoshipinharbourhandled bycranesdirectlyontrain/trucks/standardisationof transportation/quicker/lessdamage/lessmanuallabour (1×2)(2)

4.3.7 poverty unskilled workers peoplearestilltradition-bound/culturalrules (1×2)(2)4.3.8 wool/motors(alreadymountedinfabrics) (1×2)(2)4.3.9 tertiary (1×2)(2) [20]

Geog Gr 12 TG.indb 241 6/11/13 7:14:13 PM



4.4.1 landisusedforsomethingelse/newfarmersgetthe opportunitytofarm (1×2)(2)

4.4.2 subsistencefarming (1×2)(2)4.4.3 none–providedforownneeds (1×2)(2)4.4.4 • learntoplanandsaveup • learnaboutfarmingwithcattle,diseasesof cattle,etc. • marketing • buy,takecareof andhandleimplements • paytax (2×2)(4) [10] [75]

Paper 1 total: 225 marks

Geog Gr 12 TG.indb 242 6/11/13 7:14:13 PM



Assessment guidance: Trial examination

MEMoRAnDUM: PAPER 2


Question 1 1.1LearnersshouldshowthefollowingonFigure1.1: (3×1)(3)

Figure 1.1 Sketch map of topographic map 2530bD nelspruit

1.2(25°25’25”S;30°55’30”E) (4×1)(4)1.3cultivatedland/fields (2)1.4Gradient=VI =842 =776 =66m HD=105mm =10,5cm×0,5km =5,25km =5250m GR= 66 _____ 5250 m =1 __ 80 ∴1:80 (3×2)(6)1.5TD=MD×MS =70×50000mm =3,5km+35km =38,5km (2×2)(4)1.6westtoeast/eastwards (1)1.7meander (1×2)(2)1.8.1 farming/domestic/industries (2×2)(4)1.8.2 volumeless–speedreduces lesserosion–moresediment (2×2)(4)1.9.1 training/newskills/accesstocapital (1×2)(2)1.9.2 foodstalls/influxof capital (2×1)(2)

[34]

Geog Gr 12 TG.indb 243 6/11/13 7:14:13 PM



Question 22.12394,5m (1)2.2Area=(L×S)×(B×S) =(30×10000)×(50×10000)mm2

=300×500mm2

=150000mm2

=0,15km2 (3×2)(6)2.3

(3×1)(3)2.441° (2)2.5south−becauseof thekatabaticwindthatwillflow downwardsfromthetopof thevalley (2×2)(4)

2.6policestation/postoffice/placeof worship (1)2.7silos–storingwheat (1+1)(2)2.8graph4–pollutiondome/heatisland (1+2)(3)2.9

nuwejaarspruit nameless riveruniform or even profile concave profilegentle gradient steep gradientmiddle/lowercourse/reach uppercourse/reachwide floodplain no floodplainoxbow lakes no oxbow lakesslow flowing fast flowinglaminar flow turbulent flow

(4×1)(4)[26]

Question 3 3.1Itmakesitpossibleforustoanalysedataandtoidentifypatterns,tendencies,andtherelationshipbetweeninformation. (2)

3.2 vector:points,linesandpolygons raster:pictures;images (2)3.3Whenwemanagedataforareasonandtochangeittosuitus (forourownpurposes). (2)

3.4Informationaboutyourdata,e.g.whenitwasconsolidatedand bywhom (2)

3.5.1 darkestshading/outsidecircle (1)3.5.2 provincialborders/roads (1+1)(2)3.5.3 B (1)3.5.4 fewroads–fewpeople (1)3.5.5 C (1)3.5.6 manyroads–indicatepossibilityof manypeople (1) [15] [75]

Paper 2 total: 75 marks

Geog Gr 12 TG.indb 244 6/11/13 7:14:13 PM



Assessment guidance: Examination preparation

MEMoRAnDUM: Paper 1


Learnersshouldanswerthreequestions:onefromSectionA,onefromSectionB;andonefromeitherSectionAorB.

Question 11.1.1G;1.1.2K;1.1.3P;1.1.4M;1.1.5H;1.1.6A;1.1.7R;1.1.8D1.1.9I;1.1.10L;1.1.11C;1.1.12E;1.1.13Q;1.1.14F;1.1.15J (15×1)

[15]

1.2.1 1=occludedstage;2=maturestage;3=initialstage (3×2)(6)1.2.2 clockwise (1×2)(2)1.2.3 SouthAtlantic;SouthIndian (2×3)(6)1.2.4 Thepressurebeltsshiftwiththethermalequator.Thehigh-

pressurecellsarefurthernorthinwinter,whichmeansthat thecoldfrontsthatusuallypassbyinthesouthernocean reachSouthAfrica. (2×3)(6)

[20]

1.3.1 radiationfog (1×2)(2)1.3.2 Earlymorning,whenlossof heatbyterrestrialradiationis

atamaximumanddewpointtemperaturesarelowest. (2×2)(4)1.3.3 Above–thereisfogratherthanfrost. (2×2)(4)1.3.4 Thisisatemperatureinversion.Alayerof coldairis

trappedunderalayerof warmerair. (2×2)(4)1.3.5 C (1×2)(2)

[16]

1.4.1DrakensbergMountains (1×2)(2)1.4.2 (a) E (1×2)(2) (b) A (1×2)(2) (c) E (1×2)(2) (d) C,DorE (1×2)(2)

1.4.3 Atightbendintheriver(meander)thatiscutdeepintothe landscape,i.e.thesidesof thewindingriveraredeep andsteep. (2×2)(4)

1.4.4 rejuvenation (1×2)(2)1.4.5 rivercaptureortectonicuplift (2×2)(4)1.4.6 No,erosionisdownwards/vertical,ratherthansidewards/

lateralandthesidesof themeanderaretoodeep.Foran oxbowlaketoform,therivermustbeabletofloworbreak acrosstheneckof theloop. (2×2)(4)

[24][75 marks]

Question 22.1.1 mid-latitudecyclone2.1.2 warmfrontocclusion2.1.3 anticlockwise2.1.4 hurricane

Geog Gr 12 TG.indb 245 6/11/13 7:14:13 PM



2.1.5 eye2.1.6 anticyclone2.1.7 trough2.1.8 downslope2.1.9 insolation2.1.10 exotic2.1.11 rectangular2.1.12 turbulent2.1.13 transverse2.1.14 superimposed2.1.15 smaller (15×1)

[15]

2.2.1 927hPa (1×2)(2)2.2.2 round (1×2)(2)2.2.3 clearandcalm (2×2)(4)2.2.4 25knots (1×2)(2)2.2.5 Itisanunmannedweatherstation. (1×2)(2)2.2.6 clockwise (1×2)(2)2.2.7 LateJanuary/thesecondhalf of summer.Highsurface

seatemperatures;highhumidity. (3×2)(6)2.2.8 five(withnamesA–E) (1×2)(2)2.2.9 Anythreepoints:Floodingfromheavyrainsand/orstorm

surgesandwinddamage,allof whichcandamageor destroy:roadsandbridges(cuttingpeopleoff ),electricity andtelecommunicationlinks,waterpipesandsewage, cropsandlivestock. (3×2)(6)

2.2.10 (a) localradio (1×2)(2) (b) afisherman,anyonelivingonornearthecoast (1×2)(2)

[30]

2.3.1 hydrograph (1×2)(2)2.3.2 thevolumeof waterthatpassesaparticularpointevery

secondORameasureof ariver’sflow–itsspeedand volume;cumecs(cubicmetrespersecond) (2×2)(4)

2.3.3 A=permanent;B=periodic;C=episodic (3×2)(6)2.3.4 A/permanent (1×2)(2)2.3.5 C/episodic (1×2)(2)2.3.6 waterthatcollectsbyinfiltrationunderthesurface (1×2)(2)2.3.7 baseflow (1×2)(2)

[20]

2.4.1 (a) 2 (1×2)(2) (b) 1 (1×2)(2)2.4.2 C (1×2)(2)2.4.3 Ariverinwhichtheprocessesof erosionanddeposition

areinbalance. (1×2)(2)2.4.4 Theintroductionof atemporarybaselevel,suchasadam.(1×2)(2) [10] [75 marks]

Geog Gr 12 TG.indb 246 6/11/13 7:14:13 PM



Question 33.1.1 C3.1.2 A3.1.3 E3.1.4 D3.1.5 B (5×2)

[10]

3.2.1 E3.2.2 G3.2.3 B3.2.4 F3.2.5 C (5×2)

[10]

3.3.1 linegraph (1×2)(2) (a)2002 (1×2)(2) (b)2010 (1×2)(2)

3.3.3 Noofficialregistrationnecessary;noskillsrequired;no overheads;norentalcosts;awiderangeof job opportunities;self-supporting(anyONEpointexplained). (3×2)(6)

3.3.4 Politicalchallenges:Governmentmayinsiston registrationfortaxcollectingpurposes;needstocreate simplewayof formalising‘informal’businessestoguarantee theconstitutionalrightsof citizens;needstousethe entrepreneurshipavailableintheinformalsector (anyONEpointexplained). (2×2)(4)

Socialchallenges:Thesecurityandwelfareof womenin theinformalsectorneedstobeguaranteed;someformof recognitionof workers’rightsneedstobeimplementedto guaranteetheirjobsecurity;xenophobictensionsmustbe avoided;therightsof sickemployeesmustbeimplemented toguaranteethemsecurity(anyONEpointexplained). (2×2)(4)

Economicchallenges:Easieraccesstocreditandloans needstobemadeavailable;workersneedtoreceivean adequatewage;entrepreneursintheinformalsectorneed businesstrainingtohelpthemtomanagetheirbusiness andexpand(anyONEpointexplained). (2×2)(4)

[14]

3.4.1 tourism;entertainment;tertiaryeducation;hospitals; museums(anyONE) (1×2)(2)

3.4.2 rural-urbanmigration;emigration;jobopportunities; higherwages;push/pullfactors;movetothecoast;move toeconomic‘hubs’(anyONE) (1×2)(2)

3.4.3 TheSAlandusemodelhas:informalsettlements; separation of racial groups that was a former government lawstillexistsbecauseof inertiaandcostof movinghomes; useof nationalroadsorrailwaylines,golf coursesorcanals, toseparateracialresidentialareas(anyONEexplained) (1×2)(2)

3.4.4 separationof racialgroups;shantytowns;informal settlements(anyONE) (1×2)(2)

Geog Gr 12 TG.indb 247 6/11/13 7:14:13 PM



3.4.5 Issuestoinclude:lackof urbanplanning;housing shortages;deliveryfailureinservices;over-crowding; trafficcongestion (6×2)(12)

3.5.1 A. PWV-Gauteng B.Durban-Pinetown C. PortElizabeth-Uitenhage D. SouthWesternCapeMetropole (4×2)(8)

3.5.2 centralised (1×2)(2)3.5.3 Createstoomuchimpactontheenvironment;toomuch

pressureonthesupplyof labour;limitedspacefor expansion;socialunrestmayoccurif thegovernment cannot keep up with services for the workforce (anyTHREEexplained). (3×2)(6)

3.5.4 IndustrialDevelopmentZones;SpatialDevelopment Initiatives (1×2)(2)

3.5.5 MozambiqueCorridor;BeiraDevelopmentCorridor; WalvisBayDevelopmentCorridor(anyONE) (1×2)(2)

3.5.6 PortElizabeth–Uitenhage (1×2)(2)[21][75]

Question 44.1.1 higher-order4.1.2 residential4.1.3 dualcities4.1.4 urbandecay4.1.5 suburbanisation (5×2)(10)

[10]

4.2.1 D4.2.2 C4.2.3 B4.2.4 D4.2.5 A (5×2)(10)

[10]

4.3.1 sectormodel;SouthAfricanmodel (1×2)(2)4.3.2 suburbanisation (1×2)(2)4.3.3 Closetoresidentialareasforworkeraccommodation;

spacetodevelopandexpand;closetoroadandrail communication (1×2)(2)

4.3.4 separatedbyhuman-madeornaturalobstaclesuchasa roadorrailwayfromothersuburbs;golf courseseparates it;farmlandseparatesit (1×2)(2)

4.3.5 informalsettlements (1×2)(2)4.3.6 decentralisationandsuburbanisation;gentrification;

urbandecay;invasionandsuccession;edgecities;gated communities(anyTWO) (2×2)(4)

[14]

Geog Gr 12 TG.indb 248 6/11/13 7:14:13 PM



4.4.1 A (1×2)(2)4.4.2 Commercialandsubsistenceagricultureformadual

agriculture. (1×2)(2)4.4.3 smallsizeof farm;oftenrunbywomen;womenhave

responsibilityforchildrenandtheelderly;can’tafford toemploylabour;can’taffordhybridseeds/pesticides/ herbicides;can’taffordmechanisation;can’taffordirrigation; strugglewithaccesstocredit,marketinganddistribution (anyTWO) (2×2)(4)

4.4.4 commercialfarmers;urbanandperi-urbanagricultural schemes;subsistencefarming;governmentsupportfor farmersandtheirsecurity;LandReformandRedistribution Act(anyONE) (1×1)(1)

4.54.5.1 2010 (1×2)(2)4.5.2 2012 (1×2)(2)4.5.3 2011 (1×2)(2)4.5.4 US$areinternational;theWorldBankusesUS$;the

UNusesUS$ (1×2)(2)4.5.5 theleastmineralsweremined;thecostof miningwas

highest;thepricereceivedperouncewaslowerthan2011; theminehadfewerworkers;theminemadealoss (3×2)(6)

(a)statisticsarevisual;clear/easytoread;easyto comparefigures (1×2)(2)

(b)statisticscanbemanipulated;thereisnoexplanation astohowthefigureswerearrivedat (1×2)(2)

4.5.7 workstoppages;worldcommodityprices;inputcosts; fuelprices (2×2)(4)

[22]

4.6.1 onethird;33,3% (1×2)(2)4.6.2 thediscoveryof gold (1×2)(2)4.6.3 Rawmaterialsandmineralse.g.iron,manganese,coal,

platinum,gold;waterfromtheVaalRiver,theLesotho HighlandsWaterscheme,theTugela-Vaalproject;power fromthermalpowerstationsinMpumalangaandLimpopo; largeskilledandunskilledlabourpool;largedomesticandinternationalmarkets;transportisaccessibleandgood (3×2)(6)

[10][75 marks]

Geog Gr 12 TG.indb 249 6/11/13 7:14:13 PM



Assessment guidance: Examination preparation

MEMoRAnDUM: PAPER 2


Learnersshouldanswerallquestionsinthispaper.

Question 11.1B;1.2B;1.3A;1.4C;1.5D;1.6C;1.7C;1.8B;1.9A;1.10.B;1.11.E;1.12D;1.13B;1.14D;1.15E (15×1)

[15]

Question 22.1.1 1:250000 (2)2.1.2 smaller(because,asaratio,itis1:250000whileatopographical

mapis1:50000.Onourscaleintheexample,1cmhasto represent2,5km,whileonatopographicalmapitonlyhas torepresent500m. (2)

2.1.3 Scale1:50000topographicmap(covering5km) (2)

2.2.1 1,8cm×1cm=(inreality)18000×10000cm=180000000cm2 =18000m2 (3)

2.2.2 23,3cm×17,3cm=11,65km×8,65km=100,77km2 (3)2.2.3 TruebearingfromAtoB=165⁰ (3) Addthedeclinationof 20⁰30’forananswerof 185⁰30’2.2.4 No,becausenoinformationonlatitudeandlongitudeisprovided.

Thebestwouldbeagridreference,basedonthelettersand numbersintheblocks. (3)

2.2.5 8,3cm=83000cminreality=830m 1744m–1540m=204m Distanceis5,5cmwhichis2750minreality (2)

[20]

Question 33.1meandering;incised;mature (3)3.2 steep-sloped;incised (2)3.3Theareaisrural;therearescatteredandisolatedsettlements, butnoevidenceof atown,orurbanplanninganddevelopment.

FarmsnamessuchasFourWindsandSummittothesouthof the river,andZulunamestothenorthof theriver.AssisiandEmmanuelMissionssuggestEuropeanmissionariesinZuluterritory. (2)

3.4.1 H3.4.2 I3.4.3 D3.4.4 F3.4.5 A3.4.6 E3.4.7 B3.4.8 C3.4.9 J3.4.10 G (5)

Geog Gr 12 TG.indb 250 6/11/13 7:14:13 PM



3.5MehlomnyamaNatureReserve (1)3.6Veryunderdeveloped,ruralinfrastructurewithfewroads,and nootherevidenceof developedtransportorcommunicationsystems. (2)

3.7.1 themap,becauseitshowscontourstodifferentiateheight (2)3.7.2 themap,withpossibleconfirmationfromthesatelliteimage;

themapshowsrailwaysandroadsviasymboliclines,theimage(magnified)canshowthereality (2)

3.7.3 thesatelliteimage,becausesedimentationshowsthroughthe water,andaseriesof mapsover,say,10years,willprovide visualevidenceof changesinsedimentation (2)

3.7.4 probablythesatelliteimage,asrealfeaturescanbeidentified,sometimesdowntothedetailof thecolourof roofsof buildings (2)

3.7.5 truecolour;whatyouseeiscorrect(greenforvegetation,blue forwater,etc.) (2)

[25]

Question 44.1 integrationof differenttypesof spatialdataatdifferentscales, intoonerectified(forscale)GISmap (2)

4.2 rasterdata;theblockscontaininformation(data)ratherthan simplepoints,lines,orpolygons (2)

4.3Alineisalinejoiningtwoormorespatiallyseparatedpoints; apolygonisaspatiallydefinedareaenclosedbyaline. (3)

4.4.1 slope;geology;transportation(roads);protectedareas; infrastructure (2)

4.4.2 transportandinfrastructurearehuman;protectedareaisa naturalarea,butdefinedasprotectedbyhumans (1)

4.4.3 two(slope,geology)arenatural (1)4.5engineering;urbanplanning;transportplanning;ruraldevelopment;hazardanddisastermanagement;demarcatingprotectedareas;catchmentmanagement;miningandresourcemanagement (4)

[15][75 marks]

Geog Gr 12 TG.indb 251 6/11/13 7:14:13 PM


4. PHoToCoPIABLE ASSESSMEnT

RESoURCES

The following assessment resources may be photocopied for use with Study & Master Geography Grade 12:• Test1,pages173–175• Test1Memorandum,page176• Test2,pages204–206• Test2Memorandum,pages207–208• Mid-yearexaminationPaper1,pages179–187• Mid-yearexaminationPaper1Memorandum,pages195–199• Mid-yearexaminationPaper2,pages188–194• Mid-yearexaminationPaper2Memorandum,pages200–201• TrialexaminationPaper1,pages209–229• TrialexaminationPaper1Memorandum,pages236–242• TrialexaminationPaper2,pages230–235• TrialexaminationPaper2Memorandum,pages243–244

5. RECoRDInG AnD REPoRTInG

The results of all formal assessments should be recorded and are used for reporting on learners’ performance each term. The Programme of Assessment(Teacher’sGuidepage170)detailshowthelearner’sGeographymark for each term is arrived at.

The following photocopiable assessment recording tools are provided on pages253–256of thisTeacher’sGuide:• Recordsheetforformalassessment:Term1• Recordsheetforformalassessment:Term2• Recordsheetforformalassessment:Term3• Recordsheetforformalassessment:Term4

The following rating codes and descriptors should be used for reporting on the learners’ progress in Geography:

Rating code Description of competence Percentage7 outstanding achievement 80–1006 Meritorious achievement 70–795 Substantial achievement 60–694 Adequate achievement 50–593 Moderate achievement 40–492 Elementary achievement 30–391 not achieved 0–29

Geog Gr 12 TG.indb 252 6/11/13 7:14:14 PM


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Geog Gr 12 TG.indb 253 6/11/13 7:14:14 PM


Reco

rd s

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al a

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t: Te

rm 2

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Year

:

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Geog Gr 12 TG.indb 254 6/11/13 7:14:14 PM


Reco

rd s

heet

for f

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al a

sses

smen

t: Te

rm 3

Cla

ss:

Year

:

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Geog Gr 12 TG.indb 255 6/11/13 7:14:14 PM


Reco

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for f

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t: Te

rm 4

Cla

ss:

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:

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’ nam

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Geog Gr 12 TG.indb 256 6/11/13 7:14:14 PM

4. RESoURCES

257

1. Useful websites 258

2. Photocopiable worksheets 259

3. Answers for photocopiable worksheets 290

4. lesson plan template 298

Geog Gr 12 TG.indb 257 6/11/13 7:14:15 PM

258 s e c t i o n 4 • R E S o U R C E S

1. USEFUL WEBSITES

The following websites are suggested for both you and the learners to consult. They contain information and features that would be of general use to you as a teaching tool for Geography Grade 12:• http://www.dailymail.co.uk/sciencetech/index.html• http://www.geography4kids.com/index.html• http://gis.com• http://www.google.com/earth/index.html• http://maps.google.co.za• http://www.nasa.gov/home/index.html• http://www.nationalgeographic.com• http://www.un.org/en/development• http://www.weathersa.co.za

For website information that links specifically to the content of each module andunit,pleaseconsultthe‘Resources’sectionof thelessonsinthe‘Lesson-by-lesson’sectionof thisTeacher’sGuide(pages19–168).

Geog Gr 12 TG.indb 258 6/11/13 7:14:15 PM

259s e c t i o n 4 • R E S o U R C E S

2. PHoToCoPIABLE WoRKSHEETS

Thefollowingworksheets(pages260–289)maybephotocopiedforusewithStudy & Master Geography Grade 12. The remedial worksheets can also be used for revision purposes. Answersforthephotocopiableworksheetsareprovidedonpages290–297 of this section.

Geog Gr 12 TG.indb 259 6/11/13 7:14:15 PM



Worksheet 1 (remedial)

Stages of a mid-latitude cyclone

Answers on page 290

1. Identifystages1–5.(Filltheminontheartwork.)

2. Matchthedescriptionsa–etothecorrectstagebyfillinthenumbers 1–5below:a. Thepolarfrontdividesintoacoldfrontandawarmfront._____b. Allwarmairisliftedoff theground.____c. Thecoldairbeginstoovertakethewarmfront,liftingwarmairoff theground.____

d. Astationarypolarfrontformswithwindshear._____e. A wave forms in the polar front as warm air lifts up over cold air. ____

3. Identifythedifferenttypesof frontsbyfillinginthemissingwordsbelow.

stationaryfront

a.____________

isobar

b.____________

c.____________

precipitation

Geog Gr 12 TG.indb 260 6/11/13 7:14:15 PM




Drainage systems and fluvial processes

Answers on page 290

1. Fillinfeatures1–5ontheartwork:tributary,confluence,baselevel,source,rivermouth.

2. Selectthecorrectterm:a. Walkingalongthebankof ariver,youfollowits(transverse/longitudinal)profile.

b. Wadingacrosstheriver,fromonesidetotheother,youfollowits(transverse/longitudinal)profile.

3. Describethedifferencebetweenthetransverseprofileof ariverintheuppercourseandlowercourse.Givereasonsforthedifference.

Geog Gr 12 TG.indb 261 6/11/13 7:14:15 PM




Mapwork skills

Answers on page 290

1. Whatisamap?

2. Whatismeantbythescaleof amap?

3. Whichisthelargest,andwhichisthesmallestof thesethreescales?a. 1:50000b. 1:500000c. 1:5000000

4. If youwantedtostudyWorldtraderoutes,wouldyouusealargeorasmallscalemap?

5. If youwantedtostudythelayoutof roadsinasinglesuburb,wouldyouusealargeorasmallscalemap?

6. Namethreemapseriesproduced,andcommonlyused,inSouthAfrica.

Geog Gr 12 TG.indb 262 6/11/13 7:14:15 PM




Topographic maps

Answers on page 291

1. Whatisatopographicmap?

2. WhatisthestandardscaleatwhichSouthAfricantopographicmaps areproduced?

3. Whatisagridreferenceonamap?

4. Look at the simple contour map and the frame on the next page.

Geog Gr 12 TG.indb 263 6/11/13 7:14:16 PM



a. Usingtheframe,constructacross-sectionfromAtoB.

Geog Gr 12 TG.indb 264 6/11/13 7:14:16 PM



b. CalculatethemeangradientfromQtoY.

c. IsXvisiblefromY?

d. IsZvisiblefromY?

5. Look at the following frame.

a. Isthehorizontalscalethesameastheframeabove?

b. Aretheverticalscalesonthetwoframesthesame?

Geog Gr 12 TG.indb 265 6/11/13 7:14:16 PM



c. If not,bywhatratioistheonebigger/smallerthantheother?

d. Whatdowecallthepractisewhereweincreasetheverticalscaleonacross-section,andwhydowedothis?

Geog Gr 12 TG.indb 266 6/11/13 7:14:16 PM




Photographs

Answers on page 292

Lookatthemapextracts3322CDand3422ABGeorgeonpages284and285aswellasthetwophotoslabelledAandBbelow,thenanswerthequestions.

George A

George b

A

b

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1. InwhichdirectionwasthecamerapointingwhenphotoAwastakenontherunwayatGeorgeairport?Explainyouranswer.

2. InwhichdirectionwasthecamerapointingwhenphotoBwastakenaftertake-off ?Explainyouranswer.

3. IsphotoBahighorlowangleobliqueaerialphoto?Explain.

4. Lookatthephotoof Georgeonpage287.Whattypeof photoisthis?

5. HowwouldyoudescribeGeorge’sstreetpattern?

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Geographical Information Systems (GIS)

Answers on page 292

1. Whatexactlyaregeographicalinformationsystems?

2. Whichof thesediagramsshowsvector,andwhichshowsrasterdata?Explainthedifference.

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3. Lookatthetwodiagramsbelowandanswerthequestions.

a. InaGIS,whatwouldthesefeaturesbecalled?

b. If wecombineanumberof thesefeaturesinaGIS,whatarewecreating?

c. If youwereaskedtodefineasuitableareaforagricultureusingtheinformationinthediagrams,woulditbesufficient?If yes,explainyourreasoning.If no,whatotherinformationmightyouwishtoinclude?

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Rural settlements

Answers on page 293

1. Definethefollowingconcepts:a. isolated farmstead

b. hamlet

2. Lookatthephotographsbelowandidentifywhattypeof settlement a,b and c are.

(a)

(c)

(b)

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3. Forsettlementb:a. Givetwocharacteristicsof thesettlement.

b. Nametwophysicalfeaturesthatcouldhavedeterminedthelocationof the settlement.

c. Namethemaineconomicactivityof thesettlement.

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Rural settlement issues

Answers on page 293

1. Definetheconcept‘ruraldepopulation’.

2. Inthefollowingphotograph:a. Whatfactorscanyouidentifythataffectruraldevelopment?

b. Howwouldthesefactorsimpactonthesocio-economicstatus of people?

Geog Gr 12 TG.indb 273 6/11/13 7:14:18 PM



3. Lookatthephotographsbelowandthenanswerthequestions:a. Whatbasicneedsarebeingmetfortheseruralpeople?

b. Whatbasicneedsarelacking?

A

b

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Worksheet 9 (extension)

Urban settlements

Answers on page 293

Readtheextractbelowandanswerthequestionsthatfollow.

Mapungubwe: South Africa’s fi rst pre-colonial ‘city’

The site of South Africa’s lost city, Mapungubwe, is a World Heritage site. Mapungubwe is an area of open savannah at the confl uence of the LimpopoandSasheRivers.

Onethousandyearsago,itwasthecentreof SouthernAfrica’slargestkingdom.Itsinhabitants,theancestorsof theShonapeopleof Zimbabwe,tradedgoldandivorywithChina,IndiaandEgypt.Thesettlementthrivedasatradingcentrebetween1220and1300.Oneof themost spectacular archaeological fi nds is the little gold rhinoceros which is a wooden carving covered with thin gold sheet.

Climate change eventually forced Mapungubwe’s people to abandon the site–theyheadedfurthernorthintopresent-dayZimbabwe.

The site of Mapungubwe

(Source: www.southafrica.info/about/history/mapungubwe.htm)

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1. Comparetheageof Mapungubweto:a. theworld’soldesturbansettlements

b. Africa’soldesturbansettlements

c. SouthAfrica’sfirstcolonialurbansettlement

2. DescribeMapungubwe’ssiteandsituation.

3. NamethefamousurbansettlementinZimbabwethatfollowedMapungubwe.

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Urban land value

Answers on page 294

Refertothebid-rentcurveandcompletethestatementsbyselectingthecorrect option below.

1. Asdistancetowardsthecitycentreincreases,landvalue(decreases/increases).

2. (Factories/Officesandshops/Houses)makeupthecommercialsector.

3. (Factories/Officesandshops/Houses)makeuptheindustrialsector.

4. (Factories/Officesandshops/Houses)makeuptheresidentialsector.

5. X1isthe(lowest/highest)pricecommerceiswillingtopaytorentor buyland.

6. The(commercial/industrial/residential)sectoristhemostflexibleinitschoiceof landzone,becauseitspansthegreatestdistance.

Geog Gr 12 TG.indb 277 6/11/13 7:14:20 PM




Structure of the economy

Answers on page 294

1. Definethefollowingconcepts:a. heavyindustries

b. lightindustries

2. Differentiatebetweenfootlooseandubiquitousindustries.

3. NametwokeyobjectivesforcreatingIDZs.Arethesekeyobjectivesfeasibleforlocalpeople?

4. Nametwoproblemsassociatedwithindustrialcentralisation.

5. Provideonesolutiontotheproblemscausedbyindustrialcentralisation.

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6. Lookatthemapbelowandanswerthequestionsthatfollow.

a. IdentifytheindustrialareasmarkedA,B,C and D.

b. ProvidetwofactorsthatpromoteindustryatA.

c. Statethemaintypeof industryfoundatB.

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Informal and formal sector

Answers on page 295

1. Definetheconcept‘formalsector’.

2. Whenemploymentratesrise,whathappenstounemploymentrates?

3. Nameoneeconomicsectorinwhichtheformalsectorwould beinvolved.

4. Definetheconcept‘informalsector’.

5. Nameonewayinwhichthegovernmentcanimproveconditionsforstreet vendors.

6. Whatkindsof tradingcouldunemployedpeopledotosustainthemselves?

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Worksheet 13 (revision)

Using atlases

Answers on page 295

1. Explainwhatismeantbyathematicmap.

2. Isthefollowingathematicoratopographicalmap?Explainyouranswer.

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Answers on page 296

Usethemapof George3322CD&3422ABonpages284and285andSectionsA–Dof theorthophotomap3322CD25Georgeonpages286–289toanswerthequestions.

1. Onthesketchmapbelowindicatethefollowing:a. thesituationof theGeorgeairportb. theshortestdistancefromtheairporttoFancourtc. theGwaingRiverandindicatethedirectionof flowd. theborderscoveredbytheorthophotomape. colourtheN2bluef. thelocationof GeorgeIndustriag. thelocationof thesewerageworkssouthwestof George.

Pacaltsdorp

Herolds Bay

18

0 1 2 3 4 5 km18 Fancourt Golf Estate

N

INDIAN OCEAN

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2. Identifythefollowingfeaturesontheorthophotomap.Usethetopographicalmaptohelpyou.

a. A:

b. B:

c. C:

d. D:

e. E:

3. Describethreeadvantagesof orthophotomaps.

Geog Gr 12 TG.indb 283 6/11/13 7:14:21 PM



A

B

3322

CD

& 3

422A

B G

EO

RG

E

1:50

000

22o 21

'30'

'33

o 54'3

0''

55'

Co

nto

ur In

terv

al 2

0 M

etre

s

Geog Gr 12 TG.indb 284 6/11/13 7:14:22 PM



E

Co

nto

ur In

terv

al 2

0 M

etre

s

C

E

D

22o 29

'30'

'22

o 21'3

0''

34o 04

'

34o 00

'

25'

Geog Gr 12 TG.indb 285 6/11/13 7:14:24 PM



3322 CD 25 GEORGE 1:10 000

A

B

C

A

Co

nto

ur In

terv

al 5

Met

res

Gau

ss C

onf

orm

Pro

ject

ion.

Cen

tral

Mer

idia

n 23

E

ast

Gri

d In

terv

al 1

000

Met

res

Geog Gr 12 TG.indb 286 6/11/13 7:14:25 PM



B

B

Co

nto

ur In

terv

al 5

Met

res

Gau

ss C

onf

orm

Pro

ject

ion.

Cen

tral

Mer

idia

n 23

E

ast

Gri

d In

terv

al 1

000

Met

res

Geog Gr 12 TG.indb 287 6/11/13 7:14:27 PM



C

D

1:10 000

C

Geog Gr 12 TG.indb 288 6/11/13 7:14:28 PM



D

E

D

Geog Gr 12 TG.indb 289 6/11/13 7:14:29 PM



3. AnSWERS FoR

PHoToCoPIABLE WoRKSHEETS


AnSWERS Stages of a mid-latitude cycloneWorksheet 1 on page 260

1. 1=initial;2=wave;3=mature;4=occlusions;5=dissipating2. a=3;b=5;c=4;d=1;e=23. a=warmfront;b=coldfront;c=occludedfront


AnSWERS Drainage systems and fluvial processesWorksheet 2 on page 261

1. 1=source;2=tributary;3=confluence;4=rivermouth;5=baselevel2. a. longitudinalb. transverse

3. Intheuppercourse,thetransverseprofileisnarrowandshallowwithsteepvalleysides.Inthelowercourse,thetransverseprofileiswideanddeepwithgently-slopingorflatvalleysides.Thisisbecauseintheuppercoursetheerodingpowerishigh(frictionishighandwaterflowisturbulent)andthedischarge(amountof water)islow.Butinthelowercourse,depositiondominatesandthedischargeishigh.


AnSWERS Mapwork skills Worksheet 3 on page 262

1. Amapisareducedrepresentationof reality,typicallydrawnintwodimensionsonpaper,orshownonacomputerscreen.

2. Scaleistheratiobetweenthedistanceonthemap,andthedistanceinreality.Forexample,ascaleof 1:1000meansthat1unitonthemaprepresents1000of thesameunits(itcouldbecm,mmorevenm)ontheEarth’ssurface.

3. 1:50000isthelargest,and1:5000000isthesmallest.4. Asmallscalemap,becauseweneedto“compress”alargepartof theEarth’ssurfaceontoasinglesheetof paper.

5. Alargescalemap,becauseweneedtoshowlotsof detail.6. 1:50000topographicalseries 1:250000cadastral 1:50000and1:250000geologicalseries

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AnSWERS Topographic mapsWorksheet 4 on page 263

1. Atopographicmapshowsnatural(relief,drainageetc.)andhumanfeatures(transportroutes,boundariesetc.).

2. 1:500003. Asystemof parallel(North-SouthandEast-West)linesdividingthemapintonumberedandlabelledblocks(forexamplelettersononeaxis,andnumbersontheother)foreasyreferencetoaparticularblock.

4.

a. Seecross-sectionb. LookatthetriangleQ-R-Y

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• Gradientistheverticalinterval(VI)hererepresentedbyY–Roverthehorizontalequivalent(HEhererepresentedbyQ–R

• TheVIis80m(readoff fromthecrosssection)• TogettheHE,weneedtomultiplybythescale(provided).TheHEis1,67km,or1670m

• Itisnoweasytocancelout,foragradientof 1in20,85• Wecanroundthisoff to1:21• Forevery21metresthatyoumoveinahorizontalplane,yougain (orlose1metreintheverticalplane.

c. Yes(seecross-section)d. No(seecross-section)

5. a. Yesb. Noc. Simplymeasurethetotalverticalaxisonthefirstcross-section,andcompareittothetotallengthof thecross-sectioninthesecondexample.Youwillseethattheratioisabout6:9or1:1,5.Inotherwords,thesecondcross-sectionisoneandahalf times“taller”thanthe first.

d. Verticalexaggeration(VE).Wedothissothatdetailinthethirddimension(height)standsoutbetteronthecross-section.


AnSWERS PhotographsWorksheet 5 on page 267

1. North.Because,if youlookatthemapextracts,themountainslietothenorthof GeorgeandGeorgeairport,andruninaneast-westdirection

2. South.Because,if youcomparethephototothemap,theseaistothesouth,andthecameraisalignedatrightanglestothecoastline.

3. Highangleoblique,becausethehorizonisvisible.4. Verticalaerialphotograph.5. Grid-iron,orrightanglestreetpattern.


AnSWERS Geographical Information Systems (GIS) Worksheet 6 on page 269

1. Computerbasedsoftwaresystemswhichallowspatialdatatobestoredandmanipulated.Thedata(layers)canbesuperimposedupononeanother and further manipulated or compared in order to solve certain spatialproblems,performspatialanalysis,andanswervariousquestionswhich involve data in a spatial context.

2. Vectordatainthefirstdiagram(lines,vectorsandpointsareaccurate)andrasterdatainthesecond(datareferstoblocksorcells).

3. a. thematiclayersb. ageodatabase(GISdatabase)c. Thereisnotreallysufficientinformation.Drainageandslope (theinformationwehave)provideabasisforsolvingourproblem(defininganareasuitableforagriculture)butinformationon soils,rainfall,andexistingroadsandotherinfrastructurewould beveryuseful.

Geog Gr 12 TG.indb 292 6/11/13 7:14:30 PM




AnSWERS Rural settlementsWorksheet 7 on page 271

1. a. Anisolatedfarmsteadordwellingisnotsituatedclosetoanyothersettlement. The farmer makes use of his or her own ideas and skills to manage the farmstead.

b. Ahamletisasmallsettlementwithnoeconomicservices,shops,churches or recreational services.

2. a. isolatedfarmsteadb. villagec. hamlet

3 a. Anytwoof thefollowing:• asmallgroupof dwellingssituatedincloseproximityto

each other• sizeof thesettlementranksbetweenahamletandatown• minimaleconomicservicesoffered,suchasaschool,generalshopsandagenciesforbanks

• nomajoradministrativeservicesofferedb. river(waterforfarming);flatorgraduallandc. agriculture(farming)


AnSWERS Rural settlement issuesWorksheet 8 on page 273

1. Ruraldepopulationisthemigrationof ruralpeopletourbanareas.2. a. Lackof basicneedsforhealthanddevelopment,suchas

• lackof supplyof runningwater(womancarryingwater)• lackof electricity(nopowerlinesinstalled)• lackof refusecollection(nobins)• lackof goodinfrastructure(dirtroad)

b. Thelackof runningwaterandrefusecollectioncausesthespreadof diseasessuchascholera.Dirtroadswillbefloodedandwashedawaywhenitrains,sohousesareinaccessibleotherthanonfoot.

Lackof electricitymeanspeopleusefires,candlesandgas,allof whichcanbedangerous.

3. a. InphotographAthereareVIPs,sotheyaregettingbasicsanitation.b. Nocleanrunningwaterforirrigationorwashingclothes;noelectricity;norefusecollection


AnSWERS Urban settlementsWorksheet 9 on page 275

1. a. 6000yearsnewer/youngerb. 3000yearsnewer/youngerc. atleast400yearsnewer/younger(CapeTownwasfirstestablished in1652)

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2. Site:Betweentworivers–LimpopoandSashe–forwateravailability;Mineralavailability–gold;Savannahvegetationsupportswildlife,suchaselephants,whichinturnprovidedtusksforivory.

Situation:Sufficientlyclosetoeasterncoastforgettinggoodstoseaports.3. GreatZimbabwe


AnSWERS Urban land valueWorksheet 10 on page 277

1. increases2. officesandshops3. factories4. houses5. highest6. residential


AnSWERS Structure of the economyWorksheet 11 on page 278

1. a. Heavyindustriesaremorecapitalintensiveandlessconsumerorientated and have more environmental impact.

b. Lightindustriesarelesscapitalintensiveandmoreconsumerorientated,withlessenvironmentalimpact.

2. Characteristicsof footlooseindustriesareanyof thefollowing:• lightindustries• locationisnotinfluencedbymarketsorrawmaterials• emphasisisondirectlineof business• operatethroughfaxandtelephonelinesCharacteristicsof ubiquitousindustriesareanyof thefollowing:• usuallylightindustries• emphasisonlocalmaterials• materialavailabletomanufacturer• associatedwithlow-orderfunctions

3. Anytwoof thefollowing:• providegovernmentassistanceandsupporttothepoorand• historicallydisadvantagedwhereeconomicpotentialexists• promotetradeandindustrywiththeaimof creatingjobs• promoteinternationalcompetition• promoteinvestmentintheseareas• increaseprivatesectorinvestment• promoteparticipationbetweendifferentsectors

No,notwithoutassistancefromgovernmentandtheprivatesector. LocalpeopleinIDZsareusuallytoopooranddisadvantagedtocreateandpromoteindustry.

4. Anytwoof thefollowing:• overcrowding• surroundingareasareleftpoor• surroundingarea’sinfrastructureislimited• surroundingarea’sbasicneedsarelacking

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• lessemphasisisputonthesurroundingareas• surroundingtownsorareasare‘dormanttowns’aspeopleonly

sleep there.5. industrial decentralisation6. a. A:PWV/Gauteng;B:Durban/Pinetown;

C:PortElizabeth-Uitenhage;D:SouthWesternCapeMetropoleb. Anytwoof thefollowing:• Richinrawmaterialsandminerals• Goodsupplyof power• Goodwatersupply• Skilledandunskilledlabour• Accesstolocalandinternationalmarkets• Goodtransportinfrastructure

c. Anyof thefollowing:• foodprocessing• textilesandclothing• fishcanningandpackaging• powerstation• petroleumrefinement


AnSWERS Informal and formal sectorWorksheet 12 on page 280

1. Theformalsectorconsistsof companiesthathavefixedbusinesspremisesandpaytaxtothereceiverof revenue.

2. Theydecrease.3. Anyoneof thefollowing:• primary• secondary• tertiary

4. Theinformalsectorischaracterisedbysmall,mediumandmicroenterprisesthathavenofixedbusinesspremisesanddonotpaytax.

5. Byincorporatingtheinformalsectorintotheformalsector6. Anyof thefollowing:• spazashop• vendorsandstreettraders• shoerepairsbusiness• shoe-cleaningbusiness• hairdressersworkingfromhome

Worksheet 13 (revision)

AnSWERS Using atlasesWorksheet 13 on page 281

1. Athematicmapshowsinformationrelatedtoaparticulartopicortheme.Itisdrawnspecificallyforthispurpose.Mapsof populationdensityanddistribution,vegetationmaps,andpoliticalmapsareallthematic.

2. Thematic.Itshowsaspecifictheme,namelyerosionsurface(landsurfaces)oversouthernAfrica.

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AnSWERS Geographical skills and techniquesWorksheet 14 on page 282

1.

Pacaltsdorp

Herolds BayIndian Ocean

18

0 1 2 3 4 5 km18 Fancourt Golf Estate

N

George airport

George

N2

N2

FANCOURT404

Orthophoto map

Sewageworks

Industria

GwaingRiver

Geog Gr 12 TG.indb 296 6/11/13 7:14:30 PM



2. a. A:HeatherParkb. B:sportsgroundc. C:adamd. D:CamphersdriftRivere. E:industrialarea

3. Orthophotomapsaremuchcheapertoproducethanconventionalmaps.Thelargerscaleallowsformoredetailedstudy.Theyareeasiertoupdatethan conventional maps.

Geog Gr 12 TG.indb 297 6/11/13 7:14:30 PM



4. LESSon PLAn TEMPLATE

Topic of lesson

Time

Curriculum and Assessment Policy Statement (CAPS) content

Resources

THE lESSon

Introduction

Main part of lesson

Conclusion

Informal assessment

Geog Gr 12 TG.indb 298 6/11/13 7:14:31 PM

299

ThissectioncanbeusedtofiletheCurriculumandAssessmentPolicyStatement(CAPS)forGeography(Grades10–12)andanyotherdocumentssuppliedbytheDepartmentof BasicEducation.

5. DoCUMEnTS

Geog Gr 12 TG.indb 299 6/11/13 7:14:31 PM

Geog Gr 12 TG.indb 300 6/11/13 7:14:31 PM

12Grade

www.cup.co.za

Study & Master

Geography

Study & Master Geography Grade 12 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Geography.

The comprehensive Learner’s Book:

includes hundreds of good-quality maps, photographs and diagrams in full-colour

offers current and relevant content

explains key concepts and geographical terms in accessible language

includes over 150 activities that develop learners’ skills and understanding

provides for frequent consolidation in its Review and Exam Preparation sections.

The innovative Teacher’s Guide includes:

guidance on teaching each lesson of the year and on assessment

answers to all activities in the Learner’s Book

photocopiable tests and examinations

extra assessment tasks

photocopiable consolidation, extension and revision activities.

Norma Winearls has taught Geography for 34 years in both the United Kingdom and South Africa. She is currently Principal of the Middle School at St George’s Grammar School in Cape Town. Peter Holmes has been Professor and Head of the Geography Department at the University of the Free State since 2003. His teaching career started in the Eastern Cape where he had taught high school Geography before joining UCT as lecturer/senior lecturer in Environmental and Geographical Science.

ISBN 978-1-107-68837-7

9 781107 688377

SM_Geography_12_TG_CAPS_ENG.indd 2 2013/06/11 6:21 PM

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