Ge0graphy

CAPS

12
Teacher’s Guide Grade

Helen Collett • Norma Catherine Winearls

Peter J Holmes
 Study & Master

Geography

Grade 12
Teacher’s Guide

Helen Collett • Norma Catherine Winearls • Peter J Holmes

cambridge university press

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© Cambridge University Press 2013

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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 Hutton

Proofreader: Anthea Johnstone
Artists: Sue Abraham and Peter Holmes
Typesetter: Brink Publishing & Design
Cover image: Gallo Images/Wolfgang Poelzer/Getty Images
………………………………………………......……………………………………………………………
acknowledgements

Photographs: Peter Holmes: pp. 267, 271, 273 and 274

Maps: Chief Directorate: National Geo-spatial Information: Department of Rural Development
and Land Reform: pp. 189, 233–235 and 284–289
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 Contents

1. Introduction 1

2. Lesson-by-lesson 19

TERM 1
Module 1: Climate and weather (regional and local weather systems):
Geographical knowledge 21
Unit 1: Mid-latitude cyclones 22
Unit 2: Tropical cyclones 25
Unit 3: Subtropical anticyclones and associated weather conditions 29
Unit 4: Valley climates 32
Unit 5: Urban climates 35

Module 2: Geomorphology: Geographical knowledge 38

Unit 1: Drainage systems in South Africa 39
Unit 2: Fluvial processes 44
Unit 3: Catchment and river management 48

Module 3: Climatology and geomorphology: Geographical skills

and techniques 52
Unit 1: Mapwork techniques 53
Unit 2: Topographic maps 56
Unit 3: Aerial photographs and orthophoto maps 61
Unit 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 171
Test 1: Climate and weather; Geomorphology 173

TERM 2
Module 4: Rural settlements: Geographical knowledge 70
Unit 1: Study of settlements  71
Unit 2: Rural settlements 74
Unit 3: Rural settlement issues 78

Module 5: Urban settlements: Geographical knowledge 83

Unit 1: Urban settlements 84
Unit 2: Urban hierarchies 88
Unit 3: Urban structure and patterns 91
Unit 4: Urban settlement issues 94
 Contents

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

Unit 1: Mapwork skills 98
Unit 2: Geographical Information Systems (GISs) (appropriate to rural and
urban settlement) 102
Review: Term 2 106
Assessment Task 2: Rural settlements; Urban settlements; Geographical
skills and techniques 177
Mid-year examination (Paper 1 and Paper 2) 179

TERM 3
Module 7: Economic geography of South Africa: Geographical knowledge 109
Unit 1: Structure of the economy 110
Unit 2: Agriculture 113
Unit 3: Mining 120
Unit 4: The secondary and tertiary sectors 123
Unit 5: Strategies for industrial development 128
Unit 6: The informal sector 132

Module 8: Economic geography of South Africa: Geographical skills

and techniques 135
Unit 1: Mapwork skills 136
Unit 2: Topographic maps 138
Unit 3: Geographical Information Systems (GISs) 140
Unit 4: Using atlases (revision) 142
Review: Term 3 144
Assessment Task 3: Economic geography of South Africa; Geographical
skills and techniques 202
Test 2: Economic Geography of South Africa 204

TERM 4
Module 9: Revision 147
Unit 1: Climate and weather (regional and local weather systems) 147
Unit 2: Geomorphology 152
Unit 3: Rural settlements 154
Unit 4: Urban settlements 158
Unit 5: Economic geography of South Africa 161
Unit 6: Geographical skills and techniques 165
Examination preparation 245
Trial examination (Paper 1 and Paper 2) 209

3. Formal assessment 169

4. Resources 257

5. Documents 299
1. introduction

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

1
 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 subject
Aims
Geography 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:
• explaining and interpreting both physical and human geographical
processes
• describing and explaining the dynamic interrelationship between the
physical and human worlds
• developing knowledge about where places are and the nature of a range
of different places at different scales
• practising essential transferable skills – literacy, numeracy, oracy,
graphicacy
• promoting the use of new technologies, such as Information
Communication Technology (ICT) and Geographical and Information
Systems (GIS)
• developing a commitment towards sustainable development
• creating awareness and sensitivity for inequality in the world
• fostering empathy, tolerance and fairness
• making and justifying informed decisions and judgements about social
and environmental issues.

Geography topics
The topics in the Geography CAPS (Grades 10–12) can be explored by
focusing on the ‘big ideas’ of place, spatial processes, spatial distribution
patterns, and the interaction between the human and natural environment.
These, coupled with the posing of key questions, provide a launching pad for
geographical explorations and investigations.

The chart below shows the methods of enquiry used in Geography, together
with key questions asked, and the concepts explored and investigated.

METHOD OF ENQUIRY KEY QUESTIONS CONCEPTS

Observation What is it? physical and
What is it like? human processes,
Who or what is awareness, perception,
affected? characteristics,
similarities and
differences

2 s e c t i o n 1 • i n tr o ducti o n
 METHOD OF ENQUIRY KEY QUESTIONS CONCEPTS
Description Where does it occur? location, place, region,
Why is it there? space, distribution,
pattern, scale, spatial
association
Analysis and What happened or is interdependence,
explanation happening? causes and processes
Why did it happen?
How is it changing?
Evaluation and What are the effects? environmental
prediction What is likely to impact, social impact,
happen? interdependence,
spatial interaction,
spatial organisation,
human–environment
interaction,
cause, process,
time, behaviour,
consequence,
justice, quality of life,
environmental quality,
welfare, costs and
benefits

Geographical knowledge, skills and techniques should be taught in an

integrated way in each of the following topics in Grade 12:
• Climate and weather (regional and local weather systems) (Term 1)
• Geomorphology (Term 1)
• Settlement geography (rural and urban settlements) (Term 2)
• Economic geography of South Africa (Term 3).

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
included in this allocation. It is recommended that in addition to this, six
hours 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 the topics since each is equally important. In Grade 12 the topics are
weighted as shown on the table on the next page.

s e c t i o n 1 • i n tr o ducti o n 3
 Topic Focus Time allocation Term
Climate and Geographical 14 hours Term 1
weather knowledge
(regional and
local weather
systems
Geomorphology Geographical 12 hours
knowledge
Geographical 7 hours
skills and
techniques
Assessment and 3 hours
consolidation
Settlement Geographical 29 hours Term 2
geography knowledge
(rural and urban Geographical 5 hours
settlements) skills and
techniques
Assessment and 2 hours
consolidation
Economic Geographical 25 hours Term 3
geography of knowledge
South Africa Geographical 7 hours
skills and
techniques
Assessment and 3 hours
consolidation
Revision Climate and 3 hours Term 4
weather
Geomorphology 3 hours
Settlement 3 hours
geography
(rural and urban
settlements)
Economic 3 hours
geography of
South Africa
Geographical 3 hours
skills and
techniques

3. How Study & Master Geography Grade 12 works

Course components
Study & Master Geography Grade 12 consists of a:
• Learner’s Book
• Teacher’s Guide.

Learner’s Book
The Learner’s Book is divided into nine modules that cover the different
Geography 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

4 s e c t i o n 1 • i n tr o ducti o n
techniques associated with it. The final module in Term 4 consists of revision
for all the topics, knowledge, skills and techniques covered in
Grade 12 Geography.

The modules are further divided into units and activities. Each module has
three or more units, each of which covers an area of the topic.

There is a Review section at the end of Terms 1–3 which learners can use
to revise the term’s work in preparation for tests and examinations. Term
4 covers revision. In addition, examination practice is provided at the end
of the Learner’s Book. This consists of revision activities and examination
papers which the learners can complete.

Formal assessment opportunities are included in the Learner’s Book in

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

Teacher’s Guide
The Teacher’s Guide provides information and guidance on:
• Geography as a subject (Section 1)
• planning for the Grade 12 year and lessons (Sections 1 and 2)
• using the modules and units in the Learner’s Book to create lessons
(Section 2)
• suggested answers for all activities in the Learner’s Book
(Sections 2 and 4)
• suggested remedial and extension activities (Section 2)
• informal assessment suggestions (Section 2)
• a programme of assessment (Section 3)
• two tests (Section 3)
• a mid-year examination: Paper 1 and Paper 2 (Section 3)
• trial examination: Paper 1 and Paper 2 (Section 3)
• guidance on the assessment of all Formal Assessment Tasks (Section 3)
• memorandums for all Formal Assessment Tasks (Section 3)
• recording and reporting on formal assessment (Section 3)
• a list of useful websites (Section 4)
• additional worksheets and activities (Section 4).

Section 2 mirrors the Learner’s Book and is divided into modules. It indicates
how the modules and units in the Learner’s Book can be used to create lessons.

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 – activities that appeal to learners of all levels and backgrounds, and
that 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. Section 4 (Resources) also provides a few worksheets for learners
and ideas for activities.

s e c t i o n 1 • i n tr o ducti o n 5
6
4. Grade 12 Year Plan
The table below indicates how Study & Master Geography Grade 12 covers all
the requirements of the CAPS for Geography and how it is intended for use
in the 40 weeks in the school year.

Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
1 1 Module 1 1 Mid-latitude cyclones 3 • general characteristics; Learner’s Book pp. 11−21;
Climate and weather (regional • areas where mid-latitude cyclones Teacher’s Guide pp. 22–25
and local weather systems): form; • atlases;
Geographical knowledge
• conditions necessary for their • media information;
formation;
• [Link] for
• stages of development and related weather prediction, satellite images
weather conditions; and synoptic weather charts; and
• weather patterns associated with • [Link]

s e c t i o n 1 • i n tr o ducti o n
cold, warm, and occluded fronts;
and
• reading and interpreting satellite
images and synoptic weather maps.
1 1−2 2 Tropical cyclones 4 • general characteristics; Learner’s Book pp. 22−30;
• areas where tropical cyclones form; Teacher’s Guide pp. 25–28
• factors necessary for their
formation;
• stages of development;
• associated weather patterns;
• reading and interpreting satellite
images and synoptic weather maps;
• case study of one recent tropical
cyclone that affected southern
Africa;
• impact of tropical cyclones
on human activities and the
environment; and
• strategies that help to prepare for
and manage the effects of tropical
cyclones.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
1 2−3 3 Subtropical anticyclones and 3 • location of the high-pressure cells Learner’s Book pp. 31–40;
associated weather conditions that affect South Africa; Teacher’s Guide pp. 29–32
• general characteristics of these
high-pressure cells;
• anticyclonic air circulation around
South Africa, and its influence on
weather and climate;
• travelling disturbances associated
with anticyclonic circulation:
moisture front, line thunderstorms,
coastal low-pressure systems and
South African berg winds; and
• reading and interpreting satellite
images and synoptic weather maps
that illustrate weather associated

s e c t i o n 1 • i n tr o ducti o n
with subtropical anticyclonic
conditions.
1 3 4 Valley climates 2 • the microclimate of valleys (the Learner’s Book pp. 41–48;
effect of the slope aspect); Teacher’s Guide pp. 32–34
• development of anabatic and
katabatic winds, inversions, frost
pockets and radiation fog; and
• the influence of local climates on
human activities such as settlement
and farming.
1 4 5 Urban climates 2 • reasons for differences between Learner’s Book pp. 49–54;
rural and urban climates; Teacher’s Guide pp. 35–37
• urban heat islands − causes and
effects;
• concept of pollution domes −
causes and effects; and
• strategies to reduce the heat island
effect.

7
8
Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
1 4−5 Module 2 1 Drainage systems in South 5 • important concepts: drainage Learner’s Book pp. 56–70;
Geomorphology: Geographical Africa basin, catchment area, river system, Teacher’s Guide pp. 39–44
knowledge watershed, tributary, river mouth,
• [Link]
source, confluence, water table,
surface run-off and groundwater; [Link];
• types of rivers: permanent, periodic, • information about SA rivers: http://
episodic and exotic; [Link];
• drainage patterns: dendritic, trellis, • [Link]
rectangular, radial, centripetal, faculty/ritter/geog101/textbook/
deranged and parallel; fluvialsystems/drainage_patterns.
html;
• drainage density;
• [Link]
• use of topographic maps to identify
stream order and density; and migratorycoconut/chapter-81-
massmovements; and
• discharge of a river: laminar and
• rivers in local environment

s e c t i o n 1 • i n tr o ducti o n
turbulent flow.
(fieldwork) and GIS, related to
catchment areas
1 5−6 2 Fluvial processes 4 • river profiles: transverse profile, Learner’s Book pp. 71-91;
longitudinal profile and their Teacher’s Guide pp. 44–48
relationship to different stages of a
river;
• identification and description of
fluvial landforms: meanders, oxbow
lakes, braided streams, floodplains,
natural levees, waterfalls, rapids
and deltas;
• river grading;
• rejuvenation of rivers: reasons
and resultant features, such as
knick points, terraces and incised
meanders;
• river capture (stream piracy):
the concepts of abstraction and
river capture; features associated
with river capture (captor stream,
captured stream, misfit stream,
elbow of capture, wind gap); and
• superimposed and antecedent
drainage patterns.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
1 6−7 3 Catchment and river 3 • importance of managing drainage Learner’s Book pp. 92–100;
management basins and catchment areas; Teacher’s Guide pp. 48–51
• impact of people on drainage
basins and catchment areas; and
• case study of one catchment area
management strategy in South
Africa.
1 7 Module 3 1 Mapwork techniques 2 • reading and interpreting synoptic Learner’s Book pp. 102–117;
Climatology and weather maps, satellite images and Teacher’s Guide pp. 53–56
Geomorphology: Geographical other weather- and climate-related
skills and techniques data;
• map and photograph interpretation
− includes reading and analysis of
physical and constructed features;
and

s e c t i o n 1 • i n tr o ducti o n
• applying map-reading skills to
maps and photographs.
1 8 2 Topographic maps 2 • contours and landforms; Learner’s Book pp. 118–132;
• cross sections; Teacher’s Guide pp. 56–61
• direction: magnetic north, true
north and magnetic declination;
• gradient;
• intervisibility; and
• grid referencing.
1 8 3 Aerial photographs and 2 • interpreting vertical aerial Learner’s Book pp. 133–142;
orthophoto maps photographs; Teacher’s Guide pp. 61–63
• orthophoto maps − identifying
features; and
• comparing an orthophoto map
with a topographic map.

9
10
Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
1 9 4 Geographical Information 1 • examination of GIS information for Learner’s Book pp. 143–150;
Systems (GISs) (appropriate different catchment areas; and Teacher’s Guide pp. 64–66
to climatology and • developing a “paper GIS” from
geomorphology) existing maps, photographs or
other records on tracing paper.
Assessment Task 1 Homework Assessment and consolidation Learner’s Book pp. 151–152;
Data-handling task (40 marks) Teacher’s Guide pp. 169–171
1 9 Review: Term 1 3 Assessment and consolidation Learner’s Book pp. 153−158;
Teacher’s Guide pp. 66–69
10 Test 1 1 Assessment and consolidation Teacher’s Guide pp. 171–174
Test (20 marks)
2 1 Module 4 1 Study of settlements 3 • concept of settlement; Learner’s Book pp. 161–170;
Rural settlements: Geographical • site and situation; Teacher’s Guide pp. 71–74

s e c t i o n 1 • i n tr o ducti o n
knowledge
• rural and urban settlements; and • atlases;
• settlement classification according • media information;
to size, complexity, pattern and • [Link]
function.
• topographic and orthophoto maps;
• vertical aerial photographs or
satellite images (such as Google
Earth); and
• telephone directory for types of
economic activities in a settlement
2 1−2 2 Rural settlements 5 • how site and situation affect the Learner’s Book pp. 171–180;
location of rural settlements; Teacher’s Guide pp. 74–77
• classification of rural settlements
according to pattern and function;
• reasons for different shapes of
settlements: round, linear, T-shaped
and crossroads; and
• land use in rural settlements.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
2 3−4 3 Rural settlement issues 6 • rural-urban migration; Learner’s Book pp. 181–194;
• causes and consequences of rural Teacher’s Guide pp. 78–82
depopulation on people and the
economy;
• case study that illustrates effects of
rural depopulation and strategies to
address them; and
• social justice issues in rural areas,
such as access to resources and
land reform.
2 4−5 Module 5 1 Urban settlements 4 • the origin and development of Learner’s Book pp. 196–207;
Urban settlements: Geographical urban settlements − urbanisation of Teacher’s Guide pp. 84–88
knowledge the world’s population;
• how site and situation affect the

s e c t i o n 1 • i n tr o ducti o n
location of urban settlements; and
• classification of urban settlements
according to function, such as
central places, trade and transport,
break-of-bulk points, specialised
cities, junction towns and gateway
towns or gap towns.
2 5 2 Urban hierarchies 2 • the concepts of urban hierarchy, Learner’s Book pp. 208–213;
central place, threshold population, Teacher’s Guide pp. 88–91
sphere of influence and range of
goods;
• lower- and higher-order functions
and services; and
• lower- and higher-order centres.

11
12
Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
2 6 3 Urban structure and patterns 4 • internal structure and patterns Learner’s Book pp. 214–226;
of urban settlements: land use Teacher’s Guide pp. 91–94
zones; concept of urban profile;
and factors influencing the
morphological structure of a city;
• models of urban structure, such as
multiple-nuclei model, the modern
American-Western city, the Third
World city and the South African
city; and
• changing urban patterns and land
use in South African cities.
2 7−8 4 Urban settlement issues 5 • recent urbanisation patterns in Learner’s Book pp. 227–238;
South Africa; Teacher’s Guide pp. 94–97
• urban issues related to rapid

s e c t i o n 1 • i n tr o ducti o n
urbanisation: lack of planning,
housing shortage, overcrowding,
traffic congestion and problems
with service provision;
• the growth of informal settlements
and associated issues: case studies
from the world and South Africa; and
• case studies that show how selected
urban areas in South Africa are
managing urban challenges, and
handling environmental, economic,
and social justice concerns.
2 8 Module 6 1 Mapwork skills 3 • applying map skills and techniques: Learner’s Book pp. 240–246;
Rural and urban settlements: scale, contours and cross-sections; Teacher’s Guide pp. 98–102
Geographical skills and and
techniques • map and photograph
interpretation: including reading
and analysis of physical and
constructed features.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
2 9 2 Geographical Information 2 • GIS concepts: remote-sensing and Learner’s Book pp. 247–258;
Systems (GISs) (appropriate to resolution; Teacher’s Guide pp. 102–106
rural and urban settlement) • spatial and attribute data; vector
and raster data;
• data standardisation, data sharing
and data security;
• data manipulation: data integration,
buffering, querying and statistical
analysis;
• application of GIS by Government
and the private sector; relate to
weather and settlement topics
above; and
• developing a ‘paper GIS’ from

s e c t i o n 1 • i n tr o ducti o n
existing maps, photographs or
other records on layers of tracing
paper.
Assessment Task 2 Homework Assessment and consolidation Learner’s Book pp. 259–261;
Mapwork task (70 marks) Teacher’s Guide pp. 177–178
2 9 Review: Term 2 2 Assessment and consolidation Learner’s Book pp. 262–265;
Teacher’s Guide pp. 106–108
10 Mid-year examination Assessment and consolidation Teacher’s Guide pp. 179–201
Mid-year examination (300 marks)
3 1 Module 7 1 Structure of the economy 3 • economic sectors (primary, Learner’s Book pp. 269–274;
Economic geography of South secondary, tertiary and quaternary); Teacher’s Guide pp. 110–113
Africa: Geographical knowledge • economic sectors’ contribution to • atlases, topographic maps,
the South African economy: value aerial photographs and media
and employment; and information;
• use of statistical and graphical • satellite images;
information.
• [Link]
• food security: [Link]
org; and
• information on Maputo Corridor:
[Link]
mdc. [Link]

13
14
Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
3 1−2 2 Agriculture 5 • contribution of agriculture to the Learner’s Book pp. 275–287;
South African economy; Teacher’s Guide pp. 113–120
• the role of small-scale farmers and
large-scale farmers;
• main products produced: home
market and export market;
• factors that favour and hinder
agriculture in South Africa, such as
climate, soil, land ownership and
trade;
• the importance of food security in
South Africa − influencing factors;
and
• case studies related to food security

s e c t i o n 1 • i n tr o ducti o n
in South Africa.
3 3−4 3 Mining 5 • contribution of mining to the South Learner’s Book pp. 288–294;
African economy; Teacher’s Guide pp. 120–123
• significance of mining to the
development of South Africa;
• factors that favour and hinder
mining in South Africa; and
• a case study of one of South Africa’s
main minerals in relation to the
above points.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
3 4−5 4 The secondary and tertiary 6 • contribution of secondary and Learner’s Book pp. 295–306;
sectors tertiary sectors to the South African Teacher’s Guide pp. 123–128
economy;
• types of industries, such as heavy,
light, raw material orientated,
market orientated, footloose
industries, ubiquitous industries
and bridge (break-of-bulk point)
industries;
• factors influencing industrial
development in South Africa, such
as raw materials, labour supply,
transport infrastructure, political
intervention, competition and
trade;

s e c t i o n 1 • i n tr o ducti o n
• South Africa’s industrial regions:
– PWV-Gauteng, Durban-
Pinetown, Port Elizabeth-
Uitenhage, South Western Cape
Metropole;
– factors influencing their location
– main industrial activities; and
• case studies from South Africa to
illustrate the above.
3 5−6 5 Strategies for industrial 3 • overview of apartheid and post- Learner’s Book pp. 307–311;
development apartheid industrial development Teacher’s Guide pp. 128–131
strategies;
• concept and distribution of
Industrial Development Zones
(IDZs);
• case studies of two Spatial
Development Initiatives (SDIs); and
• issues associated with industrial
centralisation and decentralisation.

15
16
Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
3 6−7 6 The informal sector 4 • concept and characteristics of Learner’s Book pp. 312–317;
informal sector employment; Teacher’s Guide pp. 132–134
• reasons for high informal sector
employment in South Africa;
• challenges facing South Africa’s
informal sector; and
• case studies to illustrate the above
in the South African context.
3 7 Module 8 1 Mapwork skills 2 • consolidation of map skills from Learner’s Book pp. 319–322;
Economic Geography of South Grades 10, 11 and 12; Teacher’s Guide pp. 136–137
Africa: Geographical skills and • map and photograph interpretation
techniques − includes reading and analysis of
physical and constructed features;
and

s e c t i o n 1 • i n tr o ducti o n
• applying map-reading skills to
maps and photographs.
3 8 2 Topographic maps 2 Topographic maps Learner’s Book pp. 323–326;
• applying map skills and techniques: Teacher’s Guide pp. 138–140
scale, contours and cross-sections;
and
• grid referencing.
3 8 3 Geographical Information 2 • examination of a selection of Learner’s Book pp. 327–332;
Systems (GISs) satellite images; Teacher’s Guide pp. 140–142
• GIS concepts: remote sensing and
resolution;
• spatial and attribute data; vector
and raster data;
• data standardisation, data sharing
and data security;
• data manipulation: data integration,
buffering, querying and statistical
analysis; and
• developing a “paper GIS” from
existing maps, photographs or
other records on tracing paper.
 Term Week/s Module Unit Unit title No. of hours Geography CAPS content Resources
no.
3 9 4 Using atlases (revision) 1 • examining thematic maps; and Learner’s Book pp. 333–336;
• comparing information from Teacher’s Guide pp. 142–144
different maps.
Assessment Task 3 Homework Assessment and consolidation Learner’s Book pp. 337–338;
Research/essay-writing task (60 marks) Teacher’s Guide pp. 202–204
3 9 Review: Term 3 3 Assessment and consolidation Learner’s Book pp. 339–340;
Teacher’s Guide pp. 144–146
10 Test 2 Assessment and consolidation Teacher’s Guide pp. 204–208
Test (20 marks)
4 1 Module 9 1 Climate and weather (regional 3 Climate and weather (regional and Learner’s Book pp. 343–349;
Revision and local weather systems) local weather systems) Teacher’s Guide pp. 147-151
4 1–2 2 Geomorphology 3 Geomorphology Learner’s Book pp. 350–352;

s e c t i o n 1 • i n tr o ducti o n
Teacher’s Guide pp. 152-154
4 2 3−4 Rural settlements; Urban 3 Settlement geography (rural and Learner’s Book pp. 353–357; 358–360;
settlements urban settlements) Teacher’s Guide pp. 154-161
4 3 5 Economic geography of South 3 Economic geography of South Africa Learner’s Book pp. 361–365;
Africa Teacher’s Guide pp. 161-165
4 4 6 Geographical skills and 3 Geographical skills and techniques Learner’s Book pp. 366–372;
techniques Teacher’s Guide pp. 165-168
4 5−6 Preparation for end-of-year Assessment and consolidation Learner’s Book pp. 374–394;
examination Trial examination (Paper 1 and Paper 2) Teacher’s Guide pp. 209–244
(300 divided by 30 = 10 marks)
4 6−10 External examination Assessment and External
consolidation
Examination:
3 Paper 1

1½ Paper 2

17
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: C
 limatology 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: R
 ural and urban settlements:
Geographical skills and techniques 98
Review: Term 2 106

TERM 3
Module 7: E
 conomic geography of South Africa:
Geographical knowledge 109
Module 8: E
 conomic geography of South Africa:
Geographical skills and techniques 135
Review: Term 3 144

TERM 4
Module 9: Revision 147

19
 General
• Many of the activities are bite-sized, quick and easy to do. Because of this
you can often work through as many as two or three activities in a lesson.
• The information boxes (those with a magnifying glass), case studies and
other information in boxes in the Learner’s Book provide additional
information, examples, or applications for some teaching points in the
main body text.
• Use a variety of approaches for reading these boxes – for example, read
the box to the class, ask a learner to read the box to the class, or ask
learners to read the box on their own (use this approach for short, easy-
to-read boxes).
• In most cases, these boxes are there for teaching and learning purposes
(they are always linked to activities), but not for revision purposes. Point
out to your learners that when they use the book for revision, they need
only focus on the main body text.
• In this Teacher’s Guide, the instruction, ‘Instruct the learners to work
on Activity x’, includes going through the answers with the class once
they have completed the activity. This is unless the activity is set for, or
finished off, as homework. In this case, remember to go through the
answers to the activity at the start of the next lesson.

20 s e c t i o n 2 • l ess o n - b y - l ess o n
 module 1
Term 1
Learner’s Book
pages 10-54
CLIMATE AND WEATHER (REGIONAL
Duration: 14 hours
Lessons: 28 half-
AND LOCAL WEATHER SYSTEMS):
hour lessons, or 14
hour long lessons
Geographical knowledge

Curriculum and Assessment Policy Statement (CAPS) content

Mid-latitude cyclones
• General characteristics
• Areas where mid-latitude cyclones form
• Conditions necessary for their formation
• Stages of development and related weather conditions
• Weather patterns associated with cold, warm, and occluded fronts
• Reading and interpreting satellite images and synoptic weather maps

Tropical cyclones
• General characteristics
• Areas where tropical cyclones form
• Factors necessary for their formation
• Stages of development
• Associated weather patterns
• Reading and interpreting satellite images and synoptic weather maps
• Case study of one recent tropical cyclone that affected southern Africa
• Impact of tropical cyclones on human activities and the environment
• Strategies that help to prepare for and manage the effects of tropical
cyclones

Subtropical anticyclones and associated weather conditions

• Location of the high-pressure cells that affect South Africa
• General characteristics of these high-pressure cells
• Anticyclonic air circulation around South Africa, and its influence on
weather and climate
• Travelling disturbances associated with anticyclonic circulation: moisture
front, line thunderstorms, coastal low-pressure systems and South
African berg winds
• Reading and interpreting satellite images and synoptic weather maps that
illustrate weather associated with subtropical anticyclonic conditions

Valley climates
• The microclimate of valleys (the effect of the slope aspect)
• Development of anabatic and katabatic winds, inversions, frost pockets
and radiation fog
• The influence of local climates on human activities such as settlement
and farming

Urban climates
• Reasons for differences between rural and urban climates
• Urban heat islands − causes and effects
• Concept of pollution domes − causes and effects
• Strategies to reduce the heat island effect

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 21
 Key geographical skills and techniques
• using verbal, quantitative and symbolic data forms such as text, pictures,
graph tables, diagrams and maps
• processing, interpreting and evaluating data

Key words/concepts
mid-latitude cyclone; front; polar front; cold front; warm front; occluded
front; occlusion; backing; cold occlusion; warm occlusion; tropical cyclone;
eye; eyewall; spiral rainbands; hurricane; typhoon; storm surge; South
Atlantic High; South Indian High; Kalahari High; anticyclone; temperature
inversion; moisture front; line thunderstorm; coastal low; berg wind; ridge;
trough; slope aspect; microclimate; shadow zone; insolation; terrestrial
radiation; anabatic wind; katabatic wind; inversion; thermal belt; dew point;
frost pocket; radiation fog; smog; urban climate; urban heat island; isotherm;
albedo; pollution dome; condensation nuclei

Learner’s Book UNIT 1 Mid-latitude cyclones

pages 11–21
Duration: 3 hours Term 1, Week 1

Curriculum and Assessment Policy (CAPS) content

Mid-latitude cyclones
• General characteristics
• Areas where mid-latitude cyclones form
• Conditions necessary for their formation
• Stages of development and related weather conditions
• Weather patterns associated with cold, warm, and occluded fronts
• Reading and interpreting satellite images and synoptic weather maps

Resources
• Learner’s Book pages 11–21
• Websites (optional):
– For information on climate and weather: [Link]
[Link]/fundamentals/[Link] chapters 6 and 7
or [Link] This
is a free, online text which is recommended
– [Link] is the
South African Weather Service’s website, which is interesting with
regard to regional forecasts.

Preparation
• Read through the unit to familiarise yourself with the content.
• Refer back to Grades 10 and 11 where learners have received a
background in physical geography − the atmosphere, its structure and
composition in Grade 10, and the dynamics of the atmosphere (energy
and air circulation) in Grade 11. This underpins the more complex
weather features and phenomena which are studied in Grade 12.

22 s e c t i o n 2 • l ess o n - b y - l ess o n
 • Work out your lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 1 –
given the amount of classroom time you have.

Teaching the unit

• Explain to the learners that there are different types of cyclones. This unit
deals with mid-latitude cyclones.
• Not all cyclones are the same. Ask a leading question: Do you know why?
This can be used to introduce learners to the key issues in the unit, which
include:
– What are the general characteristics of mid-latitude cyclones?
– Where do they form?
– What conditions are necessary for their formation?
– What stages do they go through?
– What weather patterns are associated with them?
• Go through the text and the images on pages 11–13 in the Learner’s
Book with learners, making sure that they all understand the ideas and
concepts. Continue in this way throughout the unit, i.e. working through
the text and diagrams with learners, giving input, asking them to do
activities, and then taking feedback.

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 13)

1. subpolar lows
2. They are carried by the strong westerly jetstream winds (which blow
from west to east). (Remind learners that jetstreams flow high up in
the atmosphere near the tropopause and are the result of global air
circulation. They learnt about jetstreams in Grade 11.)
3. North America, Europe, Antarctica
4. South America, Africa, Australia
5. a. north
b. The mid-latitude cyclones pass over in the South Atlantic Ocean in
summer, missing South Africa. In winter, however, their path shifts
northwards and so the cold fronts brush the Western Cape, bringing
rain.

Activity 2 (Learner’s Book, page 15)

1. Diagram 1: The polar front forms where the cold polar easterly winds
meet the warmer subtropical westerly winds, or where they move past
each other.
Diagram 2: A wave/kink forms in the polar front as the cold air pushes
into and lifts the warm air. A low-pressure cell begins to form (warm air
rises) and the warm and cold masses begin to twist around each other.
Diagram 3: The cold air mass travels faster than the warm air mass, and
so the cold front catches up to the warm front.
Diagram 4: All the warm air is lifted off the ground by the cold air. The
cyclone dies away.

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 23
 2. Diagram 2 = initial stage; Diagram 3 = occluded stage; Diagram 4 =
dying/degeneration stage
3. Check learners’ drawings – they should be similar to Figure 1.1.6, but for
the northern hemisphere.

Activity 3 (Learner’s Book, page 16)

1. B (cirrus); C (altostratus); D (nimbostratus); E (cumulonimbus);
A (cumulus)
2. a. NW to W to SW
b. backing
c. anticlockwise; it’s the opposite direction to that in which a mid-
latitude cyclone rotates in the southern hemisphere

Activity 4 (Learner’s Book, page 18)

1. Weather forecast warnings of heavy rains, snow and rough seas are
important because they:
• alert people in time so that they can avoid exposing themselves to
potentially dangerous weather conditions
• alert rescue services so that they are prepared for emergencies.
2. Weather forecasts are particularly important to the farming, shipping and
aircraft industries.
• Warnings of snow are relevant to farmers, especially sheep farmers,
who need to arrange shelter for their animals.
• Warnings of rough seas are relevant to fishermen and sailors, who
can then avoid going to sea.
• Warnings of heavy rains are relevant to motorists and anyone (hikers,
holidaymakers, tourists) planning outdoor activities, who can then
change their plans and cancel outdoor activities.

Activity 5 (Learner’s Book, page 21)

1. five
2. eastwards/west to east
3. 968 hPa
4. a. cloudy/eight eighths; wind direction west (W); wind speed 30 knots
b. fine; clear; wind direction north-west (NW); wind speed 50 knots
5. a. west (W) to south-west (SW)
b. the wind spirals around the low-pressure system in an anticlockwise
direction
c. Wednesday; at least 24 hours/Wed–Thur
d. clear/sunny, but temperatures remain low
e. Friday
f. no; clear sunny conditions are predicted/forecast

24 s e c t i o n 2 • l ess o n - b y - l ess o n
 Informal assessment
Activity 1
Learners should cross-check answers in pairs or small groups. As this is the
first activity, there are some potential conceptual issues with regard to mid-
latitude cyclones and their movement which you need to resolve at the start
of this unit.

Activity 2
Again, it is strongly recommended that learners cross-check answers in
pairs 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 3
Again, it is strongly recommended that learners cross-check answers in pairs
or small groups, under your guidance.

Activity 4
Learners must write their own answers, which they can then share in a class
discussion.

Activity 5
Provide the learners with answers, and ask them to mark their own answers
as a form of quantitative self-assessment (a sort of a mini-test) at this stage
and to round off the unit.

Learner’s Book UNIT 2 Tropical cyclones

pages 22–30
Duration: 4 hours Term 1, Weeks 1–2

Curriculum and Assessment Policy (CAPS) content

Tropical cyclones
• General characteristics
• Areas where tropical cyclones form
• Factors necessary for their formation
• Stages of development
• Associated weather patterns
• Reading and interpreting satellite images and synoptic weather maps
• Case study of one recent tropical cyclone that affected southern Africa
• Impact of tropical cyclones on human activities and the environment
• Strategies that help to prepare for and manage the effects of tropical
cyclones

Resources
• Learner’s Book, pages 22–30
• Websites (optional):
– For information on climate and weather: [Link]
[Link]/fundamentals/[Link] chapters 6 and 7
or [Link] This
is a free, online text which is recommended

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 25
 –  ttp://[Link]/web/[Link]?mw=w&f= is the
h
South African Weather Service’s website, which is interesting with
regard to regional forecasts.
• Search Google Images for diagrams of tropical cyclones, or photos.
Because tropical storms such as Hurricane Sandy had such a devastating
impact on the USA, material is quite freely available on the Internet.

Preparation
• Read through the unit to familiarise yourself with the content.
• Refer back to the basics covered in Grades 10 and 11. Energy balances and
the distribution of energy in the atmosphere (Grade 11) are particularly
relevant to tropical cyclones. What these weather systems primarily do is
assist in dispersing excess heat energy from the tropics in the directions
of the poles. Do not confuse tropical cyclones with tornadoes, which are
a more localised weather phenomenon.
• Work out your lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 2 –
given the amount of classroom time you have.

Teaching the unit

• Explain that tropical cyclones have a real and serious impact on southern
Africa’s weather along the Indian Ocean coast.
• Ask learners if they can name any tropical cyclones. Do they know how
these weather phenomena are named? (Answer: alphabetically)
• Explain that the key issues in this unit include:
– What are the general characteristics of tropical cyclones?
– Where do they form?
– What factors are necessary for their formation?
– What stages are associated with tropical cyclones?
– What weather conditions are associated with tropical cyclones?
– What impact do these systems have on the environment, and on
humans?
– How can their negative effects be managed?
• Read through pages 22–23 with learners and then ask them to do
Activity 1. Continue in this way throughout the unit, i.e. working
through the text and diagrams with learners, giving input, asking them
to do activities, and then taking feedback.

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 24)

Name Location
cyclones Indian Ocean
hurricanes Atlantic Ocean, eastern North Pacific
Ocean
typhoons western North Pacific Ocean
willy-willies western South Pacific Ocean

26 s e c t i o n 2 • l ess o n - b y - l ess o n
 Activity 2 (Learner’s Book, page 25)

Formative stage Immature stage Mature stage

Activity 3 (Learner’s Book, page 26)

1. 990 hPa
2. a. 50 knots
b. 90 km·h−1 (i.e. 50 × 1,8 km)
3. It is deflected by the Coriolis force; the pattern is clockwise in the
Southern hemisphere (and anticlockwise in the northern hemisphere).
4. very strong, destructive winds; heavy rainfall

Activity 4 (Learner’s Book, page 28)

1. late January 2012/19−28 January 2012
2. 9−10 days
3. Partly. Tropical cyclones generally travel westwards, which cyclone Funso
did at first. But instead of dying out over land, it revived and headed out
again over the sea, travelling in a south-easterly direction.
4. the centre of the cyclone; here conditions are calm, no wind, warm and
cloudless/no rain
5. It weakened over the Mozambique coastline probably because it
experienced some friction partly overland. It strengthened again out over
the sea because it was refuelled by the supply of hot, moist air.
6. flooding caused by heavy rains; damage to infrastructure such as roads,
bridges, homes, electricity supplies and sewage systems; loss of life

Activity 5 (Learner’s Book, page 29)

Here is an example mini-essay of 205 words:

Why is Mozambique vulnerable to tropical cyclones?

Mozambique is prone to tropical cyclones because:
• of its latitudinal position – it lies within the tropics
• of its coastal nature
• it has a long stretch of coastline on the eastern side of Africa. (Because
cyclones move eastwards, they usually affect the eastern sides of
continents)
• it is low-lying.
In addition to its geography, it is particularly vulnerable to the effects of
cyclones because it is a developing country, which means:
• its population is mainly subsistence farmers. Damage to crops means loss
of livelihood
• its population is poor. Informal shelters and infrastructure are more easily
damaged in the storms.
• poor/no infrastructure/precaution/no evacuation programme

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 27
 How has Mozambique become better prepared for cyclones?
After its history of cyclone disasters, particularly cyclone Eline in 2000, the
country has:
• better advance warning systems
• international assistance – for example, the UN Humanitarian Country
Team
• disaster relief supplies
• community training programmes – about evacuation procedure/what to
do in the case of an emergency.

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. It also needs more resources such as rescue boats.

Activity 6 (Learner’s Book, page 30)

1. a. Tanzania
b. Malawi
2. a. Lesego, Violet
b. Boldwin, Urilia
3. The answer for this will depend on the tropical cyclone events of the
2012/2013 summer season.

Informal assessment
Activity 1
Learners can cross-check answers with one another in this relatively simple
activity.

Activity 2
Learners can cross-check answers with one another, to see that they have
the diagrams in the correct order. If they have not answered correctly, there
might be conceptual problems which you need to address.

Activity 3
Go through the answers with the class as the last two questions lend
themselves to some group discussion.

Activity 4
This is a reading-based, comprehension and assessment exercise, which lends
itself to group discussion of learners’ answers.

Activity 5
Mark the mini-essays against the example answer provided. Assess both
geographical and writing skills and give feedback.

Activity 6
This is a straightforward activity where learners can cross-check answers with
one another, or you can simply provide the answers against which learners
can check their answers.

28 s e c t i o n 2 • l ess o n - b y - l ess o n
Learner’s Book UNIT 3 Subtropical anticyclones and associated
pages 31–40
Duration: 3 hours weather conditions
Term 1, Weeks 2–3

Curriculum and Assessment Policy (CAPS) content

Subtropical anticyclones and associated weather conditions
• Location of the high-pressure cells that affect South Africa
• General characteristics of these high-pressure cells
• Anticyclonic air circulation around South Africa, and its influence on
weather and climate
• Travelling disturbances associated with anticyclonic circulation: moisture
front, line thunderstorms, coastal low-pressure systems and South
African berg winds
• Reading and interpreting satellite images and synoptic weather maps that
illustrate weather associated with subtropical anticyclonic conditions

Resources
• Learner’s Book, pages 31–40
• Websites (optional):
– For information on climate and weather: [Link]
[Link]/fundamentals/[Link] chapters 6 and 7
or [Link] This
is a free, online text which is recommended
– [Link] is the
South African Weather Services’s website, which is interesting with
regard to regional forecasts.
• South African synoptic maps (go to the South African Weather Service’s
website): these are a very valuable resource for this unit, as anticyclones
are virtually a permanent feature of southern Africa’s weather and
climate.

Preparation
• While temperate (mid-latitude) and tropical cyclones are low-pressure
systems typically associated with precipitation (rainy weather),
anticyclones are high-pressure systems associated with fine weather.
• Try to look at cross-sectional diagrams (three-dimensional) of the
circulation in a cyclone and an anticyclone by way of preparation.
• Work out your lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 3 –
given the amount of classroom time you have.

Teaching the unit

• A good starting point is to refer learners to the basic differences and the
atmospheric circulation associated with low- and high- pressure systems.
Stress that there is no such thing as good or bad weather. For a polar bear,
a hot sunny day (which should be referred to as fine weather) is not good.
For a farmer needing rain, a thunderstorm is not bad, though it might be
bad for a cricket match! Use terms such as fine weather (anticyclones) and
severe weather (tropical cyclones) rather than good and bad.

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 29
 • Explain that the key issues to be addressed in this unit are:
– What are high-pressure cells (anticyclones)?
– Why are they often regarded as semi-permanent?
– Which ones impact on southern African weather and climates?
– What are their characteristics and special features?
– How exactly does their circulation impact on our weather?
– Which atmospheric disturbances are associated with anticyclones?
• Use the lesson ‘pattern’ of reading through the text and discussing the
diagrams with learners; give input when getting them to do the activities;
then take feedback; give more input.

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 32)

1.

Remind learners that isobars are lines which join points of equal
pressure. They show air pressure with an H to signify a high-pressure cell
– where air descends; skies tend to be clear. An L signifies a low-pressure
cell where air rises, and skies tend to be cloudy with bad weather.
2. As a parcel of air descends/sinks, it is compressed. The air pressure
increases as the air is squashed more closely together. And as the air
pressure increases, the air temperature increases – this is called adiabatic
warming. Air molecules come closer to the source of heat, e.g. Earth.
3. South Atlantic High; South Indian High
4. They are the opposite of low-pressure systems or tropical cyclones.
(Note it is not because their winds spiral in an anticlockwise direction
in the southern hemisphere; they spiral in a clockwise direction in the
northern hemisphere.)

30 s e c t i o n 2 • l ess o n - b y - l ess o n
 Activity 2 (Learner’s Book, page 37)
Winter Summer
South Atlantic High
Position: • closer towards land; also • further out over the sea;
further north also further south
Effect: • can ridge behind cold • onshore winds on western
fronts, pushing the fronts side
inland
Kalahari High
Position: • dominates the interior • rises vertically and so its
• inversion layer above level effect disappears
Effect: of escarpment • inversion layer below level
• stable conditions over the of escarpment
interior
• occasional berg winds near
the coast
South Indian High
Position: • closer towards land; also • further out over the sea;
further north also further south
Effect: • moist NE/SE winds (but are • moist NE/SE winds bring
blocked from reaching the rain to the eastern half of
interior) the country

Activity 3 (Learner’s Book, page 37)

1. A hot, dry, subsiding wind that blows down the escarpment towards
the sea.
2. Kalahari High
3. For a berg wind to blow there must be a large pressure gradient between
the interior and the coast. The low pressure is provided by the coastal
low. Air then flows from the inland high pressure to the coastal low.
4.

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

1. A = South Atlantic High; B = Kalahari High; C = South Indian High
2. A and C are further north in winter; B has risen vertically in summer
because of the high summer temperatures over the interior.
3. The Western Cape and perhaps the Eastern Cape will experience cloudy
conditions and rain. The interior will remain clear and dry due to the
presence of the Kalahari High.

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 31
 4. a. moisture front
b. cloudy/rainy conditions in a diagonal line across the interior
5. a. west to east/eastwards
b. summer
c. In summer, Kalahari High (B) lifts as temperatures rise. Cool, dry air
is pushed across the interior by South Atlantic High (A). Warm, moist
air from the north-east is pushed across the interior by South Indian
High (C). Cool air lifts warm air. Line thunderstorms develop along
the trough of low pressure of the moisture front.

Informal assessment
Activity 1
If possible, put the complete diagram up on an OHP or data projector so
that learners can see the complete, correct answer and compare their own
drawings and labels with it.

Activity 2
This is a very straightforward activity where learners can check their own
answers or work in pairs to cross-check answers.

Activity 3
Learners should work in small groups to go through their answers and
discuss, in particular, answers to question 3.

Activity 4
This is a useful concluding activity which can provide a quantitative
assessment (mini-test, with marks) for the unit as a whole. Again, it gives you
an opportunity to identify potential conceptual weaknesses, and to remedy
these, possibly through some re-teaching where necessary.

Learner’s Book UNIT 4 Valley climates

pages 41–48
Duration: 2 hours Term 1, Week 3

Curriculum and Assessment Policy (CAPS) content

Valley climates
• The microclimate of valleys (the effect of the slope aspect)
• Development of anabatic and katabatic winds, inversions, frost pockets
and radiation fog
• The influence of local climates on human activities such as settlement
and farming

Resources
• Learner’s Book, pages 41–48
• See also the websites recommended in Unit 3, though these are less
useful for microclimatic work.
• Any local photos of microclimatic phenomena in your area could be
very useful, for example local differences in vegetation on slopes
as a result of different microclimates, or mist or smoke in valleys
(temperature inversions).

32 s e c t i o n 2 • l ess o n - b y - l ess o n
 Preparation
• The emphasis changes here from regional to local conditions. Stress this
to learners. Local conditions can be so strong or so influential, that they
actually dominate regional conditions at certain times of the year.
• Ask learners to bring any newspaper cuttings which refer to local
weather conditions (storms, flooding) as an introduction and to stimulate
discussion around local climate and weather.
• Work out your lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 4 –
given the amount of classroom time you have.

Teaching the unit

• Remember to explain to learners that the emphasis changes from
regional to local conditions.
• Explain that the key issues here include:
– How does slope aspect influence the microclimate of valleys?
– What other factors (particularly local winds) affect the microclimates
of valleys?
– Importantly, how do local climates influence human activities?

Answers
Use these suggested answers 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 42)

1. Slope A is south-facing. Because it is in the northern hemisphere, this
means it receives more sunlight/warmth than slope B, which lies in the
shadow zone in winter.
2.
S N

Activity 2 (Learner’s Book, page 44)

1. Air is not warmed directly by the Sun. The Sun warms the ground/
Earth and the ground/Earth transfers this warmth to the air by terrestrial
radiation. Some pockets of air heat up faster than others because:
• some patches of ground heat up more rapidly and absorb more heat
than others, depending on their albedo (how much sunlight they
reflect) or their aspect (whether they face/lie directly in the Sun)
• some patches of ground are high-lying, while others are low-lying
(topography).
2. An anabatic wind. A paraglider takes off down the slope and it is best if
he/she takes off into the wind. In other words, it is best if the wind blows
up the slope.
3. An anabatic wind forms when the air above the slopes heats up faster
than the air at the same height above the valley. (This is because the air
above the slopes is closer to the ground.) The warm air rises up the slope.

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 Activity 3 (Learner’s Book, page 48)
1. Learner’s drawings should look similar to this one.

cold air

warm air/inversion

cold air

2. Hillsides lie in the thermal belt – the mid-slope level/altitude at which the
warm layer of air is trapped.
3. If possible, avoid the frost pockets and plant on the slopes./Grow frost-
resistant varieties of sugarcane. Make fires next to fields before sunrise to
eliminate the cold.
4. If possible, introduce restrictions on wood-burning fires./Situate factories
with chimneys above the valley floor, or on the outskirts outside of the
valley/hollow. Filters on chimneys of factories./Fines by the authorities.

Informal assessment
Activity 1
Learners can cross-check answers with one another, and see if their
explanations for snow melt correspond.

Activity 2
Follow 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 3
A similar approach as to the previous two activities could be followed, or
assessment could be undertaken via a wider discussion involving the whole
class.

Remedial
Learners use newspaper cuttings which refer to local weather conditions
(storms, flooding) to discuss their local climate and weather.

Extension
Learners use newspaper cuttings which refer to national weather conditions
(storms, flooding) to compare their local climate and weather with that of
other regions.

34 s e c t i o n 2 • l ess o n - b y - l ess o n
Learner’s Book UNIT 5 Urban climates
pages 49–54
Duration: 2 hours Term 1, Week 4

Curriculum and Assessment Policy (CAPS) content

Urban climates
• Reasons for differences between rural and urban climates
• Urban heat islands − causes and effects
• Concept of pollution domes − causes and effects
• Strategies to reduce the heat island effect

Resources
• Learner’s Book, pages 49–54
• See the websites recommended for Unit 3, although these are less useful
for microclimatic work.
• If you live in a city or large town, local photos of microclimatic
phenomena in your area could be very useful, for example of pollution,
the effect of strong winds (in Cape Town, the South Easter sometimes
forces pedestrians to hold onto objects for support; on the Highveld, dust
blowing off mine dumps) or the contribution of vehicles to air pollution.
Bring any photos you find to class for discussion purposes.

Preparation
• Ensure that you are familiar with the concepts which are unique to urban
climates (heat islands, pollution domes, atmospheric pollution, and
smog). Urban climates are a topic and focus of ongoing studies.
• Research or think of examples of practical efforts (for example in
London and Singapore) to prevent traffic entering the CBD. One reason
is congestion, but an equally important one is pollution from vehicle
exhausts. You can use these examples in your introduction to the unit.
• Work out your lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 5 –
given the amount of classroom time you have.

Teaching the unit

• Use the examples of practical efforts to prevent traffic entering the CBD
(see above) to introduce the unit. Ask learners for other examples they
can think of.
• Explain that the key issues in this unit include:
– Why do rural and urban climates often differ?
– What are so-called urban heat islands?
– What is the cause of urban heat islands? What are their impacts or
effects?
– What are pollution domes, and what are their causes and effects?
– In what ways can the heat island effect be controlled or minimised?

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.

m 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 ON A L A N D LO C A L W E AT H E R S Y S T E M S ) : ge o graphica l k n o w l edge 35
 Activity 1 (Learner’s Book, page 50)
1. Tall buildings block out sunlight/put streets and pavements in shadow.
2. They absorb more heat because of the materials (such as asphalt/
tarmac/and concrete) that they are built with./More combustion
processes that give off heat.
3. Annual mean temperature; Winter maximum temperatures; Occurrence
of frosts; Number of days with snow
4. There is more fog because there are more condensation nuclei in the air,
i.e. there are more smoke or dirt particles that water vapour can stick to
and condense on.
5. There are fewer trees/less plant cover or vegetation in a city than in the
rural areas. This means that there is less transpiration (the process by
which plants lose water through little holes in their leaves) and so there is
less water vapour in the air.
6. double
7. 1 000%

Activity 2 (Learner’s Book, page 52)

Activity 3 (Learner’s Book, page 54)

1. a. Any two: corrugated sheet; red tiles; concrete; brick/stone; tarmac
b. highly reflective roof, white paint, corrugated iron sheet,
plate glass roof
c. Depending on the angle of the surfaces, these reflective materials can
simply reflect heat onto other low albedo building surfaces that then
absorb this heat.
2. Here is an example of a mini-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
act as heat traps. Artificial surfaces like concrete and tar absorb heat; and
glass windows let short-wave radiation in, but don’t let long-wave radiation
(heat) out.

36 s e c t i o n 2 • l ess o n - b y - l ess o n
 The effects/consequences of the urban heat island effect are the discomfort
of 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 recommendations
When planning a new building or development, it is recommended that:
• large areas of hard surfaces such as concrete are broken up/reduced in
size with the planting of grass and trees
• large parking areas are shaded
• preference is given to building materials that are neither too reflective nor
too absorptive
• mirror glass is avoided
• water bodies such as ponds or lakes are introduced in parks.

Informal assessment
Activity 1
A 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 2
This is a fairly mechanical exercise which involves plotting a graph. Provide
learners with the correct version (see above) against which they can
undertake a simple self-assessment.

Activity 3
The 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.

Remedial
Check that learners can answer these questions:
• Why do rural and urban climates often differ?
• What are so-called urban heat islands?
• What is the cause of urban heat islands? What are their impacts or effects?
• What are pollution domes, and what are their causes and effects?
• In what ways can the heat island effect be controlled or minimised?
Ask them to revise the sections in which they feel they need to improve.

Extension
Ask learners to go through the unit again and to draw up their own ‘mini-
test’ which includes 10 multiple-choice questions. They can then swap their
questions with a partner to do and finally, mark each other’s work.

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 module 2
Term 1
Learner’s Book
pages 55-100 GEOMORPHOLOGY:
Duration: 12 hours
Lessons: 24 half-
hour lessons, or 12
Geographical knowledge
hour long lessons

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
do and what landforms they make; and finally why and how we should look
after our river catchments.

Curriculum and Assessment Policy Statement (CAPS) content

Drainage systems in South Africa
• Important concepts: drainage basin, catchment area, river system,
watershed, tributary, river mouth, source, confluence, water table,
surface run-off and groundwater
• Types of rivers: permanent, periodic, episodic and exotic
• Drainage patterns: dendritic, trellis, rectangular, radial, centripetal,
deranged and parallel
• Drainage density
• Use of topographic maps to identify stream order and density
• Discharge of a river: laminar and turbulent flow

Fluvial processes
• River profiles: transverse profile, longitudinal profile and their
relationship to different stages of a river
• Identification and description of fluvial landforms: meanders, oxbow
lakes, braided streams, floodplains, natural levees, waterfalls, rapids
and deltas
• River grading
• Rejuvenation of rivers: reasons and resultant features, such as knick
points, terraces and incised meanders
• River capture (stream piracy): the concepts of abstraction and river
capture; features associated with river capture (captor stream, captured
stream, misfit stream, elbow of capture, wind gap)
• Superimposed and antecedent drainage patterns

Catchment and river management

• Importance of managing drainage basins and catchment areas
• Impact of people on drainage basins and catchment areas
• Case study of one catchment area management strategy in South Africa

Key geographical skills and techniques

• using verbal, quantitative and symbolic data forms such as text, pictures,
graph tables, diagrams and maps
• processing, interpreting and evaluating data

38 s e c t i o n 2 • l ess o n - b y - l ess o n
 Key words/concepts
drainage basin; catchment (area); river system; watershed; tributary;
confluence; river mouth; source; surface run-off; groundwater; water table;
baseflow; permanent river; perennial river; periodic river; episodic river; exotic
river; drainage pattern; drainage density; stream; stream order; discharge;
cumec; laminar flow; turbulent flow; hydrograph; lag time; fluvial; base level;
longitudinal profile; transverse profile; vertical erosion; lateral erosion; fluvial
landform; erosion; deposition; waterfall; rapids; alluvium; braided stream;
(natural) levee; delta; distributary; meander; oxbow lake; floodplain; graded
river; overgraded river; undergraded river; rejuvenation; knickpoint; (river)
terrace; incised meander; river capture/stream piracy; captor stream; captured
stream; abstraction; headward erosion; elbow of capture; wind gap; misfit
stream; superimposed drainage pattern; antecedent drainage pattern; wetland;
habitat; ecosystem

Learner’s Book UNIT 1 Drainage systems in South Africa

pages 56–70
Duration: 5 hours Term 1, Weeks 4–5

Curriculum and Assessment Policy (CAPS) content

Drainage systems in South Africa
• Important concepts: drainage basin, catchment area, river system,
watershed, tributary, river mouth, source, confluence, water table,
surface run-off and groundwater
• Types of rivers: permanent, periodic, episodic and exotic
• Drainage patterns: dendritic, trellis, rectangular, radial, centripetal,
deranged and parallel
• Drainage density
• Use of topographic maps to identify stream order and density
• Discharge of a river: laminar and turbulent flow

Resources
• Learner’s Book pages 56–70
• Academic book: Rowntree, K. 2012 Fluvial Geomorphology. In: Holmes,
PJ and Meadows, ME (eds) Southern African Geomorphology. Sun
Media, Bloemfontein
• Atlases or class maps
• Websites (optional):
– For information on fluvial geomorphology:
[Link]
html (highly recommended as a general introduction to all
geomorphology)
[Link]
[Link]
[Link]

m o d u l e 2 • G E O M O R P H OLO G Y : G e o graphica l k n o w l edge 39

 Preparation
• Read through the unit to familiarise yourself with the content. Refer back
to Grades 10 and 11 where learners received a background in physical
geography which underpins fluvial geomorphology.
• The text mentioned above is a brand new look at South African
geomorphology. The chapter on fluvial geomorphology deals specifically
with much of what is presented in this unit (and indeed this module)
with good South African examples.
• Work out lesson plans (see page 298 of this Teacher’s Guide for
assistance) for how you will go through the text and activities in Unit 1 –
given the amount of classroom time you have.

Teaching the unit

• The unit deals with drainage systems. This implies some sort of physical
system (a catchment area, which has spatial dimensions and where terms
such as large or small are useful).
• Catchments also have different shapes (form or morphology). They
are drained by a river and its tributaries (essentially linear features).
Here, total stream length, the length of individual streams, and density
(a relationship between catchment area, and total stream length) are
important.
• Key issues include definitions and conceptual understanding of new and
important terminology. Here are some questions that learners should be
able to answer at the end of the unit:
– What is a drainage basin or catchment area?
– Where does the water in rivers come from?
– Why do some drainage basins have a more extensive/denser river
network than others?
– Why do different drainage patterns develop?
– How is stream order assigned to a river system?
– What is discharge?
– How do drainage density and drainage basin shape affect discharge?
– What are laminar and turbulent flow and how do they differ?

Answers
Below 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 57)

1. Orange/Gariep and Limpopo
2. watershed
3. Witwatersrand (Teacher note: Crocodile West, not Crocodile East, which
is a tributary of the Komati River in Mpumalanga)
4. a. Vaal; also accept Senqu
b. Molopo
c. Olifants River
d. many: Crocodile; Marico
5. Douglas
6. a. Drakensberg Mountains in Lesotho
b. Drakensberg Mountains in Mpumalanga
7. a. Atlantic Ocean
b. Indian Ocean

40 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 2 (Learner’s Book, page 60)
1. It matches South Africa’s rainfall pattern, with high rainfall in the eastern
half of the country (and along the southern coast). Therefore they are
non-perennial rivers.
2. a. Groundwater is water that collects underground by infiltration;
baseflow is groundwater that feeds rivers.
b. Periodic rivers occur in semi-dry regions and flow in the rainy season;
episodic rivers occur in arid regions and flow irregularly – only after
very heavy rain – sometimes once in 100 years.
3. permanent river
4. episodic rivers; they are mostly dry. (Note: They are not fed by the
underground water that flows in the aquifer)
5. a. Molopo River
b. Orange River (i.e. the part of the Orange River drainage basin is
in Namibia)

Activity 3 (Learner’s Book, page 62)

1. A = rectangular; B = parallel; C = trellis; D = dendritic
2.

The trellis drainage pattern

Activity 4 (Learner’s Book, page 64)

1. a. T
 he escarpment is rock, impermeable and/or has steep slopes which
means run-off is generally higher.
b. drainage density = total length of all streams ÷ basin area
OR DD = sum(L)/A where L = length of channel or stream; and
A = basin area
c. km/km2 (or km·km−2)
d. i. coarse; 0–2 km/km2
ii. fine; 2–3,5 km/km2

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 2. a. D
 rainage density is length of streams per basin area, while stream
frequency is number of streams per basin area.
b. i. B
ii. A

Activity 5 (Learner’s Book, page 65)

1. a. decreases
b. increases
c. larger
2.

Activity 6 (Learner’s Book, page 66)

1. Quadrant A or B appears to have the highest stream density.
2. Mzimkhulu River
3. There are first-, second-, and a third-order streams in this catchment. The
third-order stream flows into the Mzimkhulu River.

42 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 7 (Learner’s Book, page 69)
1. a. 0,5 m3 per second or 0,5 m3·s−1 ( i.e. 1,0 m3·s−1 × 0,5)
b. 10 m3 per second or 10 m3·s−1 (i.e. 1,0 m3·s−1 × 10 )
c. 2,5 m3 per second or 5 m3·s−1 (i.e. 1,0 m3·s−1 × 5/2)
2. Discharge = width × depth × velocity = 5 m × 2 m × 0,5 m·s−1 = 5 m3·s−1
3. A2; B4; C1; D3

4.
Factors affecting river discharge
a. drainage basin size, The lag time is discharge is shorter for:
shape and relief i. a small drainage basin
ii. a circular drainage basin
iii. 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 assessment
Activity 1
Learners can cross-check answers with one another, or you can simply
provide the answers against which learners can check their answers.

Activity 2
This is an activity which requires insight and the appreciation and
interpretation of written material. It is suggested that learners discuss and
share their contributions.

Activity 3
This is a fairly straightforward activity which requires identification of fluvial
systems. Learners can cross-check their answers with a partner.

Activity 4
There is a significant amount of information in this fairly complex activity
which requires both identification and comparison of visual representations
of river drainage. It is suggested that you go through the answers
with learners, and identify any problem areas in terms of conceptual
understanding.

Activity 5
Answers can be cross-checked in pairs, or in small group discussion.

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 Activity 6
Answers can be cross-checked by pairs of learners.

Activity 7
This is another fairly complex activity which requires conceptual
understanding, three dimensional thinking, and some calculations based on
time and volume. It is suggested that you provide definitive answers to which
learners can compare their calculations.

Remedial
• Ask learners to put the correct names next to these stream patterns:
– Looks like a tree (Answer: dendritic)
– Looks like burglar bars (Answer: trellis)
– Looks like a grid (Answer: rectangular)
– Looks like a star (Answer: radial)
– Looks like the spokes of a wheel (Answer: centripetal )
– Looks like someone gone mad Answer: deranged)
• Ask learners to copy the diagrams in Figure 2.1.7 on page 61 and to put in
arrows to show the direction of stream flow.

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

Learner’s Book UNIT 2 Fluvial processes

pages 71–91
Duration: 4 hours Term 1, Weeks 5–6

Curriculum and Assessment Policy (CAPS) content

Fluvial processes
• River profiles: transverse profile, longitudinal profile and their
relationship to different stages of a river
• Identification and description of fluvial landforms: meanders, oxbow
lakes, braided streams, floodplains, natural levees, waterfalls, rapids and
deltas
• River grading
• Rejuvenation of rivers: reasons and resultant features, such as knick
points, terraces and incised meanders
• River capture (stream piracy): the concepts of abstraction and river
capture; features associated with river capture (captor stream, captured
stream, misfit stream, elbow of capture, wind gap)
• Superimposed and antecedent drainage patterns

44 s e c t i o n 2 • l ess o n - b y - l ess o n
Resources
• Learner’s Book, pages 71–91
• Academic book: Rowntree K. 2012 Fluvial Geomorphology. In: Holmes,
PJ and Meadows, ME (eds) Southern African Geomorphology. Sun
Media, Bloemfontein
• Website (optional):
For information on fluvial geomorphology in general:
[Link] (highly
recommended)

Preparation
• As with Unit 1, read through the unit to familiarise yourself with the
content. If you need to return to the theory, refer to previous modules,
as this skills development module requires a theoretical background in
physical geography.
• The website mentioned above is also highly recommended.
• Work out lesson plans (see page 298 of this Teacher Guide’s for
assistance) for how you will go through the text and activities in Unit 2 –
given the amount of classroom time you have.

Teaching the unit

Explain the following to learners:
• In Unit 1, the emphasis was on fluvial systems. The basics of this are the
river system itself and the catchment − the area where water, typically
precipitation but also groundwater, is ‘caught’ and delivered to a river via
its tributaries or via through-flow.
• We looked at the morphology (form) of catchments and rivers in detail.
This included typical fluvial landforms associated with a river and its
catchment.
• In this unit, the emphasis is far more on fluvial processes. A process
implies a dynamic interaction of forces within a (fluvial) system. This
in turn results in the formation of further landforms associated with
erosion, transportation or deposition within the catchment.

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 72)

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 Activity 2 (Learner’s Book, page 76)
1. A waterfall is the flow of water over an erosion-resistant cliff; the flow
of water is more vertical than horizontal. Rapids are a section of a river
where the gradient is steep and bumpy and the flow is fast and rough; the
flow of water is more horizontal than vertical.
A waterfall forms where there is a sudden break in elevation – usually
where hard rock and softer rock meet and the softer rock has been worn
away faster. Rapids form where the water channel becomes narrower or
steeper, or where the river bed erodes unevenly, or where heavy erosion
of the channel sides clutters the river with rocks.
2. a. cataract – a sudden rush of water, or a large waterfall
b. plunge pool – a deep basin dug out or excavated at the foot of a
waterfall by the action of falling
c. waterfall retreat – the process of a waterfall slowly moving back/
upstream each time the cliff is undercut (eroded at its base) and then
collapsing
3. It is difficult to classify the waterfalls precisely, so in most cases, two
answers or options are acceptable:
• Tugela Falls = tiered (it can also be classified as a cascade, although an
example of a cascade is not given in Figure 2.2.9)
• Howick Falls = horsetail or plunge
• Mac Mac Falls = plunge or segmented (although strictly speaking the
water separates before it descends)
• Augrabies Falls = punchbowl or block (it can also be classified as
a cataract, although an example of a cataract is not given in
Figure 2.2.9)

Activity 3 (Learner’s Book, page 83)

1. a. b raided stream – a river or section of river that has split into channels
around islands or sandbars of sediment deposits
b. delta – a large accumulation of sediment at a river’s mouth, usually
causing the river to split into channels as it empties into the sea
c. meander – a loop in a winding river
d. oxbow lake – a banana-shaped lake/a meander that has become
separated from its river
e. floodplain – the flat-lying area that is frequently flooded by a river
when it overflows its banks
f. levee – a mound of sediment that accumulates on the river bank of
the floodplain when the river floods
2. from upper course to lower course: braided stream; meander & oxbow
lake; floodplain & levee; delta
3. Meanders wander from side to side as the meanders (or loops) become
wider. Lateral (sideways) erosion of the river channel as the meanders
change their position widens the floodplain or valley.
4. Refer learners to Figure 2.2.21 on page 82 of the Learner’s Book. Ask
them to show you where the meander loop has recently been cut off and
where the next oxbow lake is likely to form (answer: at the tightest loop
at the bottom).

Activity 4 (Learner’s Book, page 84)

1. a. B
b. A

46 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 5 (Learner’s Book, page 86)
1. The Collywobbles are a series of incised meanders, formed by
rejuvenation of the Mbhashe River. Vertical erosion took place before the
river could change its meandering course, cutting the twists and turns
deep into the landscape.
2. Uplift has lowered the sea level, which is the base level of the river. The
lowering of base level has given the river new eroding power. (The uplift
is due either to an upwelling of unusually hot magma beneath southern
and eastern Africa or erosion of the Great Escarpment.)
3. See Figure 2.2.26 on page 85 of the Learner’s Book.

Activity 6 (Learner’s Book, page 89)

1. where the captured stream used to flow; wind gap – a dry valley with
gravel deposits
2. elbow of capture
3. Sundays River
4. a. It carries too little water for the size of the valley/channel it
has eroded.
b. Kouga River
5. Gamtoos River

Activity 7 (Learner’s Book, page 91)

1. superimposed
2. rejuvenation

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

Activity 2
Small group discussion will be the best way to assess learners’ answers as the
activity comprises a variety of questions, testing conceptual and comparative
aspects of fluvial landforms, in particular waterfalls and rapids.

Activity 3
As with the previous activity, small group discussion will be the best way
to assess learners’ answers as the activity comprises a variety of questions,
testing conceptual and comparative aspects of fluvial landforms, this time
with reference to stream patterns.

Activity 4
This 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 5
This 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 6
The same applies as to Activity 5. You should take the time to go through the
rather complex set of geomorphic events, over long periods of time, which
result in river capture and misfit streams.

Activity 7
See 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
the general level of understanding in the class with some questions based on
fluvial processes.

Learner’s Book UNIT 3 Catchment and river management

pages 92–100
Duration: 3 hours Term 1, Weeks 6–7

Curriculum and Assessment Policy (CAPS) content

Catchment and river management
• Importance of managing drainage basins and catchment areas
• Impact of people on drainage basins and catchment areas
• Case study of one catchment area management strategy in South Africa

Resources
• Learner’s Book pages 92–100
• Academic book: Garland GG and Holmes PJ 2012. Applied
Geomorphology. In: Holmes, PJ and Meadows, ME (eds) Southern
African Geomorphology. Sun Media, Bloemfontein
• Websites (optional):
– For information on fluvial geomorphology in general:
[Link]
(highly recommended)
– It is also strongly recommended that the Department of Water Affairs
(DWAF) website ([Link] be visited for information
on a variety of projects, as well as useful documents and information
on catchments and catchment management in South Africa.

Preparation
• Read through the unit to familiarise yourself with the content.
• Catchment and river management builds on the previous two units. It is
the applied side of fluvial geomorphology.
• If possible, go onto the DWAF website before you teach the unit. This
will help you understand the current state of South Africa’s rivers and
catchments, and the issues surrounding catchment and river management.
• Work out lesson plans (see page 298 of this Teacher’s Guide for assistance)
for how you will go through the text and activities in Unit 3 – given the
amount of classroom time you have.

Teaching the unit

Explain to learners:
• In Units 1 and 2 the emphasis was on fluvial systems, landforms and
processes. Here, the emphasis is on exploitation (a slightly harsher word
than use) of water resources in a dry country, namely South Africa.

48 s e c t i o n 2 • l ess o n - b y - l ess o n
• We have to use our water resources to survive and prosper. At the same
time, if they are not properly managed, they will be damaged, or parts of
these vital systems will even be destroyed.
• Encourage debate and a consideration of all the facts and viewpoints
(the farmer, the industrialist, the environmental conservationist, and the
people who live in rural and urban areas) around water, its ‘ownership’
and the proper management of rivers and their catchments. You could
do a role-play with different learners taking on the above roles and
expressing their water needs and conservation strategies.

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 95)

1. a. e.g. if you live in Johannesburg, the Upper Vaal (WMA 6)
b. e.g. if you live in Johannesburg, the Vaal (WMA 5)
2. a. Department of Water Affairs, Department of Environmental Affairs
and the Water Research Commission
b. making sure that good quality water is available not only now, but
also in the future
c. agriculture – farmer/co-op/export fruit company
industry – business managers/executives/company shareholders
domestic use – a home resident/anyone or everyone
hydroelectric power – Eskom/electricity users
recreation – fishermen, anyone who spends recreation time in or on
the banks of a river
d. i. Riparian Vegetation Index
ii. Index of Habitat Integrity
e. i. biodiversity and integrity largely intact; some human-related
disturbance but ecosystems are essentially in a good state
(according to the Ecostatus/River Health Category table on
page 95)
ii. It is a river with conservation value that should be protected and
maintained in a ‘Natural’ or ‘Good’ river category state (see the
Ecological Importance and Sensitivity table on page 95).

Activity 2 (Learner’s Book, page 97)

1. a. Fair to Poor
b. Poor to Seriously modified
c. Fair
2. The upper reaches of the Mthatha River are polluted by commercial
forestry activities. Any chemical spills or discharges from the timber
factories/saw mills flow into the river. The middle reaches of the river
flow through Mthatha town. Here, the main sources of pollution are
discharge of untreated or inadequately-treated sewage, and littering.
Informal settlements located on or near the river exacerbate the problem.
The use of the river for domestic purposes such as washing of clothes,
ablutions and stock-watering contributes to pollution. While chemical
contaminants can lead to chronic illnesses such as cancer, pathogens
from urine or faecal matter cause diseases such as cholera, typhoid
and dysentery.

m o d u l e 2 • G E O M O R P H OLO G Y : G e o graphica l k n o w l edge 49

 3. The Ngqungqu River, a tributary, which doesn’t flow through an urban
area, adds/introduces better-quality/cleaner water to the Mthatha River.
Downstream of the confluence, rural settlements do not affect the water
quality as much as Mthatha town.
4. Hydroelectricity changes the flow of water downstream. For example,
in the case of the Mthatha River, this effect is carried all the way to the
estuary at the Mthatha River mouth. The changes in freshwater inflows
from the river affect the salinity (saltwater content) of the estuary. Other
effects include:
• scouring of river beds and erosion of riverbanks because of the force
of the water exiting the turbines
• harm to fish and other water animals because of changes in water
temperature and dissolved oxygen.

Activity 3 (Learner’s Book, page 100)

1. a. over-abstraction – taking/drawing too much water
b. eutrophication – nutrient pollution of water. Eutrophication leads to
the uncontrolled growth of algae. The algae block out the sunlight
and when they die, the decomposition process uses up the oxygen in
the water, suffocating fish, in other words, too little oxygen
c. river morphology – the shape of river channels and how they change
over time
d. estuary – a partly cut-off/enclosed coastal body of water connected
to one or more rivers and the sea. An estuary is a transition zone
between a river and the sea – it is fed by both freshwater and
saltwater. Estuaries are important habitats for plants and animals.
They support a large variety of species and often serve as fish
nurseries.
2. The Breede-Overberg catchment area covers the southernmost corner
of South Africa. It is a relatively small area, dominated by the large
Breede River. It includes coastal rivers, estuaries and wetlands. Its land
surface consists of mountain ranges, wide valleys and rolling hills. It is an
important agricultural area. The coastal regions are home to residents,
holidaymakers and tourists. The De Hoop Nature Reserve falls within
this area.
3. The Working for Water programme (WfW) spearheads the control of
water-thirsty alien plants. The programme involves clearing river basins
of aliens and provides jobs for local communities.
4. a. ‘Water quality management (water quality is an important aspect of
groundwater protection) and ‘Catchment and land use management’
(land use strongly impacts on groundwater quality)
b. Strategic Area 3: Co-operating
c. Compliance refers to the regulatory aspects of catchment
management. It means making sure that policy is carried out and
enforced.
d. for example, by continued monitoring of water quality and use; by
imposing fines and forfeits on those who don’t follow the rules/
comply; by creating public awareness; by developing agreements and
protocols/procedures with relevant groups such as municipalities,
forums or boards, and the police
e. Strategic Area 2 (Fig. 2.3.11 on p. 99): Sharing

50 s e c t i o n 2 • l ess o n - b y - l ess o n
5. Arguments for protection include:
• As humans, we are custodians of our wildlife and environment.
• We are part of the ecosystem, which depends on life in our rivers and
good water quality.
• Protection and proper management ensure that resources are
preserved for the future (don’t kill the goose that lays the golden egg).
Arguments for development include:
• South Africa needs development for poverty alleviation.
• Water is a vital resource.
• The environment and its resources are there to be used.

Informal assessment
Activity 1
This activity is quite long, and involves reading information, making judgment
calls, and forming opinions based on certain information. It is very important
that learners realise that there are not always right or wrong answers,
particularly with respect to environmental issues, such as river and catchment
management. Encourage open discussion, and tolerance for the other person’s
point of view.

Activity 2
Learners can read one another’s reports, and discuss these and the other
answers in small groups.

Activity 3
The activity is itself discussion-based, so the informal assessment is integral to
the exercise.

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

m o d u l e 2 • G E O M O R P H OLO G Y : G e o graphica l k n o w l edge 51

 module 3
Term 1
Learner’s Book
pages 101–150
CLIMATOLOGY AND
Duration: 7 hours
Lessons: 14 half-
GEOMORPHOLOGY: geographical
hour lessons, or 7 skills and techniques
hour long lessons

This module focuses on geographical skills and techniques related to

climatology and geomorphology. Topographic maps and aerial photos show
many different landform features. Geographical Information Systems (GISs)
allow us to zoom in on landform features and view them at high resolution.

Curriculum and Assessment Policy Statement (CAPS) content

Mapwork techniques
• Reading and interpreting synoptic weather maps, satellite images and
other weather- and climate-related data
• Map and photo interpretation – includes reading and analysis of physical
and constructed features
• Applying map-reading skills to maps and photos

Topographic maps
• Contours and landforms
• Cross-sections
• Direction: magnetic north, true north and magnetic declination
• Gradient
• Intervisibility and grid referencing

Aerial photos and orthophoto maps

• Interpreting vertical aerial photos
• Orthophoto maps – identifying features
• Comparing an orthophoto map with a topographic map

Geographical Information Systems (GIS)

• Examination of GIS information for different catchment areas
• Developing a ‘paper GIS’ from existing maps, photos or other records
on tracing paper

Key geographical skills and techniques

• reading and interpreting synoptic weather maps
• identifying and interpreting physical features on topographic maps
• developing skills related to measurement on topographical maps
• interpreting comparative information from aerial photographs,
orthophoto maps and topographic maps
• understanding and applying basic principles of GIS analysis using a
paper model

Key words/concepts
aerial photograph; contour line; cross-section; frontal system (cold, warm);
geomorphic features; GIS; gradient; grid reference; intervisibility; landforms;
landscapes; magnetic declination; orthophoto map; raster data; relief; spatial
data; synoptic map; topographical map; vector data; weather map

52 s e c t i o n 2 • l ess o n - b y - l ess o n
Learner’s Book UNIT 1 Mapwork techniques
pages 102–117
Duration: 2 hours Term 1, Week 7

Curriculum and Assessment Policy (CAPS) content

Mapwork techniques
• Reading and interpreting synoptic weather maps, satellite images and
other weather- and climate-related data
• Map and photo interpretation – includes reading and analysis of physical
and constructed features
• Applying map-reading skills to maps and photos

Resources
• Learner’s Book pages 102–117
• Websites (optional):
– For information on synoptic charts: [Link]
– For information on topographic maps: [Link]
wiki/Topographic_map and [Link]
fundamentals/[Link] (highly recommended)

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules as this skills
development module requires a theoretical background in physical
geography.
• Refer back to Grades 10 and 11 where learners have received a
background in geographical skills and techniques, on which this module
builds. Much of the work is an expansion and consolidation of work
done in Grades 10 and 11, with some new concepts and more advanced
interpretations being introduced.

Teaching the unit

Lesson 1
• Start by asking learners what they know about climate, weather, weather
systems and patterns.
• Explain that the lesson deals with the use of mapwork techniques and
skills with regard to climatology. You will look at synoptic weather
maps and how they are used to describe and interpret (which leads to
forecasting) weather patterns. You will also look at satellite imagery, used
in conjunction with synoptic weather maps. Concepts such as isobars,
weather features and systems (cells, fronts) and symbolic representation
of weather data will be dealt with.
• Provide a brief summary of the following: South Africa’s rainfall regions;
the influence of high altitudes in the interior; and the fact that (cold)
frontal systems move from west to east across the subcontinent.
• Work through the section, ‘How do you read and interpret synoptic
weather maps, satellite images and other weather- and climate-related
data?’ (page 102 in the Learner’s Book).
• Read the introduction to the section, ‘How do you interpret the data on
maps and photographs?’ (page 107 in the Learner’s Book).

m o d u l e 3 • C L I M AT OLO G Y A N D G E O M O R P H OLO G Y : ge o graphica l s k i l l s a n d tech n i q ues 53

 • Explain that the term ‘perfect storm’ means all circumstances coming
together to create a situation where something extreme will happen.

Activity 1
• Explain that this ‘perfect storm’ happened during the week 11–17 July 2012,
when upper atmosphere conditions over South Africa, combined with a very
strong cold front, produced exceptionally cold conditions, and widespread,
heavy snow over large parts of the eastern interior and the Karoo.
• Learners must read the extracts from the South African Weather
Services advisory. Then define a cut-off low and a cold frontal system, in
preparation for reading the map and satellite-based questions which follow.

Lesson 2
• The lesson deals with map and photo interpretation, and the application
of map-reading and photo-interpretation skills.
• Remind learners that map reading and interpretation, and the use of photos,
are essential to geography in general, and physical geography in particular.
• The use of synoptic weather maps and satellite imagery has already
been dealt with. Here, the focus is on maps and photos, particularly with
geomorphic applications.
• Read through the section, ‘Apply map-reading skills to maps and
photographs: climatology’ (pages 109–112) with learners.

Activity 2
• Learners answer the map and satellite-based questions.

• Topographic maps are dealt with in the next unit, so the emphasis here
is on other different types of maps, such as geological maps, speciality
maps, and maps in atlases.
• Read through the section, ‘Apply map-reading skills to maps and
photographs: geomorphology’ (pages 112–115) with learners.
• Vertical aerial photos and horizontal-view photos are introduced. Oblique
aerial photos will receive more attention in a following unit.

Activity 3
• The activity deals with photo interpretation, and refers back to one of
the speciality maps.
• Learners are introduced to a vertical aerial photo, as well as to a number of
horizontal photos dealing with geomorphological issues.
• Stress that looking at, or reading a photo (identifying features on a
photo), are one part of the skill, but interpretation of information
(powers of deduction) is just as important.

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. A situation where all circumstances combine to produce an exceptional
phenomena. It does not always apply literally to a storm, but it can, if
all the weather conditions are just right to produce an exceptional
weather event.

54 s e c t i o n 2 • l ess o n - b y - l ess o n
2. a. A cut-off low-pressure system is a low-pressure system which has
been separated from the upper-air westerly airstreams which should
drive the system eastwards. It is often blocked by a blocking high,
which stops it moving eastward. The result is uplift of moisture, and
heavy rain from the stationary system.
b. A cold front is the dividing plane between warm air (in front of
the front) and cold air (behind the front). Warm in front of the
front is forced to rise, and condensation and precipitation can take
place. As the cold air behind the front moves over a locality, the air
temperatures will drop, often dramatically.
3. The correct date order of the images in Figure 3.1.6 is: E; C; A; B; D; F.
Yes, the weather pattern did follow the forecast as can be seen from the
images and the synoptic weather maps.

Activity 2 (Learner’s Book, page 112)

1. cold front
2. low-pressure system
3. Learners can choose any four stations, north and south of the Vaal
River. When calculating an average maximum temperature, they will
see a dramatic (about 10 degree) difference between stations ahead, and
stations behind the cold front.
4. Because of a dramatic drop in temperature, freezing levels are at a lower
altitude and clouds comprise ice crystals, rather than water droplets.
There was enough moisture coupled with very low temperatures to
ensure snow, rather than rain in some places.
5. The systems have moved eastwards, so the front is passing, and the
Atlantic high-pressure system (associated with fine weather) will displace
the wet or snowy conditions.
6. Bloemfontein Friday 14 and –1, Saturday 6 and –3, and Sunday 12 and –1.
As the front passed over, Bloemfontein’s maximum temperature dropped
sharply, but recovered somewhat on the Sunday as the front moved on.
7. very low minimum (and maximum) temperatures over South Africa

Activity 3 (Learner’s Book, page 116)

1. a. because the butte appears in profile (seen from the side)
b. to show the different slope elements, or sections, of the butte
c. This is a landform of erosion.
d. The length of the slope segments can be measured; the steepness
of the segments can be measured; and changes in geology can be
observed.
e. because, as distance from the camera increases, things become
smaller, so the scale is only accurate when applied to the foreground
2. a. both: the beach is a natural physical feature, the buildings (house)
are constructed, and the measures put in place to control erosion are
constructed features
b. The destruction is caused by wave erosion on the beach.
Proof: sandbags that support the wall.
c. This is a geomorphologically dynamic environment, as can be seen
from the state of destruction (wave erosion) which has taken place.
d. Yes. Humans have built the blue gabion-sandbag structures to protect
further erosion in front of the houses
3. a. A – vertical aerial photo; B – high-angle oblique aerial photos
b. About eight large pans and a few small ones occur in the photo.
c. the name of a pan: Sunnyside Pan, which can be located on the map
d. No, because we can’t see the third dimension from this angle.

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 e. horizontal
f. A pan. The shape is shown in the vertical aerial photo
g. Yes, you can see the undulating relief on the photo.
h. A is a sand dune to the south-east of the pan – sand has been blown
out of the pan, and B is the pan floor.

Informal assessment
Activity 1
Learners should check their own answers in a class discussion, led by you,
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 2
Supply the correct answers (see above) and discuss these with the class. If
there are conceptual problems (how and why cold fronts move, how and why
temperatures drop) then return to the theory and re-explain this section to
the learners.

Activity 3
Learners work in pairs to assess their answers against the answers you
provide. As with Activity 1, this activity lends itself to input from the class.

Remedial
Learners who have not mastered the interpretation of synoptic weather
maps and weather images should refer back to the theory and be reminded
of basics around:
• high- and low-pressure systems
• frontal systems and temperate cyclones
• summer and winter weather over southern Africa
• dominant wind directions, particularly the westerlies.

With regard to geomorphology, help learners understand how to recognise

common landforms and the reasons for their existence.

Extension
Interested learners can refer to Professor Kobus Botha’s excellent website
which carries a comprehensive range of images and information, updated on
a daily basis: [Link]

Learner’s Book UNIT 2 Topographic maps

pages 118–132
Duration: 2 hours Term 1, Week 8

Curriculum and Assessment Policy Statement (CAPS) content

Topographic maps
• Contours and landforms
• Cross-sections
• Direction: magnetic north, true north and magnetic declination
• Gradient
• Intervisibility
• Grid referencing
Resources

56 s e c t i o n 2 • l ess o n - b y - l ess o n
• Learner’s Book pages 118–132
• Websites (optional):
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)
• Topographic maps in electronic format (tiff files) may be requested
from: Rural Development and Land Reform. Email: CWalker@
[Link].

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules, as this skills
development module requires a theoretical background in physical
geography.
• The last website listed above is highly recommended.
• Refer back to Grades 10 and 11 where learners have received a background
in geographical skills and techniques, on which this module builds.

Teaching the unit

Lesson 1
• Emphasise from the start that a topographic map and contour maps
are not one and the same thing. Topography refers to physical and
human features or elements on the landscape. However, topographic
maps traditionally show contours, which are the lines used to join, and
therefore represent, points of equal height.
• There are many other aspects of topographic maps which must be
considered if we are to gain full advantage from the information on
these maps.
• Remind learners that topographic maps are usually constructed to a scale
of 1:50 000, and that (on South African maps) the contour interval is
20 metres.
• Go through the sections, ‘What are contours and landforms’ (pages
118–122; and ‘What are cross-sections?’ (pages 123–124) with learners.
• Direction is an important aspect of topographic maps, and is dealt with
in this lesson. Grid referencing (Cartesian or map coordinates, which allow
a position on a topographic map to be pinpointed) are also dealt with.
• Go through the section, ‘How do you use a map and a compass to find
your direction?’ (pages 125–126).

Activity 1
• This activity involves navigation on a map. This includes both distances
and directions. Distance relies on scale; direction relies on compass
bearings.
• Explain that miscalculating either can have serious consequences (getting
lost, running out of fuel or water).

Lesson 2
• This lesson concentrates on the third dimension, height. Maps (which we
usually read on a computer screen, or from a sheet of paper, are two-
dimensional.

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 • The third dimension (height) is read from contour lines or spot heights.
However, various other tools or methodologies are available to interpret
these height differences.
• These include gradient, intervisibility, and vertical exaggeration (used to
emphasise the height dimension when it is not readily apparent).
• The way in which the same information appears in different forms on
topographic maps and photos also receives attention.
• Go through pages 127–128 of the Learner’s Book with learners.

Activity 2
• This activity involves gradient calculations.
• Distance and height are taken into account.
• Height (altitude) is read off in real terms from the contours.
• Real distance has to be calculated using the map scale.

Activity 3
• This activity involves interpreting aspects of slope as a physical feature
from photos.
• The concept of gradient in terms of degrees (º) is important.
• A 90º slope is a sheer cliff, a 0º slope (or 180º) is a flat surface, a typical
pitched roof (on which you can’t walk standing upright) is about 45º.

• Go through the section, ‘What is intervisibility?’ (page 130) with learners.

• Explain that cross-sections are used to determine intervisibility.

Activity 4
• This activity deals with intervisibility. The basic question is, can point X
be seen from point Y?

• Go through the section, ‘What is vertical exaggeration?’ (page 131) with

learners.
• Explain that in mapwork, ‘identifying’ means recognising; and
‘interpreting’ involves actually dealing with information which is ‘built
into’ or contained in a map.

Activity 5
• This activity involves interpretation of topographic map features.
• Remind learners that map symbols assist them in identifying and
interpreting map features.

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 126)

1. Present declination is 21ºW, so this must be added to each true compass
bearing:
From A to B: true bearing is 70º + 21º = 91º distance is 10,5 km
From B to C: true bearing is 342º + 21º = 3º distance is 9 km
From C to D: true bearing is 235 º + 21º = 256º distance is 7,5 km.
Total distance is 27 km. The hike will take 6,75 hours. This is 6 hours
45 minutes, plus the 30 minutes for lunch = 7 hours and 15 minutes.
(Allow an error of 3º and a distance error of 0,5 km in the calculations
above.)
58 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 2 (Learner’s Book, page 129
The height difference between Leeuberg and Paradys is 1 603,8 m –
1 421,8 m = 182 m
The horizontal distance between Leeuberg and Paradys is 8,2 cm, which is
4,1 km or 4 100 m
VI  ​
Gradient = ____
​ HD
​ 4182
= _____
100 ​
= 22,52

Rounded off: 1:23 or 1 in 23 (for every 23 m you move, you will gain or lose
1 m in altitude)

Activity 3 (Learner’s Book, page 129)

1. a. BCDEFA
b. F is a mountain range or mountain: steep gradients
c. Howick Falls or Howick Gorge
d. Advantage: Great view across the gorge, with the town and the
mountains in the background
Disadvantage: Steep slopes are sometimes unstable (landslides)
2. A: 90º; B: 20º; C: 5º; D: 25º; E: 50º
3. E: 70º; B: 65º; D: 20º; C: 0º; A: 5º

Activity 4 (Learner’s Book, page 130)

1.

2. The arrows on the diagram show what is visible, and what is not from
the observation points A, C and D (B was shown as the original example
in the Learner’s Book). As a rule, intervisibility increases with an increase
in altitude.

Activity 5 (Learner’s Book, page 131)

1. Leeuberg: E2
2. 1 400 m: A4; A5

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 3.

4. Accept any of the following: butte, koppie, conical hill, small mesa
5. slightly concave (contours become further apart at the base of the slope)
6. plain, because it is relatively low-lying and flat
7. east to west: the walls of all the small dams are on the western side
8. Yes, there is probably a dry season, as there are windmills, dams and
irrigation canals indicated.

Informal assessment
Activity 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
This is a map-reading exercise with a calculation, where tolerances are
provided 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
Let learners cross-check and discuss their answers based on the photo. The
slope angle estimates don’t require precise answers (estimating within 5⁰ or
10⁰ is fine).

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

Activity 5
Learners can check answers with a partner. However, you might need to
provide guidance. Some landforms could have more than one interpretation;
for example, a mesa and a butte could both be regarded as correct answers
for a flat-topped hill. Check how learners are doing.

60 s e c t i o n 2 • l ess o n - b y - l ess o n
 Remedial
Mapwork and map and image interpretation require practice. Learners can
be asked to repeat certain questions or to undertake the same activities, but
with different features or place names substituted for the originals.

Extension
• Use Internet sources to interpret photos of landforms.
• Ask learners to use the camera on their cell phone to photograph a local
topographic feature and show it to a partner or group for identification
of the feature.

Learner’s Book UNIT 3 Aerial photographs and orthophoto maps

pages 133–142
Duration: 2 hours Term 1, Week 8

Curriculum and Assessment Policy Statement (CAPS) content

Aerial photographs and orthophoto maps
• Interpreting vertical aerial photographs
• Orthophoto maps – identifying features
• Comparing an orthophoto map with a topographic map

Resources
• Learner’s Book, pages 133–142
• Websites (optional):
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)
• Aerial photos can be obtained from the department of Rural
Development and Land Reform. Go to: [Link]
php/Image-tabs-home/national-aerial-photography-and-imagery-
[Link] for more information.

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules, as this skills
development module requires a theoretical background in physical
geography.
• The last website listed above is highly recommended.
• Refer back to Grades 10 and 11 where learners have received a
background in geographical skills and techniques, on which this module
builds.

Teaching the unit

Lesson 1
• Aerial photos were briefly introduced in the previous unit.
• Ask learners what they know about aerial photos, and vertical and
oblique aerial photos.
• Remind them that aerial photos are taken from the air. The camera is
usually mounted in an aircraft.

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 • Vertical aerial photos are taken from above the landscape, while oblique
photos (high or low oblique) are taken from an airborne platform, but at
an angle.
• Orthophoto maps are a hybrid, combining the advantages of a
photo (real-life detail) with those of a map (symbols which facilitate
identification of features, as well as an accurate representation of height
via contour lines).
• Go through the section, ‘How do we interpret oblique and vertical aerial
photographs?’ (pages 133–136) with learners.

Activity 1
Learners can work in pairs to answer the questions on the photo in
Figure 3.3.5 (page 136) of the Learner’s Book.

Activity 2
Learners can work in pairs to answer the questions on the photo in
Figure 3.3.7 (page 138) of the Learner’s Book.

Lesson 2
• The lesson is based on practical identification of features from a
topographic map, aerial photos, and an orthophoto map of the same
area.
• Remind learners about what they have already learnt, and emphasise that
this is a consolidation lesson, where skills will be reinforced and practised.
• Go through the section, ‘What are the identifying features of orthophoto
maps?’ (page 139) with learners.

Activity 3
• The comparison of three resources is dealt with in this activity – aerial
photos, an orthophoto map and a topographic map.
• The area chosen is Sedgefield in the southern Cape, because it has a
varied physical landscape and plenty of constructed features.
• Spend some time discussing the strengths and weaknesses of each of the
three resources before asking learners to undertake Activity 3.
• Remind learners that there are not always right or wrong answers, and
some learners may find it easier to read information from one source
rather than from another.
• If learners can defend their choice, they will be given credit.

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. Oblique aerial photo: taken with the camera slanted at an angle
to the Earth’s surface
2. Physical features are easily identified; relative height between certain
features is shown.
3. Vertical aerial photo
4. Any of the following: drawn to scale; accurate measurement of
distance; position and relief; used for planning and development
(GIS spatial planning)

62 s e c t i o n 2 • l ess o n - b y - l ess o n
 Activity 2 (Learner’s Book, page 138)
1. If this was a black and white photograph, tone would be reflected by
different shades of grey. The darker an object appears, the less the
amount of light it reflects. Water masses in this photograph would
therefore be reflected in a very dark shade of grey.
2. Industrial purposes. Large buildings can be identified and the distance
between buildings is greater. Railway and harbours available for transport.

Activity 3 (Learner’s Book, page 142)

Attribute Aerial photo Orthophoto Topographic

map 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: the above are not prescriptive answers. If learners can defend their
choice, they should be given credit.

Informal assessment
Activity 3
Because some of the responses to the activity will be subjective (not all
learners will agree in each particular case), assessment must take the form of
idea-sharing and exchanges in small groups.

Remedial
Ask learners to formulate their own questions around the maps and photos
in this module; and then to use these to ask each other questions in pairs or
small groups.

Extension
Ask 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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 Learner’s Book UNIT 4 Geographical Information Systems (GISs)
pages 143–150
Duration: 1 hour (appropriate to climatology and geomorphology)
Term 1, Week 9

Curriculum and Assessment Policy Statement (CAPS) content

Geographical Information Systems (GIS)
• Examination of GIS information for different catchment areas
• Developing a ‘paper GIS’ from existing maps, photographs or other
records on tracing paper

Resources
• Learner’s Book, pages 143–150
• Tracing paper

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules, as this skills
development module requires a theoretical background in physical
geography.
• Refer back to Grades 10 and 11 where learners have received a
background in geographical skills and techniques, on which this module
builds.

Teaching the unit

Lesson 1
• Begin by asking learners what the term GIS means.
• Stress that you cannot run a GIS without computer hardware (a laptop,
desktop or mainframe computer) and good GIS software.
• Ensure that learners understand what a GIS can do, and what it cannot
do; and how it differs from any other computer-based facility which
stores and manipulates data.

Activity 1
• The activity is bases on theoretical aspects of GIS.
• GIS jargon (the language of the discipline) is also practised.

• The focus in this unit is on GIS and catchment areas; data inputs on the
physical aspects of the chosen catchment(s); as well as the human impacts,
to properly manage the catchment or to resolve environmental issues.
• Go through the section, ‘How do you examine GIS information for
different catchment areas?’ (pages 144–145) with learners.

• Go through the section, ‘How do you develop a paper GIS from existing
maps, photographs or other records on tracing paper?’ (page 146) with
learners.

Activity 2
• This activity involves constructing a paper GIS using overlays.
• Learners trace and overlay the five outline maps in their books to get the
final product.

64 s e c t i o n 2 • l ess o n - b y - l ess o n
• Once the layers are assembled, they draw a final GIS map.
• Learners need to interpret the GIS map in light of the criteria on
page 146 of the Learner’s Book, to make certain decisions.

Answers
Activity 1 (Learner’s Book, page 143)
a. Spatially-referenced data: data used to provide the visual representation
of a geographic space; stored as raster and vector types. Spatial data is a
combination of location data and value data needed to generate a map.
b. Attribute data: descriptions, measurements, and classifications of
geographic features. Attribute data is classified into one of four levels of
measurement, namely nominal, ordinal, interval or ratio data.
c. Spatial resolution: refers to the area covered. Meteosat, for example,
covers the whole of the Earth from horizon to horizon, but of course the
scale is very small – size of image elements.
d. Spectral resolution: refers to that part of the electromagnetic spectrum
which is sensed by the particular remote-sensing device (a camera records
the visible part of the spectrum; visible light).
e. Raster data models: represent the landscape as a rectangular matrix of
square cells.
f. Vector data models: represent features as discrete (separate) points, lines
or polygons.

Activity 2 (Learner’s Book, page 146)

1. Once learners have assembled the different layers, they should get a final
GIS map like the one below.

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 2. a. T ake the length and height of the map and use the scale to determine
the distances in kilometres (5,6 km × 4 km) = 22,4 km2 .
b. Place tracing paper with 1 cm × 1 cm squares on the diagram. Each
square in which a portion of the river or its tributaries falls, gets
included in the calculation. Count the included squares. Each square
is 1 cm2. Multiply this by the scale squared to get an answer in km2.
3. The answers to question 3 a–f are provided on the final GIS map (master
overlay). Scan or copy this map onto an OHP transparency or data
projector image. Learners need to compare their paper GIS maps to this
final master overlay. Discuss which areas learners identified as being:
a. best suited to agriculture
b. secondary areas for agriculture
c. the area/s subject to severe flooding
d. the area/s subject to waterlogging
e. the area/s that should be preserved as catchment
4. the area/s that are best for settlement (B and C) – they are on fairly level
terrain, close to water (but not so close as to risk flooding), and they are
not in the nature reserve area.

Informal assessment
Activity 1
Learners can cross-check answers with a partner or in small groups.

Activity 2
• Provide learners with a copy or OHP of the above template to compare
with their own final map and for a final interpretation.
• Lead a class discussion about the answers to question 3. Observe which
learners seem to be struggling.
Assessment
Task 1: Remedial
For information on Give a snap assessment on GIS definitions. Correct learners by referring
how to assess the back to the relevant content in the Learner’s Book where there are gaps or
learners’ completed weaknesses.
tasks, please see
pages 171–172
Extension
in the Formal
Hands-on GIS extension available from: [Link]
Assessment section
[Link]. However this requires access to a computer and free software and
of this Teacher’s
Guide.
is not recommended, other than to learners with a genuine aptitude for GIS
and a desire to learn more.

Learner’s Book REVIEW

pages 153–158
Duration: 3 hours TERM 1, WEEk 9

These activities provide an opportunity for learners to consolidate concepts

and skills learnt in Term 1. Learners can complete them in class or as
homework. It is suggested that they complete the activities individually as a
means of 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.

66 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 1 (Learner’s Book, page 153)

Mid-latitude cyclones Tropical cyclones

Where they occur generally mid-latitudes (30°–75° N and S tropics, but not at the Equator
of Equator) (5°–30° N and S)
Where in South Africa they Western Cape and along on the east coast of southern
occur the south-east coast; they Africa (Mozambique and KZN)
occasionally penetrate the
interior
When they occur throughout the year, but they in late summer, when sea
reach South Africa in winter temperatures are at their
months only (because of the highest
shift in the thermal equator)
Low- or high-pressure system low low
Wind pattern Wind spirals into the low- Wind spirals into the low-
pressure cell in a clockwise pressure cell in a clockwise
direction in the southern direction in the southern
hemisphere (and in an hemisphere (and in an
anticlockwise direction in the anticlockwise direction in the
northern hemisphere). northern hemisphere).
Wind strength Winds are generally gentle, Winds are gale-force and very
although they can be strong. 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)

Activity 2 (Learner’s Book, page 153)

1.
Anticyclones
Where they occur generally subtropics, in the subtropical high-pressure zone (25°–35° N and
S 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
with the seasons/thermal equator. They shift further north in
winter 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. • Brings rain to the eastern half of the country.
Pushes in cool, dry air. Pushes in warm, moist air.

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

• In winter, sometimes ridges behind a cold • In winter, moves inland.

front, pushing it 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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 Activity 3 (Learner’s Book, page 154)
1. mid-latitude cyclone
2. eastwards/from west to east
3. northern hemisphere; the winds spiral into the low-pressure cell in an
anticlockwise direction.
4. A6; B4; C3; D2; E1; F5
5. The cold front catches up with the warm front and lifts the warm air off
the ground.
6. a.

b.

Activity 4 (Learner’s Book, page 154)

1. A = South Atlantic High; B = South Indian High
2. summer
3. The air mass that forms over the warm Mozambique/Agulhas Current
of the Indian Ocean holds more moisture than the air mass that forms
over the cold Benguela Current of the Atlantic Ocean.
4. moisture trough/moisture front
5. Warm, moist air is forced to rise fast and high. There is extensive cooling
and condensation.
6. eastern side
7. They bring rain, but heavy rain and hail can cause flooding, soil erosion
and crop/livestock damage. Lightning causes fires.
8. convection

Activity 5 (Learner’s Book, page 155)

1. Both summer and winter. Onshore winds bring moist, cloudy conditions
(rain along coastline or fog on west coast); offshore winds on other half
of cell bring warm, dry conditions.
2. winter
3. a high pressure over the interior; the presence of the Kalahari high-pressure
cell and a coastal low; slope at which air descends the escarpment
4. Descending air of anticyclone is already warm and dry. It is heated
further by adiabatic descent/compression.
5. veld fires
6. mid-latitude cyclone

68 s e c t i o n 2 • l ess o n - b y - l ess o n
 Activity 6 (Learner’s Book, page 156)
1. anabatic wind/upslope wind/valley breeze
2. afternoon (once the surface has heated up)
3. Air on slopes heats up faster than air at equivalent height above the valley
floor. Warm air rises further up the slope, cools, and descends, setting up
an air circulation cell.

Activity 7 (Learner’s Book, page 156)

1. A
 = infiltration; B = surface run-off; C = baseflow; D = groundwater;
E = water table
2. X = episodic river; Y = periodic river; Z = permanent/perennial river

Activity 8 (Learner’s Book, page 157)

drainage basin = the land drained by a river and its tributaries
confluence = the point where two rivers meet
tributary = a smaller stream/river that flows into a larger stream/river
watershed = the high land that divides one drainage basin from another
meander = a tight bend in a river
cross profile = transverse profile = a slice or view across the river
mouth = the place where the river empties into the sea
permanent base level = sea level = the lowest level to which a river can erode

Activity 9 (Learner’s Book, page 158)

2. Senqu
3. Vaal
4. exotic river
5. a. Augrabies Falls
b. Orange River Mouth
c. Gariep Dam, Vanderkloof Dam, Augrabies Falls
d. the Lesotho section of the river
6. a. rapids = fast-flowing, rough sections of the river, which are usually
stepped and littered with rock obstacles
b. braided = contains islands of sand deposits
c. delta = sandbars or land formed by silt deposits at a river’s mouth
d. alluvial = relating to the fine mineral-rich soil/silt deposited by rivers
7. (1) The river is heavily drawn for water (for irrigation, municipal use and
hydroelectricity). Dam construction and transfer schemes reduce the
river’s discharge/flow patterns – this may explain why the water does
not reach the river mouth in dry years. With changes in river flow
Test 1: patterns, the balance of erosion and deposition changes.
For information on (2) The river mouth is mined for diamonds. Mechanical activity such as
how to assess the dredging and scouring has severely damaged the wetland habitat of
learners’ answers, the river delta.
please see pages Management strategies or solutions include:
173–176 in the • Regarding water use: strict monitoring of water use;
Formal Assessment equitable sharing of water resources; where possible,
section of this reducing water wastage; environmental impact assessments
Teacher’s Guide. for dams or water projects.
• Regarding wetland damage: rehabilitation of the wetlands to
restore or conserve plant and animal biodiversity.

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 module 4
Term 2
Learner’s Book
pages 159–194 rural settlements:
Duration: 14 hours
Lessons: 28 half- Geographical knowledge
hour lessons, or 14
hour long lessons

Settlement geography is the study of the interaction between people and

the Earth. It explains where, why and how humans choose to settle and
make their homes in particular spaces. Settlement geography categorises
human settlements in terms of their size, complexity, pattern and function.
It looks at the range of settlements from the smallest to the largest, at
rural settlements to urban settlements, and at the consequences of human
migration. This module focuses on the study of rural settlements.

Curriculum and Assessment Policy Statement (CAPS) content

Study of settlements
• Concept of settlement
• Site and situation
• Rural and urban settlements
• Settlement classification according to size, complexity, pattern and
function

Rural settlements
• How site and situation affect the location of rural settlements
• Classification of rural settlements according to pattern and function
• Reasons for different shapes of settlements: round, linear, T-shaped and
crossroads
• Land use in rural settlements

Rural settlement issues

• Rural-urban migration
• Causes and consequences of rural depopulation on people and the
economy
• Case study that illustrates effects of rural depopulation and strategies to
address them
• Social justice issues in rural areas, such as access to resources and land
reform

Key geographical skills and techniques

• processing, interpreting and evaluating data
• identifying questions and issues
• collecting and structuring information
• making decisions and judgements
• deciding on a point of view
• suggesting solutions to problems
• working co-operatively and independently
• applying communication, thinking, practical and social skills
• interpreting sources
• using verbal, quantitative and symbolic data forms such as text, pictures,
graphs, tables, diagrams and maps

70 s e c t i o n 2 • l ess o n - b y - l ess o n
 Key words/concepts
isolated settlement; dispersed settlement; nucleated settlement; linear shape;
T-shaped settlement

Learner’s Book UNIT 1 Study of settlements

pages 161–170
Duration: 3 hours Term 2, Week 1

Curriculum and Assessment Policy Statement (CAPS) content

Study of settlements
• Concept of settlement
• Site and situation
• Rural and urban settlements
• Settlement classification according to size, complexity, pattern and function

Resources
• Learner’s Book, pages 161–170
• Websites (optional):
– [Link]
tent&view=article&catid=37:economy_bg&id=111:sa-economy-key-
sectors
– [Link]
Section_1to3/Climate_Change_&_SA_Economy_Economy_
Overview_2010
• The school library may have magazines and newspaper articles about the
concept of settlement. Look in any encyclopaedia, under ‘Settlements’ to
get more background information.
• Map of the world for reference in class, or a set of class atlases

Preparation
• Read through and familiarise yourself with the content.
• On a world map or in a class atlas, find the major rivers of India, Egypt
and Iran/Iraq, where urban settlements first developed.

Teaching the unit

Lesson 1
• The important thing in this unit is to provide learners with an historical
perspective or background, to the study of human settlement. From
simple beginnings to vast urban areas that merge into each other to
form an almost continuous spread of urban dwellings, urbanisation is a
dynamic process.
• Go through the text on pages 161–163 in the Learner’s Book and refer to
the maps in Figures 4.1.1–4.1.4. Ask learners to find these areas on the
class map of the world, and/or in their class atlases.

Activity 1
Work 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.

m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 71

 Activity 2
This activity focuses on where and why people settled in various areas of the
world – what made these locations attractive for early settlements?
• Go through the section, ‘What are site and situation?’ (pages 164–166)
with learners.
• Ask learners to work in pairs or on their own to read through the case
studies, ‘The ghost town of Kolmanskop, Namibia’ (page 165) and ‘From one
function to many – the story of the growth of Johannesburg’ (page 166).

Activity 3
• The activity focuses on the difference between site and situation.
• Learners work in pairs to answer the questions.

Lesson 2
Work as a class to go through the section, ‘What is the difference between a
rural and urban settlement?’ (pages 166–168).

Activity 4
• Have a class discussion about the difference between rural and urban
settlements, using the questions as a guide.
• Learners work on their own to write a paragraph about why a multi-
disciplinary approach is advocated to define what is meant by a rural
settlement.

• Work as a class to go through the section, ‘How are settlements

classified?’ (pages 169–170).
• Ask learners to give examples from their own experiences of different
types of settlements in the hierarchy of settlements. Ask them to provide
reasons for their choice of example.

Activity 5
• This activity focuses on settlement classifications according to size,
complexity, pattern and function.
• Learners work on their own to answer the questions.
• They can then discuss their answers with a partner.

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 163)

1. The concept of settlement describes where people live.
2. the birth place of human and social development
3. planting of cereal crops; keeping of sheep and goats; surplus production
4. the study of human settlements
5. the focus on human settlements as an index of national and global social
and economic development; human settlements as an objective for social
and economic development; the focus on sustainability between people
and their environment

72 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 2 (Learner’s Book, page 164)
1. Indus; Ganges; Brahmaputra
2. Brahmaputra River
3. a. Kolkata; b. Karachi
4. Iraq, Iran, Turkey, Syria
5. flat land for settlement; rivers for transport; rivers for water for crops,
animals and people; flooding of the river brings down alluvium; fertile
land for agriculture
6. Settlers came from Europe to the eastern coast of America; it is accessible
for ocean transport; it is the shortest distance to Europe and Africa; long
rivers for transport into the interior; fertile coastal plain for agriculture.
7. Italy, Austria, Switzerland, France, Germany, Holland, Belgium, England
8. the Po River in Italy; the Rhine River across France and Germany; the
Thames River across England

Activity 3 (Learner’s Book, page 166)

1. Site is the exact physical location of a settlement.
Situation refers to how other factors interact to affect the choice of
developing a settlement at a site.
2. a. a natural crossing point of the Buffalo River (different river to East
London’s Buffalo River)
b. a natural harbour at the mouth of the Buffalo River
c. the discovery of diamonds
3. It was the site of the first European settlement; it had a natural harbour
in Table Bay; there was fresh water; there was a coastal plain for
settlement; it is the gateway to Africa.

Activity 4 (Learner’s Book, page 169)

1. There is no uniform classification of a ‘rural settlement’; everything
that is not urban is rural; nations have different ways of classifying rural
settlements based on numbers or functions.
2. urban settlements: high-rise buildings; densely packed buildings;
communication infrastructure; shops
rural settlements: isolated, single dwellings; no shops; dirt roads; no
advertising boards
3. size; function; land use
4. Answers will differ, but should include the following points: rural and
urban are not opposites but part of a continuum; transition between
rural and urban can be gradual; functions merge, services and housing
types merge.

Activity 5 (Learner’s Book, page 170)

1. The drawing should look like the hierarchy on page 169 of the
Learner’s Book.
2. differences in extent of the settlement; in size of the population; in the
density of the population numbers
3. dispersed settlement: isolated houses, or groups of buildings that are
scattered over land and 2–4 km distant from each other
nucleated settlement: a cluster of houses grouped together
4. defence; division of labour; attraction of variety of skills; presence of
different services; variety of functions; job opportunities

m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 73

 Informal assessment
Activity 1
Learners should check their own answers against the answers provided
above. Check that all learners understand the concepts covered.

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

Activity 3
Learners work in pairs to assess their answers against the answers you provide.

Activity 4
Learners should check their own answers against the answers provided
above. Check that all learners understand the content and concepts covered.

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

Remedial
Ask those learners who need extra assistance with the concept of
settlements, to use an atlas or encyclopaedia to find new examples in South
Africa of the following: farmstead; hamlet; village; town; city; metropolis;
conurbation; megalopolis. They should give reasons for their choice of each
example (looking at size, complexity, pattern and function).

Extension
Provide learners with the names of at least ten new settlements in South
Africa, and ask them to classify them as either rural or urban; and according
to size, complexity, pattern and function. They should provide reasons for
their choice of category.

Learner’s Book UNIT 2 Rural settlements

pages 171–180
Duration: 5 hours Term 2, Weeks 1–2

Curriculum and Assessment Policy Statement (CAPS) content

Rural settlements
• How site and situation affect the location of rural settlements
• Classification of rural settlements according to pattern and function
• Reasons for different shapes of settlements: round, linear, T-shaped and
crossroads
• Land use in rural settlements

Resources
• Learner’s Book, pages 171–180
• Websites (optional):
– [Link]
South_Africa
– [Link]
[Link]
– [Link] and http://
[Link]/2012013022138/short-essay-on-the-
[Link]
74 s e c t i o n 2 • l ess o n - b y - l ess o n
• The school library may have magazines and newspaper articles about
rural settlements. Look in any encyclopaedia, under ‘Settlements’ or
‘site and situation’ and ‘pattern and function’ to get more background
information.
• Map of the world for reference in class, or a set of class atlases
• National Geographic DVDs of life in tropical areas and frozen areas

Preparation
• Read through and familiarise yourself with the content.
• Have a set of class atlases available to find the settlements mentioned in
this unit.
• Refer learners to DVDs or to TV channels that show tropical areas, desert
areas, mountainous areas and frozen wastelands. Try to incorporate
visuals from these programmes into your lesson to help give learners an
understanding of these areas.
• Note that there is considerable overlap between this section and Units 1,
2 and 3 of Module 5 (Urban settlements) in terms of site and situation,
classification of urban settlements, and lower- and higher-order functions
and services and land use zones.

Teaching the unit

Lesson 1
• Read through the section, ‘How do site and situation affect the location
of rural settlements? (pages 171–173) with learners.
• Use the class atlases to refer to the variety of locations mentioned,
such as the Gobi Desert, the Amazon River, the Sahara Desert, and
Mapungubwe.
• Discuss the climatic and physical challenges that these areas pose to people.

Activity 1
Learners work in pairs to list the climatic and physical challenges the areas
pose to settlements and to suggest how people can or have overcome these
challenges to create settlements.

Lesson 2
• Read through the section, ‘How are rural settlements classified?’ (pages
173–175) and ‘Why do settlements have different shapes?’ (pages 175–177)
with learners.
• Use the board to draw isolated, dispersed, and clustered or nucleated settlement
patterns. Ask learners for local examples of these settlement patterns.
• Under the heading ‘nucleated pattern’ write down the different
settlement shapes: linear, crossroads, T-shaped and round. Ask learners
for local examples.

Activity 2
• Learners work on their own to complete the questions.
• They can use the atlases, encyclopedias or the Internet to try to find out
the dominant function associated with each capital city in South Africa.
• They can then discuss their answers in pairs.

Activity 3
Learners work on their own on their table of settlements types.

m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 75

 Lesson 3
• This section focuses on rural land use. Ask learners to brainstorm what
people would use land in rural areas for.
• Read through the section, ‘How do humans use the land in rural
settlements?’ (pages 177–180) with learners.
• Draw Von Thünen’s model of land use on the board and refer to it when
discussing this section. Ask learners to explain how it can be used to
analyse their own area.

Activity 3
• This activity focuses on rural land use in South Africa.
• Have a class discussion, using the questions as a guide.

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

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 173)

1. a. s oil fertility; availability of water; cultivatable soil; pastures; fuel;
building materials
b. too hot; too wet; too dry; too cold; presence of ice and snow
2. Adaptations include: building dwellings on floating wood or reeds in
tropical areas; temporary shelters are used by nomadic people in the
desert; dwellings made out of ice are still used in the frozen areas of the
northern hemisphere (these are called ‘igloos’)
3. They build to keep out the heat of the Sun; to allow a flow of air; to
have protection against cold winds; they use electricity to create central
heating; and air-conditioning; slope gradient; direction dwellings face
4. Mapungubwe shows that as early as the 13th century in Limpopo
Province, there was a sophisticated civilisation that traded, had artwork,
built defensively, and had a hierarchy of power.

Activity 2 (Learner’s Book, page 174)

1. isolated; dispersed; nucleated
2. function of the area in which learners live, e.g. mining, seaport, tourism
3. Accept reasonable and appropriate explanations.
4. Cape Town is the legislative capital, with Parliament; Pretoria is the
administrative capital, with the government; Bloemfontein is the judicial
capital, with the Supreme Court of Appeal.

Activity 3 (Learner’s Book, page 177)

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

76 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 4 (Learner’s Book, page 180)
1 the way in which humans choose to use land
2 Land use affects natural resources and determines human activities;
the environment is important; sustainability of the resources and the
environment is important; access to and control over resources is a
political and economic consideration.
3. agriculture
4. Arable farming needs plentiful water and fertile soil. This is limited to the
eastern areas of South Africa. Water and the kind of soil is important.
5. commercial – large plantations; well-maintained; evidence of irrigation in
greenery; high economic output
subsistence – small cultivated area; animals grazing in unfenced area; no
irrigation systems; poor community (simple dwellings and fences); no
infrastructure

Activity 5 (Learner’s Book, page 180)

1. Labelled diagram to show Von Thünen’s model of land use (see page 178
of the Learner’s Book): The black dot in the middle represents a city;
1 represents dairy and market gardening; 2 represents forest for fuel;
3 represents grains and field crops; 4 represents ranching; the outer, dark
green area represents wilderness where agriculture is not profitable.
2. transport costs and land costs
3. Refrigerated trucks; railways; efficient transport all lessen the relevance
of the model; but, it can still be used to explain the development of
settlements.

Informal assessment
Activity 1
Learners should check their own answers against the answers provided
above. Check that all learners understand the concepts covered.

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

Activity 3
Learners work in pairs to check their tables.

Activity 4
Learners should check their own answers against the answers provided
above. Check that all learners understand the content and concepts covered.

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

Remedial
Use Columns 1 and 2 of Table 4.2.1 Categories of settlements (page 175
of the Learner’s Book), but jumble up the descriptions in Column 2. Ask
learners to match the function with the correct description. Learners can
check their answers against Table 4.2.1.

Extension
Ask learners to use Von Thünen’s model of land use (page 178 of the
Learner’s Book) to analyse land use in South Africa (page 179 of the
Learner’s Book).
m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 77
 Learner’s Book UNIT 3 Rural settlement issues
pages 181–194
Duration: 6 hours Term 2, WeekS 3–4

Curriculum and Assessment Policy Statement (CAPS) content

Rural settlement issues
• Rural-urban migration
• Causes and consequences of rural depopulation on people and the
economy
• Case study that illustrates effects of rural depopulation and strategies to
address them
• Social justice issues in rural areas, such as access to resources and land
reform

Resources
• Learner’s Book, pages 181–194
• The school library may have magazines and newspaper articles about
rural-urban migration. Look in any encyclopaedia, under ‘Rural
depopulation’ to get more background information.
• Map of Africa and South Africa and the world for reference in class, or a
set of class atlases
• Past Geography examination papers (Rural settlement section) for
extension activities

Preparation
• Read through and familiarise yourself with the content.
• Have a set of class atlases available to find the settlements mentioned in
this unit.
• There is overlap between this unit and the last unit of Module 5 in terms
of urban settlement issues such as those caused by rapid urbanisation, the
growth of informal settlements and associated issues, and the case studies
on how urban areas are managing urban challenges.

Teaching the unit

Lesson 1
• Ask learners why they think there is a growing trend towards
urbanisation around the world; on the African continent; and in South
Africa.
• Read through the section, ‘What is the rural-urban migration pattern in
South Africa?’ (pages 181–183) with learners.

Activity 1
• Work in small groups to answer the questions.
• Refer learners to the map in Figure 4.3.2 (page 182 of the Learner’s Book)
to find all the previous homelands.

78 s e c t i o n 2 • l ess o n - b y - l ess o n
• Read through the section, ‘What are the causes and consequences of
rural depopulation on people and the economy? (pages 183–185) with
learners.
• Use the class atlases to refer to the variety of locations mentioned in this
section.

Activity 2
• Learners write a diary entry about reasons for wanting to leave the
countryside, and the attractions in the city.
• Remind learners that their answers must be in full sentences and set out
in paragraphs.

Activity 3
• Learners can first discuss the questions in pairs or as a class, and then
complete the activities on their own.
• When learners have completed the activity, have a class discussion on
questions 4 and 5.

Lesson 2
Activities 4 and 5
• Ask learners to work in small groups to read through the case studies on
pages 188–189 of the Learner's Book.
• They should use a wall map or atlas to locate the areas mentioned in the
case studies, and to find Alexandra in a map of Johannesburg, Gauteng.
• They should then remain in their small group to work through Activities
4 and 5.
• If there is time, each group can briefly report back answers to the class.

Lesson 3
• Read through the section, ‘The government’s role in addressing the
causes and consequences of migration’ (pages 190–192) with learners.
• Use a wall map of Africa to locate places mentioned in this section.
• Read through the case study, ‘Rural depopulation and a counter strategy:
Ethiopia’ (page 192) with learners.
• Ask learners to point out the SADC countries.

Activity 6
• Have a class discussion on these questions.

• Ask learners what they understand by the term, ‘social justice’. Ask for
examples of social injustice and examples of what has been done to
remedy or right these injustices.
• Read through the section, ‘What are some important social justice issues
in rural areas?’ (pages 192–194) with learners.
• This section specifically focuses on land use and access to land in South
Africa.

Activity 7
• This activity focuses on how the South African government is attempting
to address the social injustices of the past, especially with regard to access
to land.
• This activity could lend itself to a lively class discussion.

m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 79

 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 183)

1. (1) KZN; (2) Limpopo; (3) Eastern Cape; (4) North West;
(5) Mpumalanga; (6) Free State; (7) Western Cape; (8) Northern Cape;
(9) Gauteng
2. Black African people were not allowed to buy land anywhere other than
in the 13% of South Africa set aside as homelands for them, except in the
Cape Province.
3. Transkei; Bophuthatswana; Venda; Ciskei
4. Urban areas were maintained as predominantly white areas; rural areas
became associated with predominantly black areas.
5. They are mostly in the eastern half of South Africa.
6. The eastern half of South Africa was first settled by the traditional tribes.
7. it has no homelands, except for the northern area in which
Bophuthatswana is located
8. in the developing world; in Africa and Asia
9. employment opportunities in cities increases; more people are
moving there
10. China, 1993–2003; the USA, 1916–1970

Activity 2 (Learner’s Book, page 185)

Diary entries will differ, but could include these points:

Reasons for wanting to leave the Attractions of the city

countryside
degradation of land through poor economic job opportunities
farming methods
reduced soil fertility diverse labour opportunities
soil erosion better range of housing
increasing desertification of marginal transport, communication networks
land
erratic weather caused by climate independence from erratic weather
changes
droughts independence from extreme weather
floods wide range of services, e.g. shops
crop and/or livestock diseases attraction of the ‘city lights’
reduced carrying capacity of the land diverse entertainment
reduced farm sizes through more reliable source of food
inheritance
unemployment/redundancy caused independence from family
by mechanical innovations
poor economic returns on long hours safety from tribal conflict areas
of labour

Activity 3 (Learner’s Book, page 187)

1. People need some money to get settled again; in case they don’t get a job
immediately; for rental; for schooling; for transport
2. male; young; in South Africa, many white families; unemployed

80 s e c t i o n 2 • l ess o n - b y - l ess o n
3. Gauteng; coastal cities
4. Globalisation has spread the attraction of urban living to the far corners
of the Earth, through access to social media, the Internet, satellite
television, movies, music, advertising, food products, cars, fashion, and a
wide range of products.
5. Learners should answer in full sentences and in a paragraph. Points to
consider include:
Positive effect on rural area: money is sent back to families; smaller
fields can merge into larger ones, creating possibilities for commercial,
productive farming, less unemployment
Positive effect on urban area: cheap labour stimulates the economy; new
skills can positively impact on the urban economy.

Activity 4 (Learner’s Book, page 188)

1. the growth of slums
2. Africa and Asia
3. A slum is an area of informal dwellings, or shacks, made out of any
material; no provision of services; lack of security; lack of sanitation; no
access to fresh water; no electricity; a high level of crime; overcrowding;
unemployment.
4. yes, on the outskirts of cities
5. armed conflict; erratic weather associated with climate change; the
deteriorating capacity of the rural areas to support people; unstable
governments; little economic development
6. Governments need to address the consequences of rural depopulation/
find solutions.

Activity 5 (Learner’s Book, page 190)

1. This is a government-initiated programme, introduced in 2001 with
the aim of addressing the negative effects in urban areas caused by the
increasing rate of rural depopulation.
2. Answers will vary, but could include: poverty; unemployment;
malnutrition; drug and alcohol abuse; gangs; crime; violence;
overcrowded and unhealthy living conditions; health problems; lack of
services; facilities and infrastructure; stress; pollution.
3. No, the Alexandra Renewal Project (ARP) is a regeneration project
involving government, NGOs and community organisations, as well as
the private sector.
4. Accept any of the following: upgrading current housing; creating
affordable housing; planning housing developments; reducing levels of
unemployment; establishing a healthy, clean environment; reducing
crime and violence; introducing sustainable urban services.
5. Answers will differ. Make sure that learners provide reasons for their
answers.

Activity 6 (Learner’s Book, page 192)

2. An alternative self-sustaining solution to rural-urban migration is
essential.
3. NEST keeps farmers on their land; teaches communities how to build;
how to use sustainable technology; this is similar to the RDP and
Comprehensive Rural Development Program in South Africa, but SA
does not encourage the same commitment to sustainable lifestyles to
keep people in the rural areas.

m o d u l e 4 • rura l sett l eme n ts : G e o graphica l k n o w l edge 81

 Activity 7 (Learner’s Book, page 194)
1. Points should include: After 1994, the government appointed the
Commission on Restitution of Land Rights (CRLR) with the objectives
of resolving land claims and restoring land rights to those people
whose land had been taken from them, or to award alternative forms
of equitable settlement to communities, people, or the descendants of
people who had lost their land as a result of discriminatory laws.
2. market-related restitution
3. Land is needed for residential areas; urban areas; commercial business
parks; industrial zones; recreational parks; nature conservation; mining;
forestry.
4. Answers will differ. Learners should mention ideas such as: arable land
being a scarce resource; land near facilities, services and infrastructure
being scarce in certain areas; site and situation being important factors.
5. Answers could include the USA, India, China, and sub-Saharan African
countries such as Zimbabwe.

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

Activity 2
Learners swop books with a partner to read each other’s diary entries and to
check the points listed against the table (see above) you either write on the
board or put up on the OHP.

Activity 3
Check 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 there is time, each group can briefly report back answers to the class.
Check that each learner participates in the group work and report back.

Activities 6 and 7
Have a class discussion on these questions. Observe who participates and
who does not participate in the discussion.

Remedial
Ask learners to write definitions for these terms: Agenda 21; dispersed
pattern; informal settlement; rural depopulation; push factors; pull factors;
rural-urban migration. Refer those learners who do not know these terms
back to the relevant sections in the module.

Extension
Refer learners to past Geography examination papers for more questions on
rural settlements.

82 s e c t i o n 2 • l ess o n - b y - l ess o n
 module 5
Term 2
Learner’s Book
pages 195–238 URBAN SETTLEMENTs:
Duration: 15 hours
Lessons: 30 half- geographical knowledge
hour lessons or 15
hour long lessons

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
• The origin and development of urban settlements – urbanisation of the
world population
• How site and situation affect the location of urban settlements
• Classification of urban settlements according to function, such as central
places, trade and transport, break-of-bulk points, specialised cities,
junction towns and gateway towns or gap towns

Urban hierarchies
• the concepts of urban hierarchy, central place, threshold population,
sphere of influence and range of goods
• lower- and higher-order functions and services
• lower- and higher-order centres

Urban structure and patterns

• internal structure and patterns of urban settlements: land use zones;
concept of urban profile; and factors influencing the morphological
structure of a city
• models of urban structure, such as multiple-nuclei model, the modern
American-Western city, the Third World city and the South African city
• changing urban patterns and land use in South African cities

Urban settlement issues

• recent urbanisation patterns in South Africa
• urban issues related to rapid urbanisation: lack of planning, housing
shortage, overcrowding, traffic congestion and problems with service
provision
• the growth of informal settlements and associated issues: case studies
from the world and South Africa
• case studies that show how selected urban areas in South Africa are
managing urban challenges, and handling environmental, economic, and
social justice concerns

Key geographical skills and techniques

• using verbal, quantitative and symbolic data forms such as text, pictures,
graph tables, diagrams and maps
• processing, interpreting and evaluating data

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 83
 Key words/concepts
urbanisation; urban settlement; site; situation; central place; break-of-bulk
point; junction town; gateway town; gap town; urban hierarchy; primate city;
secondary city; central place; sphere of influence; threshold population; range
of goods; low-order goods/services; high-order goods/services; low-order
centre; high-order centre; land use zone; Central Business District (CBD);
residential zone; industrial zone; transition zone; rural-urban fringe; urban
profile; conturbation; concentric zone model; sector model; multiple-nuclei
model; decentralisation; suburbanisation; edge city; township; invasion and
succession; urban decay; urban renewal; gentrification; gated community;
circular migration; international migration; urban sprawl; traffic congestion

Learner’s Book UNIT 1 Urban settlements

pages 196–207
Duration: 4 hours Term 2, Weeks 4–5

Curriculum and Assessment Policy Statement (CAPS) content

Urban settlements
• The origin and development of urban settlements – urbanisation of the
world population
• How site and situation affect the location of urban settlements
• Classification of urban settlements according to function, such as central
places, trade and transport, break-of-bulk points, specialised cities,
junction towns and gateway towns or gap towns

Resources
• Learner’s Book pages 196–207
• Websites (optional):
– [Link]
urbaneconomicgeography/a/[Link]
– [Link]
– [Link]
[Link]
• Wall map of the world to locate the Indus River, Euphrates and Tigris
Rivers and the Nile River
• Set of class atlases for group work to find locations mentioned in the text

Preparation
• Read through the unit to familiarise yourself with the content.

Teaching the unit

Lesson 1
• You will notice that there are overlaps in the curriculum between this
unit and Unit 1 of Module 3. This recycles what learners have previously
learnt and reinforces learning.
• The same principles that applied to the site and situation of rural
settlements can be applied to urban settlements.
• Use a large map of the world to locate cities mentioned in the text.
• Learners can use the class atlases and practise using the index at the back
to locate cities of the world mentioned in the text.

84 s e c t i o n 2 • l ess o n - b y - l ess o n
• Learners can also use Google Earth on the Internet.
• Read through the section, ‘How is urbanisation affecting the world
population?’ (page 196) with learners.

Activity 1
• Learners can work in pairs. They refer to the bar graph in Figure 5.1.1
(page 196) and complete the questions.
• Take feedback from learners and correct if necessary. Let other learners
check their answers while they listen to the feedback.

• Go through the sections, ‘What is an urban settlement?’ (page 197)

and ‘How did urban settlements begin and how have they developed?’
(page 197) with Learners.

Activity 2
• Learners work in pairs on Activity 2.
• Learners join with another pair to mark their work.
• Finally, check work as a class.

• Refer to Figure 5.1.7 and read the features, ‘What is a city?’ (page 200)
and ‘Cities of the World’ (page 201) with learners.

Activity 3
Learners work in pairs or as a class to discuss the questions.

Lesson 2
• Read through the section, ‘How do site and situation affect the location
of urban settlements?’ (page 202) with learners.
• Make sure learners understand the concepts of site and settlement.

Activity 4
• Learners work on their own to complete the questions in Activity 4.
• Check work as a class.

• Read through the section, ‘How are urban settlements classified

according to function?’ (page 203) with learners.

Activity 5
• Learners work in pairs to do the two activities.
• Check work as a class.

Activity 6
• Learners work on their own on this activity and can finish it for homework.
• Check work as a class.

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.

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 85
 Activity 1 (Learner’s Book, page 197)
1. a. 60%
b. (ii) two in every three people (67% is two in three, but 60% is closer
to two in three than 50%, which is one in two)
c. Africa and Asia
2. a. Learners present the data in a line graph, or bar graph, or pie chart.
Ask pairs to draw up their different types of graphs on the board.

b. Take in the paragraphs and graphs for marking.

Activity 2 (Learner’s Book, page 200)

1. 2 250–2 000 years ago
2. a. Luxor on Nile River; Ur at confluence of Tigris River and Euphrates
River; Harappa and Mohenjo-Daro on Indus River; Chengchou and
Anyang on Yellow River
b. Jordan River
c. Turkey
4. 1497–1610; or mainly the 1500s

Activity 3 (Learner’s Book, page 201)

1. The answers to the discussion question will differ. Make sure that learners
refer to the mind-map in Figure 5.1.2 (page 197) as a starting point.
Here is an example: A city is a settlement with a high concentration
of people, buildings and infrastructures. People who live in a city have
diverse occupations and a city offers a wide range of goods and services.
2. What drives the growth of cities? For example, migration of people to cities
in quest of employment, education and other opportunities; economic
growth and development; tourism.
What makes a successful city? For example, a city that is well-run/
administered and has good infrastructure (such as a good public transport
system); a crime-free or safe city; a diverse city.
Do the advantages of living in a city outweigh the disadvantages? One could
argue that yes, the growth in urbanisation indicates that they do. One
could also argue that the quality of life for the rural poor is generally
better in the country than it is in an informal settlement.
3. Tokyo, Guangzhou, Jakarta, Seoul, Shanghai, Mexico City, Delhi, New
York City, São Paulo, Karachi, Mumbai, Manila, Los Angeles, Osaka,
Beijing, Moscow, Cairo, Kolkata, Buenos Aires, Dhaka, Bangkok, Tehran,
Istanbul, Lagos, Rio de Janeiro, London, Paris

86 s e c t i o n 2 • l ess o n - b y - l ess o n
Activity 4 (Learner’s Book, page 202)
1. night lights
2. a. concentrated in northern hemisphere
b. sparse at the poles and the equator
c. many big urban settlements on or near the coast
3. USA, Europe, India, Japan
4. North Africa and South Africa
5. Andes Mountains on west coast are inaccessible; major rivers have their
mouths on the east coast.

Activity 5 (Learner’s Book, page 206)

1. c. i. Upington
ii. Kroonstad
iii. Newcastle
iv. Nelspruit/Mbombela
2. a. i. Johannesburg, Bloemfontein, Cape Town (also Kroonstad,
Beaufort West, Laingsburg, Paarl)
ii. Cape Town, Port Elizabeth, East London (also George, Knysna,
Richards Bay)
iii. Durban, Pietermaritzburg, Johannesburg
b. i. N8, N10
ii. N14
c. i. They connect the coastal towns with the towns of the interior;
several road and railway networks lead to Johannesburg.
ii. There is no coastal railway line equivalent of the N2 national
road, linking the port cities.

Activity 6 (Learner’s Book, page 207)

1. a specialist town – for surfing and tourism, although it now also functions
as a central place (offering goods and services) to the surrounding district
2. Site: On the southern Eastern Cape coast within a bay.
Physical factors: The land is flat and low-lying. The sea is the main
resource – for some fishing, surfing and tourism
Infrastructure: Plenty of accommodation for tourists; restaurants, shops
and a mall.
Situation: Proximity: near to Port Elizabeth and N2 freeway; part of the
Cacadau District.
Accessibility: reasonably accessible – about 100 km from Port Elizabeth
(which has an airport); just off the N2 which links Cape Town, Port
Elizabeth, East London and Durban.

Informal assessment
Activity 1
• Take feedback from learners and correct if necessary. Let other learners
check their answers while they listen to the feedback.
• Take in learners’ paragraphs and graphs for marking.

Activity 2
Learners work in pairs to assess their answers against the answers you
provide. This activity lends itself to input from the class.

Activity 3
Ensure that all learners are participating in the discussions and demonstrate
an understanding of the work.

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 87
 Activity 4
Supply the correct answers (see above) and discuss these with the class.
Check that all learners understand the content and concepts covered.

Activity 5
Check work as a class.

Activity 6
Supply the correct answers (see above) and discuss these with the class.
Check that all learners understand the content and concepts covered.

Remedial
Ask 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.

Extension
Ask learner to find new examples of urban areas in South Africa or southern
Africa that are classified according to one of the following: central place;
trade and transport towns or cities; and specialised towns or cities.

Learner’s Book UNIT 2 Urban hierarchies

pages 208–213
Duration: 2 hours Term 2, Week 5

Curriculum and Assessment Policy Statement (CAPS) content

Urban hierarchies
• The concepts of urban hierarchy, central place, threshold population,
sphere of influence and range of goods
• Lower- and higher-order functions and services
• Lower- and higher-order centres

Resources
• Learner’s Book pages 208–213
• Websites (optional):
– [Link]
urban-hierarchies
– [Link]
– [Link]
– [Link] Group-
[Link]
• Set of class atlases
• Large wall map of South Africa

Preparation
• Read through and familiarise yourself with the content.
• Locate the places mentioned in the text in the Learner’s Book.

88 s e c t i o n 2 • l ess o n - b y - l ess o n
Teaching the unit

Lesson 1
• Read through the section, ‘What is an urban hierarchy?’ (page 208) with
learners.
• Use the atlases or the wall map to locate cities in the urban hierarchy and
central place cities in South Africa.
• Ask learners to suggest reasons why sometimes a primate city is not the
capital of the country, e.g. Lagos in Nigeria, Sao Paola and Rio de Janeiro
in Brazil, and Johannesburg in South Africa.
• Explain that often the planning associated with the needs of a capital
city, such as embassies and government offices means that a new city is
planned that will become the new capital of a country. Another reason
may be a planned policy of decentralisation. Canberra in Australia is
an example of a planned federal capital, but it is not the primate city of
Australia, the same as Washington DC, in the USA.

Activity 1
Learners work on their own to read the case study, ‘South Africa’s urban
hierarchy’ (pages 208–209). They then complete the questions.

Lesson 2
• Read through the section, ‘What is central place theory?’ (pages 210–211)
with learners.
• Make sure that learners understand the concepts of central place, sphere
of influence, threshold population, and range of goods.

Activity 2
Learners work in pairs or on their own to complete the activity.

Read the section, ‘The order of functions in the urban hierarchy’

(pages 211–213) with learners.

Activity 3
Learners work on their own to complete the activity.

Answers
Activity 1 (Learner’s Book, page 210)
1. a. East London
b. Port Elizabeth
c. Bloemfontein
d. Pretoria
e. Durban
2. Johannesburg
3. Johannesburg, Cape Town, and possibly Durban; largest populations and
dominant/major cities
4. a. Stellenbosch; Lephalale; Khara Hais
b. Stellenbosch; Ellisras; Upington
c. Western Cape; Limpopo; Northern Cape
5. size, i.e. population

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 89
 Activity 2 (Learner’s Book, page 211)
1. a. Upington, Kakamas, Pofadder
b. The bigger the population of a central place, the bigger its sphere of
influence will be.
c. The bigger the sphere of influence, the greater the range of goods.
2. Gauteng has a much higher population density than the Northern Cape.
Although Gauteng’s area is more than 20 times smaller, its population is
10 times bigger. This means central places in Northern Cape are further
apart and smaller.

Activity 3 (Learner’s Book, page 213)

1. a. i. Here is a likely answer – from most often to least often:
bread; petrol; toothpaste; stamps; movie tickets; shoes; TV
ii. Here is a likely answer – it depends, of course, on how many
stamps one buys at a time; the price of the shoes and whether
one fills up the car tank with petrol: stamps; bread; toothpaste;
movie tickets; shoes; petrol; TV
b. Note that some items can fall into more than one category.
low-order goods: bread, stamps
middle-order goods: toothpaste, shoes
higher-order goods: movie tickets, TV
2.

Informal assessment
Activity 1
• Take feedback from learners and correct if necessary. Let other learners
check their answers while they listen to the feedback.
• The answers lend themselves to class discussion.

Activity 2
Learners work in pairs to assess their answers against the answers you
provide. This activity lends itself to input from the class.

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

90 s e c t i o n 2 • l ess o n - b y - l ess o n
 Remedial
Ask those learners who need extra assistance with the concept of urban
hierarchies, to write their own definitions or to draw a diagram to show
their understanding of these terms: urban hierarchy; central place; threshold
population; sphere of influence; range of goods; lower- and higher-order
functions and services; lower- and higher-order centres.

Extension
Ask learners to design their own ‘test’ which includes 10 questions on urban
hierarchies. Then let them work in pairs to give each other their ‘tests’.

Learner’s Book UNIT 3 Urban structure and patterns

pages 214–226
Duration: 4 hours Term 2, Week 6

Curriculum and Assessment Policy Statement (CAPS) content

Urban structure and patterns
• Internal structure and patterns of urban settlements: land use zones;
concept of urban profile; and factors influencing the morphological
structure of a city
• Models of urban structures, such as multiple-nuclei model, the modern
American-Western city, the Third World city and the South African city
• Changing urban patterns and land use in South African cities

Resources
• Learner’s Book pages 214–226
• Websites (optional):
– [Link]
– [Link]
structure-models
– [Link]
Human_Geography_Culture_Society_and_Space_8th_Edition_
Textbook
– [Link]
A-Model-for-South-African-Urban-Development-in-the-21st-C
• Atlases or wall map of South Africa
• Google Earth, available on any 3G device

Preparation
• Read through and familiarise yourself with the content.
• Locate the towns and cities referred to in the text in the Learner’s Book.

Teaching the unit

Lesson 1
• This is an interesting part of the syllabus. The examples of internal
structures and patterns of urban settlements, the land use zones, and
urban profile can be seen in any ride or route between home and school.
• Read the section, ‘What are the internal structures and patterns of urban
settlements?’ (page 214) with learners. Make sure that they understand
the concepts, land use zones, Central Business District, residential zone,
industrial zone, transition zone and rural-urban fringe.

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 91
 Activity 1
• This activity could lend itself to class discussion about land use zones and
where the different zones are most likely to be found.
• Ask your learners to plot their route between home and school, and ask
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.

Activity 2
• Go through the section, ‘Urban profile’ (page 216) with learners.
• Then ask them to do Activity 2.
• Go through the section, ‘Factors influencing the morphological structure
of a city’ (page 216–218) with learners.

Activity 3
Learners read the two features about Cape Town and Johannesburg and
Pretoria on page 218, and then discuss the questions – as a class or in small
groups or pairs.

Lesson 2
• Go through the section, ‘What are models of urban structure?’
(pages 219–221) with learners.
• Make sure that learners understand all the concepts – concentric
zone model, sector model, multiple-nuclei model, decentralisation,
suburbanisation, edge city, and township. Ask for examples of each.

Activity 4
• Learners work in pairs on the activity.
• Go through the section, ‘How have urban patterns and land use in South
African cities changed?’ (pages 221–226) with learners.
• Again, check understanding of concepts, such as invasion and succession,
urban decay, urban renewal, gentrification, and gated community. Ask for
examples of each.

Activity 5
• Learners re-read the case study on page 225 and complete the questions
on their own.
• These questions also lend themselves to class discussion.

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 216)

1. A = heavy industrial zone
B = high-income residential area
C = Central Business District
D = light industrial zone
E = high-density/low-income residential area
F = transition zone
2. a. transition zone on the rural-urban fringe
b. high-income residential area
c. transition zone on the rural-urban fringe/edge cities

92 s e c t i o n 2 • l ess o n - b y - l ess o n
 d. transition zone on the rural-urban fringe
e. heavy industrial zone
f. CBD

Activity 2 (Learner’s Book, page 216)

1. a. the density of buildings increases
b. the height of buildings increases
c. the age of buildings increases
d. roads and pavements get busier
e. transport routes converge
2. An area planned to conserve or maintain open countryside, or natural
features that can sustain indigenous plant, animal and bird life and remain
free from infrastructure

Activity 3 (Learner’s Book, page 219)

1. a. the mountain feature (Table Mountain), and the sea
b. access to space to expand until it almost merges with Pretoria
2. The CBD has more functions and services than elsewhere; has many
commercial and retail activities; has limited space; limited and expensive
accommodation.

Activity 4 (Learner’s Book, page 221)

1. gridiron in the new city; irregular unplanned in the old city
2. a. We have edge cities; suburbanisation; decentralisation; multiple nuclei.
b. We have colonial history; dual city structure (one traditional CBD
and one modern); informal settlements or squatter settlements.

Activity 5 (Learner’s Book, page 226)

1. residential and transition around the CBD
2. invasion and succession
3. overcrowding; filth; urban decay; danger
4. It is an initiative of social upliftment; it makes people accountable
for maintaining buildings; it makes the city accountable for service
obligations.
5. Cities have dense populations; high-rise buildings; noise and traffic
congestion. The City needs to keep its pavements clear and safe; its
streets litter free; well-lit; patrolled by police for security; CCTV as
a deterrent to law-breakers; provide services such as transport and
recreation. The inhabitants have to maintain their buildings; upgrade the
facilities when needed; prevent pollution or littering.

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

Activity 2
Learners swap books and assess each other’s work as you call out the
answers.

Activity 3
Discuss the questions as a class. Take note of the progress learners are
making.

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 93
 Activity 4
Learners work in pairs to assess their answers against the answers you
provide. This activity lends itself to input from the class.

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

Remedial
Ask 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
• Ask leaners to refer to Google Earth to check the model of the urban
structure of the towns and cities in South Africa, compared with cities
in the United States or elsewhere in the world. They should list the
similarities and differences.
• Ask the learners to discuss why urban patterns and land use are this way
in South Africa, and how urban patterns and land use changed after 1994.

Learner’s Book UNIT 4 Urban settlement issues

pages 227–238
Duration: 5 hours Term 2, Weeks 7–8

Curriculum and Assessment Policy Statement (CAPS) content

Urban settlement issues
• Recent urbanisation patterns in South Africa
• Urban issues related to rapid urbanisation: lack of planning, housing
shortage, overcrowding, traffic congestion and problems with service
provision
• The growth of informal settlements and associated issues: case studies
from the world and South Africa
• Case studies that show how selected urban areas in South Africa are
managing urban challenges, and handling environmental, economic, and
social justice concerns

Resources
• Learner’s Book pages 227–238
• Websites (optional):
– [Link]
[Link]
– [Link]
– [Link]
+Rapid+urbanisation+LEDC
– [Link]
aspx?nr=2935&alt
• Wall map of the world; map of South Africa; set of class atlases.
• 3G devices to research Google Earth
• Newspapers that have information on urban problems

94 s e c t i o n 2 • l ess o n - b y - l ess o n
Preparation
Read through and familiarise yourself with the content.

Teaching the unit

Lesson 1
• Ask learners what they think has been the recent urbanisation pattern in
South Africa, and why.
• Read the section, ‘What are recent urbanisation patterns in South Africa?’
(pages 227–228) with learners.

Activity 1
• Ask learners to complete the answers on their own.
• These questions about recent urbanisation patterns in South Africa lend
themselves to class discussion.

• Ask learners what issues or problems they think are associated with rapid
urbanisation. Write their ideas up on a mind map on the board.
• Explain that the problems associated with rapid urbanisation can be seen
in poor service delivery. There are complaints about housing shortages,
inadequate transport services, failure by municipalities to maintain crime-
free, litter-free, well-lit urban areas. The national government is often in
the news because of a failure to deliver on targeted plans for the growing
urban populations. These problems are global and common to all urban
settlements.
• Read the section, ‘What urban issues are related to rapid urbanisation?’
(pages 229–230) with learners.

Activity 2
Use the questions for class discussion.

Activity 3
• Ask learners to read the feature, ‘Houses for everyone’ (page 231), and the
case study, ‘The sad tale of low-cost housing in Vukani’ (page 231). They
should have a class discussion using the questions to guide their discussion.

• Go through the section, ‘How have informal settlements grown and what
are the associated issues?’ (pages 232–235) with learners.

Lesson 2
Activity 4
• Learners do this activity on their own.
• Ask learners to read out their TV documentary or act it out for the class.

• Ask learners what they think can be done/or what is being done to
manage urban challenges.
• Go through the section, ‘What can we learn about managing urban
challenges and handling environmental, economic and social justice
concerns from case studies?’ (pages 236–238) with learners.

Activities 5 and 6
Learners re-read the case studies and write answers to the questions.

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 95
 Answers
Activity 1 (Learner’s Book, page 229)
1. a. b lack population group; democracy made it easier for black people to
get better jobs in the urban areas, and attracted people from Africa,
Asia and India
b. The trend continues to show an increase in the rate of urbanisation.
2. a. metropolitan city
b. metropolitan city
c. The difference between the figure for the in-migration and the out-
migration is the net migration rate. The net migration rate for the
metropolitan city is 2,5%.
3. Answers will vary as this will be different in a city, for example, than in a
small rural settlement.

Activity 2 (Learner’s Book, page 230)

• There are no wrong answers. Try to encourage learners to think of
solutions to rapid urbanisation, such as better transport systems (e.g.
MyCity bus in Cape Town); dedicated fast lanes for buses and taxis in
peak hour; pedestrianised streets in cities; one-way road systems in cities
to help with the flow and amount of traffic; prohibiting large lorries and
buses from entering urban areas and residential areas during certain peak
hours to prevent noise.
• It is important for learners to realise that planning is a response to
demand, but that it always lags behind demand, so that service delivery
– even if planned – lags behind the daily needs of people. A well-run,
well-serviced community acts as a magnet to migrants coming into the
city. This creates greater challenges for the planners.

Activity 3 (Learner’s Book, page 232)

• Encourage learners to think about the problems that arise from giving
tenders to friends, rather than to reputable building companies; or to
cheap contractors rather than to more expensive but better-known
contractors.
• Ask them what type of temptations could cause tenders to be awarded to
contractors who are irresponsible.
• Talk about the success in having provided for almost half of what was
needed according to the 1996 census. Explain the cost in finding available
vacant land for housing in city areas, and the number of houses that
never seems to lessen, as more people move into the cities.
• Speak about the challenges of low-cost housing, including irregularities
with cheap materials; poor plumbing work; dangerous electrical
connections; inferior bricks; leaking roofs; and leaking gutters.

Activity 4 (Learner’s Book, page 235)

There is no answer to this activity.

Activity 5 (Learner’s Book, page 238)

1. Answers could include: safe; efficient; alternative to cars in the city;
regular; not too expensive.
2. The City’s five goals are to be: the opportunity city; the safe city; the
caring city; the inclusive city; and the well-run city. It can do this by the
following actions:

96 s e c t i o n 2 • l ess o n - b y - l ess o n
 • ensure that the metropolitan area is physically connected by public
transport systems so that every resident can benefit from what the
city has to offer
• improve the delivery rate of formal housing opportunities
• increase investment through planning and marketing
• start an apprenticeship programme to the Water, Sanitation,
Electricity, Stormwater, Solid Waste, Refuse Removal and Roads
Departments. These apprentices will meet the demand of the labour
market, using the training the City provides either to become skilled
technicians employed by the government, or to move as young
people with new qualifications into the private sector
• set up of free call booths with the City’s complaints number in the
poorest communities, so that everyone can be assured of the fastest
response time, no matter where they live
• expand its construction of the fibre-optic network, providing
broadband infrastructure to all communities.

Activity 6 (Learner’s Book, page 238)

Contributions can include: recycling; tree planting; peri-urban agricultural
schemes aided by municipalities.

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

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

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

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

Activities 5 and 6
Take in learner’s books to assess their progress.

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 Effect / Solution

causes consequence
congestion
urban decay
centralisation

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

M o d u l e 5 • U R B A N S E T T L E M E N T s : ge o graphica l k n o w l edge 97
 module 6
Term 2
Learner’s Book rural and urban
pages 239–258
Duration: 5 hours settlements: GEOGRAPHICAL
Lessons: 10 half-
hour lessons or 5 SKILLS AND TECHNIQUES
hour long lessons

Curriculum and Assessment Policy Statement (CAPS) content

Mapwork skills
• Applying map skills and techniques: scale, contours and cross-sections
• Map and photo interpretation, including reading and analysis of physical
and constructed features

Geographical Information Systems (GISs)

• GIS concepts: remote-sensing and resolution
• Spatial and attribute data; vector and raster data
• Data standardisation, data sharing and data security
• Data manipulation: data integration, buffering, querying and statistical
analysis
• Application of GIS by Government and the private sector, related to
weather and settlement topics
• Developing a ‘paper GIS’ from existing maps, photos or other records on
layers of tracing paper

Key geographical skills and techniques

• applying map skills and techniques to address settlement issues
• map and photograph interpretation, including reading and analysis of
constructed features
• understanding GIS concepts, including remote sensing and resolution,
different kinds of GIS data, and the manipulation, integration and
statistical analysis of data
• applying GISs in a practical way to address settlement-related questions –
by government and by the private sector
• developing a paper GIS from existing maps, photographs or other records
on layers of tracing paper

Key words/concepts
settlement geography; morphological structure; spatial data; attribute data;
nominal data; ordinal data; interval data; ratio data; vector data; raster data;
integrate; buffering; coverage features; outliers; non-spatial statistics; spatial
statistics; descriptive statistics; inferential statistics

Learner’s Book UNIT 1 Mapwork skills

pages 240–246
Duration: 3 hours Term 2, Week 8

Curriculum and Assessment Policy Statement (CAPS) content

Mapwork skills
• Applying map skills and techniques: scale, contours and cross-sections
• Map and photo interpretation, including: reading and analysis of physical
and constructed features
98 s e c t i o n 2 • l ess o n - b y - l ess o n
Resources
• Learner’s Book pages 240–246
• Websites (optional):
– For information on synoptic charts: [Link]
[Link]/
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules, as this skills
development module requires a theoretical background in physical
geography.
• The last website listed above is also highly recommended.
• Refer back to Grades 10 and 11 where learners have received a
background in geographical skills and techniques, on which this module
builds.

Teaching the unit

Lesson 1
• The lesson deals primarily with mapwork skills as applied to settlement
geography.
• Ask learners to differentiate between urban and rural settlements.
• Remind them that settlements often display certain patterns, and that
these will show on maps, aerial photos or satellite images.
• Go through the section, ‘How do rural and urban settlements differ
spatially when shown on maps and photographs?’ (pages 240–241)
with learners.
• Should there be a need to reinforce the theory, return to Module 3.

Activity 1
• Explain that the lesson is essentially a skills-based (rather than theory-
based) one, and that this hands-on activity is based on a topographic map
extract of Port Shepstone (page 242).
• Explain that the map was chosen because of the variety of settlement
types shown (urban and rural).
• Some settlements are clustered, some are dispersed.
• The physical landscape has an impact on settlement patterns.

Lesson 2
• Once again, ask learners to differentiate between urban and rural
settlements.
• Ask learners why maps, aerial photos and satellite images are so
important in settlement geography.
• Explain that this lesson concentrates on urban settlement.
• Go through the section, ‘How are physical and constructed features of a
landscape represented on maps?’ (page 245) with learners.
• Should there be a need to reinforce the theory, return to Module 3.

m o d u l e 6 • rura l a n d ur b a n sett l eme n ts : G E O G R A P H I C A L S K I LL S A N D T E C H N I Q U E S 99

 Activity 2
• This activity continues with a skills-based (rather than theory-based)
format, with this hands-on activity involving reading the topographic
map extract of Bloemfontein (page 244).
• The map shows virtually exclusively urban settlement, and transport
patterns are also mentioned.

Lesson 3
• Ask learners how they are able to read a map, which is simply a
representation of reality (in the same way that words on a page
represent language).
• After some discussion, point out that maps have their own language, in
the form of scales, contour lines and, most importantly, map symbols.
• Explain what the REFERENCE (VERKLARING) on a topographic
map is.
• Go through the section, ‘How are physical and constructed features of a
landscape represented on maps?’ (page 245) with learners.

Activity 3
• This activity involves working on, and with, a diagrammatic map
(see page 246 of the Learner’s Book).
• Both form (what a settlement looks like from the air) and function (what
purpose does the settlement serve, or what role does it fulfil?)
are addressed.

Answers
Activity 1 (Learner’s Book, page 241)
1. Learners must pinpoint the Port Shepstone area on a map of South
Africa (an atlas can be used). Port Shepstone is in KwaZulu-Natal.
2. undulating (up-and-down) landscape
3. a. rural (isolated)
b. urban
c. rural (clustered)
d. urban
e. rural (clustered)
f. rural (dispersed)
4. A linear settlement pattern may develop parallel to a road, or railway
line, or even a river. There are a few examples along rural roads on
the map.
5. This is not easy terrain. Incised rivers and tributaries mean steep slopes,
which makes road building difficult. Settlements are situated on valley
bottoms or on hill crests.
6. More difficult; the Mzimkhulu River is a barrier to transport. It can only
be crossed where there are bridges.
7. Between roughly 30º25’ and 30º30’ East and 30º 41 and 30º 42 South
are the Kurnalpi Estates. There is other cultivated land along the river.
Sugarcane is grown here.
8. There is no heavy industry and very little other industrial development.
The sugar mill may provide a few hundred jobs, but that is all. There is
probably a movement of people towards Port Shepstone, but certainly
not enough employment. People will move out of the area to Durban-
Pinetown and other big urban areas looking for work.

100 s e c t i o n 2 • l ess o n - b y - l ess o n

Activity 2 (Learner’s Book, page 243)
1. Leeuberg, at 1 603,8 m (highest)
2. Heidedal (extreme right, half way), 1 370 m (lowest)
3. sewerage works on the Bloemspruit, because cold air drains downslope
at night and accumulates in low-lying hollows and river valleys
4. This is a built environment, with no real evidence (besides in the south-
west) of rural settlement; farmland has been taken over by urban sprawl.
5. Learners must look at the grid pattern on the historical map and find the
same features on the topographic map.
6. grid-iron or rectangular
7. Look at density of development and street patterns, and the presence
of green belts and sports fields, and the names of the suburbs. Previously
‘white’ suburbs will have larger street blocks (less dense road system) and
‘white’ names, and more open spaces than traditionally ‘black’ suburbs
or townships.
8. principally, the railway line and transport infrastructure
9. to the south-east of the city; also acting as a buffer between the townships
and the CBD
10. due west
11. so that it would not split (divide) the suburbs to the west from the city,
though this has subsequently happened as the city has expanded westwards
OR not to the east, because then it will move past the industrial side
12. radial; transport routes (particularly roads) generally radiate outward
from the centre of the city

Activity 3 (Learner’s Book' page 245)

1. A = T-shaped
B = isolated
C = circular
D = crossroads
E = linear
2. The circular and crossroads are urban (continuous built up areas), the
others more rural./B – rural; rest – urban
3. A is a resort settlement at the end of the road in the mountains (or it
could be a mining settlement).
B is a gateway or strategic settlement (guard houses or forts guarding
access to the plain in the south.
C is probably a trade and transport city (on the river) which has expanded
over time.
D is a typical crossroads (trade) settlement.
E is rural settlement, probably with farms backing onto the river for
irrigation water.
4. Yes, there are mountainous areas indicated on the map which would act
as topographical barriers to transport, particularly shortest routes.

Informal assessment
Activity 1
This is a fairly lengthy activity. It is suggested that learners work with a
partner or in small groups to cross-check and discuss answers, before having
a general class report-back session.

m o d u l e 6 • rura l a n d ur b a n sett l eme n ts : G E O G R A P H I C A L S K I LL S A N D T E C H N I Q U E S 101

 Activity 2
Follow a similar assessment strategy to the previous activity. Learners can
reinforce one another’s map reading skills by working together.

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

Remedial
To help learners develop topographic map reading and interpretation
activities where they are lacking, provide your own questions based on the
maps of Port Shepstone (page 242) and Bloemfontein (page 244).

Extension
If your school has a set of topographic maps for teaching, ask learners to
work in pairs to devise their own questions (rather than answers) based on a
portion of a particular map. These could include questions on applying map
skills and techniques to topographic maps, GISs and atlases. The emphasis
should be on settlement issues.

Learner’s Book UNIT 2 Geographical Information Systems (GISs)

pages 247–258
Duration: 2 hours (appropriate to rural and urban settlement)
Term 2, Week 9

Curriculum and Assessment Policy Statement (CAPS) content

Geographical Information Systems (GISs)
• GIS concepts: remote-sensing and resolution
• Spatial and attribute data; vector and raster data
• Data standardisation, data sharing and data security
• Data manipulation: data integration, buffering, querying and statistical
analysis
• Application of GIS by Government and the private sector, related to
weather and settlement topics
• Developing a ‘paper GIS’ from existing maps, photos or other records on
layers of tracing paper

Resources
• Learner’s Book pages 247–258
• Websites (optional):
– For information on synoptic charts: [Link]
[Link]/
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules, as this skills
development module requires a theoretical background in physical
geography.
• The last website listed above is also highly recommended.

102 s e c t i o n 2 • l ess o n - b y - l ess o n

• Refer back to Grades 10 and 11 where learners have received a
background in geographical skills and techniques, on which this
module builds.

Teaching the unit

Lesson 1
• The lesson focuses on concepts and terminology used in GIS.
• Begin by asking learners what GIS stand for, what a GIS actually is, and
what it can (and cannot) do.
• Emphasise that, to apply GIS, a theoretical background and
understanding of certain terms is very important.
• Go through the following sections with learners: ‘What is the difference
between GIS, remote sensing and data resolution?’ (page 247); ‘What is
meant by spatial and attribute data; and vector and raster data?’ (pages 247–
248); ‘What is meant by data standardisation, data sharing and data security?’
(page 249); ‘What is meant by data manipulation?’ (pages 249–251).

Activity 1
• Activity 1 is an example of a very straightforward spatial challenge where
GIS could be employed.
• It involves decision-making based on set criteria and it asks learners to
strategise (in which order should new stores be built?).

Lesson 2
• Explain that statistical analysis is part of GIS.
• Explain to learners what is meant by statistics.
• Ask learners why statistics and statistical data are necessary. (Answer:
because dealing with thousands of individuals is impossible; we need to
know the ‘average’ in many cases.)
• Go through the sections on statistical analysis (pages 252–255) and lead
learners into thinking more about statistics, via the activities.

Activity 2
• The activity deals with a simple GIS map and distribution patterns to
show that GIS maps can assist in determining whether distribution
patterns exist and what those patterns are.
• Questions are asked about the distribution of schools in a particular town.

Activity 3
• Learners are asked to match up basic statistical concepts with their
correct meanings.
• These concepts are descriptive – they describe various properties of a set
of data.
• The mean is the average (probably the best understood property of a
statistical distribution) but learners also need to understand the concept
of standard deviation.

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 Activity 4
• This is another paper GIS activity, based on a settlement and certain
criteria.
• Learners must decide where they would site a new residential suburb.
• The technique of creating a paper GIS was explained in Module 3,
Unit 4 – refer learners back to this unit for the steps involved.

Answers
Activity 1 (Learner’s Book, page 251)
1. no
2. Historical; this was where the original town started. Population; more
people lived in these parts of town. Function; other areas were more
commercial or industrial. Planning; it was thought these would be good
locations for stores.
3. Yes, the service areas of some stores do overlap.
4. Maximum distance: 11,5 km Minimum distance: 4,5 km
5. about 20 km
6. no, not quite
7. a. The west, north-west and Fair Valley are going to need stores soon.
b. I would plan first: west (no store there at all at present); second: Fair
Valley – an upmarket area, with buying power and expanding; last:
north-west.
8. possibly, given that Fair Valley is so close; definitely within the next
couple of years

Activity 2 (Learner’s Book, page 253)

Yes, three clusters: around the CBD, in the west, and in the south.
The CBD is probably the first area settled (inner city schools), followed
by the other two areas. There are often historical reasons for this sort
of pattern.

Activity 3 (Learner’s Book, page 254)

1.
Statistical Definition
measurement/
parameter
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. This is a follow-up self-help activity, with no prescribed answers.

Activity 4 (Learner’s Book, page 256)

The activity involves constructing a paper GIS to site a new residential area,
based on the GIS overlays and criteria in the Learner’s Book. Learners need
to develop a final map which looks like the one below (page104), on which to
base their decision.

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Informal assessment
Activity 1
After learners have attempted the activity individually (some measurements
and use of scale are required) go through the answers, and ensure that
learners understand what is meant by, for example, the service area for each
shop, and a superstore, and why the latter is bigger.

Activity 2
Move around the class to assess whether learners can recognise patterns or
groupings, as well as account for these.

Activity 3
Provide the answers and assess, by show of hands, how learners have coped
with these statistical concepts.

Activity 4
Provide learners with the final GIS template (above) after they have each
constructed their own paper GIS. The siting of the residential area in light of
the criteria can be discussed by the class.

Remedial
Run the true or false quiz given (page 106) as a snap verbal assessment.
Answers are given as T for True and F for False. Ask for reasons for learners’
answers. If there are gaps in knowledge, return to those sections in the
Learner’s Book.

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 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
Buffering creates a zone around a point, line or polygon. T
Statistics are useful for working with data sets. T

Extension
Ask learners to suggest their own GIS layers, and to pose a problem to be
solved, based on the following diagram:

Assessment
Task 2:
For information on
how to assess the
learners’ completed
tasks, please see
pages 177–178
in the Formal
Assessment section
of this Teacher’s
Guide.

Learner’s Book REVIEW

pages 262–265
Term 2, WEEK 9

These activities provide an opportunity for learners to consolidate concepts

and skills learnt in Term 2. Learners can complete them in class or as
homework. It is suggested that they complete the activities individually as a
means of 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.

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Activity 1 (Learner’s Book, page 262)
1. the exact physical location of the settlement
2. on fertile, alluvial plains between and alongside the rivers of present-day
Turkey, Syria and Iraq – the Tigris and Euphrates Rivers; on the fertile,
alluvial plains of the Indian sub-continent – the Ganges and Indus Rivers;
along the banks of the Nile River in Egypt
3. fertile soil; river for transport; water for humans, animals and crops
4. A – accessibility; B – relief and route of floods; C – accessibility;
D – dry (land) settlements, away from marshland and floods
5. (1) defence factors = building a town with a fort on a hill overlooking
the surrounding areas; (2) resources for building, e.g. close to forests or a
quarry for stone
6. a. A rural settlement: is one found in an undeveloped, sparsely
populated countryside; has few functions, few services, and low-rise
buildings; mainly agricultural or primary activities.
b. An urban settlement: is densely populated; has many services, a
well-developed infrastructure, many services, and high-rise buildings;
mainly secondary and tertiary activities.

Activity 2 (Learner’s Book, page 263)

1. difficulty in agreeing to how large each rural population is (amount of
people in each settlement); and difficulty in defining which services and
functions, and how many, characterise a rural area
2.
Characteristics of rural settlements Characteristics of urban settlements
1 in the middle of undeveloped 1 a highly organised developed area
countryside
2 associated with isolated farms, mining or 2 associated with towns, cities,
fishing settlements, hamlets or villages metropolises and megaregions
3 low-rise buildings 3 high-rise buildings

Activity 3 (Learner’s Book, page 263)

1. pie graph
2. facts and forecasts about the percentage population in rural and urban
areas in 1955 and in 2015
3. 82,76% increase in urbanisation forecast by 2015, from 1955
4. Urbanisation has continued to increase since the removal of the Group
Areas Act and the former bantustans or rural ‘homelands’. Urbanisation
is greatest in Gauteng and the coastal towns of South Africa.
5. reliance on women to run the home and land; breakdown of family life;
reliance on subsistence farming breaks down; women tend the elderly
and the very young
6. GEAR; RDP; Agenda 21; Habitat Agenda; Millennium Development
Goals; SDIs; IDZs; CRDP; RISDP
7. Commission on the Restitution of Land Rights

Activity 4 (Learner’s Book, page 264)

1. 360 years old
2. Cape Town
3. A dominant city – usually more than just the city with the highest
population OR a city that has a significantly larger population (at least
double) than the next largest city; city with important political and
economic functions

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 4. No – Cape Town as a metropolitan area, has a population close to
Johannesburg’s. OR Yes – Johannesburg is South Africa’s dominant
economic centre.
5. a. agricultural = 1700s; b. mining = 1800s; c. manufacturing = 1900s
6. later 1900s
7. Cape Town’s site = a bay (making for a suitable harbour) with a
distinctive mountain as a landmark and source of fresh mountain water.
Cape Town’s situation = tip of Africa on the shipping trade route around
the Cape between Europe and the East. This made it the ideal stopover and
refreshment station. Ships stopped to take on fresh water and food supplies
(which were grown in the Company Gardens and on nearby farms).
8. Kimberley
9. Any one of the port towns: Cape Town, Port Elizabeth, Durban; a place
where transported goods have to be unloaded and one form of transport
changed for another (for example, from wagon or train to ship).
10. Cape Town served as a gateway town for Europeans (the Portuguese,
Dutch and the British) to the East. It also served as the gateway into
South Africa’s hinterland/part of the Cape.

Activity 5 (Learner’s Book, page 265)

1. A = CBD; B = industrial; C = residential; D = greenbelt
2. A = shops and offices; B = factories; C = houses
3. Central Business District
4 a. CBD; b. CBD/high income residential areas; c. residential area
or outskirts; d. CBD
5. a.

b. The CBD commands the highest prices for sale or rent of property
because it is accessible to large numbers of people (the major public
transport routes converge here).
Mid-year
examination: Activity 6 (Learner’s Book, page 265)
For information on 1. a. place that provides goods and services to the surrounding area
how to assess the 2. a. the area from which it draws its customers
learners’ answers, b. it has a larger population and so it offers more goods and services
please see pages c. range of goods
179–201 in the 3. B
Formal Assessment 4. a. both A and B; b. B only
section of this 5. A
Teacher’s Guide.

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 module 7
TERM 3
Learner’s Book Economic Geography of
pages 267–317
Duration: 25 hours South Africa: Geographical
Lessons: 50 half-
hour lessons, or 25 knowledge
hour long lessons

Curriculum Assessment Policy Statement (CAPS) content

Structure of the economy
• Economic sectors (primary, secondary, tertiary and quaternary)
• Economic sectors’ contribution to the South African economy: value and
employment
• Use of statistical and graphical information

Agriculture
• Contribution of agriculture to the South African economy
• The role of small-scale farmers and large-scale farmers
• Main products produced: home market and export market
• Factors that favour and hinder agriculture in South Africa, such as
climate, soil, land ownership and trade
• The importance of food security in South Africa – influencing factors
• Case studies related to food security in South Africa

Mining
• Contribution of mining to the South African economy
• Significance of mining to the development of South Africa
• Factors that favour and hinder mining in South Africa
• A case study of one of South Africa’s main minerals in relation to the
above points

Secondary and tertiary sectors

• Contribution of secondary and tertiary sectors to the South African
economy
• Types of industries, such as heavy, light, raw material orientated, market
orientated, footloose industries, ubiquitous industries and bridge (break-
of-bulk point) industries
• Factors influencing industrial development in South Africa, such as raw
materials, labour supply, transport infrastructure, political intervention,
competition and trade
• South Africa’s industrial regions:
– (PWV)-Gauteng, Durban-Pinetown, Port Elizabeth-Uitenhage, South
Western Cape Metropole
– Factors influencing their location
– Main industrial activities
• Case studies from South Africa to illustrate the above

Strategies for industrial development

• Overview of apartheid and post-apartheid industrial development
strategies
• Concept and distribution of Industrial Development Zones (IDZs)

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 • Case studies of two Spatial Development Initiatives (SDIs)
• Issues associated with industrial centralisation and decentralisation

Informal sector
• Concept and characteristics of informal sector employment
• Reasons for high informal sector employment in South Africa
• Challenges facing South Africa’s informal sector
• Case studies to illustrate the above in the South African context

Key geographical skills and techniques

• processing, interpreting and evaluating data
• identifying questions and issues
• collecting and structuring information
• making decisions and judgments
• deciding on a point of view
• suggesting solutions to problems
• working cooperatively and independently
• applying communication, thinking, practical and social skills
• interpreting sources
• using verbal, quantitative and symbolic data forms such as text, pictures,
graphs, tables, diagrams and maps

Key words/concepts
economically-active; Gross Domestic Product (GDP); slant; skew; commercial
farming; subsistence farming; forward integration; backward integration;
balance of trade; capital invested; capital intensive; agglomeration

Learner’s Book UNIT 1 Structure of the economy

pages 269–274
Duration: 3 hours Term 3, Week 1

Curriculum and Assessment Policy Statement (CAPS) content

Structure of the economy
• Economic sectors (primary, secondary, tertiary and quaternary)
• Economic sectors’ contribution to the South African economy: value and
employment
• Use of statistical and graphical information

Resources
• Learner’s Book pages 269–274
• Websites (optional):
– [Link]
– [Link]
[Link]
– [Link]
asp#axzz2BW9YXMA1
– [Link]
– [Link]
– [Link]
– [Link]

110 s e c t i o n 2 • l ess o n - b y - l ess o n

• The school library may have magazines and newspaper articles about the
economy; economic structures; and statistical information about different
sectors of the economy.

Preparation
• Read through and familiarise yourself with the content.
• Familiarise yourself with different types of graphs and with reading
information from statistics. This is basic to mathematical literacy, and
should be understood by learners.

Teaching the unit

Lesson 1
• The concept of economic sectors is not new to learners. Write these four
headings on the board: Primary; Secondary; Tertiary; and Quaternary
economic sectors. Ask learners for a definition of each sector, and for a
few South African examples for each sector.
• Discuss reasons why and how the contribution of these sectors in terms
of value and employment is an indicator of the level of development of a
country.
• If it is possible, access the websites that have statistical information for South
Africa’s economy; or use the newspaper (look at the ‘Business section’). Ask
the learners to create graphs to show information that you have accessed.
• Go through the section, ‘What are the economic sectors?’ (pages 269–
270) with learners.

Activity 1
• Work as a class. Recap on the discussion you had previously about
economic sectors and the South African examples.
• Ask learners to work on their own on question 2. Then take feedback.
• Work on questions 3 and 4 as a class.

• Go through the section, ‘What do the economic sectors contribute to

the South African economy with regards to value and employment?’
(pages 271–272) with learners.
• The section analyses the contribution of the different economic sectors
to the economy according to their monetary contribution and the total
number of workers employed in each sector.
• Ensure that learners understand the concepts of GDP, GDP per capita, and GNP.

Activity 2
• Learners can work on their own or in pairs on the activity.
• Learners can either discuss/check their answers with another pair or as a class.

Lesson 2
• Go through the section, ‘How is statistical and graphical information
used?’ (pages 272–273) with learners.
• Discuss the advantages and disadvantages of statistical data, and how it
mainly tells us about the average.

• Go through the section, ‘Which factors favour and which hinder

agriculture in South Africa?’ with learners.

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 Activity 3
• Learners work on their own to answer the questions.
• You can give this for homework if you are running out of time, but
remember to check answers in the next lesson.

Answers
Activity 1 (Learner’s Book, page 270)
1. It is the study of resources and their use in various economic sectors,
which add value to the raw materials (e.g. by turning them into finished
products). This process grows progressively more complex as more value
is added, and this complexity influences the value of goods and services
and the value of employment in a country.
2. a. primary: miner
b. secondary: machinist
c. tertiary: nurse/long-distance truck driver
d. quaternary: Bio-technician/car designer/rugby player
e. quinary: Minister of Basic Education
3. the third column on the far right
4. It is most developed because it has the smallest percentage participation
in primary economic activities, and the largest percentage employed
in tertiary economic activities. The more people involved in tertiary
activities and sectors above this, the more developed the country is,
because more value is added to products in these higher-ranking sectors.

Activity 2 (Learner’s Book, page 272)

1. Somalia; Central African Republic; Mozambique; Rwanda; Zimbabwe;
South Africa
2. South Africa
3. A high percentage of people in the Central African Republic are
employed in the primary extractive sector. At this level, there is little
value added to their work or to the products they extract. There is a
very small industrial base. Only a third of its people are employed in the
tertiary sector.

Activity 3 (Learner’s Book, page 274)

1. to summarise data; to compare data from different sources; to forecast
future outcomes; as a visual data bank
2. Statistics can be skewed or slanted to give a subjective interpretation if
the following questions are not asked to test their validity: Who did the
survey? What is being measured? Who was part of the sample? How
were the questions asked? Who interpreted the data? Results could be
incomplete, or not representative of the whole population.
3. a line graph
4. For comparison purposes, all the countries of the world use the same
currency standard – the US dollar.
5. percentage of the workforce; sectors of the economy; time
6. It is visual; it compresses a lot of information into a small space; different
factors involved in the economy can be put on one graph.
7. There is no explanation of the information given; the way in which the
information was collected is not stated; there may have been bias or
prejudice in the collection of the evidence in order to make the figures
appear positive; there is no date given; there are no figures or percentages
given; there is no time span given.

112 s e c t i o n 2 • l ess o n - b y - l ess o n

 Informal assessment
Activity 1
Go through the answers with the class. Ask learners to offer answers.

Activity 2
Ask pairs or small groups to offer answers.

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

Remedial
For 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.

Extension
Ask learners to find an article in a newspaper or magazine about the current
state of the South African economy. Let them share with the class the data
and any statistical information which they found.

Learner’s Book UNIT 2 Agriculture

pages 275–287
Duration: 5 hours Term 3, WeekS 1–2

Curriculum and Assessment Policy Statement (CAPS) content

Agriculture
• Contribution of agriculture to the South African economy
• The role of small-scale farmers and large-scale farmers
• Main products produced: home market and export market
• Factors that favour and hinder agriculture in South Africa, such as
climate, soil, land ownership and trade
• The importance of food security in South Africa – influencing factors
• Case studies related to food security in South Africa

Resources
• Learner’s Book pages 275–287
• Websites (optional):
– [Link]
of_agriculture_to_the_South_African_economy
– [Link]
Agriculture_in_Poverty_Reduction_in_South_Africa.pdf
– [Link]
– [Link]
– [Link]
• The school library may have magazines and newspaper articles about
agriculture in South Africa and about the importance of food security
globally and nationally.
• A set of class atlases
• A wall map of South Africa; a world map

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 Preparation
• Read through and familiarise yourself with the content.
• Locate the following:
– South African provinces on a South African map
– where South Africa’s chief export markets are on the world map
– the cold Humbold Current off the coast of Peru, South America
– the towns of Cape Town in the Western Cape (and Khayelitsha if it is
shown)
– the towns of Grahamstown and Peddie in the Eastern Cape.

Teaching the unit

Lesson 1
• Go through the section, ‘How does agriculture contribute to the South
African economy?’ (pages 275–276) with learners.
• There are important concepts in this unit that you need to ensure
learners understand, such as: a dual agricultural economy; commercial
farming; subsistence farming; forward and backward integration; direct
and indirect contribution of farming to the economy of South Africa.
• Stress the importance of exports over imports.

Activity 1
• Learners work on their own or in pairs to complete this activity.

• Go through the section, ‘What is the role of small-scale and large-scale

farmers in the economy?’ (pages 277–278) with learners.

Activity 2
• You can use this activity for class discussion. Work through the questions
and answers together.
• Draw the table on the board and ask learners for input. Add to the table
any points not mentioned (see ‘Answers’, on the next page).

Lesson 2
Go through the section, ‘What are the main products produced for the home
market and the export market?’ (pages 279–280) with learners.

Activities 3 and 4
• Learners answer questions either individually or in pairs.
• Take feedback as a class.

Activity 5
Learners need to work on their own to write the report. They can do this
activity for homework.

Lesson 3
Go through the section, ‘Why is food security in South Africa important, and
which factors influence it?’ (pages 282–285) with learners.

114 s e c t i o n 2 • l ess o n - b y - l ess o n

Activity 6
• You can use this activity for class discussion. It gives learners an
opportunity to express opinions and ask questions.
• Draw the table (in question 5) on the board and ask learners to help you
populate it.

Activity 7
• Ask learners to read the case studies and to work in pairs or in small
groups on Activity 7 – they might need to make time to meet after school
hours to do this activity.
• Take feedback as a class.

Answers
Activity 1 (Learner’s Book, page 276)
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-industries are distributors and packers of agricultural goods;
suppliers of agricultural goods such as seeds, mechanical equipment,
irrigation piping.
3. a. Forward integration is what happens after agricultural growth has
taken place, such as packing the product, distributing the product,
refrigerating the product, selling the product.
b. Backward integration is what happens before the product appears,
such as seed purchase, pesticide, insecticide and herbicide purchase,
or the purchase of irrigation and mechanical implements.

Activity 2 (Learner’s Book, page 278)

1. A dual agricultural economy consists of both commercial and subsistence
farming.
2. Small-scale farms: the size of the farm; financial turnover; output or
productivity (in tonnage and in value); input or investment (in capital
equipment, technology and agro-chemicals); the number of employees;
value of fixed capital
3.
Comparison of commercial and subsistence agriculture
Area of Commercial Subsistence
operation
1 Economics market orientated self-sufficiency
2 profit orientated self-sufficiency
3 high output low output
4 surplus production for limited or no surplus
market
5 high productivity low productivity
6 high financial input limited or no financial
investment
7 employs managers and no employment other than
workers family

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 Comparison of commercial and subsistence agriculture
Area of Commercial Subsistence
operation
1 Methods modern techniques used traditional farming
methods used
2 sophisticated irrigation no irrigation systems
systems
3 hybrids and selective traditional seeds and
breeding used breeding
4 agro-chemicals, pesticides, no pesticides, fertilisers or
and fertilisers used agro-chemicals
5 sophisticated heavy traditional ploughing and
machinery used cropping
6 environmental pollution is no environmental pollution
high

4. No. Small-scale farming may be highly profitable, producing a surplus

that can be sold. Subsistence farming means farming only sufficient
products for one’s own needs with no surplus. OR:
Yes. A small-scale farmer has insufficient land or capital to grow enough
except for himself/herself and his/her family’s needs.
5. Advantages: progressive/modern; productive; commercial; small enough
to change according to market demands; small enough to change
according to climate changes
Disadvantages: struggle to access credit; co-operatives; time; women are
the farmers and have a double burden of looking after the family and
working on the farm
6. Advantages: it is easier to obtain credit as the farm can act as collateral;
investment in expensive machinery is more easily obtainable; there is
often an employment hierarchy on the farm from the owner, through the
manager down to the labourers
Disadvantages: profits can be lost if there is a drought or floods; it is an
expensive undertaking; farm security is a problem
7. Any answer that is well-substantiated is acceptable.
Yes: small-scale farmers are more important because they provide for the
food security of many families.
No: they are too small to produce large surpluses needed to sell or
export; they do not employ people; they use few services.

Activity 3 (Learner’s Book, page 280)

1. yes
2. In the line graph of Figure 7.2.4, the blue export figure is above the line
figure of the green import figure.
It is good for the economy: it brings in money from other countries; it
stimulates demand for more products; it creates jobs in our country.
3. Export income appears to be rising; imports are levelling off.
4. Zimbabwe, Angola, Mozambique
5. United Kingdom, Netherlands
6. The first European settlers to South Africa came from the Netherlands.
They were followed by the British who took control from the Dutch.

116 s e c t i o n 2 • l ess o n - b y - l ess o n

Activity 4 (Learner’s Book, page 280)
1. maize, sugarcane, wine, citrus
2. wheat
3. A country that exports more than it imports has a surplus of food. This
guarantees food security for the country. It supplies jobs. It brings money
into the economy.
4. Rooibos tea and fynbos dried flowers are indigenous to South Africa.

Activity 5 (Learner’s Book, page 282)

The learners’ reports should include these factors from the Learner’s Book:

Positive factors that favour agriculture in South Africa

Physical Examples
factors
1 Climate • A Mediterranean climate exists in the Western Cape
with hot, dry summers and cool rainy winters
• A subtropical climate exists in the east and north-
eastern interior, with hot and wet summers and cool,
dry winters
• The warm Mozambique Current influences
temperatures and rainfall along the east coast:
evaporation and precipitation are high
• The dominant Indian Ocean high-pressure cell in
summer controls the prevailing north-easterly winds
that blow over the warm ocean and bring precipitation
to the eastern half of the country
• In winter, families of low-pressure cells move over the
Western Cape Mountains, bringing winter cyclonic rainfall
• Mountainous areas have temperate climates because
of altitude
2 Soil • The most fertile soil is found in the eastern region
where the climate is hot and wet
• The Karoo soils are fertile. Livestock thrive on the
grasses and shrubs
Political Examples
factors
1 Land • Since 1994, land redistribution and restitution have
ownership encouraged settlement claims to land
• There is an open market for land, where fair and
equitable prices for land operate
• Government support in the form of agricultural
extension officers and technical advisers for new farmers
and small-scale commercial farms is a positive step
2 Trade • Deep harbours and international airports encourage
the export of agricultural products
• Communication networks and refrigerated containers
make it possible to maintain the quality of products for
the local and export markets
• Our fruit and flowers are ready for export when the
Northern European market needs them most, because
of the opposite seasons the north experiences. This
gives our export a competitive advantage.
• The Marketing of Agricultural Products Act of 1996
introduced import tariffs to protect domestic products
• Deregulation of agriculture since 1994 has created a
more competitive farming industry

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 Negative factors that hinder agriculture in South Africa
Physical Examples
factors
1 Climate • The cold Benguela Current influences temperatures
and rainfall along the west coast: there is little
evaporation or precipitation
• The dominant high-pressure cell over the interior
in winter reduces the chances of precipitation in
the interior
• The dominant Atlantic Ocean high-pressure cell in
summer 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
• Distance from the sea creates climatic extremes in
the interior
• Rainfall varies from 0 mm to 1 000 mm in the east of
the country. Average rainfall is approximately 500 mm
a year
2 Soil • The traditional homelands have reduced soil fertility as
a result of subsistence farming techniques
• A limited and variable rainfall makes the Karoo a
marginal agricultural area even though the soils
are fertile
• Soil erosion is a constant problem because it reduces
soil fertility by washing away soil organic matter such
as humus
Political Examples
factors
1 Land • Prior to 1994, up to 87% of South African land was
ownership owned by whites; 13% was farmed by black owners
• Previously disadvantaged people lack the
communication and skills and capital required
to purchase farms large enough to benefit from
economies of scale in commercial farming
2 Trade • Deregulation has removed subsidies for farming, which
has made less successful farmers leave the sector
• Foreign imports can flood the market with cheaper
agricultural products
• Small-scale farmers do not have access to specialist
marketing support institutions

Activity 6 (Learner’s Book, page 285)

1. Food security is the physical, social and economic access and availability
at all times, by all people, to ‘sufficient, safe and nutritious food to meet
their dietary needs for an active and healthy life’.
2. Food insecurity can lead to social uprisings, riots and strikes. The effect
of food insecurity on children leads to malnourishment, and chronic
conditions such as kwashiorkor.
3. Physical, economic and social factors affect food security.
4. economic and social factors, and possibly physical factors through
technology and more resistant seed varieties
5. a. rural areas
b. it improved

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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. The Eastern Cape and Northern Cape are the most food insecure
provinces; the Western Cape is the least affected. The Free State’s
position has worsened.
6. civil unrest, social unrest, poor health

Activity 7 (Learner’s Book, page 287)

1. There is a link between poverty and urban food insecurity.
2. Recommendations will differ from group to group. Write up answers on
the board and find consensus for the most important priorities. Expect
these on your list:
Access to a market to sell and buy; availability of land for agriculture
in urban areas; community-up involvement; availability of larger-sized
plots; encouragement of mixed cultivation; education in permaculture,
intercropping, rain harvesting and the use of compost; access to the
Department of Agriculture for assistance; better communication
between residents and municipalities; encourage the unemployed to be
involved in urban agriculture; encourage the youth in urban areas to
participate; educate households on using social grants for sustainable
agriculture.

Informal assessment
Activity 1
Go through the answers with the class. Ask pairs to offer answers.

Activity 2
Have a class discussion. Work through the questions and answers together.

Activities 3 and 4
Take feedback as a class. Ask learners to offer answers.

Activity 5
Mark learners’ reports and give them feedback about their progress.

Activity 6
Have a class discussion. Work through the questions and answers together.

Activity 7
Go through the answers with the class. Ask learners to offer answers.

m o d u l e 7 • E c o n o mic G e o graphy o f S o uth A frica : G e o graphica l k n o w l edge 119

 Remedial
Ask learners who had difficulty with this unit or specific sections to go
through the unit/sections again and to define or explain the key concepts.

Extension
Ask learners to research which regions in the world are most food insecure
and to mark these on a world map in red; and to mark the regions which are
most food secure in blue.

Learner’s Book UNIT 3 Mining

pages 288–294
Duration: 5 hours Term 3, WeekS 3–4

Curriculum and Assessment Policy Statement (CAPS) content

Mining
• Contribution of mining to the South African economy
• Significance of mining to the development of South Africa
• Factors that favour and hinder mining in South Africa
• A case study of one of South Africa’s main minerals in relation to the
above points

Resources
• Learner’s Book pages 288–294
• Websites (optional):
– [Link]
– [Link]
htm#.UJvyXIf2-to
– [Link]
• The school library may have magazines and newspaper articles about
mining in South Africa; including the strike at the platinum mine at
Marikana which made international news in 2012.

Preparation
• Read through and familiarise yourself with the content.
• Locate the following places on the map of South Africa:
– the Bushveld Igneous Complex
– the Marikana Mine near Rustenburg in North West province
– where gold was found on the Witwatersrand
– where diamonds were mined in Kimberley.

Teaching the unit

Lesson 1
• Go through the section, ‘How does mining contribute to the South
African economy?’ (page 288) with learners.
• Explain that mining of minerals and gold gives South Africa strategic
importance in the world. Large powers such as the USA, India and China,
maintain good diplomatic and economic relations with us because of the
global demand for gold and other minerals.

120 s e c t i o n 2 • l ess o n - b y - l ess o n

• The amount of gold and platinum produced affects the international
price of these commodities. In the business news on TV, and in the
business sections of the newspapers, there is always information about
mining, the price of minerals, the significance of strike action by miners,
and the export of ore. Learners should try to keep up to date with this,
particularly while you study this area.

Activity 1
• This is an individual activity. Take feedback from learners once they have
completed the activity.
• List the factors learners call out on the board.

• Go through the section, ‘What is the significance of mining to the

development of South Africa?’ (pages 289–290) with learners.
• Ask learners to locate on a map of South Africa where diamonds were
mined in Kimberely, where gold was found on the Witwatersrand,
the Bushveld Igneous Complex, Richards Bay, and any other places
mentioned.

Activity 2
You can use this activity for class discussion. Work through the questions as a
class and ask learners to provide answers.

Lesson 2
Work through the section, ‘Which factors favour and which hinder mining in
South Africa?’ (pages 291–292) with learners.

Activity 3
• Draw a table on the board with the headings: Factors which favour
mining; Factors which hinder mining. Ask learners to help you populate
the table.
• Have a class discussion about the problems that could inconvenience
miners and be a danger to them.

• Ask learners to locate Marikana Mine on a map of South Africa.

• Ask them what they know about the issues and problems that occurred
at Marikana Mine in 2012 in South Africa. Allow learners to express what
they understand about the issues.
• Go through the section, ‘What practical knowledge can we gain from
case studies about mining in South Africa?’ (pages 293–294) with learners.

Activity 4
Learners can work on their own to answer the questions. Facilitate the
activity by helping those learners who need help.

Answers
Activity 1 (Learner’s Book, page 288)
1. a. M
 ining contributes 8,6% directly to the GDP of South Africa; mining
exports are responsible for 60% of South Africa’s exports; mining
earns approximately 50% of South Africa’s foreign exchange; mining
contributes 13,2% of the total tax received from businesses by
government; mining contributes R78 billion to wages and salaries; it
uses 15% of South Africa’s electricity supply; it directly contributes to

m o d u l e 7 • E c o n o mic G e o graphy o f S o uth A frica : G e o graphica l k n o w l edge 121

 the employment of approximately 50 000 people; mining attracts 12%
of the total foreign investment in South Africa; it spent R409 billion in
South Africa on purchases and operating costs; it directly contributes
50% of the volume of traffic through Transnet’s ports and railways.
b. Mining contributes to: the development of the country’s
infrastructure; the development of engineering in reaction to specific
needs in mining; the development of financial services to satisfy the
investment needs of the mining industry.
2. The multiplier effect is the amount by which a change in one variable
has a larger effect on other variables. For example, wages to miners puts
money in their pockets; with money, goods and services are bought; this
creates a demand for more goods and services and gives employment
to more people; who can earn money, buy goods and services, create
a further demand for goods and services, so more people need to be
employed; and so on.

Activity 2 (Learner’s Book, page 290)

1. Mining created a demand for iron, steel and electricity, as well as a
demand for a transport infrastructure such as roads and railway. Shoes
and boots were essential to protect miners from the hot and wet
conditions underground. This demand led to the development of these
industries (shoe industry) in South Africa. Mining provides raw materials
to many industries, e.g. gold, chemical materials.
2. It is where strategic minerals are found in plentiful supply relatively
close to the surface, e.g. gold, platinum, chrome and manganese ore,
zirconium, vanadium and titanium.
3. Strategic minerals are essential to the production of sophisticated
weapons and technical equipment.

Activity 3 (Learner’s Book, page 292)

1. a. P hysical, economic and social factors favour mining: rich mineral
resources; fossil fuels; abundant water; natural harbours; abundant
labour; low extraction costs; high profit margins; cheap distribution
costs; skilled immigrants; migrant workers.
b. Physical, economic and social factors hinder mining: the cost of
deep mining; long distribution distances; hot and dry environment;
absence of amenities for workers; absence of water; work stoppages;
commodity prices; input costs; fuel prices; poor safety record; poor
management; small skills base; labour relations problems.
2. Poor management problems can lead to labour unrest and a lack of safety
in the mines. This can create tensions. Poor management can expose
miners to disasters underground. Poor housing and remuneration can
contribute to unrest.

Activity 4 (Learner’s Book, page 294)

1. South Africa has 95% of the world reserves of platinum; which is
a strategic mineral, non-corrosive, non-magnetic; and used in the
aerospace and defence industries, catalytic convertors, spark plugs,
electrodes, oxygen sensors, and chemotherapy for cancer victims.
2. The sale of platinum brings money to South Africa. Foreign investment
in the mines creates employment opportunities.
3. the low wages; the high monetary value for platinum; adequate water
supplies; fairly short distribution route; strategic value of the mineral;
easy accessibility in the Bushveld Igneous Complex

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 4. poor industrial relations; stoppages; price fluctuations on the
international markets; fluctuations in the price of fuel; unskilled labour
5. Points for ‘reasons for the strike’ include: poor industrial relations; low
wages; poor management.
Points for ‘results of the strike’ include: a 27% drop in the value of
the company’s shares; the need to borrow up to US$1,25 billion for
restructuring and investment in infrastructure and human resources; the
deaths of 44 people; a loss of 2 500 ounces of production each day of the
strike; a daily loss of US$3,9 million; costly legal cases; uncertainty about
investment in South Africa; immediate rise in the price of platinum.

Informal assessment
Activity 1
Take feedback from learners once they have completed the activity. List the
factors learners call out on the board.

Activity 2
Work through the questions as a class and ask learners to provide answers.

Activity 3
Work as a class on the answers.

Activity 4
Go through the answers with the class. Encourage learners to offer answers.

Remedial
Ask learners who had difficulty with this unit to go through the unit again
and then to explain the strategic importance of the mining of minerals and
gold for South Africa.

Extension
Ask 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.

Learner’s Book UNIT 4 The secondary and tertiary sectors

pages 295–306
Duration: 6 hours Term 3, WeekS 4–5

Curriculum and Assessment Policy Statement (CAPS) content

Secondary and tertiary sectors
• Contribution of secondary and tertiary sectors to the South African
economy
• Types of industries, such as heavy, light, raw material orientated, market
orientated, footloose industries, ubiquitous industries and bridge (break-
of-bulk point) industries
• Factors influencing industrial development in South Africa, such as raw
materials, labour supply, transport infrastructure, political intervention,
competition and trade

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 • South Africa’s industrial regions:
– (PWV)-Gauteng, Durban-Pinetown, Port Elizabeth-Uitenhage,
South Western Cape Metropole
– Factors influencing their location
– Main industrial activities
• Case studies from South Africa to illustrate the above

Resources
• Learner’s Book pages 295–304
• Websites (optional):
– [Link]
– [Link] › Africa › South Africa
– [Link]
– [Link]
Automotive in South Africa - Key information on the South African...
[Link] › The World › Africa › South Africa
– [Link]
[Link]#.UK-N34f2-to
• The school library may have magazines and newspaper articles about
industry and services in South Africa. Tourism is a growth service
industry.
• The TV and the business sections of newspapers should offer
information about industries and services in South Africa.
• Wall map of South Africa and/or class atlases

Preparation
• Read through and familiarise yourself with the content.
• Locate the four industrial regions on the South Africa map: Durban-
Pinetown, Port Elizabeth-Uitenhage, South Western Cape Metropole,
(PWV)-Gauteng.
• Read up on Coega in the Eastern Cape and locate its position with regard
to the Port Elizabeth-Uitenhage industrial region.

Teaching the unit

Lesson 1
• Explain to learners that there is a large section of work in this unit, but
the terms and concepts should be familiar to them as it repeats work
done in EMS and in Social Science in Grade 9.
• Go through the section, ‘How do the secondary and tertiary sectors
contribute to the South African economy?’ (pages 295–297) with learners.
• Use the wall map and/or atlases to show where the major secondary and
tertiary sector industries and services are located (see Tables 7.4.1 and
7.4.2 on pages 296 and 297 for examples). Also ask learners for their own
examples.
• Factors which favour the development of the secondary and tertiary
sectors have to do with infrastructure and human resources, such as
transport, education, skills, capital, raw materials and labour. Ask the
learners where they would expect to find these factors grouped together
(Answer: In the main urban areas).
• Show them on a map where the four industrial regions are located.
Explain that they are also the areas of greatest population density.

124 s e c t i o n 2 • l ess o n - b y - l ess o n

Activity 1
• This activity can be done as a class discussion to ensure that all learners
gain the basic concepts that underpin the rest of the unit.

• Go through the section, ‘What types of industries are there?’

(pages 297–298) with learners.
• Using Table 7.4.2 (page 297), explain that industries can be classified
according to their volume (light/heavy), location (raw material orientated;
market orientated; footloose; ubiquitous), and function (bridge or break-of-
bulk). Ensure that learners understand the terminology.

Activity 2
• Learners work on their own to answer the questions.
• Take feedback as a class and ask learners to check and correct their
answers where necessary.

Lesson 2
• Ask learners to suggest factors which influence industrial development.
• Explain (if necessary) that for industrial development a country needs
raw materials and a labour supply; it also requires infrastructure such
as transport; it needs political intervention to encourage and support
industrial entrepreneurship; incentives and competition in order to
stimulate companies to be more productive, more competitive, and more
flexible to react to the market demands.
• Read through the section, ‘Which factors influence industrial
development in South Africa?’ (pages 299–301) with learners.

Activity 3
• Ask learners to read through the section again by themselves.
• They should then answer the questions in the activity.

• Go through the section, ‘Where are South Africa’s industrial regions

located?’ (pages 301–302) with learners.
• Go through Table 7.4.4 (page 302) which describes the factors that
influence each region’s location and their main industrial activities.

Activity 4
• Learners do this activity on their own or in pairs.

• Ask learners to locate the position of Coega in the Eastern Cape on a map
and to see how far it is from the Port Elizabeth-Uitenhage industrial region.
• They should then read the case study, ‘The car industry in Port Elizabeth
and Uitenhage’ (page 303). This case study shows how a municipality
attracted large motor vehicle companies with attractive rates and
incentives. It also shows how big industries act as a magnet for allied,
component industries.

Activity 5
In this activity, learners describe the direct and indirect contribution car
manufacturers have made to the South African economy.

Activities 6–8
Learners do these activities on their own or in pairs.

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 Answers
Activity 1 (Learner’s Book, page 297)
1. a. 40%
b. 60%
2. a. The secondary sector is the sector involved in manufacturing and
industry.
b. The tertiary sector is the sector involved in the buying and selling of
goods and services such as tourism, banking and education.
3. The secondary and tertiary sectors used the platform of agriculture
and mining to develop. Agriculture provided surplus food that could be
converted into different products, such as wheat into bread, pasta, and
breakfast cereals, or grapes into dried fruit, table grapes, wine, grape-
juice, and tartar. Mining created demands for electricity, iron and steel,
and transport, as well as for skilled labour, clothing and boots, housing,
and the services that surround and support a population.
4. Industries enable a country to be self-supporting; the country does not
have to import goods as it is able to make what it needs; the country can
export surplus products, which will bring in foreign currency.
5. The size of the tertiary sector is an indication of the level of economic
development of a country. The tertiary sector provides employment
opportunities; and a range of sophisticated services. This shows a degree
of skilled labour.

Activity 2 (Learner’s Book, page 298)

1. function, location and volume
2. Light industries are less capital intensive, have less impact on the
environment, are found close to residential areas as they do not need
zoning regulations, and are associated with consumer goods.
Heavy industries are capital intensive, have a large impact on the
environment, and are generally heavy and bulky, e.g. thermal power,
refineries, the chemicals industry.
3. footloose or ubiquitous industries
4. Labour will always move to where the jobs are.

Activity 3 (Learner’s Book, page 301)

1. raw materials
2. Competition should stimulate companies to be more productive, more
competitive, and more flexible to react to the market demands. This
benefits the consumer, and creates job opportunities.
3. The common purpose is to promote domestic and foreign private
investment in those areas previously disadvantaged where there is
potential for economic growth; and the promotion of trade and industry
to create job opportunities; and to promote underdeveloped areas.
4. A transport infrastructure is needed for the movement of raw materials
to industrial sites where they can be changed in form, processed,
packaged and distributed to local and domestic markets. A sophisticated
transport system carries people and products in safety in a number of
ways: air, road, rail and sea.

Activity 4 (Learner’s Book, page 302)

1. (PWV)-Gauteng (PWV-Pretoria-Witwatersrand-Vereeniging); Durban-
Pinetown; South Western Cape Metropole; Port Elizabeth-Uitenhage
(Coega zone; Nelson Mandela Metropole)

126 s e c t i o n 2 • l ess o n - b y - l ess o n

2. raw materials; labour supply; adequate water supply; adequate power
supply; transport facilities; markets; labour
3. a. iron and steel
b. petrol refineries
4. South Western Cape Metropole
5. a short distribution distance to neighbouring states by road and rail;
through Maputo harbour, access to international trade

Activity 5 (Learner’s Book, page 304)

1. General Motors, Volkswagen, Ford Motor Company
2. GM needed spray paint, shatter-proof glass, tyres, brakes, wiring,
electronics. Cluster industries developed.
3. a. employment; sales; self-reliance on domestic products
b. forward and backward integration with component automotive
industries; export of parts; employment opportunities, for customs
officials for example; foreign currency earned for the country

Activity 6 (Learner’s Book, page 304)

1. Durban and Richards Bay.
2. Transport infrastructure.
3. Employment/export/allied industrial processes and products.
4. It is corrosion proof and light.
5. Almost 100% of the aluminium can be recovered from recycling
processes, which are more cost and energy efficient than making primary
aluminium products.

Activity 7 (Learner’s Book, page 305)

1. Fertile valley; seasonal variations are extreme; adequate winter rainfall
and hot dry summers; close to raw materials (orchards).
2. It does not affect colouring; it is aseptic so there is no contamination of the
product; it does not affect the taste of the product; it guarantees freshness;
it can be packaged in ‘bricks’ allowing for more units per cargo space.
3. Our seasons are the opposite of the northern hemisphere, allowing
our fresh products to be exported when there are none available in the
northern hemisphere.
4. Employment opportunities; revenue from sales; advertising.
5. Markets imply more business through sales, and more money; exports
bring in foreign currency to the country; exports create more jobs;
exports advertise awareness of your product globally; exports help a firm
to expand; good economical and political ties; globalisation.
6. There is fruit-picking; sorting of fruit; manufacturing into juice;
packaging; tours of the company’s operations.

Activity 8 (Learner’s Book, page 306)

1. It is the smallest province but it has the largest population; it is the most
densely populated, and the wealthiest, province in South Africa.
2. There was a demand for steel and iron from mining, construction
and transport.
3. Directly: There is a wide variety of skilled labour and unskilled labour available.
Indirectly: There is a demand for products.
4. There is water available from the Vaal River; there are coal deposits; iron
ore is found close by; there is plenty of flat land; north-east winds blow
away the pollution; there is a huge demand from other industries for iron
and steel products.

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 5. Decentralisation means moving outwards to the periphery, from the
core. Gauteng is overpopulated. Creating employment opportunities
elsewhere helps to spread development and wealth in the country.
6. It is fifth.
7. The construction industry
8. Richards Bay; Durban; Maputo; East London.

Informal assessment
Activities 1, 3–8
Go through the answers with the class. Ask learners to offer answers.

Activity 2
Take feedback as a class and ask learners to check and correct their answers
where necessary.

Remedial
• Ask those learners who struggled with this unit or a section of it, to re-read
the unit. As they read, they should make notes in answer to these questions:
– How do the secondary and tertiary sectors contribute to the South
African economy?
– What types of industries are there?
– Which factors influence industrial development in South Africa?
– Where are South Africa’s industrial regions located?
– What practical knowledge can we gain from case studies about the
secondary and tertiary sectors in South Africa?
• Take in learners’ work and give them feedback on the progress they
have made.

Extension
Ask learners to find the most current information about the secondary and
tertiary sectors in South Africa that they can. (They can watch the business
news on TV, and/or read the business sections of the newspapers; and/or
visit the websites listed on page 123.) Ask them to report back what they find
out to the class.

Learner’s Book UNIT 5 Strategies for industrial development

pages 307–311
Duration: 3 hours Term 3, WeekS 5–6

Curriculum and Assessment Policy Statement (CAPS) content

Strategies for industrial development
• Overview of apartheid and post-apartheid industrial development
strategies
• Concept and distribution of Industrial Development Zones (IDZs)
• Case studies of two Spatial Development Initiatives (SDIs)
• Issues associated with industrial centralisation and decentralisation

Resources
• Learner’s Book pages 307–311
• Websites (optional):
– [Link]
– [Link]

128 s e c t i o n 2 • l ess o n - b y - l ess o n

• The school library may have magazines and newspaper articles about
strategies for industrial development.
• Wall map of South Africa and/or class atlases
• Past national Geography examination papers

Preparation
Read through and familiarise yourself with the content.

Teaching the unit

Lesson 1
• Ask learners why they think the extent of industrial development in a
country is an indicator of its level of economic development. Allow them
time to express their opinions and thoughts.
• Read through the section, ‘What industrial development strategies were
used during and after apartheid?’ (pages 307–308) with learners. This
section focuses on the history of industrial development strategies which
the apartheid and post-apartheid governments implemented.

Activity 1
• Encourage learners to re-read the section, ‘What industrial development
strategies were used during and after apartheid?’ (pages 307–308).
• They then work on their own to answer the questions.
• Ask learners if they know what Industrial Development Zones (IDZs)
are. Do they know where they are located in South Africa?
• Read through the section, ‘What are Industrial Development Zones
(IDZs), and where are they?’ (pages 308–309) with learners.
• Explain that IDZs are areas identified by government for stimulating
economic growth through investment in industries.
• There are four IDZs, located near Port Elizabeth (Coega IDZ), East
London (ELIDZ), Richards Bay (RBIDZ), and Gauteng (OR Tambo
International Airport).
• Locate the IDZs on a wall map or in the atlases. Show how these areas
overlap with transport routes and ask learners why they think this is so.

Activity 2
You can use these questions for a class discussion if there is time, or learners
can complete them for homework.

Lesson 2
• Discuss the apartheid era of homelands pre-1994, and show how the SDIs
and IDZs are in areas that were previously disadvantaged.
• Locate the SDI areas on a wall map or in the atlases. Show how these
areas overlap with transport routes and ask learners why they think this
is so.
• Read through the section, ‘What can we learn from the case studies of
two Spatial Development Initiatives (SDIs)?’ and the two case studies
(pages 309–310) with learners.

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 Activity 3
• Ask learners to read through the two case studies by themselves again
(pages 309–310), using the questions in Activity 3 to direct their reading.
• As they read, they should try to find the answers to the questions.
• Read through the section, ‘What issues are associated with industrial
centralisation and decentralisation?’ (pages 310–311) with learners.
• Discuss the issues and challenges associated with centralisation and
decentralisation.

Activity 4
Learners work on their own to answer the questions.

Answers
Activity 1 (Learner’s Book, page 308)
1. a. 1 940, the Industrial Development Corporation (IOC); 958 the Viljoen
Commision; The Kleu Commission of 1983
b. 1994, the Spatial Development Initiatives; Growth, Employment
and Redistribution (GEAR) strategy; the Reconstruction and
Development Programme (RDP); the Industrial Development Zones
(IDZs); and the Accelerated and Shared Growth Initiative for South
Africa (AsgiSA)
2. Pre-1994 the economic strategies were contained in the outcomes
of various commissions and developments: 1940 the IDC (Industrial
Development Corporation) was a strategy to promote economic growth
through developing a broad-based industrial sector. Financial support
was provided for start-up industries and partnerships between private and
public sectors for large industrial needs was encouraged/The outcomes
of the Viljoen Commission, 1958 created a strategy to encourage and
protect domestic industrial growth by placing import tariffs on goods
being imported/The outcomes of the Kleu Commission developed a
strategy of trade liberalisation to encourage greater trade competition.
Post-1994 strategies focus on international markets and greater
competitiveness; regional cooperation within southern Africa; and
transformation of ownership.
3. South Africa after 1994 was welcomed by the world; no trade embargoes
existed against South Africa after 1994; there was equality in terms of
employment opportunities, skills, and ownership.

Activity 2 (Learner’s Book, page 309)

1. Industrial Development Zone
2. These are located near Port Elizabeth (Coega IDZ); East London (ELIDZ);
Richards Bay (RBIDZ); and Gauteng (OR Tambo International Airport).
These are formerly disadvantaged areas that need economic stimulus.
3. creating an industrial complex that has strategic economic advantages;
identifying a geographic location with strategic possibilities; facilitating
the use of raw materials and resources for industry; enhancing existing
industries; creating sustainable employment opportunities for the
community; making South Africa globally competitive in export markets
4. a deep see port; railway links to the interior; a large labour pool; good
infrastructure; favourable rates

130 s e c t i o n 2 • l ess o n - b y - l ess o n

Activity 3 (Learner’s Book, page 310)
1. a. M  ozambique Corridor; Beira Development Corridor; Walvis Bay
Development Corridor
b. Richards Bay-Empangeni SDI; Fish River SDI; Wild Coast SDI
2. It is development over a geographical space or area recognised by
government as being in need of economic stimulus and support.
3. Similarities: poor; high unemployment; potential for development exists;
tourist potential
Differences: the Wild Coast is a tourist area with agriculture; the Maputo
Corridor has engineering, manufacturing and transport infrastructure

Activity 4 (Learner’s Book, page 311)

1. a. C  entralisation is the grouping of similar industries in a few main
centres.
b. Decentralisation is the spatial distribution of industries across a
country.
2. Advantages of centralisation: costs are lowest for production; plentiful
skilled labour; access to raw materials; access to transport; established
services; economies of scale
Disadvantages of centralisation: too much pressure on local services; lack
of housing; social unrest because of poor service delivery; pollution of
the environment and atmosphere; limited space for expansion
3. Government needs to: create growth nodes through decentralisation
policies; create job opportunities in economically disadvantaged areas;
lessen the stress on overpopulated areas.
4. In the economically underdeveloped areas that were former homeland
areas, e.g. Eastern Cape

Informal assessment
Activities 1–4
Go through the answers with the class. Ask learners to mark their own
answers or to swap books and mark each other’s answers.

Remedial
• Create a worksheet with a table of key concepts and terms in Column 1
and the jumbled definitions in Column 2. Ask learners to match the key
concept with the correct definition. This helps to test their understanding
of terms.
• Ask those learners who struggled with this unit or a section of it, to re-
read the unit. As they read, they should make notes in answer to these
questions:
What industrial development strategies were used during and after
apartheid?; What are Industrial Development Zones (IDZs), and where
are they?; What can we learn from the case studies of two Spatial
Development Initiatives (SDIs)?; What issues are associated with
industrial centralisation and decentralisation?
• Take in learners’ work and give them feedback on the progress they
have made.

Extension
• Ask learners to find out more about IDZs and SDIs and to share what
they learn with the class.
• Refer learners to past national Geography examination papers for more
questions on strategies for industrial development.

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 Learner’s Book UNIT 6 The informal sector
pages 312–317
Duration: 4 hours Term 3, WeekS 6–7

Curriculum and Assessment Policy Statement (CAPS) content

• Concept and characteristics of informal sector employment
• Reasons for high informal sector employment in South Africa
• Challenges facing South Africa’s informal sector
• Case studies to illustrate the above in the South African context

Resources
• Learner’s Book pages 312–317
• Websites (optional:)
– [Link]
– [Link]
WIEGO_WP6.pdf
– [Link]
resources//0000022163/0000029281/0000029221/[Link]
• Look for extra reading and interesting articles about the informal sector
in South Africa in magazines and newspaper articles.
• Past national Geography examination papers

Preparation
• Read through and familiarise yourself with the content.

Teaching the unit

Lesson 1
• Ask learners what they understand by the term, ‘informal sector’?
(Most of us have some experience of the informal sector: whether it is
buying something on the side of the road, or from a vendor or hawker
at a railway station or taxi rank, or employing a domestic worker in our
home. The concept is one that learners will identify with easily.)
• As a class, brainstorm on a mind map (on the board), as many examples
of the informal sector that learners can think of.
• Go through the section, ‘What is the informal employment sector?’
(pages 312–313) with learners.
• Discuss the advantages and disadvantages of the informal sector.

Activity 1
• This activity focuses on the concept and characteristics of informal sector
employment.
• Ask learners to complete the activity on their own.

• Ask: Why do you think the informal sector is a big growth area in South
Africa and globally?
• Allow learners time to discuss and express their opinions and thoughts
about this.
• Then read through the section, ‘Why is there a high informal
employment sector in South Africa?’ (pages 314–315) with learners.

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Activity 2
• This activity focuses on reasons for high informal sector employment in
South Africa.
• Let learners work in pairs to read the case study, ‘The growth of minibus
taxi services in South Africa’ (page 315–316).
• They can then complete Activity 2. Once everyone has completed this
activity, go through the answers with the class.

Lesson 2
• As a class, brainstorm all the challenges that learners can think of that
affect people in the informal employment sector.
• Write up their ideas on the board – use a mind map if you want to.
• Read through the section, ‘What challenges face South Africa’s informal
employment sector?’ (pages 316–317) with learners.

Activity 3
Use the questions in the activity to have a class discussion on challenges
facing South Africa’s informal sector.

Answers
Activity 1 (Learner’s Book, page 313)
1. black economy or shadow economy
2. The formal sector has registration of companies and employees; legal
status; tax and PAYE; can sue or be sued; can get bank loans.
The informal sector has no registration; has no legal status; does not
pay any tax; cannot be sued; offers no employee benefits; cannot get
bank loans.
3. no legal safety; no employee safety; can be fired from a job without any
unemployment benefits; low paid jobs in bad conditions
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. and b. Similarity is that the informal sector provides employment
opportunities for people who otherwise might not have work.
Dissimilarity is that in the USA, they lose less tax as only a small
percentage (8,8%) are employed in the informal sector, while in
Zimbabwe 59,9% are employed in the informal sector, and the
government loses out on the potential tax from these people.

Activity 2 (Learner’s Book, page 316)

1. The economic crisis caused businesses to outsource their work to lower-
priced, competitive workers in the informal sector.
2. apartheid policies
3. All restrictive laws were scrapped after 1994. Freedom of movement,
equality before the law, transformation policies in the work place and job
creation all created a more liberal approach for the informal sector.
4. Points to include: efficient transport; stops on demand; cuts down on
walking time for passenger; share fares to reduce transport costs; cars are
too expensive to own; no registration; no tax; no labour laws; plentiful
supply of labour

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 5. It accounts for 65% of all transport in SA; provides jobs; efficient
transport for businesses.
6. Competitive tensions are caused by cost-cutting services.
7. government recognition and regulation

Activity 3 (Learner’s Book, page 316)

1. social, economic and political
2. Workers have no employee benefits; this can keep people trapped in low-
paying jobs with no hope of improving their economic position.
3. It is difficult to raise bank loans when a business is not registered. This
means that expansion is often impossible in this sector.
4. Banks could accept the nature of informal businesses and be more
amenable and accessible to providing banking services to entrepreneurs.

Informal assessment
Activity 1
• Go through the answers with the class. Encourage learners to offer answers.
• Observe the learners as they complete the activity and participate in the
report back.

Activity 2
Once everyone has completed this activity, go through the answers with
the class.

Activity 3
• Observe learners as they participate in the class discussion.
• Encourage all learners to offer some ideas and opinions, and to provide
reasons for their opinions.

Remedial
• Ask those learners who struggled with the unit or a part of it, to re-read
the unit. As they read, they should make notes to answer these questions:
– What are the characteristics of the informal sector?
– What is the importance of the informal sector?
– Why has the informal sector developed to such a large extent?
– What problems or challenges face the informal sector?
– What measures can be taken to remedy these problems/challenges?
• Take in learners’ work and give them feedback on the progress they
have made.

Extension
• Encourage all learners to answer questions on the informal sector in past
national Geography papers.
• Learners can interview a hawker to get a first-hand perspective of the
advantages and disadvantages of working in the informal sector in
South Africa.

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 module 8
Term 3
Learner’s Book economic geography of
pages 318–336
Duration: 7 hours south africa: GEOGRAPHICAL
Lessons: 14 half-
hour lessons or 7 SKILLS AND TECHNIQUES
hour long lessons

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
• Consolidation of map skills from Grades 10, 11 and 12
• Map and photo interpretation – includes reading and analysis of physical
and constructed features
• Applying map-reading skills to maps and photos

Topographic maps
• Applying map skills and techniques: scale, contours and cross-sections
• Grid referencing

Geographical Information Systems (GISs)

• Examination of a selection of satellite images
• GIS concepts: remote-sensing and resolution
• Spatial and attribute data; vector and raster data
• Data standardisation, data sharing and data security
• Data manipulation: data integration, buffering, querying and statistical
analysis
• Developing a ‘paper GIS’ from existing maps, photos or other records on
tracing paper

Using atlases (revision)

• Examining thematic maps
• Comparing information from different maps

Key geographical skills and techniques

• map and photograph interpretation, including reading and analysis of
physical and constructed features
• applying map-reading skills to maps and photographs
• applying map skills and techniques
• examination of selected satellite images
• GIS concepts: remote sensing and resolution
• spatial and attribute data; vector and raster data
• data standardisation, data sharing and data security
• data manipulation: data integration, buffering, querying and statistical
analysis
• developing a paper GIS from existing maps, photographs or other records
on tracing paper
• atlases; examining thematic maps
• atlases; comparing information from different maps

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 Key words/concepts
spatial resolution; spectral resolution; temporal resolution; radiometric
resolution; vertex

Learner’s Book UNIT 1 Mapwork skills

pages 319–322
Duration: 2 hours Term 3, Week 7

Curriculum and Assessment Policy (CAPS) content

Mapwork skills
• Consolidation of map skills from Grades 10, 11 and 12
• Map and photo interpretation – includes reading and analysis of physical
and constructed features
• Applying map-reading skills to maps and photos

Resources
• Learner’s Book pages 319–322
• Websites (optional):
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)
• Any reports from mining houses, agricultural institutions or
manufacturing industries which might contain maps or interesting photos
(geographical aids) which are associated with economic geography

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to the previous module on economic
geography, as this skills development module requires a theoretical
background in economic geography.
• Refer back to Grades 10 and 11 where learners have received a background
in geographical skills and techniques, on which this module builds.

Teaching the unit

Lesson 1
• Introduce the lesson by reminding learners that mapwork and photo
interpretation skills are not limited to physical geography.
• Also stress that geography is an integrated subject, but for convenience
sake it is divided into sections, such as climatology, geomorphology,
economic geography, and settlement geography.
• This lesson concentrates on extracting information from photographic
sources and makes deductions based on information from the photos.
• Tell learners that photo interpretation will be linked to map
interpretation as well; the two complement one another.
• The lesson relies heavily on a hands-on approach, in terms of the activity.

Activity 1
• The activity is photo-and map-based.
• Learners must be prepared to integrate aspects of photo interpretation
and map reading.

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• Economic geography theory is also integrated into question 3.
• Extend Activity 1 across both Lessons 1 and 2.

Lesson 2
• This is a continuation of the above, where the whole lesson can be used
to review Activity 1 and to provide feedback in terms of going through
the answers to Activity 1.
• Don’t limit the discussion to the formal questions and answers in the
Learner’s Book and Teacher’s Guide. You can add your own questions.
For example, on the panorama of Paarl, refer learners to Grade 11, and to
geomorphology in relation to weathering and erosion, and the formation
of a granite landscape.
• There is also extra information to be read from the photos of
Malmesbury (look at the way the wheat stalks are baled; is there a reason
for this?)

Answers
Activity 1 (Learner’s Book, page 319)
1. A = mining; B = manufacturing; C = agriculture; D = manufacturing;
E = agriculture; F = mining
2. A: An agricultural area/a field crop (wheat). B: Bokomo makes breakfast
cereals, flour and other wheat products. So Malmesbury is an agricultural
and grain processing centre. It is a developing/up-and-coming area.
3. a. areas of intensive agriculture are indicated on the map/farm names.
Proof: many farms; dams – irrigation
b. Higher. This is sought-after land for vineyards, in a picturesque,
established environment.
c. Extreme south, roughly to west of R45 looking over vineyards
towards Paarl Rock.
d. saddles or necks in mountains
e. Point out to learners the neck (saddle) immediately between Paarl
Rock and Gordon’s Rock.
f. slope too steep; shallow soil (granites)
g. vineyards (grapes)
h. fruit packing, wine making, dried fruit industry, distilling (KWV),
associated food processing (jams, chutney)
i. The long hilly ridge (Paarl Mountain) to the west of the town, and
the Berg River to the east, constrained the initial development of
Paarl to a long, narrow town.

Informal assessment
Activity 1
Learners cross-check answers with a partner. Answers must be provided after
learners 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.

Extension
Base a few of your own questions on the maps and photos in the Learner’s
Book, or on other map and photo resources which your school may have.
This will reinforce this section of the work.

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 Learner’s Book UNIT 2 Topographic maps
pages 323–326
Duration: 2 hours Term 3, Week 8

Curriculum and Assessment Policy (CAPS) content

Topographic maps
• Applying map skills and techniques: scale, contours and cross-sections
• Grid referencing

Resources
• Learner’s Book pages 323–326
• Websites (optional):
– For information on topographic maps: [Link]
wiki/Topographic_map
– [Link]
(highly recommended)

Preparation
• Read through the unit to familiarise yourself with the content.
• Because the work relates to topographic maps, familiarise yourself again
with the basics of what a topographic map is, and how it is not confined
to the physical landscape.
• The emphasis here is on topographic maps and aspects of economic
geography.

Teaching the unit

Lesson 1
• Introduce the concept of grid referencing, possibly by drawing a simple
grid matrix on the board, such as the one below:

A B C D
1
2
3
4
5

• Note that latitude and longitude are commonly used to reference a point.
• Points on a map are commonly said to have coordinates.
• Ask learners what the standard is for coordinates (degrees, minutes,
seconds).
• Use a map example to plot coordinates of a given place or, the other way
around: given the coordinates, what feature occurs at that point?
• Work through pages 323–324 of the Learner’s Book with learners.

Activity 1
• This involves working with grid referencing.
• Coordinates are given and places or features must be identified.
• The opposite can also be asked – ask learners to give grid references or
coordinates for given features.

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Lesson 2
• Continue with topographic maps.
• Scale, contours and cross-sections (all of which have been previously
dealt with) are re-introduced. Read through page 325 with learners.
• Remind learners that these are not new concepts, but rather new
applications in the context of human (economic) geography.

Activity 2
• Learners use a map to construct two cross-sections in order to answer the
question: Which cross-section shows the greatest variation in relief ?
• They calculate the vertical exaggeration of the cross-section.

Activity 3
Learners work with a grid and topographical sheet to find certain (built)
features.

Answers
Activity 1 (Learner’s Book, page 324)
Unsuitable at:
1: extreme sport airport /small urban settlement
2: ski resort agriculture
3: airport ski resort
4: small urban settlement extreme sport
5: agriculture small urban settlement /airport

Activity 2 (Learner’s Book, page 325)

1.

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 2. X – Y
3. Looking at the cross-section frame in no. 1 of this activity:
• 0,8 cm represents 1 km
• 8 cm represents 10 km or 1 000 000 cm

Activity 3 (Learner’s Book, page 325)

1. stadiums
2. Vroue Monument

Informal assessment
Activity 1
Check 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 3
Draw the cross-section on the board or use an OHP and ask learners to use it
to check their work.

Remedial
The number of questions which can be asked from any topographic map
extract is almost limitless. If leaners have experienced problems, you can
nominate other features which they should try to identify from given
coordinates. You can also suggest other cross-sections which could be drawn
on a copy of the frame from the Learner’s Book.

Extension
The 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: [Link]

Learner’s Book UNIT 3 Geographical Information Systems (GISs)

pages 327–332
Duration: 2 hours Term 3, Week 8

Curriculum and Assessment Policy Statement (CAPS) content

Geographical Information Systems (GISs)
• Examination of a selection of satellite images
• GIS concepts: remote-sensing and resolution
• Spatial and attribute data; vector and raster data
• Data standardisation, data sharing and data security
• Data manipulation: data integration, buffering, querying and statistical
analysis
• Developing a ‘paper GIS’ from existing maps, photos or other records on
tracing paper

Resources
• Learner’s Book pages 327–332
• Websites (optional):
– [Link]
gis-introduction_en.pdf
– [Link]

140 s e c t i o n 2 • l ess o n - b y - l ess o n

Preparation
• The Internet resource material on GIS is well worth consulting before
presenting this unit to learners.
• GIS is computer-based, but you may be teaching this unit in a classroom
without access to a computer or GIS. So, ensure that you understand
the theoretical side, and in particular concepts and definitions which are
unique to GIS.

Teaching the unit

Lesson 1
• Begin by asking learners what the difference is between remote-sensing
and GIS.
• The first part of the lesson deals with remote-sensing, and the issue of
resolution.
• Go through the section, ‘What are important GIS concepts?’
(pages 327–330) with learners.
• Explain how GIS makes use of remotely-sensed data and can use a variety
of spatial data.
• Move on to the theoretical side of GIS, looking at the difference between
vector and raster data.

Lesson 2
• Go over the concept of data standardisation (comparing apples with apples).
• Data may also have to be manipulated (integrated, buffered, analysed
statistically) before it is suitable for the GIS application. Explain this carefully.
• Go through the section, ‘Why are satellite images useful to geographers?’
(page 330) with learners.

Activity 1
• This activity involves image interpretation (satellite image) in conjunction
with a map.
• There is a degree of subjectivity, in that some learners may find it easier
to identify features on the image, and others might prefer the map.
• Ideally, image and map should be used in conjunction with one another.

Activity 2
• Learners integrate data by means of paper overlays, which results in an
economic decision having to be taken.
• Refer back to Modules 3 and 6 if necessary, where similar exercises were
undertaken.
• Be prepared for more than one ‘correct’ answer, but ensure that learners
can support their choice.

Answers
Activity 1 (Learner’s Book, page 331)
Learners should be able to identify the features indicated in the list on page
331 of the Learner’s Book and which source (topographic map or satellite
image) was of more assistance in each case. There are not necessarily right
or wrong answers to the question on useful sources, because some learners
might find it easier to use the map, while others find the photo easier. That is
why it is best to combine both sources. If names of places are required, the

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 topographic map will always be necessary. If natural features and vegetation
and water (dams, rivers) have to be identified, aerial photos and satellite
images are usually best.

Activity 2 (Learner’s Book, page 331)

By studying a completed GIS map, learners are asked where they would site a
heavy iron and steel mill. The following will help:
1. The layers used for this map are contours, urban areas, water resources,
mineral deposits (coal) and infrastructure (power station, harbour, roads).
2. water; iron ore; labour; coking coal; electricity; transport
3. because the steel mill should not be sited directly upwind of urban areas
(pollution risk)
4. E is probably the best locality. It is located close to the harbour, and
the railway line. Water can be delivered via pipeline, and electricity via
powerline. The labour source lives in the nearby town, and the risk of
pollution over the town is low, as the site is not directly upwind. G is
definitely unsuitable as a site (in the urban area) and C would not be a
good choice (restricted space, immediately downstream of the dam).

Informal assessment
Activity 1
Ask 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 2
The answer is given above. Once learners have reached their decisions as to
where to site the iron and steel mill, you can suggest the sites given in the
answer, and see how many learners agree or disagree.

Remedial
The definition part of GIS can only really be reinforced by re-teaching, and
attempting to ensure that learners master the critical terminology. For the
construction of a paper GIS, allow learners who have quickly mastered this
activity to assist those who are having obvious difficulty.

Extension
Refer to the resources listed on page 138, and provide the names of these
websites to those learners who wish to extend their GIS skills.

Learner’s Book UNIT 4 Using atlases (revision)

pages 333–336
Duration: 1 hour Term 3, Week 9

Curriculum and Assessment Policy (CAPS) content

Using atlases (revision)
• Examining thematic maps
• Comparing information from different maps

Resources
• Learner’s Book pages 333–336
• A good school atlas for senior grades (your school should ensure that a
teaching set is available)

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Preparation
• Make sure the atlases are in good condition.
• Familiarise yourself with the types of maps (physical, political, economic)
and the formats (systematic, thematic) of these maps.
• Importantly, look at the wide range of scales used in an atlas, where
everything from the whole world (small-scale) to, possibly, regions (a
fairly large-scale) must be covered.

Teaching the unit

Lesson 1
• Begin by asking learners: What is an atlas? What different types of atlases
are there? (Answers, e.g. road atlas, economic atlas.) Why are there
different types of atlases (purposes)?
• Bring in the concept of thematic maps (refer to the Learner’s Book,
pages 333–335).
• Using the teaching set of atlases, ask learners to identify thematic maps
and, in each case, name the theme that is portrayed.

Activity 1
• This activity is based on the two thematic maps.
• It deals with the questions: What is an example of a theme? What
information do thematic maps provide, and (importantly) what do they
not provide? At what scale are such maps drawn?

Answers
Activity 1 (Learner’s Book, page 335)
1. a. T  he map in Figure 8.4.2 represents South African mining and
manufacturing industries, and the map in Figure 8.4.3 represents
South African agriculture.
b. The first photo (A) relates to the map in Figure 8.4.3 (agriculture, in
this case hops being grown in the Outeniqua area); and the second
photo (B) relates to the map in Figure 8.4.2 (mining, in this case,
alluvial diamond mining on the Vaal River near its confluence with
the Orange/Gariep River).
c. About seven on the agricultural map. There are distinct clusters in the
following areas: Western Cape; Northern Cape (Upington); Eastern
Cape (Port Elizabeth hinterland); the Durban area; the Lowveld; the
Polokwane-Tzaneen area; and a Highveld cluster.
In the map in Figure 8.4.2, there are four distinct manufacturing clusters:
Western Cape–Cape Town; Eastern Cape–Port Elizabeth; KwaZulu-
Natal–Durban/Pinetown; and Gauteng. Mining clusters are harder to
identify, but a case can be made for clusters centring on Okiep, Sishen,
Kimberley, the Free State Witwatersrand goldfields, and the minerals of
the eastern Highveld, Mpumalanga (Barberton) and Limpopo.
d. No, these are thematic maps showing what and where, but not
how much.
2. skills concentrations (human resources); power and infrastructure (roads,
railways, harbours, airports)
3. a. Thematic maps focus on one or two themes, and the information
regarding these is easy to access. However, they aren’t really useful
for navigation, and they don’t show the height dimension.

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 b. Topographic maps can be used for navigation, identification of places,
and the contours show relief. However, the maps are cluttered with
information, and it is difficult to recognise thematic information. The
scale is also too big for the sort of information shown on thematic maps.

Informal assessment
Assessment
Activity 1
Task 3:
This is best done in an open class discussion, as some of the answers to the
For information on
activity lend themselves to debate and interpretation (i.e. the answers aren’t
how to assess the
simply right or wrong).
learners’ completed
tasks, please see
Remedial
pages 202–204
in the Formal Do a spot quiz. Ask: Which of the following are not thematic: maize
Assessment section production in South Africa, weather forecast map, road map, wine
of this Teacher’s production in France, heavy industry in China, topographic map? Based on
Guide. answers, it might be necessary to reinforce the concept of a theme.

Extension
Learners could be asked to examine any other maps they come across (for
example, on TV, or in books and magazines) and decide if they are thematic
or not. If they are, what is the theme?

Learner’s Book REVIEW

pages 339–340
Duration: 3 hours Term 3, WEEK 9

These activities provide an opportunity for learners to consolidate concepts

and skills learnt in Term 3. Learners can complete them in class or as
homework. It is suggested that they complete the activities individually as a
means of 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.

Activity 1 (Learner’s Book, page 339)

1.
Economic activities
Economic sectors Description Examples
a primary extraction of raw materials mining; agriculture; fishing;
from nature forestry
b secondary change of form of raw iron and steel; wineries; fish
material into a value-added canning; the pulp and paper
product industry
c tertiary a service electricity; restaurant; market;
hairdressing; library; police;
school
d quaternary research and development, or bio-medical technology; ICT;
intellectual activities space exploration; inventions

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2. The primary sector comprises extractive activities and adds very little
value to the product. Workers are unskilled to do other work; poor
community; subsistence farming.
3. a. the tertiary (and quaternary included) economic sector
b. the tertiary sector
c. the primary economic sector

Activity 2 (Learner’s Book, page 339)

1. a. pie graph
b. It shows the sectors or pie wedges, occupied by export destinations;
it is colourful; it is visually clear as the wedges differentiate export
destinations.
c. the percentage market share of South Africa’s agricultural exports in
2005
d. the SADC countries in southern Africa
e. South Africa’s fruit and vegetables ripen for the market when the
northern hemisphere’s output of fruit and vegetables is not available,
because south and north have seasonally opposite production.
2. Mediterranean climate in the South Western Cape; subtropical climate in
the east and north-east; winter rain for wheat production in the Western
Cape; temperate climates on the slopes of mountains; fertile soil; water
for irrigation for the eastern half of the country; ports for export of goods
3. poor rainfall for the western half of the country; problems of soil erosion;
lack of access to better farming techniques and credit by small farmers
4. access to and availability of adequate food and nutrition to sustain
a healthy lifestyle
5. This reduces the threat of food insecurity; provides a basis for self-
sufficiency; can encourage entrepreneurship.

Activity 3 (Learner’s Book, page 340)

1. a. I ndustries that use bulky items are located closest to the raw material,
e.g. sugarcane, grapes (wine)
b. Unskilled and skilled labour is necessary for industrial development.
While unskilled labour is readily available as there is great
unemployment, it is more difficult to find labour with the necessary
skills. Skilled labour is generally associated with core areas where
there is a greater urban population density providing a wide range of
skills for industries.
c. Transported materials are changed in form and then transferred
elsewhere in a different form, e.g. crude oil is refined and sent
elsewhere as petrol or diesel.
2. Accelerated Growth Initiative; IDZs; SDIs
3. automative industry; chemical industry; agri-industries; metals;
clothing; footware
4. a. raw materials include fish; minerals; farm produce; raw materials are
needed in the mining industry, manufacturing industry, etc.
b. Unskilled and skilled labour are necessary for the development in the
industrial field. Although unskilled labour is freely available because
of high unemployment, it is more difficult to find labour with the
necessary skills. Skilled labour is normally restricted to areas where
there are bigger urban population density and therefore offer a wider
range of skills to the industrial field.
c. Transport infrastructure of road, rail, air and sea encourages the
movement of people and goods.

m o d u l e 8 • ec o n o mic ge o graphy o f s o uth africa : G E O G R A P H I C A L S K I LL S A N D T E C H N I Q U E S 145

 5. It represents investment in an economically disadvantaged area of
South Africa; it helps decentralise the concentration of industries;
it provides a very deep harbour for ships; it has plenty of space for
expansion; it has a large labour supply of unskilled and skilled labour
from the Port Elizabeth-Uitenhage area.

Activity 4 (Learner’s Book, page 340)

Test 2:
1. The Maputo Corridor; Beira Development Corridor; Walvis Bay
Turn to pages
Development Corridor
204–208 in the
2. It provides a distribution route for exported goods; it creates job
Formal assessment
opportunities along a transport route.
section of this
3. Acts as a magnet for other similar industries; has a skilled labour pool;
Teacher’s Guide
for information
has allied services; has component industries.
on how to assess 4. strain on the environment; strain on service delivery, e.g. water,
learner’s tests. electricity, housing, clinics, schools; informal settlements develop; roads
are insufficient; competition for work increases; unemployment issues;
social tension if service delivery is not addressed
5. The informal sector provides: key services and goods; job opportunities
for the least educated; employment and wages, which stimulates the
economy.
6. You don’t have to register the business; it can open or shut down quickly
in response to economic cycles; premises are not needed for businesses.
7. Women are vulnerable; they are often paid the least money; there are no
unemployment or sickness benefits; there is no maternity leave paid out;
there is no job security.
8. Government needs the tax they could raise from the informal sector; they
need to recognise the informal sector as it provides job opportunities and
makes people more self-sufficient; they need to devise a simpler way to
register businesses to accommodate informal business owners.

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 module 9
Term 4
Learner’s Book
pages 341–372 revision
Duration: 15 hours

Learner’s Book UNIT 1 Climate and weather

pages 343–349
Duration: 3 hours (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
learners have covered in Grade 12, in preparation for the final end-of-year
examination. This unit revises work that relates to Module 1 in the Learner’s
Book.

Curriculum and Assessment Policy (CAPS) content

Mid-latitude cyclones
• General characteristics
• Areas where mid-latitude cyclones form
• Conditions necessary for their formation
• Stages of development and related weather conditions
• Weather patterns associated with cold, warm, and occluded fronts
• Reading and interpreting satellite images and synoptic weather maps

Tropical cyclones
• General characteristics
• Areas where tropical cyclones form
• Factors necessary for their formation
• Stages of development
• Associated weather patterns
• Reading and interpreting satellite images and synoptic weather maps
• Case study of one recent tropical cyclone that affected southern Africa
• Impact of tropical cyclones on human activities and the environment
• Strategies that help to prepare for and manage the effects of tropical
cyclones

Subtropical anticyclones and associated weather conditions

• Location of the high-pressure cells that affect South Africa
• General characteristics of these high-pressure cells
• Anticyclonic air circulation around South Africa, and its influence on
weather and climate
• Travelling disturbances associated with anticyclonic circulation: moisture
front, line thunderstorms, coastal low-pressure systems and South
African berg winds
• Reading and interpreting satellite images and synoptic weather maps that
illustrate weather associated with subtropical anticyclonic conditions

m o d u l e 9 • revisi o n 147
 Valley climates
• The microclimate of valleys (the effect of the slope aspect)
• Development of anabatic and katabatic winds, inversions, frost pockets
and radiation fog
• The influence of local climates on human activities such as settlement
and farming

Urban climates
• Reasons for differences between rural and urban climates
• Urban heat islands − causes and effects
• Concept of pollution domes − causes and effects
• Strategies to reduce the heat island effect

Key geographical skills and techniques

• using verbal, quantitative and symbolic data forms such as text, pictures,
graph tables, diagrams and maps
• processing, interpreting and evaluating data

Resources
Learner’s Book pages 343–349

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to Module 1 in the Learner’s Book.
• Refer to Grades 10 and 11 where learners have received a background in
climate and weather, on which this unit builds.

Teaching the unit

• Start by asking learners what sections they have covered under climate
and weather. Ask them what they have learnt about mid-latitude
cyclones, tropical cyclones, subtropical anticyclones and associated
weather conditions, valley climates, and urban climates.
• Go through the text on pages 343–349 in the Learner’s Book with
learners.
• Explain that the revision activities will familiarise learners with the way in
which the content could be tested or examined.

148 s e c t i o n 2 • l ess o n - b y - l ess o n

Answers
Activity 1 (Learner’s Book, page 346)

Synopic weather map

Weather produced by a mid-latitude cyclone

Activity 2 (Learner’s Book, page 346)

1. a. T
 he cyclone originated from an area of convection in the
Mozambique Channel. As the convection became a pattern of
intense rainbands, an upper-level anticyclone helped the cyclone’s
development. On 18 January, the Joint Typhoon Warning Centre
( JTWC) issued a tropical cyclone formation alert to say that
there was a high chance of the system becoming a tropical
cyclone. The cyclone was moving south-west. Once the eye was
well established, Funso quickly intensified, with winds reaching
hurricane speeds of 200 km.h−1. The cyclone then turned west
and headed for Mozambique. On 21 January it was 110 km east
of Quelimane. The storm weakened while over the Mozambique
coastline, then moved away out to sea and revived; the eye
reformed and the cyclone reached category four intensity.

m o d u l e 9 • revisi o n 149
 b. Four tropical cyclones formed before Eline did in the south-west
Indian Ocean tropical cyclone season from December 23rd 1999 until
February 2000.
c. Learners can check their answers on page 22 of the Learner’s Book,
Figure 1.2.1.
d. A ship carrying 54 passengers from Anjouan to Mayotte in the
Comoros sank in rough seas; many passengers drowned or went
missing. In Mozambique, 3 million people were affected by the
storm-force winds and flooding. Zambezia Province was worst
affected. Huts were flattened and trees ripped out. Several thousand
people were left homeless and without clean drinking water.
Torrential rains kept residents in Maputo indoors, and the capital’s
waterside was swamped as drainage systems struggled to channel
the waters to the sea. Incessant rains in neighbouring countries
also drove up the levels of rivers flowing into Mozambique. The
Komati River flooded, washing away 50 m of Mozambique’s main
north–south highway, the EN1, 100 km north of Maputo. For a few
days, the vast country was cut off by road from its capital. In Malawi,
the cyclone brought downpours that swelled two rivers near Nsanje
and made them flood their banks. Many people lost their homes
or had to evacuate. Villages were cut off when roads and bridges
were destroyed; flooding killed livestock and damaged maize crops,
bringing the threat of starvation.
e. The majority of the population are subsistence farmers, with crops
planted in low-lying areas. This puts them completely at the mercy
of the forces of nature. No precaution and warning systems; poor
infrastructure.

Activity 3 (Learner’s Book, page 347)

1. a. I n summer, the Kalahari High lifts as temperatures increase. This
allows the cool air and warm air to meet, and a moisture front
develops along the trough of low pressure. As shown in Figure
9.1.9, the moisture front runs as a diagonal line across South Africa’s
interior, from north-west to south-east.
Line thunderstorms develop along the moisture front, where
the cool air lifts the warm air. The warm air rises high, forming
cumulonimbus clouds, which produce heavy rain and sometimes
hail in the late afternoon or evening. These line thunderstorms move
eastwards over the country.
b. summer
c. The Kalahari High rises vertically in Summer.
2. a. In winter, before the approach of a mid-latitude cyclone, air
flows from the Kalahari High (which is strong in winter) to the
coastal low. As the dry, warm air descends from the plateau down
the escarpment, it is warmed up further by adiabatic descent or
compression. The result is a hot, dry berg wind. It lasts for a few days
(one to three), and makes its way anticlockwise along the coast, until
it is replaced by a cold front. A berg wind often increases the risk of
veld fires. Berg winds and coastal lows are most noticeable in winter,
but they take place at other times of the year too.
b. winter
c. coastal lows

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Activity 4 (Learner’s Book, page 348)
1. Anabatic winds are winds which blow upslope, while katabatic winds
blow downslope. Technically, these winds are not exactly the same as
valley (daytime) and mountain (night time) breezes, even though valley
breezes are anabatic (upslope) and mountain breezes are katabatic
(downslope).
True anabatic winds are driven by differential heating of air on a slope;
they are not simply part of a valley circulation pattern, which is based on
day and night slope temperature differences. Anabatic winds occur on a
regional scale. Their source is a pool of cool air on the downslope side,
and they blow upslope during the day (see Figure 9.1.11 on page 348 of
the Learner’s Book).
Katabatic winds usually come from a cold, upslope or interior plateau
source (see again Figure 9.1.11.). For example, ice cold katabatic winds
blow off Antarctica towards the ocean. However, warm katabatic winds
can also occur where dry air is forced to descend a mountain slope and
the air warms by compression (the bicycle pump effect). True katabatic
winds do not blow only at night, and they occur on a regional, rather
than a local, scale. Examples are the Chinook of North America, the
Föhn of central Europe, or our own hot, dry berg winds..
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. Inversion takes place on still, cold winter nights in valleys. The
heavy, 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
dense and cannot rise. It is trapped under a layer or ‘lid’ of warmer air.
b. thermal belt

Activity 5 (Learner’s Book, page 349)

1. The causes of the urban heat island phenomenon include:
• The low albedo of materials such as concrete, brick and tar used to
build cities: These materials absorb heat, rather than reflect it.
• The shape of cities: Tall buildings trap heat (or radiation) near the
ground.
• Air pollution: This helps to trap the heat. For example, carbon dioxide
(a product of burning or combustion) absorbs outgoing long-wave
radiation.
• The high number of inhabitants: The more people there are in a city,
the more heat-generating human activity there is.
2. The causes of pollution domes are air pollution, such as domestic fires,
car exhaust fumes and the burning of fossil fuels, combined with still
conditions, which block air circulation that would normally disperse the
pollution.
The effects of pollution domes are the following:
• Incoming sunlight (or insolation) is blocked during the day, but heat
is trapped at night. This is why the temperature differences between
urban and rural areas are greatest at night.
• Increased precipitation, because smoke and other pollutant particles
act as condensation nuclei.
• The pollution itself triggers allergic reactions, breathing difficulties
and asthma attacks for some people.

m o d u l e 9 • revisi o n 151
 Learner’s Book UNIT 2 Geomorphology
pages 350–352
Duration: 3 hours 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
for the final end-of-year examination. The unit revises work that relates to
Module 2 in the Learner’s Book.

Curriculum and Assessment Policy (CAPS) content

Drainage systems in South Africa
• Important concepts: drainage basin, catchment area, river system,
watershed, tributary, river mouth, source, confluence, water table,
surface run-off and groundwater
• Types of rivers: permanent, periodic, episodic and exotic
• Drainage patterns: dendritic, trellis, rectangular, radial, centripetal,
deranged and parallel
• Drainage density
• Use of topographic maps to identify stream order and density
• Discharge of a river: laminar and turbulent flow

Fluvial processes
• River profiles: transverse profile, longitudinal profile and their
relationship to different stages of a river
• Identification and description of fluvial landforms: meanders, oxbow
lakes, braided streams, floodplains, natural levees, waterfalls, rapids and
deltas
• River grading
• Rejuvenation of rivers: reasons and resultant features, such as knick
points, terraces and incised meanders
• River capture (stream piracy): the concepts of abstraction and river
capture; features associated with river capture (captor stream, captured
stream, misfit stream, elbow of capture, wind gap)
• Superimposed and antecedent drainage patterns

Catchment and river management

• Importance of managing drainage basins and catchment areas
• Impact of people on drainage basins and catchment areas
• Case study of one catchment area management strategy in South Africa

Key geographical skills and techniques

• using verbal, quantitative and symbolic data forms such as text, pictures,
graph tables, diagrams and maps
• processing, interpreting and evaluating data

Resources
Learner’s Book pages 350–352

152 s e c t i o n 2 • l ess o n - b y - l ess o n

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to Module 2 in the Learner’s Book.
• Refer to Grades 10 and 11 where learners have received a background in
geomorphology, on which this unit builds.

Teaching the unit

• Start by asking learners what sections they have covered under
geomorphology. Ask them what they have learnt about drainage systems
in South Africa, fluvial processes, catchment and river management and
key geographical skills and techniques.
• Go through the text on pages 350–352 in the Learner’s Book with
learners.
• Explain that the revision activities will familiarise learners with the way in
which the content could be tested or examined.

Answers
Activity 1 (Learner’s Book, page 351)
1. Permanent rivers (also called perennial rivers) are always fed by
groundwater and so they flow throughout the year, even though their
levels of water fluctuate. They are common in wet climates. Most of
these rivers empty into oceans.
Periodic rivers are fed by groundwater only in the rainy season, when the
water table is above the level of the riverbed. The flow in these rivers is,
therefore, seasonal. Periodic rivers are a feature of drier climates. Many
of these rivers do not reach the sea, but empty into inland drainage
basins.
Episodic rivers never receive groundwater and flow only after an episode
of heavy rain. These rivers are a feature of very dry climates.
Exotic rivers span more than one climatic region. They begin in a wet
region and flow through a dry region. South Africa’s Orange/Gariep
River is an exotic river. It carries enough water to reach the sea, in spite
of the dry Northern Cape region it flows through.
2. a. Learners can check their labels against those in Figure 2.1.10 on
page 63 of the Learner’s Book.
b. dendritic
c. a branching tree-like pattern with tributaries
d. The drainage basin with high drainage density is underlaid by silty
clay with a high run-off potential. The drainage basin with low
drainage density is underlaid by porous material with a lower run-off
potential.
e. Discharge is a measure of how much water flows past a point on a
river (at a gauging station) every second. It depends on the size of
the river and how fast its water flows. The wider and deeper the river
channel, the greater the discharge will be. The gradient of the river,
the vegetation and rock formation play an important role.

m o d u l e 9 • revisi o n 153
 Activity 2 (Learner’s Book, page 352)
1. a. River rejuvenation produces the following:
A knickpoint: A sharp change in a river’s slope due to a change in
base level. The knickpoint marks the old base level. The gradient
upstream of the knickpoint is gentle, while the gradient downstream
is steep. However, the steep gradient will gradually be eroded to form
a graded profile.
Terraces: Steps in the floodplain which form as a rejuvenated river
erodes a new valley within the old one. Each terrace consists of a flat
surface (a tread) and a steep slope (a scarp).
Incised meanders: Deep, steep-sided meanders formed by heavy
vertical 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. braided streams; natural levees; deltas
iii. meanders and oxbow lakes; floodplains
2. Learners can check their labelled diagrams by looking at Figure 2.2.29 on
page 87 of the Learner’s Book.
3. A = antecedent
B = superimposed

Activity 3 (Learner’s Book, page 352)

Human activities affect water quantity, water quality and flow patterns in
river catchments. Because a catchment includes the land that drains a river
network, we can harm rivers without even going near them. Land uses such
as agriculture, mining, urbanisation and industry put strain on river systems
and groundwater. The mind map in Figure 2.3.6 on page 96 of the Learner’s
Book summarises the impact of humans on catchments.

Learner’s Book Unit 3 Rural settlements

pages 353–357
Duration: 1½ hours Term 4, Week 2

The focus of this unit is on systematically revising the work associated with
rural settlements that learners have covered in Grade 12, in preparation
for the final end-of-year examination. The unit revises work that relates to
Module 4 in the Learner’s Book.

Curriculum Assessment Policy Statement (CAPS) content

Study of settlements
• Concept of settlement
• Site and situation
• Rural and urban settlements
• Settlement classification according to size, complexity, pattern and
function

154 s e c t i o n 2 • l ess o n - b y - l ess o n

Rural settlements
• How site and situation affect the location of rural settlements
• Classification of rural settlements according to pattern and function
• Reasons for different shapes of settlements: round, linear, T-shaped and
crossroads
• Land use in rural settlements

Rural settlement issues

• Rural-urban migration
• Causes and consequences of rural depopulation on people and the
economy
• Case study that illustrates effects of rural depopulation and strategies to
address them
• Social justice issues in rural areas, such as access to resources and land
reform

Key geographical skills and techniques

• processing, interpreting and evaluating data
• identifying questions and issues
• collecting and structuring information
• making decisions and judgements
• deciding on a point of view
• suggesting solutions to problems
• working co-operatively and independently
• applying communication, thinking, practical and social skills
• interpreting sources
• using verbal, quantitative and symbolic data forms such as text, pictures,
graphs, tables, diagrams and maps

Resources
• Learner’s Book pages 353–357
• Map of the world or atlases for reference in class

Preparation
Read through and familiarise yourself with the content.

Teaching the unit

• Learners should understand that settlement is a dynamic process – from
simple beginnings in rural areas to vast urban areas that merge into each
other to form an almost continuous spread of urban dwellings.
• Refer learners to the maps in Module 3, Unit 1 of the Learner’s Book
(Figures 4.1.1– 4.1.4) and ask them to find these areas on a map of the
world, and/or in an atlas.
• Ensure that learners understand these terms and concepts:
– ekistics: the study of settlements
– metropolis: an urban area of over 1 million people
– megaregion: a large urban area of over 7 million people
– ecumenopolis: a city of up to 50 million people or more.
• Go through pages 353–355 of the Learner’s Book with learners.
• Explain that the revision activities will familiarise learners with the way in
which the content could be tested or examined.

m o d u l e 9 • revisi o n 155
 Answers
Activity 1 (Learner’s Book, page 356)
1. The concept of settlement describes where people live.
2. Site is the exact physical location of a settlement. Situation refers to how
other factors interact to affect the choice of developing a settlement at a
site. OR
A site of a settlement is controlled by external physical and climatic
factors. The situation of a settlement is controlled by human factors.
3. Learner’s need to take into account all the physical and climatic factors
and then substantiate their opinion about why the physical geography of
an area is the chief factor that affects site.
4. Answers should include the idea that urban and rural settlements can
be classified according to: size; complexity; pattern; or function. A rural
settlement is associated with the countryside. The settlement is usually
found in land which is largely undeveloped. It may be located on the edge
of forestry or large grazing lands, or surrounded by agricultural fields.
An urban settlement is associated with greater development and visible
infrastructure.
5. Answers will differ, but should include the following points: rural and
urban are not opposites but part of a continuum; transition between
rural and urban can be gradual; functions merge, services and housing
types merge.
6. a. Britain (or any European Union country): The United Kingdom
classifies a rural area as any area with fewer than 10 000 people.
The European Union (EU) chooses to distinguish rural areas from
urban areas by analysing differences in economic activities, land use,
infrastructure, human resources and skills, and even the travelling
distances to the nearest schools or hospitals. They also use physical
features to differentiate rural and urban areas, such as dominant land
cover and a description of topography.
b. South Africa: Prior to 1994, rural settlements referred to farms,
informal settlements that were not in towns, wilderness and forestry
areas, small towns and villages. Farms belonged to members of the
white population, and apart from them, most people who lived in
rural areas were black people. From 1913 the white-only government,
practised a policy of relocating black people to the rural areas – to
the so-called ‘reserves’. In 1948, the Nationalist Party came into
power. In 1951, they put 13% of the country aside as ‘bantustans’ or
‘homelands’ for the indigenous ethnic groups. These homelands were
rural in character. After 1994, they became part of the new provinces
of South Africa. So, in South Africa, the legacy of the word ‘rural’
implies an area that is inhabited largely by black people.
c. The USA: The United States of America classifies urban areas
according to a combination of population number and population
density. An urban areas has a population of 50 000 people or more,
and a population density of
1 000 people or more per square mile. Any place with a population of
2 500 or fewer, and a density of less than 500 people per square mile,
is classified as a rural area.
7. Learners could provide the diagram on page 157 or a variation of it, or
they could list the settlement types according to size, from smallest to
largest.

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8. Learners should mention: differences in extent of the settlement; in size
of the population; in the density of the population numbers.
9. dispersed settlement: isolated houses, or groups of buildings that are
scattered over land and 2–4 km distant from each other
nucleated settlement: a cluster of houses grouped together
10. Ensure that learners expand on the mind map on page 353. Tell them
to read through Module 4 and as they read to make notes of key points
under each heading.

Activity 2 (Learner’s Book, page 356)

1. a. P ositive effect: Land use can positively affect natural resources if
resources are used in a sustainable way and given time to regenerate;
can bring about more sustainable economic and human development.
b. Negative effect: Land use can negatively affect natural resources
if they are taken in an unsustainable way with little concern for
conservation or protection for the future; land cover can be affected
and if not properly managed can cause degradation of areas, and
increase the rate of desertification.
2. because an isolated settlement often only has one building or a farm with
barns and no shape
3. A = isolated; B = nucleated and linear; C = dispersed; D = round and
nuclear

Activity 3 (Learner’s Book, page 357)

1. The move away from rural areas towards cities and urban areas.
2. Learners could mention any three of the points listed in the table on
page 158 under ‘push’ and ‘pull’ factors.

m o d u l e 9 • revisi o n 157
 Push causes of rural depopulation Pull causes of rural depopulation
degradation of land through poor economic job opportunities
farming methods
reduced soil fertility diverse labour opportunities
soil erosion better range of housing
increasing desertification of marginal transport, communication networks
land
erratic weather caused by climate independence from erratic weather
changes
droughts independence from extreme weather
floods wide range of services, e.g. shops
crop and/or livestock diseases attraction of the ‘city lights’
reduced carrying capacity of the land diverse entertainment
reduced farm sizes through more reliable source of food
inheritance
redundancy caused by mechanical independence from family
innovations
poor economic returns on long hours safety from tribal conflict areas
of labour

3. Learners could mention any three factors found on Table 4.3.2 of the
Learner’s Book (page 187).
4. Learners could mention any of the following: rural development
strategies and programmes to help alleviate rural poverty, address
the effects of rural depopulation and create economic opportunities;
addressing social justice issues; on an international level being a signatory
to agreements concerned with addressing rural poverty, sustainable
agriculture, land degradation, desertification, food security, shelter, basic
services and the provision of employment opportunities.
5. To resolve land claims and restore land rights to those people whose land
had been taken from them, or to award alternative forms of equitable
settlement to communities, people, or the descendants of people who
lost their land as a result of discriminatory laws.
6. social justice issues
7. It empowers the Chief Land Claims Commissioner to arrange legal
representation for any claimant who cannot afford to do so him- or
herself.

Learner’s Book Unit 4 Urban settlements

pages 358–360
Duration: 1½ hours Term 4, Week 2

The focus of this unit is on systematically revising the work associated with
urban settlements that learners have covered in Grade 12, in preparation
for the final end-of-year examination. The unit revises work that relates to
Module 5 in the Learner’s Book.

158 s e c t i o n 2 • l ess o n - b y - l ess o n

Curriculum Assessment Policy Statement (CAPS) content
Urban settlements
• The origin and development of urban settlements – urbanisation of the
world’s population
• How site and situation affect the location of urban settlements
• Classification of urban settlements according to function, such as central
places, trade and transport, break-of-bulk points, specialised cities,
junction towns and gateway towns or gap towns

Urban hierarchies
• The concepts of urban hierarchy, central place, threshold population,
sphere of influence and range of goods
• Lower- and higher-order functions and services
• Lower- and higher-order centres

Urban structure and patterns

• Internal structure and patterns of urban settlements: land use zones;
concept of urban profile; and factors influencing the morphological
structure of a city
• Models of urban structure, such as multiple-nuclei model, the modern
American-Western city, the Third World city and the South African city
• Changing urban patterns and land use in South African cities

Urban settlement issues

• Recent urbanisation patterns in South Africa
• Urban issues related to rapid urbanisation: lack of planning, housing
shortage, overcrowding, traffic congestion and problems with service
provision
• The growth of informal settlements and associated issues: case studies
from the world and South Africa
• Case studies that show how selected urban areas in South Africa are
managing urban challenges, and hard handling environmental, economic,
and social justice concerns

Key geographical skills and techniques

• using verbal, quantitative and symbolic data forms such as text, pictures,
graphs, tables, diagrams and maps
• processing, interpreting and evaluating data

Resources
Learner’s Book pages 358–360

Preparation
Read through and familiarise yourself with the content.

Teaching the unit

• Go through pages 358 and 359 of the Learner’s Book with learners.
• Explain that these revision exercises will familiarise learners with the way
in which the content could be tested or examined.

m o d u l e 9 • revisi o n 159
 Answers
Activity 1 (Learner’s Book, page 360)
1. the growth and development of the urban areas of the world
2.
Type of urban Definition Examples
settlement
central place a settlement that Johannesburg,
provides goods Queenstown
and services to the
surrounding population
break-of-bulk point a town where goods are Richards Bay, Port
unloaded and one form Elizabeth
of transport is changed
for another – such as a
port town
junction town a town formed at a rail De Aar, Beaufort West
or road intersection
gateway town a town that travellers or Johannesburg, Cape
visitors pass through to Town
reach other towns
gap town a town located in a Worcester, Montagu
valley that is open at
both ends/at the foot of
a mountain pass
specialised town a town with a particular, Plettenberg Bay (tourist
dominant function town), Grahamstown
(university town)

Activity 2 (Learner’s Book, page 360)

1. Refer to Figure 5.2.1 on page 208 of the Learner’s Book.
2. any settlement that provides goods and services (for smaller,
neighbouring settlements)
3. Examples will differ. Low-order should include, for example, post
office, shops, pubs, shebeens; middle-order, for example, supermarkets
and restaurants; high-order, for example, department stores, hospitals,
cinemas, leisure centre.

Activity 3 (Learner’s Book, page 360)

1. a. C  entral Business District – the commercial and often the
geographical heart of the city
b. an area in which land use is mixed or changing/outskirts of city and
beginning of the countryside
2. Refer to Figure 5.3.4 on page 217 of the Learner’s Book.
3. An American-Western city best fits the multiple-nuclei model. Features
include: decentralisation; suburbanisation, and the formation of edge cities.
A Third World city in the developing world: many have a colonial history
and, because of this, they have a dual city structure. They have two
city centres or CBDs – one traditional and one modern; impoverished
informal settlements are common.
A South African city best matches the modern American-Western city,
but also features the informal settlements characteristic of Third World
cities. The distinguishing feature of South African cities is the legacy of
apartheid urban planning in which non-whites were segregated from
whites in designated townships. The suburbs and townships generally
remain racially and economically segregated to this day.

160 s e c t i o n 2 • l ess o n - b y - l ess o n

 4. Learners should mention the following concepts: invasion and
succession; urban decay; urban renewal; edge cities; gated communities.

Activity 4 (Learner’s Book, page 360)

1. Learners need to elaborate on and give examples of urban settlement
issues such as:
• recent urbanisation patterns in South Africa
• urban issues related to rapid urbanisation: lack of planning; housing
shortage; overcrowding; traffic congestion, problems with service provision
• the growth of informal settlements and associated issues
• how selected urban areas in South Africa are managing urban
challenges; handling environmental, economic, and social justice
concerns.
2. a. Answers will differ but should include: overcrowded conditions; lack
of infrastructure, e.g. roads, gutters, sewage system, running water;
unhealthy living conditions; lack of good quality nutrition; spread of
diseases and infections; unemployment; poverty; crime and violence;
drug and alcohol abuse.
b. Answers will differ. Ensure that learners back up their opinions
with reasons.
3. Answers will differ but could include: better transport systems;
community development projects; better service delivery; improving
the delivery rate of formal housing opportunities; increasing investment
through planning and marketing; apprenticeship programmes to the
Water, Sanitation, Electricity, Stormwater, Solid Waste, Refuse Removal
and Roads Departments; encouraging recycling; tree planting; peri-urban
agricultural schemes.

Learner’s Book UNIT 5 Economic geography of South Africa

pages 361–365
Duration: 3 hours 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
for the final end-of-year examination. The unit revises work that relates to
Module 7 in the Learner’s Book.

Curriculum Assessment Policy Statement (CAPS) content

Structure of the economy
• Economic sectors (primary, secondary, tertiary and quaternary)
• Economic sectors’ contribution to the SA economy: value and
employment
• Use of statistical and graphical information

Agriculture
• Contribution of agriculture to the SA economy
• The role of small-scale farmers and large-scale farmers
• Main products produced: home market and export market
• Factors that favour and hinder agriculture in SA, such as climate, soil,
land ownership and trade
• The importance of food security in South Africa – influencing factors
• Case studies related to food security in South Africa

m o d u l e 9 • revisi o n 161
 Mining
• Contribution of mining to the SA economy
• Significance of mining to the development of SA
• Factors that favour and hinder mining in SA
• A case study of one of SA’s main minerals in relation to the above points

Secondary and tertiary sectors

• Contribution of secondary and tertiary sectors to the SA economy
• Types of industries, such as heavy, light, raw material orientated, market
orientated, footloose industries, ubiquitous industries, bridge (break-of-
bulk point) industries
• Factors influencing industrial development in South Africa, such as raw
materials, labour supply, transport infrastructure, political intervention,
competition and trade
• South Africa’s industrial regions:
– PWV-Gauteng, Durban-Pinetown, Port Elizabeth-Uitenhage, South
Western Cape Metropole
– Factors influencing their location
– Main industrial activities
• Case studies from South Africa to illustrate the above

Strategies for industrial development

• Overview of apartheid and post-apartheid industrial development
strategies
• Concept and distribution of Industrial Development Zones (IDZs)
• Case studies of two Spatial Development Initiatives (SDIs)
• Issues associated with industrial centralisation and decentralisation

Informal sector
• Concept and characteristics of informal sector employment
• Reasons for high informal sector employment in South Africa
• Challenges facing SA’s informal sector
• Case studies to illustrate the above in the South African context

Key geographical skills and techniques

• processing, interpreting and evaluating data
• identifying questions and issues
• collecting and structuring information
• making decisions and judgements
• deciding on a point of view
• suggesting solutions to problems
• working co-operatively and independently
• applying communication, thinking, practical and social skills
• interpreting sources
• using verbal, quantitative and symbolic data forms such as text, pictures,
graphs, tables, diagrams and maps

Resources
Learner’s Book pages 361–365

Preparation
Read through and familiarise yourself with the content.

162 s e c t i o n 2 • l ess o n - b y - l ess o n

Teaching the unit
Go through pages 361–364 of the Learner’s Book with learners.

Answers
Activity 1 (Learners’ Book, page 364)
One moves from the primary towards the quaternary, increasing in value
added to the activity and in the complexity of the task.

Activity 2 (Learners’ Book, page 364)

1. A dual agricultural economy means it has two aspects: commercial and
subsistence farming.
2. a. The direct contribution to the economy is in the form of an actual:
• percentage contribution to the GDP
• percentage of workforce employed in labour
• percentage contribution from exports to the GNP.
The indirect contribution to the economy comprises forward and
backward links to farmers, the supply of food, and informal labour.
3. Examples:
• Roles: small-scale size – financial turnover; investment; output;
number of employees; value of fixed capital
large-scale size – machinery; hybrid seeds; irrigation; division of
labour; access to capital; access to markets; access to refrigerated
transport
• Products: domestic – maize; wheat; sugar, fruits
export – maize; avocadoes; ostrich; grapefruit; plums; rooibos tea
• Factors that affect agriculture: positive – climate; soil; land ownership;
trade
negative – climate; soil; land ownership; trade

Activity 3 (Learners’ Book, page 364)

1. Accept any of the following: contributes 8,6% directly to the GDP of
South Africa; is responsible for 60% of South Africa’s exports; earns
approximately 50% of South Africa’s foreign exchange; contributes
13,2% of the total tax received from companies by the government;
contributes R78 billion to wages and salaries; uses 15% of South
Africa’s electricity supply; directly contributes to the employment
of approximately 500 000 people; attracts 12% of the total foreign
investment in South Africa; spent R409 billion in South Africa on
purchases and operating costs; directly contributes 50% of the volume
of traffic through Transnet’s ports and railways.
2. Indirectly, mining stimulates the economy through the multiplier effect:
jobs in mining give money; money creates demand for goods and
services; goods and services develop; more money in salaries continues
the cycle of demand and growth.
3. Mining needs infrastructure; this is how ISCOR and ESKOM began;
roads and railways and harbours were developed to bring in machinery
and to export ore; industrial development catered to the needs of
the mining community; the multiplier effect led to diversification of
industries and services.
4. Examples:
• Contribution of mining to the economy of South Africa: direct – add
a minimum of two examples from the answer to question 1 above;
indirect – a range of industrial goods, e.g. cars, kettles, shoes, and
services, e.g. higher education, Internet services, train service

m o d u l e 9 • revisi o n 163
 • Significance of mining to the development of SA: labour – skilled and
unskilled labour brought in; politics – control over the mining areas/
strategic minerals
• Factors affecting mining: positive – physical, economic, social (the
sub-headings are the same for the positive and negative factors
affecting mining; the learner needs to apply them appropriately
and give a minimum of two examples of each); negative – physical,
economic, social (the subheadings are the same for the positive and
negative factors affecting mining; the learner needs to apply them
appropriately and give a minimum of two examples of each)
• Practical knowledge: Marikana mine strike; drop in investment
in South Africa; drop in output of strategic mineral; buyers go
elsewhere; drop in salaries and wages; drop in demand in the country
for goods and services

Activity 4 (Learners’ Book, page 365)

1. Contribution to the SA economy:
The secondary sector – look at Table 7.4.1 on page 296 of the Learner’s
Book.
The tertiary industry in South Africa has shown the greatest expansion in
recent years. This follows development trends that indicate more people
are involved in services as economies become increasingly sophisticated.
Look at Table 7.4.2 on page 297 of the Learner’s Book.
2. Types of industries: Learners could mention:
Volume – heavy industries = power stations, ship-building; light
industries = shoe factories, jewellery design
Location – raw material orientated = sugar refining; market oriented =
fashion industry; footloose = software companies; ubiquitous = bakeries
Function – bridge or break-of-bulk point industries = oil refineries
3. Factors influencing industrial development in SA: Learners could
mention:
Political factors – Accelerated Growth Initiative; IDZs; SDIs
Resources – rich resource base; labour supply
Infrastructure – road; rail; harbours; airports; electricity
4. SA’s industrial regions: Learners could mention:
PVW-Gauteng – iron and steel; car industries
Port Elizabeth-Uitenhage – textiles; car industries; salt
Durban-Pinetown – sugar; aluminium; subtropical fruit and nuts
South Western Cape Metropole – fruit juice; wine; canned fruit; frozen
and
canned fish

Activity 5 (Learners’ Book, page 365)

1. a. a partheid-era industrial development strategies – IDC; Viljoen
Commission; Kleu Commission
b. post-apartheid industrial development strategies – SDI; GEAR; IDZs
2. a. Industrial Development Zones are areas identified by Government for
stimulating: economic growth through investment in industries.
b. Port Elizabeth (the Coega IDZ); East London (ELIDZ); Richards Bay
(RBIDZ); Gauteng (OR Tambo International Airport)
3. a. The Spatial Development Initiatives or SDIs identify areas where
there is potential for economic growth. The objective of the SDIs is
that the investment is sustainable at both state and municipal levels.
b. Richards Bay-Empangeni SDI/Fish River SDI; Wild Coast SDI

164 s e c t i o n 2 • l ess o n - b y - l ess o n

 4. a. c entralisation – magnet for other industries; lower production costs;
similar services; skilled labour pool; pressure on resources; pollution;
traffic congestion
b. decentralisation – need for growth nodes in peripheral areas; need
to lessen strain on main industrial regions; need to provide job
opportunities in previously disadvantaged areas

Activity 6 (Learner’s Book, page 365)

1. a. I nformal sector employment refers to its lack of formal legal
registration and responsibilities.
b. Characteristics of informal sector employment: There is no legal
registration of the business; there are no legal contracts of employment
because there is no legal business officially recognised; informal
entrepreneurs cannot sue or be sued because they are not legal entities;
employees have no access to the CCMA (Commission for Conciliation,
Mediation and Arbitration) or labour courts; no tax is paid to the
government; no income is declared to the government, so that they
are not officially part of the GDP; there is no legal job security; there
is no UIF (unemployment insurance fund); there is no medical aid for
workers; there is no pension provision for workers; there is no protection
against being paid below the legal minimum wage; there are more
females employed in the informal sector than males in South Africa
2. It can expand or contract quickly in response to the changes in the
economy; businesses outsource to people in the informal sector because
they are cheaper; there is a gap for informal sector jobs; there are no
restrictions or barriers to entry into the informal sector.
3. Examples:
• Social challenges: Women predominate in this sector; no work
security; xenophobia against foreigners in the informal sector
• Political challenges: Create regulations that do not inhibit the
employment in the informal sector; uncollected tax from the informal
sector; stimulate more employment opportunities in the informal sector
• Economic challenges: Low salaries and wages; difficulty in raising
loans to expand the business; lack of business and management skills
by entrepreneurs

Learner’s Book UNIT 6 Geographical skills and techniques

pages 366–372
Duration: 3 hours Term 4, Week 4

The focus of this unit is on systematically revising the work associated with
geographical skills and techniques which learners have covered in Grade 12,
in preparation for the final end-of-year examination.

Curriculum and Assessment Policy (CAPS) content

Mapwork techniques
• Consolidation of map skills from Grades 10, 11 and 12
• Reading and interpreting synoptic weather maps, satellite images and
other weather- and climate-related data.
• Map and photo interpretation – includes reading and analysis of physical
and constructed features
• Applying map-reading skills to maps and photos

m o d u l e 9 • revisi o n 165
 Topographic maps
• Contours and landforms
• Cross sections
• Direction: magnetic north, true north and magnetic declination
• Gradient
• Intervisibility
• Grid referencing

Aerial photographs and orthophoto maps

• Interpreting vertical aerial photos
• Orthophoto maps – identifying features
• Comparing an orthophoto map with a topographic map

Geographical Information Systems (GISs)

• GIS concepts: remote-sensing and resolution
• Spatial and attribute data; vector and raster data
• Data standardisation, data sharing and data security
• Data manipulation: data integration, buffering, querying and statistical
analysis
• Application of GIS by Government and the private sector, related to all
topics in Grade 12
• Develop a ‘paper GIS’ from existing maps, photos or other records on
layers of tracing paper

Using atlases (revision)

• Examining thematic maps
• Comparing information from different maps

Key geographical skills and techniques

• reading and interpreting information with regard to climatology and
geomorphology from topographic maps, orthophoto maps, satellite
images and synoptic charts
• reading GIS maps, and constructing and interpreting simple GIS outputs
• practising field observation and mapping
• applying communication, thinking, practical and interpretive skills
• processing, interpreting, and evaluating data
• working co-operatively and independently

Resources
Learner’s Book pages 366–372

Preparation
• Read through the unit to familiarise yourself with the content. If you
need to return to the theory, refer to previous modules.
• Refer to Grades 10 and 11 where learners have received a background in
geographical skills and techniques, on which this unit builds.

166 s e c t i o n 2 • l ess o n - b y - l ess o n

 Teaching the unit
• Start by asking learners what sections they have covered under
geographical skills and techniques. Ask them what they have learnt about
mapwork skills; topographic maps; aerial photographs and orthophoto
maps; Geographical Information Systems (GISs); and using atlases.
• Go through the text on pages 366 and 367 in the Learner’s Book with
learners.

Answers
Activity 1 (Learner’s Book, page 368)
1. a. George Rex Slipway: 34°00’30”S and 23°00’45”E
b. Knysna Prison: 34°01’40”S and 23°02’40”E
c. Castle Rock: 34°04’40”S and 23°01’15”E
d. The centre of Leisure Isle: 34°04’10”S and 23°03’30”E
2. a. 5,2 km. (A quick method for use on any map with a scale of 1:50 000:
Measure the distance between the two points with a ruler in centimetres.
Then divide by 2, and you have an instant answer in kilometers.)
b. 18 km. (Use a piece of string to measure distances along the roads.
Use a ruler and the method above to measure the length of the string.
Add the subtotals for an answer.)
3. Knysna Lagoon (estuary) and the Knysna Heads
4. • Measure the horizontal distance with a ruler, and use the method
above to get a real distance.
• Measure the vertical distance by reading the contours.
• Divide the vertical distance by itself, to cancel it down to 1.
• Divide the horizontal distance by the vertical (what is done to one
side of the equation is now done to the other) and you will end up
with a ratio of 1:16 which is the mean gradient, rounded off.
5. Draw a cross-section between the two points (A and D) joined by a red
dotted line on the map. Use a vertical scale of 0,5 cm to 20 m for the
cross-section. Learners compare their cross-sections to find out which
one is correct.
a. Vertical scale is 0,5 cm to 20 m which is 1 cm to 40 m
Horizontal scale is 1:50 000 which is 1 cm to 500 m
Divide 500 by 40 = 12,5
The vertical scale is 12,5 times greater (exaggeration) than the
horizontal scale. (We do this so that the vertical component or relief,
will ‘stand out’ better.)
b. yes
c. no

Activity 2 (Learner’s Book, page 368)

Examination 1. A = The Heads (Eastern Head)
preparation: B = Leisure Isle
For information on C = The Heads (Western Head)
how to assess the D = Knysna Lagoon
learners’ answers, 2. from Westhill, because a view from the other two points would not give
please see page this perspective
245 in the Formal 3. The numerous sand banks, and also Thesen Island and Leisure Isle, which
Assessment section are built up from sand deposited in the lagoon.
of this Teacher’s
4. Caravan Park (Woodbourne), Leisure Isle, Featherbed Nature Reserve,
Guide.
Caravan Park and Camping Site, Simola Golf Course

m o d u l e 9 • revisi o n 167
 5. fishing; golf; boating; swimming; hiking; visiting nature reserves
(Trial)/
6. the names of the settlements, such as Xolweni, Rhobololo and
Examination
Ethembeni
(Paper 1 and
7. a. yes, names such as Concordia Forest and the symbol for trees and forest
Paper 2):
b. A = indigenous forest; B = exotic wattle trees
For information on
c. A (indigenous forest) would occur in a nature reserve, as it is
how to assess the
protected, natural vegetation, which now only occurs in isolated
learners’ answers,
please see page
patches, and must be preserved because of its biodiversity.
209 in the Formal B (exotic trees) are planted in plantations, and are felled for
Assessment section commercial use after about 10 years.
of this Teacher’s
Guide.

168 s e c t i o n 2 • l ess o n - b y - l ess o n

3. Formal Assessment

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

169
 1. Assessment in geography
in grade 12
Assessment in Grade 12 is made up of:
• informal or daily assessment
• formal assessment.
In Study & Master Geography Grade 12:
• informal assessment advice is given as part of the lesson guidance in the
Lesson-by-lesson section (pages 19–168) of this Teacher’s Guide
• formal assessment guidance and assessment tools are provided below.

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
two examinations. For promotion purposes, a year mark is added to the end-
of-year examination mark. The year mark is made up of marks obtained in
the tasks, tests and mid-year examination. This is reflected in the table below.

Term Week Type of formal Content and Learner’s Book and Total number Contribution to
assessment skills focus of Teacher’s Guide page of marks year mark
assessment reference
Term 1 9 Assessment Climate and Learner’s Book pp. 40 marks 20 marks
Task 1 weather; and 151–152; Teacher’s
Geomorphology Guide pp. 171–172
Term 1 10 Test 1 Climate and Teacher’s Guide pp. 20 marks 10 marks
weather; and 173–175
Geomorphology
Term 2 9 Assessment Settlement Learner’s Book pp. 70 marks 20 marks
Task 2 geography 259–261; Teacher’s
(rural and urban Guide p. 177
settlements)
Term 2 10 Mid-year Work covered in Teacher’s Guide pp. 300 marks 20 marks
examination Terms 1 and 2 179–187 (Paper 1) and
188–194 (Paper 2)

Term 3 9 Assessment Economic Learner’s Book 60 marks 20 marks

Task 3 geography of pp. 337–338; Teacher’s
South Africa Guide p. 202
Term 3 10 Test 2 Economic Teacher’s Guide 20 marks 10 marks
geography of pp. 204–206
South Africa
Term 4 5–6 Trial Work covered Teacher’s Guide 300 marks 300 marks
examination throughout year pp. 209–229 (Paper 1)
and 230–235 (Paper 2)

For more information on formal assessment, see Section 4 of the

CAPS document.

170 s e c t i o n 3 • f o rma l assessme n t

 3. formal assessment: tasks,
tests and examinations

Learner’s Book Assessment Task 1

pages 151–152
Term 1, Week 9

Geography topics: Climate and weather; Geomorphology; Geographical skills

and techniques

Resources
Learner’s Book pages 151–152

Background
• This task focuses on Term 1 of Study & Master Geography Grade 12 and
therefore should be scheduled for after the learners have completed
Modules 1–3. (See Year Plan on pages 6–17).
• The skills covered in this task are data handling − analysing and
synthesising information and working with a variety of data.
• Allow some class time in Week 8 to go through the task with learners. Set
the task as homework for the learners.
• The task in the Learner’s Book is out of 40 marks. You will need to
convert this to a mark out of 20 for contribution of this assessment to the
year mark. (See Recording and reporting, on page 252.)

Preparing the learners

• Remind the learners that they should work on their own and answer all
questions.
• Let them read through the task and ask questions about any part of it
that they do not understand.
• Remind them that they can consult Modules 1–3 in the Learner’s Book if
they need to.
• Give them a due date for the completed task.

The task
You will find Assessment Task 1 on pages 151–152 of the Learner’s Book.
A marking memorandum is supplied on page 172 under the heading,
‘Assessment guidance’.

s e c t i o n 3 • f o rma l assessme n t 171

 Learner’s Book Assessment guidance
pages 151–152
Memorandum: Assessment Task 1

Activity 1
1. Any one: date is August; mid-latitude cyclone approaching; minimum
temperatures over the interior are low (1)
2. a. A = South Atlantic High; B = South Indian High; C = coastal low;
D = cold front; E = occluded front (5 ×1)
b. i. north along the coast/up the east coast (1)
ii. eastwards/west to east (1)
3. The Kalahari High (not shown) here dominates the interior in winter. (1)
4. Any 6 marks out of 7 (6 × 1)

5. a. 1 = northwest, 20 knots; 2 = west, 20 knots (2 × 2)

b. backing (1) [20]

Activity 2
1. a. high, low (2 × 1)
b. high, low (2 × 1)
c. silty-clay, porous sandy (2 × 1)
d. dendritic (1)
e. bigger (1)
2. a. stream density for A = 3,5 – 3,75 km per km2 (accept any answer
in this range) (4)
b. stream density for B = 1,25 – 1,5 km per km2 (accept any answer
in this range) (4)

To calculate:
Stream density (or drainage density) = total stream length in
square ÷ area ✔
Area = 1 km ×1 km = 1 km2 ✔
Total stream length = total length of cotton for all streams ÷ length of
1 km scale ✔
(It works best using a piece of cotton so that you automatically add up all
the stream lengths, rather than having to add by calculation)

If answer is wrong, assign 1 mark according to each tick, for both A and B

3. S = 1; T = 1; U = 2; V = 1 (4 ×1) [20]

Total: 40 marks
Divide by two for a final mark out of 20
172 s e c t i o n 3 • f o rma l assessme n t
Teacher’s Guide Test 1 Climate and weather, Geomorphology
pages 174–175
Term 1, Week 10

Geography topics: Climate and weather; Geomorphology

Resources
Photocopies of the test in this Teacher’s Guide (pages 174–175)

Background
• The test focuses on material covered in Term 1 and the questions require
lower-order, middle-order and higher-order thinking skills from the learners.
• The test is out of 20 marks. You will need to convert this to a mark out
of 10 for contribution of this assessment to the year mark.

Preparing the learners

• At the beginning of Term 1, spend some time discussing what material
learners will need to cover for the test.
• In week 4 or 5 of Term 1, spend some time discussing the format of
the test, including how much time learners will be given to complete it
(1 hour).
• Remind the learners that they will need to revise all the work covered in
Modules 1 and 2.
• Explain that the way the test is structured means that they will not be
able to leave out any sections of work as they prepare for it.

Test 1
You will find a test that you can use for Test 1 on pages 174–175 of this
Teacher’s Guide. You may photocopy this test. Alternatively, design your
own test.

Assessment guidance
You will find a memorandum for Test 1 on page 176 of this Teacher’s Guide.
You may photocopy this memorandum if you wish to.

s e c t i o n 3 • f o rma l assessme n t 173

 Memorandum on Test 1 Climate and weather; Geomorphology
page 176
Term 1, Week 10

Question 1
A 1995 study compared temperature data for five very large cities and 19
stations from non-urban locations in South Africa for the period 1960–1990.

The results are summarised as follows:

Non-urban Urban
Maximum temperature increase per 0,11 0,12
decade
Minimum temperature per decade 0,07 0,34

1. Identify one of the cities on the map in Figure 1.1 below. (1)
2. Is this temperature difference related to global warming or urban
growth? Give a reason for your answer. (2 × 1)
3. Name the phenomenon illustrated in the table. (1)
4. Explain why the effect is noticeable for the minimum temperatures.
(2 × 1)
5. Is the intensity of the effect greater in summer or winter? (1)
6. List two factors that contribute to this effect. (2 ×1)
7. Give one step that can be taken to reduce this effect in established
cities. (1)
[10]

Figure 1.1 Map of South Africa

© You may photocopy this page for use with Study & Master Geography Grade 12.
174 s e c t i o n 3 • f o rma l assessme n t
 Question 2
1. Identify the drainage basin with the high drainage density (fine texture)
in Figure 1.2A. (1)
2. Define drainage density. (1)
3. Give one factor that contributes to high drainage density. (1)
4. Match drainage basins A and B to their hydrographs in Figure 1.2B.
(2 ×1)
[5]

Figure 1.2A Drainage basin Figure 1.2B Hydrograph

Question 3
Identify these features of river capture in the diagram: elbow of capture,
misfit stream, captor stream, watershed, wind gap. (5 ×1)
[5]

Figure 1.3 River capture

Total: 20

© You may photocopy this page for use with Study & Master Geography Grade 12.
s e c t i o n 3 • f o rma l assessme n t 175
 Test 1 on pages Assessment guidance Test 1: Climate and weather;
174–175
Geomorphology
Memorandum

Question 1
1. Any one: Port Elizabeth, East London, Durban, Johannesburg,
Vereeniging/Pretoria (either answer acceptable) (1)
2. urban growth; it is specific to cities, not a general warming (2 × 1)
3. urban heat island effect (1)
4. Heat that builds up during the day is held or trapped at night by
tall buildings, heat-absorbing surfaces or a pollution dome. (2 × 1)
5. winter (1)
6. Any two: change in land cover (surfaces such as tar, brick and
concrete that absorb heat); heat generated from human activities
(such as the burning of fuels for manufacturing, electricity
generation and transport); pollution traps heat (2 × 1)
7. Any one: greening/planting trees; introducing water bodies
(lakes) to absorb heat; careful choice of building materials and
surfacing materials to reduce amount of heat trapped (1)
[10]

Question 2
1. B (1)
2. total river or stream length relative to area drained (1)
3. Any one: high surface run-off (because of impermeable rock,
clay-like soil or steep gradient); high rainfall/heavy rains; low
levels of evaporation; moist soil (1)
4. A = 2; B = 1 (2 × 1)
[5]

Question 3
B = captor stream; C = watershed; D = elbow of capture;
E = wind gap; F = misfit stream (5 × 1)
[5]
Total: 20

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176 s e c t i o n 3 • f o rma l assessme n t
Learner’s Book Assessment Task 2
pages 259–261
TERM 2, WEEK 9

Geography topics: Rural settlements; Urban settlements; Geographical skills

and techniques

Resources
Learner’s Book pages 259–261

Background
• This task focuses on Term 2 of Study & Master Geography Grade 12 and
therefore should be scheduled for after the learners have completed
Modules 4–6. (See Year Plan on pages 6–17).
• The skills covered in this task are analysing and synthesising information
and working with a variety of information on settlement geography.
• Allow some class time in Week 8 to go through the task with learners. Set
the task as homework for the learners.
• The task in the Learner’s Book is out of 70 marks. You will need to
convert this to a mark out of 20 for contribution of this assessment to the
year mark. (See Recording and reporting, on page 252.)

Preparing the learners

• Remind the learners that they should work on their own and answer all
questions.
• Let them read through the task and ask questions about any part of it
that they do not understand.
• Remind them that they can consult Modules 4–6 in the Learner’s Book if
they need to.
• Give them a due date for the completed task.

The task
You will find Assessment Task 2 on pages 259–261 of the Learner’s Book.
A marking memorandum is supplied on page 178 under the heading,
‘Assessment guidance’.

s e c t i o n 3 • f o rma l assessme n t 177

 Learner’s Book Assessment guidance
pages 259–261
Memorandum: Assessment Task 2

Question 1
1.1 D; 1.2 B; 1.3 C; 1.4 A; 1.5 C
[5]

Question 2
2.1 F; 2.2 A; 2.3 B; 2.4 G; 2.5 E
[5]

Question 3
3.1 wet point site; dry point site; relief; resources and building materials;
fuel supplies; bridging points; soils; defence; nodal point; gap site;
aspect; break-of-bulk point (any TWO) (2)
3.2 in undeveloped countryside; associated with isolated farms, mining,
fishing, hamlets or market villages; low-rise buildings; primary
economic activities; fewer people; sparse population; limited facilities;
fewer services; limited job opportunities; poor infrastructure; older
population; lower property prices (any TWO) (2)
3.3 developed area; associated with towns, cities, metropolises; high-rise
structures; secondary, tertiary and quaternary economic activities;
large population; dense population; many facilities; many services;
variety of job opportunities; well-developed infrastructure;
economically active age range (any TWO) (2)
3.4 push and pull factors (any of them, or just these two terms) (2)
3.5 families left behind; women left behind to tend fields and raise
children; decline in food security in rural area; breakdown of
social life; strain on service delivery in the cities, e.g. housing,
electricity, water, schooling; informal settlements expand/
unemployment (any TWO) (2)
[10]
Question 4
4.1 the creation of the homelands or bantustans; apartheid and racial
segregation laws such as the Group Areas Act/forced removal from
the land (2)
4.2 to resolve claims and restore land rights; to award alternative forms
of equitable settlement to communities, people, or descendants of
people who had lost land (2)
4.3 Resources and land represent money and power. Allocation of
resources and land is seen as a political instrument. (2)
4.4 Zimbabwe; Ethiopia (any ONE) (2)
4.5 The validity of the claim, boundary disputes, the death or
disappearance of claimants, all create difficulties for the
Commission. (2)
[10]
Question 5
Learner’s own answers.  [40]

Total: 70 marks
Convert for a final mark out of 20

178 s e c t i o n 3 • f o rma l assessme n t

Memorandum on Mid-year examination
pages 195–199
Time: 3 hours PAPER 1
Marks: 225

INSTRUCTIONS AND INFORMATION

This question paper consists of THREE questions.
Answer ALL the questions, which are worth 75 marks each.

Question 1
1.1 Choose the description from Column B that matches the term in Column
A. Write only the letter next to the question number.

Column A Column B
1.1.1 warm front A. the lowering of the watershed
by erosion
1.1.2 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 layer
1.1.7 abstraction G. the warm sector of air in a
mid-latitude cyclone
1.1.8 headward erosion H. the erosion of a river towards
its source
1.1.9 antecedent drainage I. rainfall caused by a trough of
low pressure over the plateau
1.1.10 abstraction J. a rise in sea level caused by
wind-driven waves
K. 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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s e c t i o n 3 • f o rma l assessme n t 179
 1.2 Choose the correct phrase in brackets.
1.2.1 The direction of wind in a Ferrel cell is (easterly/westerly).
1.2.2 The change in wind direction as a cold front passes over
the Western Cape is called (veering/backing).
1.2.3 The weather systems that can cause flooding in
Mozambique are called (tropical/mid-latitude) cyclones.
1.2.4 The cold air that follows a cold front is dense and has
(low/high) relative humidity.
1.2.5 The valley winds that blow (up/down) the slope are called
anabatic winds.
 (5 × 1)
 [5]

1.3 Study Figure 1.1, which is a synoptic weather map. Then answer
these questions.
1.3.1 Which season is depicted in this map? Give a reason for
your answer. (2 × 2) (4)
1.3.2 Identify high-pressure cells A and B. (2 × 2) (4)
1.3.3 Name the high-pressure cell that is typically found over
the interior in this season, and describe how it affects
the climate in South Africa in this season. (2 × 3) (6)
1.3.4 Identify the low-pressure cell marked as C, and give the
characteristic shown on this map. (2 × 2) (4)
1.3.5 Describe how pressure cell B forms. (3 × 2) (6)
1.3.6 In which direction does the wind spiral into pressure
cell B? (1 × 2) (2)
1.3.7 Describe how the wind direction changes as pressure
cell B passes over Cape Town. (2 × 2) (4)
 [30]

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180 s e c t i o n 3 • f o rma l assessme n t
 B

C
A

Figure 1.1 Synoptic weather map

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s e c t i o n 3 • f o rma l assessme n t 181
 1.4 The Thukela River has its source on the eastern side of the Drakensberg
and flows through KwaZulu-Natal. A longitudinal profile of the river is
shown in Figure 1.2.

Figure 1.2 Longitudinal profile of the Thukela River

1.4.1 From the sections labelled A–E in the river profile, identify
the following:
(a) the Thukela Falls, which plunges 900 metres and is
the second highest waterfall in the world  (1 × 2) (2)
(b) the rejuvenated part of the river (1 × 2) (2)
(c) a part of the river that has a meandering pattern (1 × 2) (2)
(d) a part of the river in which the water flow
is turbulent  (1 × 2) (2)
1.4.2 Define the term ‘rejuvenation’. (1 × 2) (2)
1.4.3 Identify a landform associated with rejuvenation. (1 × 2) (2)
1.4.4 Describe the cross-profile of the meandering part of
the river. (2 × 2) (4)
 [16]
1.5 Refer to Figure 1.3 and complete the questions that follow.

a b 1
3
fastest velocity
A A
1 4
2
B 2
3
B fastest velocity
2
1
4
C C
3

3 fastest velocity

Figure 1.3

1.5.1 Identify the river pattern shown in a. (2)

1.5.2 Which part of the river course is shown in a? Give a reason
for your answer. (3)
1.5.3 Identify on (a) the labelled parts where
(a) erosion takes place (1)
(b) deposition takes place (1)
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182 s e c t i o n 3 • f o rma l assessme n t
 1.5.4 Identify from the labelled arrows (3 and 4) where the river
flows fastest. Give a reason for your choice. (4)
1.5.5 Match the labelled sections of the river A–A, B–B, C–C to
the cross profiles 1, 2 and 3 shown in (b). (3)
[14]
[75]
Question 2
2.1 For each statement below, select the correct term in brackets.
Write only the question number and the correct term.
2.1.1 Winds that blow in the mid-latitudes are (berg winds/westerlies).
2.1.2 A(n) (occluded front/cold front) forms when a warm sector
of air overtakes a cold sector.
2.1.3 A tropical cyclone that forms in the Atlantic Ocean is called
a (hurricane/typhoon).
2.1.4 The Earth is warmed by the Sun by the process of
(insolation/ terrestrial radiation).
2.1.5 The bubbling flow of water in a river is called (laminar flow/
turbulent flow).
2.1.6 A stream in which there is more deposition than erosion
is (overgraded/undergraded).
2.1.7 The (floodplain/pediplain) is the wide, flat part of a valley
over which a river spreads in times of flood.
2.1.8 The pointed, dolorite capped hills of the Karoo are called
(mesas/buttes).
2.1.9 When a high-pressure cell pushes into a region of lower
pressure, it elongates or lengthens to form a (ridge/trough).
2.1.10 Frost forms if the (radiation fog/dew point) is below 0 °C. (10 × 1)
[10]
2.2 The statements below describe how an anticyclone forms.
Select the correct option (underlined) for each statement.
2.2.1 Dry, cool air rises/descends.
2.2.2 Pressure increases/decreases.
2.2.3 Air warms/cools.
2.2.4 Winds spiral clockwise/anticlockwise.
2.2.5 The winds spiral into/out of the pressure cell. (5 × 1)
[5]
2.3 Study Figure 2.1 below, which shows an oblique view of the Kalahari.
Then answer the questions that follow.

Figure 2.1 Oblique view of Kalahari

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s e c t i o n 3 • f o rma l assessme n t 183
 2.3.1 Sketch an isobar diagram of the Kalahari High shown in Figure
2.2. Include:
• the symbol for a high-pressure cell in the centre
• arrows to show wind directions. (8)
2.3.2 Explain why air warms as it descends. (6)
2.3.3 Name the two other anticyclones that influence South Africa’s
weather. (4)
2.3.4 Suggest why these large high-pressure cells are also called
anticyclones. (2)
[20]

2.4 Refer to the table below, which shows differences between the
minimum temperatures in central Nairobi and an outlying area
(the airport), and answer the questions that follow.

Month Difference between minimum temperatures

January 2,1 °C
July 0,8 °C
Table 1.1 Difference between minimum temperatures in central Nairobi and an outlying area

2.4.1 Name the phenomenon or effect that is shown here. (1 × 2) (2)

2.4.2 At what time of the day is this temperature difference
greatest?  (1 × 2) (2)
2.4.3 Would the temperature difference be greater during the
week or weekdays? Give a reason for your answer.  (2 × 2) (4)
2.4.4 Suggest one way in which a city can be designed to reduce
this effect.  (1 × 2) (2)
[10]

2.5 Give the names of the drainage patterns in a–e of Figure 2.2.

a. c.

b.

d. e.

Figure 2.2 Drainage patterns

(5 × 2)
[10]

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 2.6 Figure 2.3 shows a simple map of the Doring River, which is a
tributary of the Olifants River. The Nieuwhoudt Falls were formed
by the capture of a river that used to flow towards the interior.

Figure 2.3 The Doring River

2.6.1 Define the term ‘river capture’. (1 × 2) (2)

2.6.2 Explain why this waterfall is a feature of river capture. (2 × 2) (4)
2.6.3 Identify the features of river capture labeled A–D on
the map. (4 × 2) (8)
2.6.4 Describe the grade of the captured river. (1 × 2) (2)
2.6.5 Explain why rejuvenation is associated with river
capture. (2 × 2) (4)
[20]
[75]

Question 3
3.1 Indicate whether the following statements are TRUE or FALSE.
3.1.1 Every function has its own threshold and range.
3.1.2 The CBD is known as the heated dome because the tall
buildings in the CBD release heat.
3.1.3 A square grid is a grid system with the grid lines numbered
sequentially from the origin at the bottom left of the map.
3.1.4 The urban profile is a side view of the city.
3.1.5 The basic function of a rural settlement is to provide
tertiary functions.
3.1.6 Primary activities include the manufacturing of goods.
3.1.7 South Africa has a dual agricultural economy because it
consists of only crop farming.
3.1.8 The three factors that influence economic activities are
the social, economic and political systems in a country.

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s e c t i o n 3 • f o rma l assessme n t 185
 3.1.9 Food insecurity is when a country or individuals do not
have enough food to sustain themselves.
3.1.10 An industrial zone is an area set aside for factories
and warehouses.
(10 × 1) (10)
[10]

3.2 Match the terms in Column A with their meaning in Column B.

Column A Column B
3.2.1 Gross Domestic Product A. A metropolitan area formed by two merging cities
3.2.2 urban hierarchy B. The difference in monetary value between the exports and
imports of a country
3.2.3 balance of trade C. A country’s international transactions by measuring the
imports and exports of a country’s goods
3.2.4 conurbation D. The total value of all goods and services produced in a
country in a year
3.2.5 trade E. The ranking of urban settlements according to their size
and/or function
(5 × 1)
[5]

3.3 Study Figure 3.1, which shows two rural settlement patterns.
Then answer the questions that follow.
A B

rivie
r rivier

Figure 3.1 Rural settlement patterns

3.3.1 Provide three factors that determine the site of a

settlement. (3 × 2) (6)
3.3.2 (a) Identify the rural settlement patterns marked
A and B.  (2 × 2) (4)
(b) Provide one advantage of settlement A. (1 × 2) (2)
(c) Provide two disadvantages of settlement B. (2 × 2) (4)
3.3.3 Differentiate between subsistence and commercial
farming regarding their economic output. (2 × 2) (4)
 [20]

3.4 Match the terms below with the correct settlement pattern
in Figure 3.2.
3.4.1 rounded settlement pattern
3.4.2 T-shaped settlement pattern
3.4.3 Y-shaped settlement pattern
3.4.4 linear settlement pattern
3.4.5 crossroads settlement pattern

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186 s e c t i o n 3 • f o rma l assessme n t
 A
B

C D E

Figure 3.2 Settlement patterns

(5 × 2) (10)
[10]

3.5 Rural depopulation and urbanisation are linked. Consider these

two processes and answer the questions that follow.
3.5.1 Explain what rural depopulation is. (1 × 2) (2)
(a) Provide two reasons why rural depopulation occurs. (2 × 2) (4)
(b) Name two negative impacts of rural depopulation. (2 × 2) (4)
3.5.2 Explain what urbanisation is. (1 × 2) (2)
(a) Give one difference between urbanisation in developed
countries and urbanisation in developing countries. (1 × 2) (2)
(b) Provide two factors that pull people to the
urban area. (2 × 2) (4)
[18]

3.6 Read the extract below and then answer the questions that follow.

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: Adapted from an article by Olivia Rose-Innes on Health24 (www.health24. com/medical)

3.6.1 What problem that causes air pollution in the CBD

does this article focus on? (1 × 2) (2)
3.6.2 During which times of the day is rush hour? (1 × 2) (2)
3.6.3 What is the reason for this problem in the CBD? (1 × 2) (2)
3.6.4 Suggest three possible solutions to the problem. (3 × 2) (6)
[12]
[75]
Paper 1 total: 225 marks
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s e c t i o n 3 • f o rma l assessme n t 187
 Memorandum on Mid-year examination
pages 200–201
1
Time: 1​ __
2
​hours PAPER 2
Marks: 75

RESOURCES
1. An extract from the topographic map 3422AB George (at the beginning
of this paper)
2. A non-programmable calculator may be used.

INSTRUCTIONS AND INFORMATION

1. Answer ALL the questions in the spaces provided on this question paper.
Together they are worth 75 marks.
2. You are supplied with a 1:50 000 topographic map, 3422AB George.
3. The following English terms and their Afrikaans translations are shown
on the 1:50 000 topographical map:

ENGLISH AFRIKAANS
Aerodrome Vliegveld
Canal Kanaal
Cango Caves Kangogrotte
Cemetry Begrafplaas
College Kollege
Crocodile Ranch Krokodilplaas
Factory Fabriek
Furrow Voor
Game Park Wildpark
Golf Course Golfbaan
Ostrich Abattoirs Volstruisslagpale
Ostrich Farm Volstruisplaas
Rifle Range Skietbaan
Sewage Disposal Works Rioolslykwerke
Showgrounds Skougronde
Tourist Camp Toeristekamp
Weir Dwarswal

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188 s e c t i o n 3 • f o rma l assessme n t
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s e c t i o n 3 • f o rma l assessme n t 189
 Question 1
Study the 1:50 000 topographic map 3422AB of George. Then circle the most
appropriate answer.

1.1 George is a:
A. city
B. residential area
C. town
D. farm area

1.2 The direction from Camphers Drift to George is:

A. south-east
B. south
C. south-west
D. north

1.3 The direction from George Industria to Pacaltsdorp Industria is:

A. north-east
B. south-west
C. east
D. south-east

1.4 The landform in the vicinity of A is a:

A. gorge
B. saddle
C. valley
D. spur

1.5 The trig. beacon at B is ___________________ above sea level.

A. 122 m
B. 401,8 m
C. 191,3 m
D. 308 m

1.6 The Gwaing River is an example of a ___________________ river.

A. perennial
B. non-perennial
C. periodic
D. episodic

1.7 The land along the N9 is descending in a ___________________

direction.
A. north-west to south-east
B. south to north
C. north-east to north-west
D. south-west

1.8 The two main factors favouring the site and situation of the George
Aerodrome are the:
A. rocky and sandy area
B. large and flat area
C. high-lying and mountainous area
D. railway line and main road

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190 s e c t i o n 3 • f o rma l assessme n t
 1.9 Farms in the area ensure that there is sufficient water for irrigation
by building:
A. reservoirs
B. canals
C. windmills
D. furrows

1.10 What type of rainfall does the mapped area receive?

A. periodic
B. throughout the year
C. seasonal
D. sporadic
(10 × 1½)
[15]

Question 2
2.1 Calculate the approximate distance along the N9 from Knysna 53 km
to Levallia residential area. Show all calculations. Express your answer
in kilometres.

(4 × 2) (8)

2.2 Determine the grid reference of Pacaltsdorp Industria.

(2 × 2) (4)

2.3 Determine the true bearing from Thembalathu to Pacaltsdorp.

(2 × 2) (4)

2.4 Now determine the back bearing from Thembalathu to Pacaltsdorp.

(2 × 2) (4)
[20]

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s e c t i o n 3 • f o rma l assessme n t 191
 Question 3
3.1 In which direction is the Gwaing River flowing? Provide a reason for your
answer.

(2 × 2) (4)

3.2 Name the slope type found at George. Comment on how the relief
(topography) of the area has influenced the situation of the CBD.

(1 × 1) (2 × 2) (5)

3.3 Name the primary activities that take place in the George area.

(2 × 1) (2)

3.4 Name one secondary activity in this area.

(2 × 1) (2)

3.5 Explain the reason for the location of George Industria.

(1 × 2) (2)

3.6 Name two types of transport services provided to the residents

of George.

(2 × 2) (4)
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192 s e c t i o n 3 • f o rma l assessme n t
 3.7 Name one tourist attraction in the George area.

(1 × 2) (2)

3.8 Name one disadvantage and one advantage of Buffelsfontein farm (south-
west of George).

(2 × 2) (4)
[25]

Question 4
4.1 Define the following concepts:

4.1.1 Satellite remote-sensing

4.1.2 Satellite data

(2 × 2) (4)

4.2 State any two ways in which geographical information can be obtained.

(2 × 2) (4)

4.3 Differentiate between spatial and attribute data.

(2 × 2) (4)

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s e c t i o n 3 • f o rma l assessme n t 193
 4.4 Name three attributes in the map overlay shown in Figure 4.1.

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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194 section 3 • FoRMAl ASSESSMEnT
Paper 1 on pages Assessment guidance Mid-year examination
179–187
memorandum: PAPER 1

Question 1
1.1.1 G
1.1.2 B
1.1.3 J
1.1.4 L
1.1.5 I
1.1.6 K
1.1.7 C
1.1.8 H
1.1.9 E
1.1.10 A (10 × 1)
[10]

1.2.1 westerly
1.2.2 backing
1.2.3 tropical
1.2.4 low
1.2.5 up  (5 × 1)
[5]

1.3.1 Winter. Cold fronts are passing over the southern Cape. (2 × 2) (4)
1.3.2 A: South Atlantic anticyclone; B: South Indian anticyclone (2 × 2) (4)
1.3.3 K alahari anticyclone. There are clear skies and dry
conditions.  (2 × 3) (6)
1.3.4 Cold front (mid-latitude cyclone). They usually occur
in families of 3–5. (2 × 2) (4)
1.3.5 Warm, moist subtropical air meets cold dry subpolar air,
forming a polar front. A depression forms in the polar
front and winds blow into the low-pressure cell. (3 × 2) (6)
1.3.6 clockwise (1 × 2) (2)
1.3.7 It changes from north-west to south-west. This is called
backing. (2 × 2) (4)
[30]

1.4.1 (a) A  (1 × 2) (2)

(b) C (1 × 2) (2)
(c) D; or E (1 × 2) (2)
(d) A; or B; or C (1 × 2) (2)

1.4.2  he process by which a river gains more energy and

T
vertical eroding power. (1 × 2) (2)
1.4.3 Any one of the following:
• knickpoint waterfall
• paired terraces
• valleys-within-valleys
• incised meanders  (1 × 2) (2)
1.4.4 It is wide, shallow and often asymmetrical. (2 × 2) (4)
[16]

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s e c t i o n 3 • f o rma l assessme n t 195
 1.5.1 meandering (2)
1.5.2 lower course/middle course; it forms where the gradient is gentle (3)
1.5.3 (a) 2 (1)
(b) 1 (1)
1.5.4 the arrows labelled 3; this is where the river erodes/has the
most energy  (4)
1.5.5 A – 2; B – 1; C – 3 (3)
[14]
[75]

Question 2
2.1.1 westerlies
2.1.2 occluded front
2.1.3 hurricane
2.1.4 insolation
2.1.5 turbulent flow
2.1.6 undergraded
2.1.7 floodplain
2.1.8 buttes
2.1.9 ridge
2.1.10 dew point (10 × 1)
[10]

2.2.1 descends
2.2.2 increases
2.2.3 warms
2.2.4 anticlockwise
2.2.5 out of (5 × 1)
[5]

2.3.1

 emind learners that isobars are lines which join points of equal
R
pressure. They show air pressure with an H to signify a high pressure

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196 s e c t i o n 3 • f o rma l assessme n t
 cell – where air descends; skies tend to be clear. An L signifies
a low pressure cell where air rises, and skies tend to be
cloudy with bad weather. (4 × 2) (8)
2.3.2 As a parcel of air descends/sinks, it is compressed. The air
pressure increases as the air is squashed more closely
together. And as the air pressure increases, the air
temperature increases – this is called adiabatic warming.  (3 × 2) (6)
2.3.3 South Atlantic High, South Indian High (2 × 2) (4)
2.3.4 They are the opposite of low-pressure systems or cyclones.
(Note it is not because their winds spiral in an anti-clockwise
direction in the Southern Hemisphere; they spiral in a
clockwise direction in the Northern hemisphere.)  (1 × 2) (2)
[20]
[75]

2.4.1  rban heat island effect, which is characterised by warm

U
city centres, which are surrounded by cooler suburban
and rural areas. (1 × 2) (2)
2.4.2 at night or early morning (1 × 2) (2)
2.4.3 During the week – any of the following reasons:
• there is more traffic
• there is more human and industrial activity  (2 × 2) (4)
2.4.4 Any one of the following:
• by planting of trees or greenbelts
• by creating water ponds for evaporation
• by designing buildings with heat-reflecting surfaces (1 × 2) (2)
[10]

2.5 a: dendritic; b: radial; c: rectangular; d: centripetal; e: trellis (5 × 2) (10)

2.6.1  he process by which a more energetic river erodes across

T
a watershed and hijacks the flow of a less energetic river. (1 × 2) (2)
2.6.2 A waterfall forms where there is a change in base level.
The captured river is at a higher level than the captor river. (2 × 2) (4)
2.6.3 A: misfit stream (beheaded stream); B: wind gap; C: elbow;
D: captor stream (4 × 2) (8)
2.6.4 undergraded (it loses energy) (1 × 2) (2)
2.6.5 The captor river gains water (new energy) and eroding power.(2 × 2) (4)
[20]
[75]

Question 3
3.1.1 True
3.1.2 False
3.1.3 True
3.1.4 True
3.1.5 False
3.1.6 False
3.1.7 False
3.1.8 True
3.1.9 False
3.1.10 True (10 × 1)
[10]

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s e c t i o n 3 • f o rma l assessme n t 197
 3.2.1 D
3.2.2 E
3.2.3 B
3.2.4 A
3.2.5 C  (5 × 1)
[5]

3.3.1 Any three of the following:

• water availability
• physical relief
• conducive climate for farming
• sufficient arable land
• building materials
• sufficient fuel wood (3 × 2) (6)

3.3.2 (a) A: nucleated; B: dispersed (2 × 2) (4)

(b) Any one of the following for A:
• a church, school, houses and other buildings are
situated in close proximity
• farmsteads are grouped together with a street plan
• minimal services are offered, such as shops, post
office and markets (1 × 2) (2)
(c) Any two of the following for B:
• situated far apart form one another
• isolated from neighbours
• do not share ideas about farming practices (2 × 2) (4)

3.3.3
S ubsistence farmers farm for own needs and the needs of
their immediate family, and their yield per output is low.
Commercial farmers farm for commercial purposes,
(for a profit) and their yield per output is high. (2 × 2) (4)
 [20]

3.4.1 A
3.4.2 C
3.4.3 E
3.4.4 B
3.4.5 D (5 × 2) (10)
[10]

3.5.1  ural depopulation is the migration of rural inhabitants

R
from the area. (1 × 2) (2)
(a) Any three of the following:
• lack of basic services
• lack of educational institutions and resources
• lack of healthcare facilities
• lack of recreational resources
• lack of basic infrastructure (e.g. buildings and
transport networks)
• lack of employment
• poverty (2 × 2) (4)

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198 s e c t i o n 3 • f o rma l assessme n t
 (b) Any two of the following:
• It is usually the young working class and men who
migrate. Women are left to look after the households
and farm.
• The decrease in population impacts negatively on
the economic system and rural areas stagnate.  (2 × 2) (4)

3.5.2  rbanisation is a process whereby people migrate from

U
rural areas to urban areas. (1 × 2) (2)
(a) In developed countries the rate of urbanisation is
low because urban areas have reached their peak of
urbanisation. In developing countries the rate of
urbanisation is high because urban cities have not
reached their peak of urbanisation and people are
still moving at a fast rate into the urban areas. (1 × 2) (2)
(b) Any two of the following:
• availability of basic services
• availability of educational institutions
and resources
• availability of healthcare facilities
• availability of recreational resources
• availability of basic infrastructure (e.g. buildings
and transport networks)
• availability of employment
• better prospects for living (2 × 2) (4)
 [18]

3.6.1 traffic congestion (1 × 2) (2)

3.6.2 In the early morning when people are on their way into
the CBD and late afternoon when they leave the CBD. (1 × 2) (2)
3.6.3 The CBD cannot accommodate all the people who are on
the roads. It could be that the transport networks are not
properly planned. Because of traffic congestion, pollution
increases. (1 × 2) (2)
3.6.4 To reduce traffic congestion and air pollution (any three):
• encourage lift clubs
• encourage the use of public transport
• more synchronised traffic lights are needed
• increase parking fees (3 × 2) (6)
[12]
[75]

 Paper 1 total: 225 marks

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s e c t i o n 3 • f o rma l assessme n t 199
 Paper 2 on pages Assessment guidance Mid-year examination
188–194
memorandum: PAPER 2

Question 1
1.1 C
1.2 B
1.3 B
1.4 D
1.5 C
1.6 A
1.7 A
1.8 B
1.9 A
1.10 C (10 × 1½)
[15]

Question 2
2.1 straight line distance on map is 4,2 cm
scale of map is 1:50 000, so straight line distance in reality is
4,2 cm × 0,5 cm – 2,1 km
2,1 km + 53 km = 55,1 km (4 × 2) (8)

2.2 33°29’30’’S 22°23’E (2 × 2) (4)

2.3 225° (2 × 2) (4)

2.4 225° – 180° = 45° (2 × 2) (4)

[20]

Question 3
3.1 south-east; river flows from high land to lower land, towards
the sea (2 × 2) (4)

3.2 gently sloping land; large area of relatively flat land suitable
to build roads and dwellings; rivers provide water for
inhabitants and industry (1 × 1) (2 × 2) (5)

3.3 farming (lots of cultivated land); forestry (lots of trees);

fishing (coastal area) (2 × 1) (2)

3.4 industry (brickworks) (1 × 2) (2)

3.5 Any one of the following:

• very accessible because of the railway line and road network
• residential area for labour supply (1 × 2) (2)

3.6 railway; roads; air travel  (2 × 2) (4)

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200 s e c t i o n 3 • f o rma l assessme n t
 3.7 Any two of the following:
• Fancourt Golf Estate
• Show Grounds
• Crocodile Park (1 × 2) (2)

3.8 Disadvantages are:

• steep slopes
• not close to major transport routes
• not close to nearest rural settlement (town).
An advantage is the plentiful water supply from the river. (2 × 2) (4)
[25]

Question 4
4.1.1 t he use of satellite photographs to gather geographical
information
4.1.2 information gathered by satellites (2 × 2) (4)

4.2 maps; aerial photographs  (2 × 2) (4)

4.3 Spatial data is information about the real world. Attribute data
is additional information about a feature (e.g. statistical data). (2 × 2) (4)

4.4 Any three of the following:

• dwellings
• population size
• other buildings
• recreational areas (3 × 1) (3)
[15]
 Paper 2 total: 75 marks

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s e c t i o n 3 • f o rma l assessme n t 201
 Learner’s Book Assessment Task 3
pages 337–338
Term 3, Week 9

Geography topics: Economic geography of South Africa; Geographical skills

and techniques

Resources
Learner’s Book pages 337–338

Background
• This task focuses on Term 3 of Study & Master Geography Grade 12 and
therefore should be scheduled for after the learners have completed
Modules 7 and 8. (See Year Plan on pages 6–17).
• The skills covered in this task are geographical skills and techniques –
reading, analysing and interpreting maps, working with concepts, dates,
procedures related to GIS, and evaluating, expressing and supporting a
point of view.
• Allow some class time in Week 8 to go through the task with learners. Set
the task as homework for the learners.
• The task in the Learner’s Book is out of 60 marks. You will need to
convert this to a mark out of 20 for contribution of this assessment to the
year mark. (See Recording and reporting, on page 252.)

Preparing the learners

• Remind the learners that they should work on their own and answer all
questions.
• Let them read through the task and ask questions about any part of it
that they do not understand.
• Remind them that they can consult Modules 7 and 8 in the Learner’s
Book if they need to.
• Give them a due date for the completed task.

The task
You will find Assessment Task 3 on pages 337–338 of the Learner’s Book.
A marking memorandum is supplied on pages 203–204 under the heading,
‘Assessment guidance’.

202 s e c t i o n 3 • f o rma l assessme n t

Learner’s Book Assessment guidance
pages 337–338
Memorandum: Assessment Task 3

Question 1
1.1 D; 1.2 E; 1.3 F; 1.4 A; 1.5 G
[5]

Question 2
a. tertiary
b. forward integration
c. direct
d. subsistence
e. graphic
[10]

Question 3
a. it is easy to use bias; questions can be non-representative
b. summarise data; compare data from different sources; forecast
future outcomes
c. dual
d. substitute
e. tertiary
[5]

Question 4
a. i. c apital intensive; have a large impact on the environment; are
generally heavy in bulk of raw materials (2)
ii. need the proximity of a competitive market for feedback from
consumers; if the product increases in size with production,
location is closest to the market (2)
iii. do not have to be close to raw materials or markets; do not
employ many people; are quick to react to market trends; are
flexible in changing direction; operate through direct marketing
via email, fax and telephone (2)
b. sugar industry; aluminium industry (2)
c. safe, efficient transport of people; national cover for distribution of
goods and services; airports and ports for the import and export of
goods (2 × 2) (4)
d. IDZs stimulate economic growth in areas where there is the
potential for growth by investment in infrastructure for
industries; SDIs focus more on previously disadvantaged areas
to encourage job opportunities by stimulating investment in
industrial schemes. (2 × 2) (4)
e. strain on service delivery; impact on the environment; limited space
for expansion; growth of informal settlements; social unrest can occur
if social delivery does not keep pace with demand (2 × 2) (4)
[20]

s e c t i o n 3 • f o rma l assessme n t 203

 Question 5
a. wine; fruit; canning of food; fish; textile; petroleum (2 × 2) (4)
b. raw materials such as fruit; Mediterranean climate; proximity to
nuclear power reactor for power supply; abundant skilled and
unskilled labour; access to domestic and international markets (3 × 2) (6)
c. shadow economy; black economy (2)
d. Points to include: no legal rights for workers; tensions caused by
price under-cutting/often vulnerable women are employed; low
wages; no sick benefits, UIF, or pensions; difficult to access credit
or loans (4 × 2) (8)
[20]
Total: 60 marks
Convert for a final mark out of 20

Teacher’s Guide Test 2 Economic geography

pages 204–206
Term 3, Week 10

Geography topic: Economic geography of South Africa

Resources
Photocopies of the test in this Teacher’s Guide (pages 204–206)

Background
• The test focuses on material covered in Term 3 and the questions require
lower-order, middle-order and higher-order thinking skills from the
learners.
• The test is out of 20 marks. You will need to convert this to a mark out of
10 for contribution of this assessment to the year mark.

Preparing the learners

• At the beginning of Term 3, spend some time discussing what material
learners will need to cover for the test.
• In week 4 or 5 of Term 3, spend some time discussing the format of
the test, including how much time learners will be given to complete it
(1 hour).
• Remind the learners that they will need to revise all the work covered in
Module 7.
• Explain that the way that the test is structured means that they will not
be able to leave out any sections of work as they prepare for it.

Test 2
You will find a test that you can use for Test 2 on pages 204–206 of this
Teacher’s Guide. You may photocopy this test. Alternatively, design your
own test.

Assessment guidance
You will find a memorandum for Test 2 on pages 207–208 of this Teacher’s
Guide. You may photocopy this memorandum if you wish to.

204 s e c t i o n 3 • f o rma l assessme n t

Memorandum on Test 2 Economic geography of South Africa
pages 207–208
Term 3, Week 10

Question 1
1. Define what is meant by each of the following terms:
1.1 economic activities
1.2 resources
1.3 formal sector
1.4 quaternary sector
1.5 LEDC (5 × 2) [10]

Question 2
2.1 Draw a bar graph, using the percentages in the table below, to show the
employment contribution the three economic sectors made to the South
African economy in 2011. (5)

Economic sector Percentage contribution to the economy from

employment, 2011
Primary 9
Secondary 26
Tertiary 65

2.2 What does the percentage employment in each sector of the economy
suggest about the level of development in South Africa? (3 × 2) (6)
2.3 Suggest how the percentages may change as South Africa becomes
increasingly more developed. (2)
2.4 Name two other ways in which the information in the above table could
have been displayed. (2)
2.5 Give the name that describes the visual method of representing data,
facts or knowledge. (1)
2.6 Based on your answer to question 2.5:
2.6.1 Name one advantage of using this means of representing data. (1)
2.6.2 Name one disadvantage of using this means of representing
data. (1)
2.7 The United Nations and World Bank use the US dollar as an
‘international’ currency. Explain:
2.7.1 Why many countries feel that the USA is just another larger, more
powerful colonising power (2)
2.7.2 Why these two world organisations chose to use the US dollar for
economic comparisons (2)
[22]

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s e c t i o n 3 • f o rma l assessme n t 205
 Question 3
3.1 Why is it important that the government supports agricultural
initiatives? (2)
3.2 Compare the advantages of commercial and subsistence farming in
South Africa. Copy the table and name three advantages and three
disadvantages for each farming sector. (3 × 2) (6)

Commercial farming Subsistence farming

1
2
3
3.3 Name two indigenous South African agricultural exports. (2)
3.4 Which is South Africa’s chief agricultural export destination
in Europe? (1)
3.5 In what way could land ownership issues continue to be a negative
influence on agricultural output in South Africa? (2)
3.6 Define what is meant by the term ‘marginal land’. (2)
3.7 Suggest why urban and peri-urban agriculture is important. (4)
[19]

Question 4
4.1 Give three ways in which the discovery of diamonds and gold contributed
to the development of South Africa. (3)
4.2 Name a ‘strategic’ mineral and explain why it is important. (3)
[6]

Question 5
5.1 Name three industries in South Africa. (3)
5.2 Define what is meant by each of the following terms:
5.2.1 ubiquitous industries
5.2.2 light industries
5.2.3 heavy industries
5.2.4 bridge or break-of-bulk point industries
5.2.5 raw material orientated industries (5 × 2) (10)
5.3 Name the four regional industrial areas in South Africa. (4)
5.4 Explain why the government is involved in a ‘decentralisation’ process
for industrial development. (2)
5.5 List three ways in which the informal sector contributes to the South
African economy. (3)
5.6 Give one challenge that faces the government with regard to the
informal sector. (1)
[23]

Total: 80 marks
Convert for a final mark out of 20

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206 s e c t i o n 3 • f o rma l assessme n t
Test 2 on pages Assessment guidance  Test 2: Economic geography
205–206
Memorandum

Question 1
1.1 Economic activities: Involve resources, which are the inputs, and products
or services, which are the outputs. Money is paid in direct relationship to
value added to the inputs. (2)
1.2 Resources: Land, labour, capital and entrepreneurship. (2)
1.3 Formal sector: Economic activities that occur in a regulated, supervised
way involving local or national government laws. (2)
1.4 Quaternary sector: Research and development, or intellectual activities. (2)
1.5 LEDC: Lesser Economically Developed Country. (2)
[10]

Question 2
2.1
the economy (%)
contribution to

(5)

2.2 South Africa has the majority of people involved in tertiary and
above economic activities. This suggests that the economy is
well-developed. (3 × 2) (6)
2.3 The percentage involved in tertiary economic activities will increase and
the other two areas, especially primary, will decline. (2)
2.4 line graph; pie graph; histogram (2)
2.5 statistics (1)
2.6
2.6.1 it is visual; clear; easy to read; quick to read; easy to compare (1)
2.6.2 it can distort information; use bias (1)
2.7
2.7.1 Countries may resent the power that using the currency of the
USA as a world currency presents. (2)
2.7.2 The USA is a powerful economic country; one currency has to be
used because of the individual currencies of nation states. (2)
[22]

Question 3
3.1 South Africa needs to have food security; cheap food; available food;
nutritious food; employment; products to export (2)

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s e c t i o n 3 • f o rma l assessme n t 207
 3.2
Commercial farming Subsistence farming
1 greater output provides food security
2 surplus is exported provides small surpluses for
exchange or sale
3 provides employment provides nutrition
4 stimulates the economy provides self-sufficiency
5 feeds the nation easy to adapt to changes
(3 × 2) (6)
3.3 Rooibos tea; fynbos flowers (2)
3.4 the United Kingdom (1)
3.5 The effect of past legislation where 13% of the land was given to black
Africans as homelands; the wait for claims to land to be approved;
the lack of financial and knowledge capital among the previously
disadvantaged people (2)
3.6 land which is on the edge of good grazing; fertile soil; plentiful rain (2)
3.7 provides food security; sustainability; nutrition; self-sufficiency; surplus
for sale (4)
[19]
Question 4
4.1 opened up the country to immigration; new skills and cultures; railways;
infrastructure; industries to support the mines (3)
4.2 chrome; titanium; vanadium; it is important because it is scarce; no
substitutes exist; vital to certain industries (3)
[6]
Question 5
5.1 metal; textile, clothing and footware; information and communication
technology; chemicals; automobile; agricultural industries (3)
5.2
5.2.1 do not rely on any one input; are spread evenly; are found
everywhere
5.2.2 less capital intensive; less environmental impact; do not need
zoning regulations; less space required
5.2.3 more capital intensive; greater impact on environment; need space;
have bulky materials
5.2.4 industries that are situated at a break-of-bulk point where off-
loaded raw materials are changed in form before being sent as a
new product elsewhere
5.2.5 industries that use bulky raw materials are situated closest to the
source, e.g. iron and steel industry; thermal power (5 × 2) (10)
5.3 PWV-Gauteng; Durban-Pinetown; South Western Cape Metropole;
Port Elizabeth-Uitenhage (4)
5.4 It creates new job opportunities; it spreads economic development; it takes
away the pressure for services, land and employment in the existing areas (2)
5.5 gap markets; provides goods and services close to customers; provides
job opportunities; can adapt to cycles in the economy; no rules or
regulations gives freedom of enterprise to entrepreneurs (3)
5.6 collection of tax from money earned from the informal sector;
stimulating the informal sector to allow for more stability and the
guarantee of workers’ security, without making regulation too difficult (1)
[23]

Total: 80 marks
Convert for a final mark out of 20
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208 s e c t i o n 3 • f o rma l assessme n t
Memorandum on Trial examination
pages 236–242
Time: 3 hours PAPER 1
Marks: 225

INSTRUCTIONS AND INFORMATION

• This paper consists of FOUR questions.
• ONLY answer ANY THREE questions of 75 marks each.
• Answer the paragraph-type questions in the form of a paragraph, and
NOT in MEMO FORMAT.
• Most of the questions have an accompanying figure/diagram. Study
these SOURCES thoroughly.
• Feel free to use drawings/diagrams to illustrate your answers.

Section A: Climate and weather; Geomorphology

Question 1
1.1 Look at Figure 1.1 below. Then answer the multiple-choice questions by
writing down only the number of the correct answer next to the question
number, e.g. 1.1.1:F.

Figure 1.1 Synoptic weather map

1.1.1 The cloudy weather in the interior of South Africa is caused by the:
A. anticlockwise rotation of the Kalahari high-pressure system
B. clockwise rotation of the cold front
C. clockwise rotation of the coastal low along the west coast
D. anticlockwise rotation of the South Indian high-pressure cell

1.1.2 The cloudy conditions over the interior are especially characteristic
of the:
A. spring
B. autumn
C. winter
D. summer

1.1.3 The coastal low along the west coast is responsible for:
A. mountain winds
B. fog formation
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s e c t i o n 3 • f o rma l assessme n t 209
 C. mountain winds and fog formation
D. none of the above

1.1.4 Which statement is TRUE with respect to A in Figure 1.1:

A. ​ _18 ​cloud cover is found in A.
B. A south-westerly wind of 30 knots is predicted.
C. The temperature will drop within the next 24 hours.
D. The minimum temperature is 17 °C.

1.1.5 The tropical cyclone BETTY is moving in a:

A. north-westerly direction
B. south-westerly direction from 0° latitude
C. south-westerly direction from 5° southern latitude
D. north-westerly direction from 15° eastern latitude

1.1.6 BETTY is probably in the occlusion phase because:

A. the pressure in the trough is higher than 1004 hPa
B. the isobars are close together
C. the cyclone’s name starts with a B
D. it has already moved over Madagascar

1.1.7 BETTY’s top left quadrant is experiencing the worst weather

conditions. This is caused by the:
A. rotation speed
B. propagation speed
C. rotation and propagation speed
D. hurricane winds occurring within 160 km from the centre

1.1.8 Due to the Coriolis force, BETTY:

A. cannot form closer than 5° to the Equator.
B. cannot form closer than 5° to the Equator and turns around at 30°
southern latitude
C. causes destructive weather conditions
D. rotates in an anticlockwise direction

1.1.9 In a cold front:

A. air masses converge from opposite directions
B. friction and deflection never occurs
C. the air masses will assimilate and become one descending air mass
D. a moisture front and thunderstorms would be common
appearances

1.1.10 In this cyclone of the mid-latitudes:

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210 s e c t i o n 3 • f o rma l assessme n t
 A. the cyclone is in its formative stage
B. the cyclone is in the occlusion stage
C. the cyclone is accompanied by hail and lightning
D. the cyclone’s warm sector is not isolated from the surface

1.1.11 South Africa’s plateau character causes:

A. a reduction in interior temperatures
B. a reduction in the amount of oxygen at high altitudes
C. low rainfall on the west coast
D. an increase in ozone-damaging ultra-violet rays

1.1.12 Advection fog occurs when:

A. hot and cold air mix, with one of them in horizontal movement
B. air moves up very slowly at a gradual slope
C. cold fronts pass over an area
D. the Earth’s surface radiates all the heat it received from the Sun

1.1.13 Which of the following terms are not related to altitude?

A. isobars
B. hectopascal
C. isohyets
D. barometer

1.1.14 The feature A in Figure 1.2 is called:

Figure 1.2

A. straight-line winds
B. polar front
C. moisture front
D. inversion layer

1.1.15 Inversion:
A. is the sudden rise in temperature with an increase in altitude
B. prevents pollution from forming over a valley
C. reduces the chance of frost in the interior of the country during
summer
D. is caused by the Kalahari high-pressure cell
(15 × 1)
[15]
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s e c t i o n 3 • f o rma l assessme n t 211
 1.2 Study Figure 1.3. Then answer the questions that follow.

Figure 1.3 Urban climate

1.2.1 What natural phenomenon is represented in this diagram?  (2)

1.2.2 Will the temperatures at A and B be respectively warmer or colder
than 23 °C? Give a reason for your answer in each case. (2 × (1 + 2)  (6)
1.2.3 Name a human activity that is responsible for the phenomenon
that is represented in the diagram. (1 × 2)  (2)
1.2.4 How will the appearance of this phenomenon vary between day
and night? Explain this variation. (2 × 2) (4)
[14]

1.3 Refer to Figure 1.4. Then answer the questions that follow.

Figure 1.4 Atmospheric conditions when a tropical cyclone passes over an area

1.3.1 Describe how the rainfall pattern has changed over the 48-hour
period. (1 × 2) (2)
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212 s e c t i o n 3 • f o rma l assessme n t
 1.3.2 What was the maximum wind speed recorded in the period? (1 × 2) (2)
1.3.3 What major changes occurred in the wind direction after 24 hours?
(1 × 2) (2)
1.3.4 What was the lowest pressure recorded during this period of
observation? (1 × 2) (2)
1.3.5 In what part of the tropical cyclone do we find the lowest readings
with regard to air pressure and wind and rain? Identify and explain
this phenomenon. (2 × 2) (4)
1.3.6 Where would the tropical cyclone be experienced at its most
extreme on the surface – at A, B or C? Explain. (2 × 2) (4)
[16]
1.4 Study Figure 1.5. Then answer the questions that follow.

Figure 1.5 Typical river course in the lower Drakensberg in KwaZulu-Natal

1.4.1 What stream channel characteristic is labelled E? (1 × 2) (2)

1.4.2 Explain the concept of ‘temporary base level of erosion’. (1 × 2) (2)
1.4.3 Draw a longitudinal profile of the river from A to B, and mark
the waterfall. (2 × 1) (2)
1.4.4 Is this profile you drew graduated? Explain your answer. (2 × 2) (4)
1.4.5 The river terraces at C are evidence that rejuvenation has occurred.
Explain the concept of ‘rejuvenation’. (1 × 2) (2)
1.4.6 Label the slope forms marked 1, 2 and 3 respectively. (3 × 2) (6)
1.4.7 Which of the above slope forms are convex? (1 × 2) (2)
1.4.8 The air circulation against the slopes of the valley has a big impact
on farming activities at X. Identify the typical air movement taking
place by day and at night and explain how these arise. Go on to
explain (10−12 lines) what effect this air movement has on farming
activities at X. (5 × 2) (10)
[30]
[75]
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 Question 2
2.1 Look at Figure 2.1A below. Then answer the multiple-choice questions by
writing down only the number of the correct answer next to the question
number, e.g. 2.1.1:F.

Figure 2.1A Drainage basin

Figure 2.1B Water course

2.1.1 The type of groundwater that occurs at X is:

A. magmatic water
B. connate water
C. meteoric water
D. simultaneously included water
2.1.2 The landform B is called a:
A. batholith
B. corridor
C. lopolith
D. tor
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 2.1.3 The stream order of the river system at point S is:
A. 5
B. 4
C. 3
D. 2
2.1.4 The stream pattern at P is:
A. dendritic
B. horizontal
C. disrupted
D. radial
2.1.5 The landform A:
A. has a coating called a cuesta
B. consists of crystalline rocks
C. is also called a homoclinal ridge
D. will be called a butte in the geological future
2.1.6 In the vicinity of V we will find a ___ that proves that river capture
has occurred.
A. elbow of capture and a waterfall
B. wind gap and impoverished river and a tor
C. impoverished river and an elbow of capture
D. antecedent knickpoint
2.1.7 The stream volume:
A. will increase at T as a result of river capture
B. will increase at W as a result of river capture
C. of Z will not be affected by river capture at all
D. will decrease at Z as a result of an impoverished river (7 × 1) (7)

2.2 Select from Column B an appropriate statement for each of the terms
in Column A. Write only the letter next to the question number.

Column A Column B
A. a vast, level plain
2.2.1 solifluction B. erosion of a slope at a constant angle
C. mechanical weathering due to
2.2.2 exfoliation expansion and contraction
D. when river is older than the
structures over which it is flowing
2.2.3 core stones
E. main stream with 90 ° bends over
seamed rocks
2.2.4 pediplain F. ground flow in areas with low
temperatures occurs as result of
2.2.5 escarpment retrocession thawing of soil
G. water that infiltrates and seeps into
the Earth's crust
2.2.6 antecedents H. tributaries join main stream at right
angles
2.2.7 trellis I. the slope form closest to the
perpendicular cliff
J. rocks making up tors
2.2.8 indirect run-off

(8 × 1) (8)

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 2.3 Refer to Figure 2.2A of a local river system and Figure 2.2B of a
hydrograph. Two rivers, X and Y, form part of a local river system.
River X meanders through a wetland, while river Y has no wetlands, but
runs through major cultivated agricultural areas.

Figure 2.2 River system and accompanying hydrograph

2.3.1 Describe one important characteristic of a wetland. (1 × 2) (2)

2.3.2 What is an important ecological function of a wetland? (1 × 2) (2)
2.3.3 Compare the hydrographs of rivers X and Y in Figure 2.2B.
(a) In what unit is stream volume measured? (1 × 2) (2)
(b) What river has the highest flood peak? What does this
mean? (2 × 2) (4)
(c) Which river has the shortest run-off time? (1 × 2) (2)
2.3.4 Identify the landform marked A in Figure 2.2A. How is
A formed? (2 × 2) (4)
2.3.5 Draw a cross-sectional profile of the meander from B to C and
label your sketch. (2 × 2) (4)
[20]

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 2.4 Study Figure 2.3. Then answer the questions that follow.

Figure 2.3 Moisture front

2.4.1 Which environmental conditions lead to the formation

of the moisture front? (2 × 2) (4)
2.4.2 During which season does this phenomenon occur?
Explain. (2 × 2) (4)
2.4.3 A moisture front is associated with thunder storms. Define
the term, ‘straight-line thunderstorms’. (1 × 2) (2)
[10]

2.5 Study Figure 2.4. Then answer the questions that follow.

Figure 2.4 Field sketch of the Harts River Valley

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 2.5.1 Why are citrus orchards, which are sensitive to frost, cultivated
on the slopes of the valley? (1 × 2) (2)
2.5.2 Why does the valley experience a blanket of smog and pollution
on some winter mornings? (1 × 2) (2)
2.5.3 Which income group would live closest to the industrial area?
(1 × 2) (2)
2.5.4 Why are the temperatures in Hartswater slightly warmer than
the temperature on the surrounding farms? (1 × 2) (2)
2.5.5 Hartswater is a rural village in the famous ___________
irrigation scheme in the North West Province. (1 × 2) (2)
[10]

2.6 Study the synoptic weather map in Figure 2.5. Then answer the questions
that follow.

Figure 2.5 Synoptic weather map

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 2.6.1 Provide the correct synoptic terms for the phenomena
marked B and C. (2 × 2) (4)
2.6.2 Identify the high-pressure cell marked X. (1 × 2) (2)
2.6.3 Describe the air movement in the pressure cell marked Y.
(2 × 2)  (4)
2.6.4 The air-pressure cells X and Y belong to the ____________
belt. (1 × 2) (2)
2.6.5 Name the system of which C, D and E form part. Describe
this system’s direction of motion. (2 × 2)  (4)
2.6.6 Is it a winter or summer synoptic weather map? Give a reason
for your answer. (2 × 2)  (4)
[20]
[75]

Section B: Rural settlements; Urban settlements

Question 3
3.1
3.1.1 Use some of the terms in the box below to complete the pyramid
in Figure 3.1, which represents the hierarchy of settlements. Write
down only the letter and the correct term next to it, e.g. E town.

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 Give one word for each of the following definitions/explanations.
(a) The exact location a settlement takes up.
(b) The distance that people are willing to drive to a shop or service.
(c) The farmer who uses machinery to produce a surplus to sell
for a profit.
(d) Professionals offer these types of services or functions.
(e) The economic sector under which the research done at an
experimental farm falls. (5 × 1) (5)

3.1.3 Answer the multiple-choice questions by writing down only the number
of the correct answer next to the question number, e.g. 2.1.1:F.
(a) A settlement is classified as rural based on:
A. the number of people in the settlement
B. the size of the settlement
C. the function it fulfils
D. the number of activities that take place there

(b) Basic needs that must be met include:

A. drinking water, plough-land, topography
B. grazing land, fuel, prevailing winds
C. building material, temperature, plough-land
D. drinking water, fuel, grazing land

(c) Select the statement that does not fit in with the others:
Causes of impoverishment of the rural areas in developing
countries are:
A. a low rate of urbanisation
B. consolidation of farm units
C. high population growth
D. low agricultural production

(d) Urban growth:

A. is when the % urban population in a country increases
B. is when the population of a city increases
C. indicates the expansion of the city’s surface
D. indicates buildings in the city becoming taller

(e) Smithfield in the Free State is typical example of:

A. a farming town
B. a transport town
C. a commercial town
D. a central place town

(f ) Which statement is not correct?

A. Burgess focused primarily on the distribution of socio-
economic classes.
B. Both took into account the multiple-nuclei model and the
sector model in all land uses.
C. Hoyt placed particular emphasis on high-income
neighbourhoods.
D. According to Harris and Ullman, a city’s functional structure
appears to have a cell-formed aspect rather
than a concentration or sector aspect. (6 × 1) (6)
[15]
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 3.2 Study Figures 3.2A and B. Then answer the questions that follow.

Figure 3.2A Urban land use zones

Figure 3.2B Roof gardens and the urban ecological footprint

3.2.1 Explain the term ‘ecological footprint’ (1 × 2)  (2)

3.2.2 Roof gardens play an important role in the health of the
city’s climate, as a result of pollution.
(a) Provide an explanation to substantiate this fact. (1 × 2) (2)
(b) How are contemporary urban climates affected by
pollution? (2 × 2) (4)
(c) In which urban land use zone are roof gardens likely
to occur? (1 × 2) (2)
(d) Roof gardens are not possible everywhere in cities.
What alternative plan do you suggest for those areas
where it is not possible, to help address pollution? (1 × 2) (2)
[12]

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 3.3 Study the map in Figure 3.3, which suggests settlement patterns.
Then answer the questions that follow.

Figure 3.3 Settlement patterns

3.3.1 Name a physical factor that led to the development of Bopane

on that site. (1 × 2) (2)
3.3.2 Many of the people in this region are subsistence farmers.
Explain one of the problems they experience. (1 × 2)  (2)
3.3.3 Many of the residents of Bopane moved to Zeerust, 32 km away.
Explain the push factors that could have contributed to this move.
(2 × 2)  (4)
3.3.4 What is this process (in question 3.3.3) called? (1 × 2)  (2)
3.3.5 What is the form of the settlement at A? (1 × 2)  (2)
3.3.6 Explain one disadvantage and one advantage that the type of
settlement and farming practice at B holds for these farmers.
(2 × 2) (4)
3.3.7 Name the settlement pattern at C. (1 × 2)  (2)
[18]

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 3.4 Read the text and study Figure 3.4, which shows the sources of water
supply in the Western Cape. Then answer the questions that follow.

Figure 3.4 Sources of water supply in the Western Cape

The sources of water supply in the Western Cape

The future of the Western Cape Province rests largely on the sustainable
development and use of water reserves, including the Berg River. The
Western Cape has the third largest economy in South Africa. With 10% of
the country’s population, the Western Cape contributes 14% to the GDP.
Eight per cent (8%) of the population in the Berg River Control Area still
does not have access to running tap water. Irrigation farming, viticulture
and grapes, and the deciduous fruit export industry are some of the most
important activities in this area. A population of almost 3,5 million in a
variety of rural and urban areas is also dependent on the water.

3.4.1 Where is the source of the Berg River? (1 × 2) (2)

3.4.2 Name two groups of users in the South Western Cape who
are dependent on water from the Berg River Scheme. (2 × 2) (4)
3.4.3 How does Cape Town benefit from the Berg River’s water
through inter-basin displacement? (2 × 2) (4)
3.4.4 Apart from fruit, name another agricultural product that is
irrigated from the Berg River. (1 × 2) (2)
3.4.5 Who owns the water in the Berg River? (1 × 2) (2)
3.4.6 The wide range of human activities in the Western Cape plays
an important role in the development of this industrial region.
Name two factors that benefit this region. (2 × 2) (4)
3.4.7 Explain the abbreviation GDP. (1 × 2) (2)

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 3.4.8 Explain the possible circumstances that are the cause of 8% of the
region’s population still not having access to running tap water.
(2 × 2) (4)
3.4.9 What development plan has the democratic government put in
place since 1994 to eradicate such social inequalities? (1 × 2) (2)
[26]
[75]

Question 4
4.1 Study Figure 4.1. Then answer the multiple-choice questions by writing
down only the number of the correct answer next to the question
number, e.g. 4.1.1:F.

Figure 4.1 Map of South Africa

4.1.1 The largest industrial centre in South Africa is found at:

A. 4
B. 3
C. 2
D. 1

4.1.2 The area in South Africa with the highest annual rainfall is at:
A. 1
B. 2
C. 3
D. 4
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224 s e c t i o n 3 • f o rma l assessme n t
 4.1.3 The area that most frequently experiences frost is:
A. 1
B. 2
C. 3
D. 4

4.1.4 The relief phenomenon at no. 5 is called:

A. coastal plain
B. escarpment
C. plateau
D. Little Karoo

4.1.5 Desertification is occurring increasingly and it is mainly

due to:
A. the growing use of wood an shrubs for agricultural
purposes and firewood
B. over-grazing
C. annually decreasing rainfall
D. contamination an infestation from invasive vegetation

4.1.6 Which statement is not correct?

A. The balance of payments has to do with the payment
obligations that arise when a country imports or
export goods.
B. The workforce of South Africa is the economically
active population.
C. The GNI is the total value of all goods and services
produced in one country in one year.
D. Quintenary activities consist of management activities
in order to lead the country. (6 × 1) (6)

4.1.7 Write down the question number and only TRUE or FALSE.
A. Decentralisation involves the relocation of industries
and economic activities away from core areas.
B. Globalisation involves economic, political and cultural
relations across borders.
C. Food security means that all the people in the country
have food to eat.
D. Episodic rivers flow only during the rainy season.
(4 × 1) (4)

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s e c t i o n 3 • f o rma l assessme n t 225
 4.1.8 Study Figure 4.2 Then answer the question that follow.

Figure 4.2 South Africa and it’s neighbouring states

(a) Identify South Africa’s neighbouring state marked A.

(b) Identify the ocean marked B.
(c) Identify the main export product at the port marked C.
(d) Identify the capital of the province marked D.
(e) Identify the river marked E. (5 × 1) (5)
 [15]

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 4.2 Study Figure 4.3. Then answer the questions that follow.

Figure 4.3 City profile and land use zones

4.2.1 Name the land use zone with the highest site values. (1 × 2) (2)
4.2.2 A new shopping centre is being built at C. What could the
reasons be for building this shopping centre? Name TWO
reasons. (2 × 2) (4)
4.2.3 List one function that will be found in the rural-urban
transition zone. Explain why this function will select its
location in this zone. (2 × 2) (4)
4.2.4 What type of housing is typical of the residential areas at D?
(1 × 2) (2)
4.2.5 Urban decay is a feature of the older parts of A. Write a
short essay (10–12 lines) describing the causes of urban decay
in this area, and suggest measures as to how these degraded
areas could be renewed. (5 × 2) (10)

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 4.2.6 Transport problems in cities are becoming a growing problem.
Study the text below on the Gautrain. Then answer the questions
that follow.

Gautrain rollout to star t in 2004

11 AUGUST 2003 r
There will be initially six trains per hou
CONSTRUCTION work on the Gautrain s will be
per direction, and more train
rapid rail link between Johannesburg,
g added as the threshold population of
Pretoria (Tshwane) and the Johannesbur eases.
next passengers using the system incr
International Airport, is due to begin thre e mill ion cars
y to It is estimated that
June. The state-of-the-art train is likel betw een Joha nne sburg
drive on the M1
be operational within five years to link duri ng peak peri ods. About
35 and Pretoria
Johannesburg and Pretoria in less than pass alon g the high way each
er. 400 000 cars
minutes at speeds of 160 km/h or high very low spee ds.
hour at

(a) What was the main purpose of constructing the

Gautrain? (1 × 2) (2)
(b) Are taxis/car hire and the Gautrain aimed at the same target
market? Explain your answer. (2 × 2) (4)
(c) What is the role of taxis in the economy of our country?
(1 × 2) (2)
[30]

4.3 Read the advertising leaflet about Coega. Then answer the questions
that follow.

Hong Kong, Singapore, Dubai… now Coega

Anyone who knows anything about international trade will tell you that Hong
Kong, Singapore and Dubai are among the world’s largest ports. South Africa
will soon be part of this powerful group thanks to the benefits available at the
12 000-hectare Coega Industrial Development Zone near Port Elizabeth.
It’s the ideal location for export orientated industries. For a start, there are
no import duties so manufacturers can bring new materials in at lowest cost.
And because there are no export duties, they can send beneficiated goods out
at the keenest prices.
Transport costs are minimised too, because Coega is right next door to
South Africa’s new deep water port where state-of-the-art container handling
will speed up distribution. The proven combination of a duty-free industrial
zone, purpose-built modern port and ready access to the rest of the world
will result in competitive advantages for exporters. Not to mention economic
benefits for the people of the Eastern Cape or international trading
opportunities for the entire subcontinent. Welcome Coega.
Visit [Link] for further information.

4.3.1 Why is international trade important to South Africa? (1 × 2) (2)

4.3.2 What connection can be made/resemblance is there between
Coega, Hong Kong, Singapore and Dubai? (1 × 2) (2)
4.3.3 What is meant by IDZ? (1 × 2) (2)

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228 section 3 • FoRMAl ASSESSMEnT
 4.3.4 Name two incentive measures that will be relevant at Coega to
help its economic growth. (2 × 2) (4)
4.3.5 What is ‘containerisation’? (1 × 2) (2)
4.3.6 How has ‘containerisation’ benefitted the transportation
industry? (1 × 2) (2)
4.3.7 Describe one social factor that could harm the development
of the Coega region. (1 × 2) (2)
4.3.8 What is the main export product handled at Coega? (1 × 2) (2)
4.3.9 Coega harbour can be regarded as part of the (primary/
secondary/tertiary/quatenary) industry. (1 × 2) (2)
[20]

4.4 Read the text below, which explains a land reform project.
Then answer the questions that follow.

Qedusizi-Bester land reform project in KwaZulu-Natal, near Ladysmith

The project includes 14 hectares of agricultural land purchased for crop
cultivation and animal husbandry. By June 2006, R7,4 million had been
spent – mostly for buying 839 cattle. Some of the money was used for
creating employment to ensure long-term economic stability, for example for
members of the community to help manufacture and operate 11 water carts.

4.4.1 What does the term ‘land reform’ mean? (1 × 2) (2)
4.4.2 What type of farming would the members of the Qedusizi
tribe have practised before this land reform took place? (1 × 2) (2)
4.4.3 What contribution, do you think, the Qedusizi tribe had
previously made to the agricultural sector? (1 × 2) (2)
4.4.4 What problems face these new farmers? (2 × 2) (4)
[10]
[75]
 Paper 1 total: 225 marks

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s e c t i o n 3 • f o rma l assessme n t 229
 Memorandum on Trial examination
pages 243–244
Time: 1½ hours Paper 2
Marks: 75

INSTRUCTIONS AND INFORMATION

Answer all the questions in this paper.
Together, they are worth 75 marks.

Question 1
The following questions are based on the topographical map 2530BD
Nelspruit on page 233.

1.1 The sketch map in Figure 1.1 below is a reduced representation of the
topographic map extract. Look carefully at the sketch map, and then
answer the questions that follow.

Figure 1.1 Sketch map of topographic map 2530BD Nelspruit

Show the following on the sketch map.

1.1.1 The settlement Nelspruit. (Shade the area covered by Nelspruit.)
1.1.2 The sewage disposal works (mark with an X).
1.1.3 The N4 (draw in RED). (3 × 1) (3)

1.2 Give the coordinates of •842 (B1). (4 × 1) (4)

1.3 Identify the land usage around •776 (D1). (2)
1.4 Calculate the average gradient from •842 (B1) to •776 (D1).
Show all your calculations. (3 × 2) (6)
1.5 Calculate the distance by road (N4) from the crossing in E3 to
Kaapmuiden. Show all calculations. (2 × 2) (4)
1.6 In which direction is the Crocodile River flowing? (1)
1.7 Identify the channel pattern of the Crocodile River. (2)
1.8 Withdrawal of water from the river resulted in a reduced
drainage in the river.
1.8.1 Identify two uses of this water. (2 × 2) (4)

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230 s e c t i o n 3 • f o rma l assessme n t
 1.8.2 Describe the impact of a reduced drainage on the
characteristics of the flow of the river. (2 × 2) (4)
1.9 Find the farm Mataffin in E1. In this area 15 000 ha of land
was given back to the local community as part of the land
reform programme.
1.9.1 To give back the land was the first step. What else had
to happen to ensure that the land reform process
was successful? (2)
1.9.2 In this area a new soccer stadium – Mbombela Soccer
Stadium – was built for the World Cup Soccer Tournament.
Name two advantages that building this stadium had for
this area. (2 × 1) (2)
[34]
Question 2
The following questions are based on the topographic map 2829AC
Harrismith (page 234) and the orthographic map of the area (page 235).
2.1 What is the height of the highest point on the map? (1)
2.2 Calculate the area marked B on the orthographic map. Show
all your calculations. (3 × 2) (6)
2.3 You are walking from •1786 (G4) to 298 (H3). Draw a freehand
cross-section of the area where you are walking. On the
cross-section, mark (with an X) where you will cross the
gravel road.  (3 × 1) (3)
2.4 What will the bearing of this planned hike be? (2)
2.5 Your hike includes an overnight camp, in the valley of the non-
perennial stream in H3. Just before sunrise, you make a fire to
make coffee. It is a clear winter’s morning. In which direction
will the smoke move? Give a reason for your answer. (2 × 2) (4)
2.6 Identify one tertiary activity that happens in block B on the
orthographic map. (1)
2.7 Identify the structure marked C on the orthographic map,
and determine what it is used for. (1 + 1) (2)
2.8 The graphs in Figure 2.1 show the difference in temperature
in Harrismith from point G to point H on the orthographic
map. Only one graph is correct. Determine which one is the
correct graph and explain why.  (1 + 2) (3)

Figure 2.1 Graphs showing temperature in Harrismith from point G to point H

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s e c t i o n 3 • f o rma l assessme n t 231
 2.9 Compare Nuwejaarspruit from E (A4) to F (A2) with the nameless
river that rises at D (H1) towards the end of the map. Distinguish
the fluvial characteristics of these two rivers and valleys. Tabulate
your answer. (4 × 1) (4)
[26]

Question 3
3.1 Why do we use GIS? (2)
3.2 Differentiate between vector and raster data. (2)
3.3 What is data manipulation? (2)
3.4 A lot of data is generated by GIS. This data needs to be updated
and well-managed. This is done with the help of meta-data.
What is meta-data? (2)
3.5 Buffering is often done through GIS. The following is an extract from
a GIS data image and shows the sphere of influence of schools in Port
St Johns in the Eastern Cape. Imagine that learners are happy to walk a
maximum of 3 km to school. Figure 3.1 is a data sheet which shows the
3 km sphere of influence (buffer zones) of local schools in the area.

Figure 3.1 Data sheet showing the buffer zones (3 km) of local schools

3.5.1 Three shades of grey are used to show the buffer zones.
Does the lightest or darkest shading indicate the 3 km buffer? (1)
3.5.2 What other information, other than the buffer distances, is
indicated on the GIS data sheet? (1 + 1 = 2)
3.5.3 Which area (A, B, C or D) has enough schools? (1)
3.5.4 What on the data sheet tells us that area D does not really
needs any schools? (1)
3.5.5 Which area/s (A, B and/or C) will most probably need more
schools? (1)
3.5.6 Explain your answer to question 3.5.5. (1)
[15]
Paper 2 total: 75 marks

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 Paper 1 on pages Assessment guidance: Trial examination
209–229
memorandum: Paper 1

Question 1
1.1.1 D
1.1.2 D
1.1.3 C
1.1.4 C
1.1.5 C
1.1.6 A
1.1.7 C
1.1.8 B
1.1.9 A
1.1.10 B
1.1.11 A
1.1.12 A
1.1.13 C
1.1.14 C
1.1.15 A  (15 × 1)
[15]

1.2.1 pollution dome (2)

1.2.2 A – warmer; REASON: warm air is pushed down by cold
descending air.
B – colder; REASON: cold air descends from
upper air. (2 × (1 + 2)) (6)
1.2.3 pollution from vehicles; combustion processes in industries;
excessive heat absorption by concrete and buildings  (1 × 2) (2)
1.2.4 Pollution dome will be higher during the day – warm air
rises higher during the day/cold air descends less. At night it
will be lower – cold air descends stronger, less warm air that
rises – no sunshine (2 × 2) (4)
[14]

1.3.1 increases systematically until highest point before the eye;

then no heavy rain after eye; thereafter a gradual decrease (1 × 2) (2)
1.3.2 212 km/h (1 × 2) (2)
1.3.3 opposite direction (1 × 2) (2)
1.3.4 920 mb (1 × 2) (2)
1.3.5 eye − centre of tropical cyclone (2 × 2) (4)
1.3.6 B − closest to edge of eye; storm at its heaviest; A − in eye
no activity; C − outside spiral rainbands (2 × 2) (4)
 [16]
1.4.1 braided stream (1 × 2) (2)
1.4.2 temporary obstruction in process of erosion (1 × 2) (2)

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236 s e c t i o n 3 • f o rma l assessme n t
 1.4.3

 (2 × 1) (2)

1.4.4 no, knickpoint still in profile (2 × 2) (4)

1.4.5 erosion has started again (2)

1.4.6 1. peak/crest; 2. cliff/vertical cliff; 3. talus/talus slope (3 × 2) (6)

1.4.7 no. 1/peak (2)

1.4.8
Day:
• valley winds/anabatic
• warm air rises at slopes
Night:
• berg wind/katabatic
• cold air descends along slopes
Agriculture:
• frost and cold at X
• avoid crop cultivation, except for crops that are resistant to frost
• fans/waves to avoid frost – in the morning in the valley
• will be needed as windbreakers/row of trees (5 × 2) (10)

Question 2
2.1.1 A
2.1.2 D
2.1.3 C
2.1.4 C
2.1.5 D
2.1.6 C
2.1.7 C (7 × 1) (7)

2.2.1 F
2.2.2 C
2.2.3 J
2.2.4 A
2.2.5 B
2.2.6 D
2.2.7 H
2.2.8 G (8 × 1) (8)

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s e c t i o n 3 • f o rma l assessme n t 237
 2.3.1
• swamp − poor drainage over even gradient
• rocks low in porosity
• in lower course/reach of river
• deranged drainage pattern
• swampy and typical vegetation (1 × 2) (2)
2.3.2
• silt goes into river
• pure / filter stream volume
• control floods
• habitat of different species
• control erosion (1 × 2) (2)
2.3.3
(a) cumecs
(b) Y − reaches highest level / most water ✔✔ (2 × 2) (4)
(c) Y  (1 × 2) (2)
2.3.4 oxbow lake (with water) / meandering course
(without water) – river changes its flow, cut off
old meander (2 × 2) (4)
2.3.5

outer bank undercut

sand bar bank

 (2 × 2) (4)
[20]

2.4.1 dominant H cells; dominant L cells (2 × 2) (4)

2.4.2 summer
• subtropical zone moves southwards
• L becomes prominent because of high temperatures (2 × 2) (4)
2.4.3 thunderstorms appear all along
one zone/line (1 × 2) (2)
[10]

2.5.1 warmer against slopes/higher than valley (1 × 2) (2)

2.5.2 cold, descending; air at night catches warm air and smoke
in between valley/avoid warm polluted air to rise/
condensation which forms fog/visible as a cloud of smoke (1 × 2) (2)
2.5.3 low-income (1 × 2) (2)
2.5.4 urban activities result in artificial heat/heat is released
by industries, motors and combustion processes/concrete
absorbs heat from the Sun/reflection through glass
and zinc (1 × 2) (2)
2.5.5 Vaal Hart’s irrigation scheme (1 × 2) (2)
[10]

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238 s e c t i o n 3 • f o rma l assessme n t
 2.6.1 B – ridge
C – warm front (2 × 2) (4)
2.6.2 South Indian anticyclone (1 × 2) (2)
2.6.3 descending air
anticlockwise (2 × 2) (4)
2.6.4 subtropical anticyclone (1 × 2) (2)
2.6.5 mid-latitude cyclone
Moves from west to east (2 × 2) (4)
2.6.6 summer/high maximum temperature/cold front
moves along south of land/predict rain onshore/
high dew point temperature  (2 × 2) (4)
[20]

Question 3
3.1.1
A = isolated farm
B = conurbation
C = megalopolis
D = metropolis (4 × 1) (4)

3.1.2 (a) stand/plot

(b) service area/sphere of influence
(c) commercial/commercial farmer
(d) high order
(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 t his is the land/natural environment which a city needs to

absorb its urban waste/which absorbs the city’s CO2/use/
convert/clean up air in city (1 × 2) (2)
3.2.2 (a) little space therefore few gardens/plants in city/
gardens on roofs will help with absorption of CO2 (1 × 2) (2)
(b) warmer/dirtier/more impurities because of pollution (2 × 2) (4)
(c) CBD  (2)
(d) gardens/parks/green zones/golf courses/reserves
in and around the city  (1 × 2) (2)
 [12]

3.3.1 e ven soil/close to river/NE (north east) – slope of

mountain range (1 × 2) (2)
3.3.2 lack of knowledge/be at the mercy of natural disasters/
no capital/etc. (1 × 2) (2)
3.3.3 poverty/natural disasters/no work/poor services/
social needs/better schools/security/etc. (2 × 2) (4)
3.3.4 urbanisation/depopulation of the rural areas (1 × 2) (2)
3.3.5 T-shaped/gateway town  (1 × 2) (2)

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s e c t i o n 3 • f o rma l assessme n t 239
 3.3.6 Advantages: security/share implements/share knowledge
Disadvantages: no innovation/no privacy/wait one’s turn (2 × 2) (4)
3.3.7 scattered (1 × 2) (2)
[18]

3.4.1 mountains at Franschhoek (1 × 2) (2)

3.4.2 agriculture (irrigation/viniculture/fruit)
industries
residential (2 × 2) (4)
3.4.3 Cape Town – high population and industries – need a lot
of water/low rainfall – need additional water/rain
water from mountain area – moved to city bowl (2 × 2) (4)
3.4.4 rooibos tea, wheat, potatoes (1 × 2) (2)
3.4.5 everyone  (1 × 2) (2)
3.4.6 • lots of cheap labour
• location of harbour – contact with outside world
• good harbour infrastructure
• a differentiation of agri-products as raw materials (2 × 2) (4)
3.4.7 Gross Domestic Product  (1 × 2) (2)
3.4.8 • large population
• poverty
• many people still in poor, rural areas
• poor infrastructure
• poor/absent/corrupt local authorities
• g rowing influx of population, from Eastern Cape
for example (2 × 2) (4)
3.4.9 RDP – Reconstruction and Development Programme (1 × 2) (2)
[26]

Question 4
4.1.1 A
4.1.2 C
4.1.3 D
4.1.4 B
4.1.5 B
4.1.6 C (6 × 1) (6)
4.1.7 (a) True
(b) True
(c) False
(d) False (4 × 1) (4)
4.1.8 (a) Botswana
(b) Atlantic Ocean
(c) coal
(d) Bloemfontein
(e) Berg River (5 × 1) (5)
[15]

4.2.1 A/CBD/core of urban area/Central Business District  (1 × 2) (2)

4.2.2 decentralisation/move out of CBD/closer to clients/
cheaper land/more parking space/easier to access  (2 × 2) (4)
4.2.3 airport – lots of space/safer/less noise
prison – far from people/afraid of escaping/big space
recreational golf course – large and cheap land/peaceful
Accept anything suitable (2 × 2) (4)
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240 s e c t i o n 3 • f o rma l assessme n t
 4.2.4 ‘gated housing’/townhouse complex/safety parks  (1 × 2) (2)
4.2.5 Causes:
• buildings old – owners do not care
• buildings will be demolished anyway
• depopulation of functions within CBD – buildings
not in use
• no work and the resulting poverty
• lack of housing – street people sleep here
Renewal measures:
• new facades for buildings
• policing
• fine owners of poorly maintained buildings
• replan the CBD
• social help to the poor (5 × 2) (10)

4.2.6 (a) q uick access between airport and Johannesburg

and Pretoria  (1 × 2) (2)
(b) No; taxi’s market is low-income workers from Soweto
Gautrain’s market is higher-income airport passengers (2 × 2) (4)
(c) • taxis provide important transport service
• people without vehicles can travel
• workers are at work in good time
• quicker than pedestrians/bicycles/horse cart
• pay tax, motor registration
• increase pressure on roads
• lots of people die – labour force and families suffer (1 × 2) (2)
[30]

4.3.1 s ell products/trade links/earn foreign exchange/outlet

for raw materials/etc. (1 × 2) (2)
4.3.2 Dubai, Hong Kong and Singapore also seaports which
join countries/continents with the rest of the world by sea (1 × 2) (2)
4.3.3 Industrial Development Zone (1 × 2) (2)
4.3.4 • no import tax
• no export tax
• tax-free industrial area
• good, modern harbour (2 × 2) (4)
4.3.5 standard containers for ships/easy and secure packaging/
fit on ship and train and plane/less handling of cargo/
simplify packaging and shipment of products  (1 × 2) (2)
4.3.6 same container – from train to ship in harbour handled
by cranes directly on train/trucks/standardisation of
transportation/quicker/less damage/less manual labour  (1 × 2) (2)
4.3.7 poverty
unskilled workers
people are still tradition-bound/cultural rules (1 × 2) (2)
4.3.8 wool/motors (already mounted in fabrics) (1 × 2) (2)
4.3.9 tertiary (1 × 2) (2)
[20]

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s e c t i o n 3 • f o rma l assessme n t 241
 4.4.1 land is used for something else/new farmers get the
opportunity to farm (1 × 2) (2)
4.4.2 subsistence farming  (1 × 2) (2)
4.4.3 none – provided for own needs (1 × 2) (2)
4.4.4 • learn to plan and save up
• learn about farming with cattle, diseases of cattle, etc.
• marketing
• buy, take care of and handle implements
• pay tax (2 × 2) (4)
[10]
[75]
Paper 1 total: 225 marks

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242 s e c t i o n 3 • f o rma l assessme n t
Paper 2 on pages Assessment guidance: Trial examination
230–235
memorandum: PAPER 2

Question 1
1.1 Learners should show the following on Figure 1.1:  (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)

1.3 cultivated land/fields (2)
1.4 Gradient = VI
= 842
= 776
= 66 m
HD = 105 mm
= 10,5 cm × 0,5 km
= 5,25 km
= 5 250 m
66
GR = ​ _____
5 250 ​m
1
= ​ __
80 ​
∴ 1:80 (3 × 2) (6)
1.5 TD = MD × MS
= 70 × 50 000 mm
= 3,5 km + 35 km
= 38,5 km (2 × 2) (4)
1.6 west to east/eastwards (1)
1.7 meander (1 × 2) (2)
1.8.1 farming/domestic/industries (2 × 2) (4)
1.8.2 volume less – speed reduces
less erosion – more sediment (2 × 2) (4)
1.9.1 training/new skills/access to capital (1 × 2) (2)
1.9.2 food stalls/influx of capital (2 × 1) (2)
[34]

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s e c t i o n 3 • f o rma l assessme n t 243
 Question 2
2.1 2 394,5 m (1)
2.2 Area = (L × S) × (B × S)
= (30 × 10 000) × ( 50 × 10 000) mm2
= 300 × 500 mm2
= 150 000 mm2
= 0,15 km2 (3 × 2) (6)
2.3

(3 × 1) (3)
2.4 41°  (2)
2.5 south − because of the katabatic wind that will flow
downwards from the top of the valley (2 × 2) (4)
2.6 police station/post office/place of worship (1)
2.7 silos – storing wheat (1 + 1) (2)
2.8 graph 4 – pollution dome/heat island (1 + 2) (3)
2.9
Nuwejaarspruit Nameless river
uniform or even profile concave profile
gentle gradient steep gradient
middle / lower course/reach upper course/reach
wide floodplain no floodplain
oxbow lakes no oxbow lakes
slow flowing fast flowing
laminar flow turbulent flow
(4 × 1) (4)
[26]
Question 3
3.1 It makes it possible for us to analyse data and to identify patterns,
tendencies, and the relationship between information. (2)
3.2 vector: points, lines and polygons
raster: pictures; images (2)
3.3 When we manage data for a reason and to change it to suit us
(for our own purposes). (2)
3.4 Information about your data, e.g. when it was consolidated and
by whom (2)
3.5.1 darkest shading/outside circle (1)
3.5.2 provincial borders/roads (1 + 1) (2)
3.5.3 B  (1)
3.5.4 few roads – few people (1)
3.5.5 C (1)
3.5.6 many roads – indicate possibility of many people (1)
[15]
[75]
Paper 2 total: 75 marks

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244 s e c t i o n 3 • f o rma l assessme n t
Learner’s Book Assessment guidance: Examination preparation
pages 374–385

Memorandum: Paper 1

Learners should answer three questions: one from Section A, one from
Section B; and one from either Section A or B.

Question 1
1.1.1 G; 1.1.2 K; 1.1.3 P; 1.1.4 M; 1.1.5 H; 1.1.6 A; 1.1.7 R; 1.1.8 D
1.1.9 I; 1.1.10 L; 1.1.11 C; 1.1.12 E; 1.1.13 Q; 1.1.14 F; 1.1.15 J (15 × 1)
[15]

1.2.1 1= occluded stage; 2 = mature stage; 3 = initial stage  (3 × 2) (6)

1.2.2 clockwise  (1 × 2) (2)
1.2.3 South Atlantic; South Indian  (2 × 3) (6)
1.2.4 The pressure belts shift with the thermal equator. The high-
pressure cells are further north in winter, which means that
the cold fronts that usually pass by in the southern ocean
reach South Africa. (2 × 3) (6)
[20]

1.3.1 radiation fog  (1 × 2) (2)

1.3.2 Early morning, when loss of heat by terrestrial radiation is
at a maximum and dew point temperatures are lowest.  (2 × 2) (4)
1.3.3 Above – there is fog rather than frost.  (2 × 2) (4)
1.3.4 This is a temperature inversion. A layer of cold air is
trapped under a layer of warmer air.  (2 × 2) (4)
1.3.5 C  (1 × 2) (2)
[16]

1.4.1 Drakensberg Mountains (1 × 2) (2)

1.4.2 (a) E (1 × 2) (2)
(b) A  (1 × 2) (2)
(c) E  (1 × 2) (2)
(d) C, D or E  (1 × 2) (2)
1.4.3 A tight bend in the river (meander) that is cut deep into the
landscape, i.e. the sides of the winding river are deep
and steep.  (2 × 2) (4)
1.4.4 rejuvenation (1 × 2) (2)
1.4.5 river capture or tectonic uplift  (2 × 2) (4)
1.4.6 No, erosion is downwards/vertical, rather than sidewards/
lateral and the sides of the meander are too deep. For an
oxbow lake to form, the river must be able to flow or break
across the neck of the loop.  (2 × 2) (4)
[24]
[75 marks]

Question 2
2.1.1 mid-latitude cyclone
2.1.2 warm front occlusion
2.1.3 anticlockwise
2.1.4 hurricane
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s e c t i o n 3 • f o rma l assessme n t 245
 2.1.5 eye
2.1.6 anticyclone
2.1.7 trough
2.1.8 downslope
2.1.9 insolation
2.1.10 exotic
2.1.11 rectangular
2.1.12 turbulent
2.1.13 transverse
2.1.14 superimposed
2.1.15 smaller (15 × 1)
[15]

2.2.1 927 hPa  (1 × 2) (2)

2.2.2 round  (1 × 2) (2)
2.2.3 clear and calm  (2 × 2) (4)
2.2.4 25 knots (1 × 2) (2)
2.2.5 It is an unmanned weather station. (1 × 2) (2)
2.2.6 clockwise (1 × 2) (2)
2.2.7 Late January/the second half of summer. High surface
sea temperatures; high humidity.  (3 × 2) (6)
2.2.8 five (with names A–E)  (1 × 2) (2)
2.2.9 Any three points: Flooding from heavy rains and/or storm
surges and wind damage, all of which can damage or
destroy: roads and bridges (cutting people off ), electricity
and telecommunication links, water pipes and sewage,
crops and livestock. (3 × 2) (6)
2.2.10 (a) local radio  (1 × 2) (2)
(b) a fisherman, anyone living on or near the coast (1 × 2) (2)
 [30]

2.3.1 hydrograph  (1 × 2) (2)

2.3.2 the volume of water that passes a particular point every
second OR a measure of a river’s flow – its speed and
volume; cumecs (cubic metres per second)  (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 water that collects by infiltration under the surface  (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 A river in which the processes of erosion and deposition
are in balance.  (1 × 2) (2)
2.4.4 The introduction of a temporary base level, such as a dam. (1 × 2) (2)
 [10]
 [75 marks]

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246 s e c t i o n 3 • f o rma l assessme n t
 Question 3
3.1.1 C
3.1.2 A
3.1.3 E
3.1.4 D
3.1.5 B (5 × 2)
[10]

3.2.1 E
3.2.2 G
3.2.3 B
3.2.4 F
3.2.5 C (5 × 2)
[10]

3.3.1 line graph (1 × 2) (2)

(a) 2002 (1 × 2) (2)
(b) 2010 (1 × 2) (2)
3.3.3 No official registration necessary; no skills required; no
overheads; no rental costs; a wide range of job
opportunities; self-supporting (any ONE point explained). (3 × 2) (6)
3.3.4 Political challenges: Government may insist on
registration for tax collecting purposes; needs to create
simple way of formalising ‘informal’ businesses to guarantee
the constitutional rights of citizens; needs to use the
entrepreneurship available in the informal sector
(any ONE point explained). (2 × 2) (4)
Social challenges: The security and welfare of women in
the informal sector needs to be guaranteed; some form of
recognition of workers’ rights needs to be implemented to
guarantee their job security; xenophobic tensions must be
avoided; the rights of sick employees must be implemented
to guarantee them security (any ONE point explained). (2 × 2) (4)
Economic challenges: Easier access to credit and loans
needs to be made available; workers need to receive an
adequate wage; entrepreneurs in the informal sector need
business training to help them to manage their business
and expand (any ONE point explained). (2 × 2) (4)
[14]

3.4.1 t ourism; entertainment; tertiary education; hospitals;

museums (any ONE) (1 × 2) (2)
3.4.2 rural-urban migration; emigration; job opportunities;
higher wages; push/pull factors; move to the coast; move
to economic ‘hubs’ (any ONE) (1 × 2) (2)
3.4.3 The SA land use model has: informal settlements;
separation of racial groups that was a former government
law still exists because of inertia and cost of moving homes;
use of national roads or railway lines, golf courses or canals,
to separate racial residential areas (any ONE explained) (1 × 2) (2)
3.4.4 separation of racial groups; shanty towns; informal
settlements (any ONE) (1 × 2) (2)

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s e c t i o n 3 • f o rma l assessme n t 247
 3.4.5 I ssues to include: lack of urban planning; housing
shortages; delivery failure in services; over-crowding;
traffic congestion (6 × 2) (12)

3.5.1 A. PWV-Gauteng
B. Durban-Pinetown
C. Port Elizabeth-Uitenhage
D. South Western Cape Metropole (4 × 2) (8)
3.5.2 centralised (1 × 2) (2)
3.5.3 Creates too much impact on the environment; too much
pressure on the supply of labour; limited space for
expansion; social unrest may occur if the government
cannot keep up with services for the workforce
(any THREE explained). (3 × 2) (6)
3.5.4 Industrial Development Zones; Spatial Development
Initiatives (1 × 2) (2)
3.5.5 Mozambique Corridor; Beira Development Corridor;
Walvis Bay Development Corridor (any ONE) (1 × 2) (2)
3.5.6 Port Elizabeth – Uitenhage (1 × 2) (2)
[21]
[75]

Question 4
4.1.1 higher-order
4.1.2 residential
4.1.3 dual cities
4.1.4 urban decay
4.1.5 suburbanisation (5 × 2) (10)
[10]

4.2.1 D
4.2.2 C
4.2.3 B
4.2.4 D
4.2.5 A  (5 × 2) (10)
[10]

4.3.1 sector model; South African model (1 × 2) (2)

4.3.2 suburbanisation (1 × 2) (2)
4.3.3 Close to residential areas for worker accommodation;
space to develop and expand; close to road and rail
communication (1 × 2) (2)
4.3.4 separated by human-made or natural obstacle such as a
road or railway from other suburbs; golf course separates
it; farmland separates it (1 × 2) (2)
4.3.5 informal settlements (1 × 2) (2)
4.3.6 decentralisation and suburbanisation; gentrification;
urban decay; invasion and succession; edge cities; gated
communities (any TWO) (2 × 2) (4)
[14]

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248 s e c t i o n 3 • f o rma l assessme n t
 4.4.1 A (1 × 2) (2)
4.4.2 Commercial and subsistence agriculture form a dual
agriculture. (1 × 2) (2)
4.4.3 small size of farm; often run by women; women have
responsibility for children and the elderly; can’t afford
to employ labour; can’t afford hybrid seeds/pesticides/
herbicides; can’t afford mechanisation; can’t afford irrigation;
struggle with access to credit, marketing and distribution
(any TWO) (2 × 2) (4)
4.4.4 commercial farmers; urban and peri-urban agricultural
schemes; subsistence farming; government support for
farmers and their security; Land Reform and Redistribution
Act (any ONE) (1 × 1) (1)

4.5
4.5.1 2010 (1 × 2) (2)
4.5.2 2012 (1 × 2) (2)
4.5.3 2011 (1 × 2) (2)
4.5.4 US$ are international; the World Bank uses US$; the
UN uses US$ (1 × 2) (2)
4.5.5 the least minerals were mined; the cost of mining was
highest; the price received per ounce was lower than 2011;
the mine had fewer workers; the mine made a loss  (3 × 2) (6)
(a) statistics are visual; clear/easy to read; easy to
compare figures (1 × 2) (2)
(b) statistics can be manipulated; there is no explanation
as to how the figures were arrived at (1 × 2) (2)
4.5.7 work stoppages; world commodity prices; input costs;
fuel prices (2 × 2) (4)
[22]

4.6.1 one third; 33,3% (1 × 2) (2)

4.6.2 the discovery of gold (1 × 2) (2)
4.6.3 Raw materials and minerals e.g. iron, manganese, coal,
platinum, gold; water from the Vaal River, the Lesotho
Highlands Water scheme, the Tugela-Vaal project; power
from thermal power stations in Mpumalanga and Limpopo;
large skilled and unskilled labour pool; large domestic and
international markets; transport is accessible and good (3 × 2) (6)
[10]
[75 marks]

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s e c t i o n 3 • f o rma l assessme n t 249
 Learner’s Book Assessment guidance: Examination preparation
pages 386–394
Memorandum: PAPER 2

Learners should answer all questions in this paper.

Question 1
1.1 B; 1.2 B; 1.3 A; 1.4 C; 1.5 D; 1.6 C; 1.7 C; 1.8 B; 1.9 A;
1.10. B; 1. 11. E; 1.12 D; 1.13 B; 1.14 D; 1.15 E (15 × 1)
[15]

Question 2
2.1.1 1: 250 000 (2)
2.1.2 smaller (because, as a ratio, it is 1: 250 000 while a topographical
map is 1: 50 000. On our scale in the example, 1 cm has to
represent 2,5 km, while on a topographical map it only has
to represent 500 m. (2)
2.1.3 Scale 1: 50 000 topographic map (covering 5 km) (2)

2.2.1 1 ,8 cm × 1 cm = (in reality) 18 000 × 10 000 cm = 180 000 000 cm2

= 18 000 m2 (3)
2.2.2 23,3 cm × 17,3 cm = 11,65 km × 8,65 km = 100,77 km2 (3)
2.2.3 True bearing from A to B = 165⁰ (3)
Add the declination of 20⁰30’ for an answer of 185⁰30’
2.2.4 No, because no information on latitude and longitude is provided.
The best would be a grid reference, based on the letters and
numbers in the blocks. (3)
2.2.5 8,3 cm = 83 000 cm in reality = 830 m
1 744 m – 1 540 m = 204 m
Distance is 5,5 cm which is 2 750 m in reality (2)
[20]

Question 3
3.1 meandering; incised; mature (3)
3.2 steep-sloped; incised (2)
3.3 The area is rural; there are scattered and isolated settlements,
but no evidence of a town, or urban planning and development.
Farms names such as Four Winds and Summit to the south of the
river, and Zulu names to the north of the river. Assisi and Emmanuel
Missions suggest European missionaries in Zulu territory. (2)
3.4.1 H
3.4.2 I
3.4.3 D
3.4.4 F
3.4.5 A
3.4.6 E
3.4.7 B
3.4.8 C
3.4.9 J
3.4.10 G (5)
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250 s e c t i o n 3 • f o rma l assessme n t
 3.5 Mehlomnyama Nature Reserve (1)
3.6 Very underdeveloped, rural infrastructure with few roads, and
no other evidence of developed transport or communication systems. (2)
3.7.1 the map, because it shows contours to differentiate height (2)
3.7.2 the map, with possible confirmation from the satellite image;
the map shows railways and roads via symbolic lines, the image
(magnified) can show the reality (2)
3.7.3 the satellite image, because sedimentation shows through the
water, and a series of maps over, say, 10 years, will provide
visual evidence of changes in sedimentation (2)
3.7.4 probably the satellite image, as real features can be identified,
sometimes down to the detail of the colour of roofs of buildings (2)
3.7.5 true colour; what you see is correct (green for vegetation, blue
for water, etc.) (2)
[25]

Question 4
4.1 integration of different types of spatial data at different scales,
into one rectified (for scale) GIS map (2)
4.2 raster data; the blocks contain information (data) rather than
simple points, lines, or polygons (2)
4.3 A line is a line joining two or more spatially separated points;
a polygon is a spatially defined area enclosed by a line. (3)
4.4.1 slope; geology; transportation (roads); protected areas;
infrastructure (2)
4.4.2 transport and infrastructure are human; protected area is a
natural area, but defined as protected by humans (1)
4.4.3 two (slope, geology) are natural (1)
4.5 engineering; urban planning; transport planning; rural development;
hazard and disaster management; demarcating protected areas;
catchment management; mining and resource management (4)
[15]
[75 marks]

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s e c t i o n 3 • f o rma l assessme n t 251
 4. Photocopiable assessment
resources

The following assessment resources may be photocopied for use with

Study & Master Geography Grade 12:
• Test 1, pages 173–175
• Test 1 Memorandum, page 176
• Test 2, pages 204–206
• Test 2 Memorandum, pages 207–208
• Mid-year examination Paper 1, pages 179–187
• Mid-year examination Paper 1 Memorandum, pages 195–199
• Mid-year examination Paper 2, pages 188–194
• Mid-year examination Paper 2 Memorandum, pages 200–201
• Trial examination Paper 1, pages 209–229
• Trial examination Paper 1 Memorandum, pages 236–242
• Trial examination Paper 2, pages 230–235
• Trial examination Paper 2 Memorandum, pages 243–244

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’s Guide page 170) details how the learner’s Geography
mark for each term is arrived at.

The following photocopiable assessment recording tools are provided on

pages 253–256 of this Teacher’s Guide:
• Record sheet for formal assessment: Term 1
• Record sheet for formal assessment: Term 2
• Record sheet for formal assessment: Term 3
• Record sheet for formal assessment: Term 4

The following rating codes and descriptors should be used for reporting on
the learners’ progress in Geography:

Rating code Description of competence Percentage

7 Outstanding achievement 80–100
6 Meritorious achievement 70–79
5 Substantial achievement 60–69
4 Adequate achievement 50–59
3 Moderate achievement 40–49
2 Elementary achievement 30–39
1 Not achieved 0–29

252 s e c t i o n 3 • f o rma l assessme n t

 Record sheet for formal assessment: Term 1
Class: Year:

Learners’ names Test mark (40 or 60 Contribution to year Assessment Task 1 mark Contribution to year Term 1 mark ^ Term 1 Rating code
marks)* mark (10 marks)** (30 or 40 marks)*** mark (20 marks) percentage~

s e c t i o n 3 • f o rma l assessme n t
Rating codes and descriptors:
7: Outstanding achievement (80%–100%) 6: Meritorious achievement (70%–79%) 5: Substantial achievement (60%–69%) 4: Adequate achievement (50%–59%) 3: Moderate achievement (40%–49%)
2: Elementary achievement (30%–39%) 1: Not achieved (0%–29%)

* This mark will be out of 40 or 60 depending on which test you choose.

** If the test is out of 40 marks: divide the learner’s test mark by 4. If the test is out of 60 marks, divide the learner’s test mark by 6.
*** If the task is out of 30 marks: divide the learner’s mark by 30 and then multiply the answer by 20.
If it is out of 40 marks: divide the learner’s mark by 40 and then multiply the answer by 20.
^ Add the Test mark and the Assessment Task 1 mark.
~ Convert the Term 1 mark to a percentage.

253
 Record sheet for formal assessment: Term 2

254
Class: Year:

Learners’ names Assessment Contribution to Mid-year exam: Mid-year exam: Total mark for Contribution to Term 2 mark ^ Term 2 percentage~ Rating code
Task 2 mark year mark Paper 1 mark Paper 2 mark Mid-year exam year mark
(20 or 30 marks) (20 marks)* (225 marks) (75 marks) (300 marks)** (20 marks)***

s e c t i o n 3 • f o rma l assessme n t
Rating codes and descriptors:
7: Outstanding achievement (80%–100%) 6: Meritorious achievement (70%–79%) 5: Substantial achievement (60%–69%) 4: Adequate achievement (50%–59%) 3: Moderate achievement (40%–49%)
2: Elementary achievement (30%–39%) 1: Not achieved (0%–29%)

* If the task is out of 30 marks: multiply the mark in the previous column by 2 and divide the answer by 3.
** Add the marks in Columns 4 and 5.
*** Divide the learner’s total mark for the Mid-year exam by 15.
^ Add the marks in Columns 2 and 6.
~ Convert the mark in the previous column to a percentage.
 Record sheet for formal assessment: Term 3
Class: Year:

Learners’ names Test mark (70 or 80 marks)* Contribution to year mark Term 3 mark (70 or 80 marks)*** Term 3 percentage^ Rating code
(10 marks)**

s e c t i o n 3 • f o rma l assessme n t
Rating codes and descriptors:
7: Outstanding achievement (80%–100%) 6: Meritorious achievement (70%–79%) 5: Substantial achievement (60%–69%) 4: Adequate achievement (50%–59%) 3: Moderate achievement (40%–49%)
2: Elementary achievement (30%–39%) 1: Not achieved (0%–29%)

* This mark will be out of 70 or 80 depending on which test you choose.

** If the test is out of 70 marks: divide the learner’s test mark by 7.
If the test is out of 80 marks, divide the learner’s test mark by 8.
*** This is the same mark that appears in Column 2.

255
^ If the test is out of 70 marks: divide the number in the previous column by 70 and multiply by 100.
If the test is out of 80 marks: divide the number in the previous column by 80 and multiply by 100.
 Record sheet for formal assessment: Term 4

256
Class: Year:

Learners’ names Assessment Contribution to Trial exam: Trial exam: Total mark for Year mark Term 4 mark Term 4 percentage~ Rating code
Task 3 mark year mark Paper 1 mark Paper 2 mark Trial exam (100 marks)*** (400 marks)^
(20 or 30 marks) (20 marks)* (225 marks) (75 marks) (300 marks)**

s e c t i o n 3 • f o rma l assessme n t
Rating codes and descriptors:
7: Outstanding achievement (80%–100%) 6: Meritorious achievement (70%–79%) 5: Substantial achievement (60%–69%) 4: Adequate achievement (50%–59%) 3: Moderate achievement (40%–49%)
2: Elementary achievement (30%–39%) 1: Not achieved (0%–29%)

* If the task is out of 30 marks: multiply the mark in the previous column by 2 and divide the answer by 3.
** Add the marks in Columns 4 and 5.
*** To work out the year mark of for each learner add the marks in the columns indicated from this table and the tables for the other terms:
Term 1, Column 3 + Term 1, Column 5 + Term 2, Column 3 + Term 2, Column 7 + Term 3, Column 3 + Term 4, Column 3
^ Add the marks in Columns 6 and 7.
~ Divide the mark in Column 8 by 4.
4. resources

1. Useful websites 258

2. Photocopiable worksheets 259
3. Answers for photocopiable worksheets 290
4. Lesson plan template 298

257
 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:
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
• [Link]

For website information that links specifically to the content of each module
and unit, please consult the ‘Resources’ section of the lessons in the ‘Lesson-
by-lesson’ section of this Teacher’s Guide (pages 19–168).

258 s e c t i o n 4 • res o urces

2. Photocopiable worksheets

The following worksheets (pages 260–289) may be photocopied for use with
Study & Master Geography Grade 12. The remedial worksheets can also be
used for revision purposes.
Answers for the photocopiable worksheets are provided on pages 290–297
of this section.

s e c t i o n 4 • res o urces 259

 Answers on Worksheet 1 (remedial)
page 290
Stages of a mid-latitude cyclone

1. Identify stages 1–5. (Fill them in on the artwork.)

2. Match the descriptions a–e to the correct stage by fill in the numbers
1–5 below:
a. The polar front divides into a cold front and a warm front. _____
b. All warm air is lifted off the ground. ____
c. The cold air begins to overtake the warm front, lifting warm air off
the ground. ____
d. A stationary polar front forms with wind shear. _____
e. A wave forms in the polar front as warm air lifts up over cold air.
____

3. Identify the different types of fronts by filling in the missing words below.

stationary front

a. ____________

isobar

b. ____________

c. ____________

precipitation

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Answers on Worksheet 2 (remedial)
page 290
Drainage systems and fluvial processes

1. Fill in features 1–5 on the artwork: tributary, confluence, base level,

source, river mouth.

2. Select the correct term:

a. Walking along the bank of a river, you follow its (transverse/
longitudinal) profile.
b. Wading across the river, from one side to the other, you follow its
(transverse/longitudinal) profile.

3. Describe the difference between the transverse profile of a river in the

upper course and lower course. Give reasons for the difference.

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s e c t i o n 4 • res o urces 261
 Answers on Worksheet 3 (remedial)
page 290
Mapwork skills

1. What is a map?

2. What is meant by the scale of a map?

3. Which is the largest, and which is the smallest of these three scales?
a. 1:50 000
b. 1:500 000
c. 1:5 000 000

4. If you wanted to study World trade routes, would you use a large or a
small scale map?

5. If you wanted to study the layout of roads in a single suburb, would you
use a large or a small scale map?

6. Name three map series produced, and commonly used, in South Africa.

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Answers on Worksheet 4 (remedial)
page 291
Topographic maps

1. What is a topographic map?

2. What is the standard scale at which South African topographic maps

are produced?

3. What is a grid reference on a map?

4. Look at the simple contour map and the frame on the next page.

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s e c t i o n 4 • res o urces 263
 a. Using the frame, construct a cross-section from A to B.

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264 s e c t i o n 4 • res o urces
 b. Calculate the mean gradient from Q to Y.

c. Is X visible from Y?

d. Is Z visible from Y?

5. Look at the following frame.

a. Is the horizontal scale the same as the frame above?

b. Are the vertical scales on the two frames the same?

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s e c t i o n 4 • res o urces 265
 c. If not, by what ratio is the one bigger/smaller than the other?

d. What do we call the practise where we increase the vertical scale on a

cross-section, and why do we do this?

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Answers on Worksheet 5 (remedial)
page 292
Photographs

Look at the map extracts 3322CD and 3422AB George on pages 284 and 285
as well as the two photos labelled A and B below, then answer the questions.

George A

George B

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s e c t i o n 4 • res o urces 267
 1. In which direction was the camera pointing when photo A was taken on
the runway at George airport? Explain your answer.

2. In which direction was the camera pointing when photo B was taken
after take-off ? Explain your answer.

3. Is photo B a high or low angle oblique aerial photo? Explain.

4. Look at the photo of George on page 287. What type of photo is this?

5. How would you describe George’s street pattern?

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Answers on Worksheet 6 (remedial)
page 292
Geographical Information Systems (GIS)

1. What exactly are geographical information systems?

2. Which of these diagrams shows vector, and which shows raster data?
Explain the difference.

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s e c t i o n 4 • res o urces 269
 3. Look at the two diagrams below and answer the questions.

a. In a GIS, what would these features be called?

b. If we combine a number of these features in a GIS, what are we creating?

c. If you were asked to define a suitable area for agriculture using the
information in the diagrams, would it be sufficient? If yes, explain
your reasoning. If no, what other information might you wish to
include?

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Answers on Worksheet 7 (remedial)
page 293
Rural settlements

1. Define the following concepts:

a. isolated farmstead

b. hamlet

2. Look at the photographs below and identify what type of settlement

a, b and c are.

(a) (b)

(c)
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 3. For settlement b:
a. Give two characteristics of the settlement.

b. Name two physical features that could have determined the location
of the settlement.

c. Name the main economic activity of the settlement.

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Answers on Worksheet 8 (remedial)
page 293
Rural settlement issues

1. Define the concept ‘rural depopulation’.

2. In the following photograph:

a. What factors can you identify that affect rural development?

b. How would these factors impact on the socio-economic status

of people?

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s e c t i o n 4 • res o urces 273
 3. Look at the photographs below and then answer the questions:
a. What basic needs are being met for these rural people?

b. What basic needs are lacking?

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274 s e c t i o n 4 • res o urces
Answers on Worksheet 9 (extension)
page 293
Urban settlements

Read the extract below and answer the questions that follow.

Mapungubwe: South Africa’s first 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 confluence of the
Limpopo and Sashe Rivers.
One thousand years ago, it was the centre of Southern Africa’s
largest kingdom. Its inhabitants, the ancestors of the Shona people of
Zimbabwe, traded gold and ivory with China, India and Egypt. The
settlement thrived as a trading centre between 1220 and 1300. One of the
most spectacular archaeological finds 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 – they headed further north into present-day Zimbabwe.

The site of Mapungubwe

(Source: [Link]/about/history/[Link])

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section 4 • RESoURCES 275
 1. Compare the age of Mapungubwe to:
a. the world’s oldest urban settlements

b. Africa’s oldest urban settlements

c. South Africa’s first colonial urban settlement

2. Describe Mapungubwe’s site and situation.

3. Name the famous urban settlement in Zimbabwe that followed

Mapungubwe.

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Answers on Worksheet 10 (remedial)
page 294
Urban land value

Refer to the bid-rent curve and complete the statements by selecting the
correct option below.

1. As distance towards the city centre increases, land value (decreases/

increases).

2. (Factories/Offices and shops/Houses) make up the commercial sector.

3. (Factories/Offices and shops/Houses) make up the industrial sector.

4. (Factories/Offices and shops/Houses) make up the residential sector.

5. X1 is the (lowest/highest) price commerce is willing to pay to rent or

buy land.

6. The (commercial/industrial/residential) sector is the most flexible in its

choice of land zone, because it spans the greatest distance.

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s e c t i o n 4 • res o urces 277
 Answers on Worksheet 11 (remedial)
page 294
Structure of the economy

1. Define the following concepts:

a. heavy industries

b. light industries

2. Differentiate between footloose and ubiquitous industries.

3. Name two key objectives for creating IDZs. Are these key objectives
feasible for local people?

4. Name two problems associated with industrial centralisation.

5. Provide one solution to the problems caused by industrial centralisation.

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278 s e c t i o n 4 • res o urces
 6. Look at the map below and answer the questions that follow.

a. Identify the industrial areas marked A, B, C and D.

b. Provide two factors that promote industry at A.

c. State the main type of industry found at B.

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s e c t i o n 4 • res o urces 279
 Answers on Worksheet 12 (remedial)
page 295
Informal and formal sector

1. Define the concept ‘formal sector’.

2. When employment rates rise, what happens to unemployment rates?

3. Name one economic sector in which the formal sector would

be involved.

4. Define the concept ‘informal sector’.

5. Name one way in which the government can improve conditions for
street vendors.

6. What kinds of trading could unemployed people do to sustain

themselves?

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280 s e c t i o n 4 • res o urces
Answers on Worksheet 13 (revision)
page 295
Using atlases

1. Explain what is meant by a thematic map.

2. Is the following a thematic or a topographical map? Explain your answer.

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s e c t i o n 4 • res o urces 281
 Answers on Worksheet 14 (extension)
page 296
Geographical skills and techniques

Use the map of George 3322CD & 3422AB on pages 284 and 285 and
Sections A–D of the orthophoto map 3322CD 25 George on pages 286–289
to answer the questions.

1. On the sketch map below indicate the following:

a. the situation of the George airport
b. the shortest distance from the airport to Fancourt
c. the Gwaing River and indicate the direction of flow
d. the borders covered by the orthophoto map
e. colour the N2 blue
f. the location of George Industria
g. the location of the sewerage works southwest of George.

18

Pacaltsdorp

Herolds Bay

INDIAN OCEAN
0 1 2 3 4 5 km
18 Fancourt Golf Estate

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 2. Identify the following features on the orthophoto map. Use the
topographical map to help you.

a. A:
b. B:
c. C:
d. D:
e. E:

3. Describe three advantages of orthophoto maps.

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s e c t i o n 4 • res o urces 283
 55'
1:50 000
o 33 54'30''

B
A
& 3422AB GEORGE

Contour Interval 20 Metres

3322CD
o 22 21'30''

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284 s e c t i o n 4 • res o urces
 34o00'

34o04'
22o29'30''
C

25'
D
Contour Interval 20 Metres

22o21'30''

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s e c t i o n 4 • res o urces 285
3322 CD 25 GEORGE  1:10 000

Gauss Conform Projection. Central Meridian 23̊ East

A

Grid Interval 1 000 Metres

Contour Interval 5 Metres

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 Gauss Conform Projection. Central Meridian 23̊ East
B

Grid Interval 1 000 Metres

Contour Interval 5 Metres

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s e c t i o n 4 • res o urces 287
1:10 000

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288 s e c t i o n 4 • res o urces
 D

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s e c t i o n 4 • res o urces 289
 3. answers for
photocopiable worksheets

Worksheet 1 (remedial)
Worksheet 1 on
page 260 Answers Stages of a mid-latitude cyclone

1. 1 = initial; 2 = wave; 3 = mature; 4 = occlusions; 5 = dissipating

2. a = 3; b = 5; c = 4; d = 1; e = 2
3. a = warm front; b = cold front; c = occluded front

Worksheet 2 (remedial)
Worksheet 2 on
page 261 Answers Drainage systems and fluvial processes

1. 1 = source; 2 = tributary; 3 = confluence; 4 = river mouth; 5 = base level

2. a. longitudinal
b. transverse
3. In the upper course, the transverse profile is narrow and shallow with
steep valley sides. In the lower course, the transverse profile is wide
and deep with gently-sloping or flat valley sides. This is because in the
upper course the eroding power is high (friction is high and water flow is
turbulent) and the discharge (amount of water) is low. But in the lower
course, deposition dominates and the discharge is high.

Worksheet 3 (remedial)
Worksheet 3 on
page 262 answers Mapwork skills

1. A map is a reduced representation of reality, typically drawn in two

dimensions on paper, or shown on a computer screen.
2. Scale is the ratio between the distance on the map, and the distance
in reality. For example, a scale of 1:1000 means that 1 unit on the map
represents 1000 of the same units (it could be cm, mm or even m) on the
Earth’s surface.
3. 1: 50 000 is the largest, and 1: 5 000 000 is the smallest.
4. A small scale map, because we need to “compress” a large part of the
Earth’s surface onto a single sheet of paper.
5. A large scale map, because we need to show lots of detail.
6. 1:50 000 topographical series
1:250 000 cadastral
1:50 000 and 1:250 000 geological series

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 Worksheet 4 (remedial)
Worksheet 4 on
page 263 answers Topographic maps

1. A topographic map shows natural (relief, drainage etc.) and human

features (transport routes, boundaries etc.).
2. 1:50 000
3. A system of parallel (North-South and East-West) lines dividing the map
into numbered and labelled blocks (for example letters on one axis, and
numbers on the other) for easy reference to a particular block.
4.

a. See cross-section
b. Look at the triangle Q-R-Y

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s e c t i o n 4 • res o urces 291
 • Gradient is the vertical interval (VI) here represented by Y – R over
the horizontal equivalent (HE here represented by Q – R
• The VI is 80 m (read off from the cross section)
• To get the HE, we need to multiply by the scale (provided). The HE is
1,67 km, or 1 670 m
• It is now easy to cancel out, for a gradient of 1 in 20,85
• We can round this off to 1:21
• For every 21 metres that you move in a horizontal plane, you gain
(or lose 1 metre in the vertical plane.
c. Yes (see cross-section)
d. No (see cross-section)
5. a. Yes
b. No
c. Simply measure the total vertical axis on the first cross-section, and
compare it to the total length of the cross-section in the second
example. You will see that the ratio is about 6:9 or 1:1,5. In other
words, the second cross-section is one and a half times “taller” than
the first.
d. Vertical exaggeration (VE). We do this so that detail in the third
dimension (height) stands out better on the cross-section.

Worksheet 5 (remedial)
Worksheet 5 on
page 267 answers Photographs

1. North. Because, if you look at the map extracts, the mountains lie to the
north of George and George airport, and run in an east-west direction
2. South. Because, if you compare the photo to the map, the sea is to the
south, and the camera is aligned at right angles to the coastline.
3. High angle oblique, because the horizon is visible.
4. Vertical aerial photograph.
5. Grid-iron, or right angle street pattern.

Worksheet 6 (remedial)
Worksheet 6 on
page 269 answers Geographical Information Systems (GIS)

1. Computer based software systems which allow spatial data to be stored

and manipulated. The data (layers) can be superimposed upon one
another and further manipulated or compared in order to solve certain
spatial problems, perform spatial analysis, and answer various questions
which involve data in a spatial context.
2. Vector data in the first diagram (lines, vectors and points are accurate)
and raster data in the second (data refers to blocks or cells).
3. a. thematic layers
b. a geodatabase (GIS database)
c. There is not really sufficient information. Drainage and slope
(the information we have) provide a basis for solving our problem
(defining an area suitable for agriculture) but information on
soils, rainfall, and existing roads and other infrastructure would
be very useful.
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292 s e c t i o n 4 • res o urces
 Worksheet 7 (remedial)
Worksheet 7 on
page 271 answers Rural settlements

1. a. A
 n isolated farmstead or dwelling is not situated close to any other
settlement. The farmer makes use of his or her own ideas and skills
to manage the farmstead.
b. A hamlet is a small settlement with no economic services, shops,
churches or recreational services.
2. a. isolated farmstead
b. village
c. hamlet
3 a. Any two of the following:
• a small group of dwellings situated in close proximity to
each other
• size of the settlement ranks between a hamlet and a town
• minimal economic services offered, such as a school, general
shops and agencies for banks
• no major administrative services offered
b. river (water for farming); flat or gradual land
c. agriculture (farming)

Worksheet 8 (remedial)
Worksheet 8 on
page 273 answers Rural settlement issues

1. Rural depopulation is the migration of rural people to urban areas.

2. a. Lack of basic needs for health and development, such as
• lack of supply of running water (woman carrying water)
• lack of electricity (no power lines installed)
• lack of refuse collection (no bins)
• lack of good infrastructure (dirt road)
b. The lack of running water and refuse collection causes the spread of
diseases such as cholera. Dirt roads will be flooded and washed away
when it rains, so houses are inaccessible other than on foot.
Lack of electricity means people use fires, candles and gas, all of
which can be dangerous.
3. a. In photograph A there are VIPs, so they are getting basic sanitation.
b. No clean running water for irrigation or washing clothes; no
electricity; no refuse collection

Worksheet 9 (extension)
Worksheet 9 on
page 275 answers Urban settlements

1. a. 6 000 years newer/younger

b. 3 000 years newer/younger
c. at least 400 years newer/younger (Cape Town was first established
in 1652)

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s e c t i o n 4 • res o urces 293
 2. Site: Between two rivers – Limpopo and Sashe – for water availability;
Mineral availability – gold; Savannah vegetation supports wildlife, such as
elephants, which in turn provided tusks for ivory.
Situation: Sufficiently close to eastern coast for getting goods to sea ports.
3. Great Zimbabwe

Worksheet 10 (remedial)
Worksheet 10 on
page 277 answers Urban land value

1. increases
2. offices and shops
3. factories
4. houses
5. highest
6. residential

Worksheet 11 (remedial)
Worksheet 11 on
page 278 answers Structure of the economy

1. a. H
 eavy industries are more capital intensive and less consumer
orientated and have more environmental impact.
b. Light industries are less capital intensive and more consumer
orientated, with less environmental impact.
2. Characteristics of footloose industries are any of the following:
• light industries
• location is not influenced by markets or raw materials
• emphasis is on direct line of business
• operate through fax and telephone lines
Characteristics of ubiquitous industries are any of the following:
• usually light industries
• emphasis on local materials
• material available to manufacturer
• associated with low-order functions
3. Any two of the following:
• provide government assistance and support to the poor and
• historically disadvantaged where economic potential exists
• promote trade and industry with the aim of creating jobs
• promote international competition
• promote investment in these areas
• increase private sector investment
• promote participation between different sectors
No, not without assistance from government and the private sector.
Local people in IDZs are usually too poor and disadvantaged to create
and promote industry.
4. Any two of the following:
• overcrowding
• surrounding areas are left poor
• surrounding area’s infrastructure is limited
• surrounding area’s basic needs are lacking

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294 s e c t i o n 4 • res o urces
 • less emphasis is put on the surrounding areas
• surrounding towns or areas are ‘dormant towns’ as people only
sleep there.
5. industrial decentralisation
6. a. A: PWV/Gauteng; B: Durban/Pinetown;
C: Port Elizabeth-Uitenhage; D: South Western Cape Metropole
b. Any two of the following:
• Rich in raw materials and minerals
• Good supply of power
• Good water supply
• Skilled and unskilled labour
• Access to local and international markets
• Good transport infrastructure
c. Any of the following:
• food processing
• textiles and clothing
• fish canning and packaging
• power station
• petroleum refinement

Worksheet 12 (remedial)
Worksheet 12 on
page 280 Answers Informal and formal sector

1. The formal sector consists of companies that have fixed business

premises and pay tax to the receiver of revenue.
2. They decrease.
3. Any one of the following:
• primary
• secondary
• tertiary
4. The informal sector is characterised by small, medium and micro
enterprises that have no fixed business premises and do not pay tax.
5. By incorporating the informal sector into the formal sector
6. Any of the following:
• spaza shop
• vendors and street traders
• shoe repairs business
• shoe-cleaning business
• hairdressers working from home

Worksheet 13 (revision)
Worksheet 13 on
page 281 Answers Using atlases

1. A thematic map shows information related to a particular topic or theme.

It is drawn specifically for this purpose. Maps of population density and
distribution, vegetation maps, and political maps are all thematic.
2. Thematic. It shows a specific theme, namely erosion surface (land
surfaces) over southern Africa.

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s e c t i o n 4 • res o urces 295
 Worksheet 14 (extension)
Worksheet 14 on
page 282 answers Geographical skills and techniques

1.

Orthophoto map

18 FANCOURT
404

Gwaing
River George
Industria
Sewage
works
N2
George
airport

N2
Pacaltsdorp

Herolds Bay
Indian Ocean

0 1 2 3 4 5 km
18 Fancourt Golf Estate

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296 s e c t i o n 4 • res o urces
 2. a. A: Heather Park
b. B: sportsground
c. C: a dam
d. D: Camphersdrift River
e. E: industrial area

3. Orthophoto maps are much cheaper to produce than conventional maps.

The larger scale allows for more detailed study. They are easier to update
than conventional maps.

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s e c t i o n 4 • res o urces 297
 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

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298 s e c t i o n 4 • res o urces
5. Documents

This section can be used to file the Curriculum and

Assessment Policy Statement (CAPS) for Geography
(Grades 10–12) and any other documents supplied by the
Department of Basic Education.

299
Grade
Study & Master
12
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.

[Link]
I S B N 978-1-107-68837-7

9 781107 688377