Grade 7 Social Studies Teachers' Guiding Notes 2017 PDF

REPUBLIC OF NAMIBIA OMUSATI REGIONAL COUNCIL DIRECTORATE OF EDUCATION Professional Development Reaching out for Effective Teaching and Improved Learners Performance GR...

REPUBLIC OF NAMIBIA OMUSATI REGIONAL COUNCIL DIRECTORATE OF EDUCATION Professional Development Reaching out for Effective Teaching and Improved Learners Performance GRADE 7 SOCIAL STUDIES TEACHERS’ GUIDING NOTES Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 1 Dear Colleagues These are guiding notes for TEACHERS. Use them together with other sources to summarize notes for your learners. Please avoid photocopying the entire handout to learners but part of the handout can be duplicated for learners to paste in their summary books in accordance with the year plan. THIS HANDOUT DOES NOT REPLACE LEARNERS’ SUMMARY BOOKS PLEASE; let the learners continue writing the summary where possible. Continue making research regarding different competencies in the syllabus; do not rely entirely on these notes only. Plan and give assessment activities: Practical investigations, Projects, Topic Tasks and Topic Tests as per the SUMMARY OF CONTINUOUS ASSESSMENT TASKS PAGE 45 – 46 of the syllabus on time. Do not wait until its end of the term. Errors will be part of this handout, see how to fix them. Do not start blaming, take ownership of the handout and just do what is right. Pass the soft copies Social Studies 4-7 to other teachers who might need it. Enjoy!!! SEO Social Studies 4-7 Professional Development: Omusati Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 2 Theme 1: Map work Learning objectives: Know the 8 main directions to locate information on the map; Become familiar with various map symbols and different kinds of scale; Understand the methods used to indicate height on variety of maps of varying scale Topic 1.1 The tool of map work A. Direction Demonstrate an ability to work with the 8 divisions of directions on maps and sketches The 8 divisions of directions on the map are: North, South, East, West, North-East, South-East, North-West and South-West. Refer to the sketch that shows 8 cardinal points or directions. To find direction of a place to/from: ▪ Use a ruler to connect two points if not connected. ▪ Determine where we are coming from/to ▪ On point where we are coming from/to draw a simple cross to represent the 4 cardinal points. B. Map symbols Apply the most common convectional map symbols and keys of variety of maps Maps use symbols instead of words to indicate real-life features to make maps clearer. Map symbols are used to show features such as roads, campsites, buildings, monuments, vegetation and rivers. Map symbols can be in a form of shapes, small pictures, letters, lines or coloured areas. A map key or map legend is provided next to the map to explain what each symbol means. The following is an example how map symbols can be used: Contour lines that show height are always brown. Water features are always blue. Important or main road are red. Other roads and railway lines are black. NB: Learners should get a copy of the most common conventional map symbols and keys of variety of maps (refer to approved textbooks: Platinum, Let’s do & Excellent). Teachers should always encourage learners to read keys and symbols before attempting to answer any question base on the map. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 3  C. Map Scales Name and use three different kinds of scale to calculate distance Word scale (statement scale) (teach learners to know that everything about word scale should be in words and not a sentence mixed up with number and words). Ratio scale (representative fraction scale) Line scale (linear scale) A word scale expresses the scale in words or statement for example one centimeter to one kilometer. This means 1 cm on the map represents 1 km on the ground. A ratio scale uses numbers to express the distance, e.g. the word scale of 1 cm to 1 km converted to ratio scale will be 1: 100 000. This is because in 1 km there is 100 000 cm = 100 000 cm = 1 km. A line scale consists of a line, divided into primary units to the right and secondary units to the left of the zero (0). Refer to examples on pages 6-7 Platinum Social Studies. NB: a ruler should be used all the time to get correct measurement between given points. Calculating distance on straight and uncomplicated curved lines or shape on map with a variety of scales Distance in kilometers To calculate the real distance in kilometers, you have to do the followings: Use the map scale provided = 1: 50 000 Formula: = distance on a map X scale of a map/ 100 000 Example: distance measured = 3 cm X 50 000 = 150 000/100 000 = 1.5 km Distance in meters To calculate real distance in meters, you have to do the followings: Use the map scale provided: 1: 200 000 Formula: = distance on a map X scale of a map/ 100 Example: distance measured = 8 cm X 200 000 = 1600 000/100 = 16000 m NB: to convert distance in kilometers you must divide by 100 000 because there are 100 000 centimeters in 1 kilometer. To convert distance in meters you must divide by 100 because there are 100 centimeters in 1 meter. Demonstrate how to work with contour lines, spot heights and trigonometrically beacons Refer to information in the approved textbooks: Excellent, Let’s Do and Platinum Identify valleys and spurs represented by contour lines Valley: the V shape is facing upwards and number outside is bigger/ bent and numbers are increasing/ V shape pointing to the highland/uphill (numbers). Spur: the V shape is facing downwards/ bent and the numbers are decreasing/ V shape pointing to a low land/downhill. There are many ways of letting learners to differentiate between valleys and spurs, use the one you are comfortable with. Google has many examples on youtube. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 4 Identify different kinds of slopes: gradual, steep, uniform cliff and vertical slopes Use approved textbooks (Platinum, Excellent and Let’s Do) and other sources to make learners understand and be able to identify the different kinds of slopes. Theme 2: Climatology Learning Objectives: Understand the difference between weather and climate, know the difference types of weather instruments and weather elements and Understand how weather influence human activities. 2.1 Weather and Climate Distinguish the differences between weather and climate Climate is the condition of atmosphere over a long period of time while weather is the condition of atmosphere over a short period of time. Name the different elements of weather, identify and recognize the instruments used for measuring weather elements The elements of weather instruments used for measuring ▪ Rainfall rain gauge ▪ Temperature maximum and minimum thermometer ▪ Wind Speed anemometer ▪ Wind direction wind vane (wind knots) ▪ Air pressure Barometer ▪ Humidity wet and dry bulb thermometer (hygrometer) ▪ Sunshine sunshine recorder NB: make sure learners are able to recognize from pictures different instruments used to measure weather elements Element of Weather Instrument Units 1. Temperature Max and Min thermometer Degree Celsius 2. Rainfall Rain gauge Millimeters (mm) 3. Air pressure Aneroid barometer/ mercury Hectapascal (hpa), barometer Milibars (mb) 4. Wind speed Cup anemometer Knots/ beaufort scale 5. Wind direction Wind vane/ wind sock Compass directions 6. Humidity Wet and dry bulb % thermometer 7. Cloud cover Eighths (oktas) Sky 8. Sunshine Sunshine recorder Hours Demonstrate how to measure and record observations taken with various weather instruments: ensure that the demonstration (measurements and record) is carried out fully.(There are a number of weather stations almost in every circuit, plan and visit the station to familiarize the learners with measurements and recordings, part of the annual school budget could also cater for the procurement of the weather instruments for the school to establish its weather station). Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 5  1. Temperature (maximum and minimum thermometer and mercury thermometer) ▪ As the air temperature increase/rise during the day the alcohol expands. ▪ This pushes the mercury and the metal index (pin) upward in the right hand maximum tube to record maximum temperature. ▪ When the air temperature falls alcohol contracts. ▪ This pushes the mercury and metal index (pin) upward in the left hand minimum tube to record minimum temperature. 2. Rainfall (rain gauge) ▪ Remove the inner cylinder ▪ Pour water into the measuring jar ▪ Take the reading while keeping the measuring jar horizontal at the level of your eyes. 3. Air Pressure/ Atmospheric Pressure Discuss how the elements of weather influence human activities in their local environment ▪ Weather can determine the types of animals to keep and types of crops to grow. ▪ Weather can also determine the types of clothes one should wear. ▪ People have to prepare for floods and storms. ▪ Pilots need to know the weather at the places they are going. ▪ It affects what we do and what we feel. 2.2 Forms of Condensation Learning Objectives: Understand the terminology and the processes in connection with humidity and recognise condensation forms. Define evaporation, dew-point and condensation ▪ Evaporation: is the process in which water changes from liquid to gas. ▪ Dew-point: is the temperature at which condensation starts ▪ Condensation: is the process in which water changes from gas to solid. Describe the phases through which water moves in the water cycle by experiments/illustration Use the water cycle diagram and carry out the experiment. As indicated by the picture, water evaporates from the surface of lakes, rivers and trees. In the atmosphere water vapor condenses and forms cloud, clouds then fall to the earth as rain. Describe the factors that influence dew and frost Dew: is a tiny droplet of water on leaves, grass in the morning. ▪ It occurs during the summer ▪ It is formed when water vapor reaches the dew point temperature Frost: is the ice crystal that appears in cold surface of the earth. ▪ It occurs during winter. ▪ It is formed when a dew point is below freezing point. 2.3 Major Climatic Regions South of the Sahara Learning objective: Be introduced to the equatorial rainforest, tropical savannahs, and tropical deserts 3 climatic regions south of the Sahara Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 6  ▪ Equatorial rainforest ▪ Tropical savannah ▪ Tropical desert Indicate distribution of equatorial rainforests, tropical savannah and tropical deserts on a map Ensure the availability of a map for learners to indicate the climatic regions south of Sahara Describe the climate in each region by using climatic graphs of temperature and rainfall Clear explanation of how to extract information from graphs, how temperature and rainfall are shown in the graph are some of the point of departure in teaching this competency. Identify the vegetation from photographs and sketches Ensure that all appropriate photographs and sketches are available to address this competency. Describe human activities and their effects on the natural environment Climatic region Climate Vegetation Human activities Effects on natural environment Equatorial - High rainfall - Broad – - Timber wood is - deforestation rainforest - High leafed trees. used for markets. - Soil erosion (located near temperature - Trees grow at - They depend on the equator) - Rainfall nearly 50 metres cash crops such as everyday height. coffee. - trees are - They are evergreen substance farmers growing crops like bananas and maize. Tropical -Hot summer and -Tall grass -People farm cattle, - Overgrazing Savannah cold winter -Grass dies in goats, sheep and - Over cultivation (located close to -It receives winter donkey. - Desertification the tropics) convection rain -Grass grows -They farm Kudu - Deforestation in summer quickly in and springbok -It experiences summer -They grow droughts -It has acacia, mahangu, maize baobab, and beans. Mopane and -Some grow cash euphorbia crops such as cottons and tobacco Tropical Desert -High -Low bushes -There is no enough -Global warming (located temperature with small water for growing -Irresponsible between the -Low rainfall thick leaves crops people keep use of vehicles tropic of cancer -High - No plants at livestock such as destroys desert and the tropic of evaporation rate some areas camels. habits Capricorn) -It has high -Plants are for -Mining oil and diurnal range of example !Nara, gas may destroy temperature Welwitschia, desert habits. Kokerboom, -Littering Quiver trees, dumping toxic Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 7  Lichen and waste on the Euphorbia dessert Theme 3: Early Humankind 3.1 Evolution and creation Learning objectives: Know the origin of human beings, e.g. evolution and creation, Understand that humanity originated in Africa Compare the theory of evolution with the idea of creationism Evolution Creationism -According to Charles Darwin, life on earth - According to thus theory, all human beings started with very simple single celled creatures were created by God and everything else on that developed gradually through a series of earth. changes over millions of years. - People were created according to the bible. - People have evolved from apes and their fossils have been found in Africa Explain the development of humankind in Africa and how it moved to other parts of the world ▪ According to Darwin human beings evolved from earlier life forms. The oldest fossils of modern people have been found in Southern Africa. ▪ Due to climatic changes in Africa, some tree-living apes’ began to spend time on the ground, the need to use their front legs to hold food led to bipedalims, this enabled apes to devise ways of using tools, and the use of tool help human to develop in all forms. ▪ Human spread around the world in a slow process called migration. As the number of people living in an area increased, food supply became used up and this forced people to move to new areas in search of water and food. The sea level was much lower in those times and allowed people to cross narrow areas ocean between continents like Asia and North America (shorten for your learners) Discuss how ‘modern man’ developed from forty to fifty thousand years ago Forty to fifty thousand years ago lived the homo habilis. They were given this name because they began to use tools. The homo habillis turn into Homo erectus (upright man), they developed family relationships. Their brain size grew or began to increase; Homo erectus turn into Homo sapiens (thinking man) then language development began. Homo sapiens evolved into a modern man. 3.2 Hunters and gatherers Learning Objectives: Know the various types of hunters and gatherers, Understand that these people had specialized skills. Distinguish between various types of hunters and gatherers and their activities and demonstrate how they applied their skills to make a living. 1. Coastal hunter- gatherers Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 8 They lived in the coastal region of the Western Cape often lived in caves, which provided protection from the weather. They ate shellfish, tortoise, ostrich eggs, land mammals and edible plants. Activities: fishing, hunting land mammals and gather edible plants 2. /Xam hunters They were band of people who roamed the Karoo area of South Africa. They were nomadic and followed games and search for water sources. Activities: hunting of game and gathering edible plants and bulbs 3. Kalahari hunter-gatherers They lived in Kalahari for more than 1100 years. They were nomadic people Activities: they followed large herds of animals e.g. springboks and Oryx. They also searched for water sources. 4. Pygmies of Central Africa The pygmies are the small people (not more than 1.5m in height) and lived in the rain forests of Central Africa. Activities: they hunted with spears and also caught animals and birds with nets. 3.3 Pastoralism Learning Objectives: Understand how and when the domestication of animals took place, Understand that Pastoralism developed during the Iron Age. Define the term domestication It refers to a way of taming of wild animals. It is also a way of life where people depend on domesticated animals to make a living. It is a scientific theory of the mutual relationship between plants or animals with the humans who have influence on their care and reproduction. Explain why animals were domesticated ▪ To provide clothing, meat, milk and be used in transportation of goods and people ▪ They provided assistance with farm work. ▪ Some domesticated animals protected humans against predators. (More reasons as you research on with your learners) Describe how pastoralism developed and how it spread through Africa It developed about 6000 years ago in the Sahara. Sahara began to dry up and pastoralism began to drift to south, it also spread to the east and southern Africa in search of water and grazing land/area. 3.4 Agricultural products Learning Objectives: Understand that African societies were affected by the introduction of agricultural products. List which agricultural products were introduced and when they were introduced in Africa The agricultural products which were introduced in Africa about 70 000 years ago are such as maize, beans, rice, yams, wheat, barley, bananas, sugar canes, coconuts and groundnuts. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 9 Describe how the introduction of agricultural products affected societies ▪ Societies settled in single areas where there was fertile soil and water. ▪ People could work together in their fields. ▪ Population increased. ▪ They had new types of food. ▪ Agriculture was made difficult by diseases such as malaria and tsetse flies. ▪ Division of labour between men and women. ▪ Surplus was produced and this led to trade. …………………………………………………………………………………………………….... End of Term One ……………………………………………………………………………………………………… Theme 4: Namibian before the 19th Century 4.1 The Stone Age in Namibia Learning Objectives: Understand that evidence of the Stone Age period is provided by archaeology and oral traditions, Understand that idea about places of settlement and socio- economic lifestyles. Stone Age: the period of time in history where people used tools made from stones List at least three types of historical evidence of Stone Age people ▪ Human remains ▪ Stone tools ▪ Rock arts painting and engraving ▪ Ruins (building remains) Mention the area inhabited by Stone Age people and the reasons for settling there: Areas inhabited ▪ Brand Berg Mountains (the famous painting of a white lady is found there) ▪ Huns mountains Apollo II cave ▪ Erongo Mountains (near Usakos with many paintings and engravings) ▪ Kalahari sand veld Reasons for settling ▪ There were caves that protected them from the enemies, sun, rain and wind. ▪ The availability of water. ▪ Water attracted game for hunting. ▪ There was veld food available for gathering. Describe features of their economic, cultural and social lifestyle Economic lifestyles of the Stone Age people ▪ San were hunter – gatherers. ▪ Hunting was done in groups. ▪ Their main sources of food were wild plants called veldkos. ▪ They were experts in the environment they lived in. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 10  ▪ They used ostrich eggshells to carry water. ▪ They had few possessions. Cultural and social lifestyles of Stone – Age people ▪ They lived in small groups known as bands of 10-15 people. ▪ Women were treated equal to men. ▪ There was no official leader or chief. ▪ San have interesting belief concerning death. ▪ They celebrated social occasions such as marriage. 4.2 Migration of Bantu Speaking People Learning Objective: Understand the relations between the Bantu-speaking people of Namibia. Define the term migration The movement of people from one place to another Describe the places of origin, and the reasons why trek routes were used by Bantu-speaking people They originated from West of Central Africa known as Eastern Nigeria and Cameroon Map showing the origin of bantu speaking people Why trek routes were used by Bantu-speaking people ▪ For better pasture ▪ For fertile soil ▪ For water ▪ For living space Mention the names of the major language groups that moved southwards ▪ The Ovambo people ▪ The Kavango people ▪ The Herero ▪ The people of Zambezi Indicate on a map where they have settled (ensure the usage of the map for learners to indicate either individually or in pairs) and list reasons for settling there Reasons for settling there ▪ There was land available to settle ▪ There was fertile soil for farming ▪ Enough land for grazing ▪ Availability of water Discuss the dependence of the Bantu-speaking people on their environment ▪ To graze their livestock ▪ To grow their crops ▪ Water supply for themselves and their animals ▪ For hunting Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 11 4.3 Migration of the Khoisan and Damara People Learning objective: understand the origin, movements and settlements of Khoisan and Damara people. Discuss the possible origin of the Khoisan and Damara people Khoisan: originated from Botswana and Northern Cape Damara: originated from West Africa Compare how the Khoisan and Damara people made a living Khoisan Damara ▪ Crop farming ▪ Grow vegetable ▪ They kept sheep and goats ▪ They kept goats, sheep and cattle ▪ They made own weapons ▪ They were skilled in copper work Similarities ▪ They both kept goats, sheep and cattle Explain why a good environment was important for people ▪ For food supply ▪ For water supply ▪ For grazing ▪ Food from veld ▪ For hunting Theme 5: The rise and decline of empires and kingdoms 5.1 Egypt Learning Objectives: Understand that ancient Egypt is the oldest known civilization in Africa, Understand that in Egypt a high degree of development of human life was achieved. Explain when and why Egypt began to develop into a kingdom Around 3100 BC the development of Egyptian kingdom started. It was influenced by the Nile River. The Sahara desert became drier and many people were forced to move and lived along the Nile River. They became farmers and planted crops on the rich sand. As the population grew, some people stopped farming and began to specialize on different kinds of activities such as trading and making tools. Some people especially those who owned land became very rich and powerful. These people began to control the settlements as kings and it became a kingdom. Draw a timeline of the periods into which Egyptian history was divided ▪ The old kingdom 2685 – 2200 ▪ The middle kingdom 2040 – 1785 ▪ The new kingdom 1570 – 1083 NB: this should be put into a timeline format Describe the most important achievement of various Egyptian kingdoms (The approved textbooks should be able to give direction on the specific achievements made in various kingdoms) Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 12  ▪ Egyptian writing: The Egyptian form of writing was called hieroglyphics; they were able to keep records of floods on Nile, crop yield, tax collection and many others. ▪ Religious system: they worshipped many gods ▪ Architecture: they were excellent architecture. They built magnificent pyramids, tombs and temples. ▪ Technology: they invented an irrigation machine called shaduf. ▪ Calendar: they developed a calendar which they used to predict flooding of the Nile River. ▪ Medicine: they studied medicine and they repaired broken bones and treated spinal injuries. 5.2 Great Zimbabwe Learning objectives: Understand that Great Zimbabwe was a state built by African, Understand that its fame rested on the control of trade. Explain when and why Great Zimbabwe developed into a kingdom The construction of Great Zimbabwe started about 1289 AD by Shona people. They were cattle farmers who became powerful because they took control of the gold trade in the region. They constructed the stone walls as a powerful centre to protect their trade routes and keep control over empire. Name the successors states of Great Zimbabwe ▪ The Torwa state: this state was base on cattle herding and the production of gold. ▪ Mutapa state: this state produced and traded gold. ▪ Rozvi state: List the goods traded in the kingdom and how trade was operated between Great Zimbabwe and the coastal areas The people of Zimbabwe traded their gold, iron and ivory for things like glass, cloth and glazed pottery being sold by Arab traders. The people of Zimbabwe bought gold from miners to the west of them and then resold it to the traders on the east coast. Goods were loaded into ships at the coast Theme 6: Forms of Governments 6.1 Different forms of government Learning objectives: understand anarchy, autocracy and democracy as forms of government Define what government is Government is the system of rules and the people who make them and carry them. (any other definition that is suitable). Distinguish between anarchy, autocracy and democracy Anarchy: is where there is no government. Autocracy: is a system of government where political power is in the hands of one person. Democracy: is where people vote to choose their own government. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 13 Name at least one country in the world where the following systems where practiced Anarchy: Catalonia in Spain, Iceland Autocracy: China, Cuba, Equatorial Guinea, North Korea, Saudi Arabia, Sudan and Iran Democracy: Ancient Greece Describe the features of each types of government system above System Features Anarchy ▪ There are no elections and there is no government. ▪ There is no law to protect people’s rights. ▪ People have no freedom of religion and freedom of expression. ▪ No legal punishments and consequences. ▪ Lack of state security services. Democracy ▪ People vote in elections to choose the government. ▪ Everyone has the same rights under the law. ▪ People have freedom of religion and freedom of expression. ▪ Independence judiciary is assured. Autocracy ▪ There are no elections, only one candidate. ▪ The ruler has more rights than other people. ▪ People have no freedom of religion. ▪ No freedom of expression. ▪ Order is kept by using military power. Theme 7: Exploring World Geography 7.1 Astronomy Learning objective: Know the wonder in the phases of the moons, meteors, meteorites and comets Astronomy: the scientific study of stars Describe the movements and the phases of the moon ▪ New moon: No moon at all ▪ Waxing crescent: about a quarter part of the moon is lit up ▪ 1st quarter: half part of the moon is lit up ▪ Waxing gibbous: about 3 quarters of the moon is lit up ▪ Full moon: whole moon facing us lit up. ▪ Waning gibbous: 3 quarters of the moon is lit up ▪ Last quarter: half part of the moon is lit up ▪ Waning crescent: about a quarter part of the moon is lit up. Describe the movement of the moon (two movement of the moon) ▪ The moon orbit the earth (28 days/ 27 1/3) revolution ▪ Revolves on its own axis (rotation) Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 14 NB: because of the 2 movements, the same side of the moon always faces the earth. During one month, that side of the moon receives different amount of sunlight, it therefore looks different from night to night. Distinguish between meteors, meteorites and comets ▪ Meteors: are lumps of rocks that travel through space towards the earth, but they burn before they reach surface of earth. ▪ Meteriotes: Are lumps of rocks that travel through space toward the earth but they reach the earth e.g. Hoba meteriote that fell nearby Grootfontein and it’s the largest meteriote in the world. ▪ Comets: are lumps of ice and dirt that move in large and orbit around the sun. Comet consists of a nuclear, a coma and tail. 7.2 Natural disasters Learning objectives: understand the impacts of natural disasters and how people deal with them; understand the impact of natural disasters on people and the environment. List the different types of natural disasters, and how it occur and effect on human lives Type of natural Definition How it occurs Effects on human disaster lives 1. Floods Masses of water When dry area -Dislocation of people appearing in places receive heavy rain -School closed that are usually dry -People are killed after heavy rainfall -Destroy infrastructure -Spread diseases -Destroy crops 2. Droughts It is a lack of rain for When there is no food -Cause hunger and a long time. for people and starvation-Cause animals due to lack of poverty rainfall -Cause death -People are relocated to higher lands -Electricity shut down 3. Tornadoes Is a wind that travels Wind inside whirls -Kills people at a high speed round and round in a -Destroy swift circle at speed infrastructure of more than 600km/h -Destroy buildings -Destroy plants -Throw people and animals through the air 4. Earthquakes Is the vibration of the When there is -Cause death earth OR sudden disturbances deep - Cause injuries movement of the within the earths crust -Destroy buildings earth’s crust OR caused by -Destroy Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 15  movement of tectonic infrastructures plates. -It can cause Tsunamis -It causes fire -Dams collapses and cause floods 5. Volcanoes The spurting of gases Movement of tectonic -Cause death and hot lava from the plates and hot gases -Destroy properties opening in the earth’s pour out. -damage crops surface. -Cause breathing problems -Destroy buildings -Causes fire Discuss the effects of natural disasters on the environment ▪ Flood: Destroy crops, Damage the ecosystem and Plants dies if they stay in water for too long. ▪ Droughts: Destroy vegetation, Destroy animals’ species, It can cause soil erosion. ▪ Tornadoes: Damage trees, Lighting and storms can start veld fires. ▪ Earthquakes: Damage trees, Cause landslides and Destroy ecosystem ▪ Volcanoes: Damage the ecosystem, Destroy natural vegetation, Can cause veld fire and Destroy animals’ habitats. Indicate where the major natural disasters occurs (Use the world map to indicate where the major natural disasters occur) Possible teaching aids: pictures of natural disasters, videos of natural disasters Theme 8: Economic Geography and Resources 8.1 Economic activities Learning objectives: Understand the different forms of economic activities Define the following economic concepts and give examples: primary, secondary, tertiary and quaternary and information communication. ▪ Primary economic activities: These activities involve obtaining raw materials from nature e.g.: mining, fishing, forestry and farming ▪ Secondary economic activities: this is a process of manufacturing raw materials into finished products. ▪ Tertiary economic activities: this includes providing services to the people e.g.: teaching, plumbing and selling petrol. ▪ Quaternary economic activities: it consists of intellectual activities and is a knowledge based part of the economy e.g.: financial planning, information and communication technology (ICT). Describe the importance of secondary economic activities for the development of the country with reference to Ohorongo Cement Industry near Otavi. ▪ Provide employment/jobs. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 16  ▪ Attract investments from other countries. ▪ Offer training to workers. ▪ Provide income to the people and the country at large. ▪ Increase VAT (Value Added Tax). ▪ Increase amount of taxes earned by the government. 8.2 Labour Learning objective: Know the terms like employment, unemployment and labour Explain the concept “Labour” It refers to work that people do in order to earn a living. Define and give examples of the following labour concepts: employment and unemployment, the private sectors, government sectors and informal sectors, unskilled, semi-skilled and skilled labour ▪ Employment refers to people in labour force, who have a job and are paid for what they do in the form of a salary/wages every month e.g.: teachers, doctors etc ▪ Unemployment refers to people in the labour force, who are actively searching for employment but cannot find work, e.g.: people between the ages of 16 and 65 who cannot find work. ▪ The private sectors this is part of the economy that is privately owned by the government e.g.: Trustco, Coca-cola, Meatco. ▪ Government sector/ Public Sector these are companies and corporations that are owned and operated by the government e.g.: military, police, NBC. ▪ Informal sector: refers to the part of the economy that is not taxed or monitored by any form of government e.g.: street vendors, garbage recyclers and garment workers working from their homes. ▪ Unskilled labour it involves simple duties that do not always require training or specialized skills e.g.: cleaning, street sweeping, farm working, herding ▪ Semi-skilled labour is a person who is partially trained to do a certain job e.g.: painter, bricklayer, welder ▪ Skilled labour these are people who are partially trained to do a certain job e.g.: teachers, engineers, doctors Explain the circumstances under which child and woman labour are: justifiable and unjustifiable JUSTIFIABLE LABOUR Children Women ▪ Work that is legal in terms of the ▪ Work that entitle them to 12 weeks Namibian Labour Act. maternity leave in total. ▪ Work that does not harm their health, ▪ Employers does not request women to safety or morals. undergo a pregnancy test except for ▪ Work that does not interfere with their work which under national laws or education. regulations is prohibited for a pregnant woman UNJUSTIFIABLE Children Women Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 17  ▪ Jobs that keep children away from ▪ Discriminate against women school. ▪ Work in unsafe dirty ▪ Employing a child under the age of 15 factories/environment in any mine or work in a factory. ▪ Paid low wager compared to men. ▪ When women are sexually harassed. Discuss the importance of worker’s unions (Workers’ union is an organisation that represents and gives advice to its members in terms of wages, benefits and working hours and conditions). Unions are important because: ▪ They organize workers and negotiate an acceptable agreement between the workers and their employer regarding: safe working conditions, wages, benefits such as medical aid and housing allowance, retirement plans and leaves. ▪ They act as representative of the workers in case of legal matters. 8.3 Resources Learning objective: Understand the importance of the sustainability of natural resources Define renewable resources These are resources that are replaced by nature if enough time is allowed. Explain why and how the following examples of renewable resources can be sustainably utilized Water: Why? Water is important for human and animal consumption: drinking, cooking and washing. How? Fix any leak or broken taps and pipes, Use water wisely, Keep water clean, Do not water garden during rainy season, Harvest water during rainy season, support water conservation education, buy water - efficient electrical appliances, when you shower, shower for a short time and use low-flow showerheads. Vegetation: Why? We use processed plants to build our houses and for firewood too, Plants prevent soil erosion, Provide shades and food to human beings and animals. How? Prevent soil erosion, overgrazing and deforestation, plant more trees, Create more protected areas, Practice agro-forestry (trees and crops grown at the same time), Promote education for people to understand the importance of protecting natural vegetation. Game: Why? Game attracts tourists; Wildlife attracts commercial hunters, Provide humans with meat, skin, wool, horns etc. How? Put up animal parks, Stop poaching, Practice dehorning of rhinoceroses to stop poaching, Do not allow people to hunt in the protected areas, Hunters should obtain hunting permits and Put up strict laws. Soil: Why? We need soil to grow our crops, Soil produces natural vegetation and we live on the soil. How? Stop soil erosion by stopping practices such as overgrazing, deforestation and overstocking, Farmers should do crops rotation; Stop using chemical fertilizers, Farmers should use contour ploughing. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 18 Fishing: Why? We generate money from exporting fish, Fish provide us with protein. How? Put up strict laws against overfishing, Patrol the boats to avoid overfishing and decide on the maximum amount of fish to be caught per year. Place a ban on certain species of fish to allow them to recover and breed, No fish dumping is allowed in Namibia, For recreational fishing, laws apply amount the number and minimum size of fish that may be caught per day, Avoid using large gill nets (its use was banned in 1998 in Namibia) Define non-renewable resources These are resources that cannot be replaced by nature. They cannot grow or reproduce. Examples are: minerals: copper, gold, silver and diamonds, Fossil fuels: natural gas, oil and coal. Explain why and how the following examples of non renewable resources should be sustainably utilized Minerals: Why? Because they can get finished. How? Implement water conservation practices to reduce water use in mining, Use bicycles and walk instead of using cars, Use solar system for cooking and lighting, boil only the required amount of water. Describe the advantages and disadvantages of the following ways of generating power: Coal fired power station: (burn coal to produce electricity) Advantages ▪ It is a widely available source of energy. ▪ It can be directly changed or burned into gas/liquid to produce electricity. ▪ It is not expensive compare to other energy sources ▪ When used in liquid form it lowers the amount of greenhouse gasses. ▪ Coal ash can be used for building roads Disadvantages ▪ Burning coal pollutes the environment. ▪ Water used in the production of coal gets polluted too. ▪ Mining coal can destroy the landscape and damage animal habitats (especially open pit mining). ▪ A huge amount of water is needed to change coal into liquid. ▪ It is difficult to transport coal, as it is heavy and bulky. ▪ Coal is not renewable. ▪ Coal is very dirty and working with it can lead to health problems for miners. Hydro electric power (HP) (type of electricity produced from falling water) Advantages ▪ Dams can last for many decades and continue generating electricity. ▪ No pollution. ▪ Water used in the plant is clean and can be used for consumption or irrigation. ▪ The lake that forms behind the dam can be used for recreation such as water sports, fishing and irrigation. Disadvantages ▪ It is very expensive to build hydro-electric dams. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 19  ▪ The lake that forms behind the dam floods large areas of land, changing the natural environment and animal habitats. ▪ People living in the areas that will be flooded must be relocated and they will lose their farms and homes. ▪ The building and the weight of large dams can trigger earthquakes in geologically unstable areas. ▪ If the dam wall ever collapses, it would cause flooding and potential loss of life. THEME 9: REGIONAL GEOGRAPHY 9.1 Southern Africa Learning objective: Be familiar with southern Africa physical features Locate and identify on a map of southern Africa the following physical features (6 major rivers, deserts, swamps and mountains) Major rivers: Kunene, Okavango, Kwando, Orange, Limpopo, Zambezi, Ruvuma and Kafue Swamps: Bangweulu and Okavango swamps Mountain/ Mountain ranges: Erongo, Auas, Cape Fold Mts, Maloti, Drakensberg, Chimanimani and Soutpansberg Deserts: Namib and Kalahari A southern Africa map should be used for learners to locate and identify the physical features. 9.2 The World Locate on the world map the following physical features: Continents, oceans, major rivers, major mountains and deserts. (a) The continents of the world ▪ Africa ▪ Australia ▪ Europe ▪ North America ▪ South America ▪ Asia ▪ Antarctica (b) The Oceans of the world ▪ Atlantic Ocean ▪ Pacific Ocean ▪ Indian Ocean ▪ Arctic Ocean (c) The world major rivers ▪ Zambezi Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 20  ▪ Orange ▪ Congo ▪ Nile ▪ Rhine ▪ Mississippi ▪ Colorado ▪ Amazon ▪ Niger (d) Major mountains of the world ▪ Kilimanjaro ▪ Rocky ▪ Himalaya (highest in the world) ▪ Atlas ▪ Andes ▪ Alps (e) World’s major deserts ▪ Namib ▪ Kalahari ▪ Gobi ▪ Atacama ▪ Thar ▪ Great Sand desert NB: the teacher should use the world map and atlases to locate the physical features of the world. 9.3 Southern African Development Community (SADC) Learning objectives: realise that Namibia is part of SADC and understand the responsibilities of member state Discuss the Southern African Development Community (SADC): Name and locate member states on a map with capital cities SADC was established in 1992 in Windhoek. It is an organization of countries that work together to deal with issues that affect the whole region. The followings are its member states with their capital cities: 1. Namibia Windhoek 2. Angola Luanda 3. Zambia Lusaka 4. Zimbabwe Harare 5. Botswana Gaborone 6. Mozambique Maputo 7. Swaziland Mbabane 8. Lesotho Maseru 9. Malawi Lilongwe 10. Congo Kinshasa Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 21  11. Tanzania Dodoma 12. Madagascar Antananarivo 13. Mauritius Port Louis 14. Seychelles Victoria 15. South Africa Pretoria Explain the purpose of SADC ▪ Promote regional cooperation ▪ Promote peace and security in the region ▪ Achieve development and economic growth ▪ Protect the natural resources in the region ▪ Reduce poverty ▪ Improve social relationship Indicate the responsibilities of each member state Originally the idea was to give each member state a particular responsibility, which they would control. However, the latest arrangement is to create four directorates: ▪ Trade, Industry, Finance and Investment ▪ Food, Agriculture and Natural Resources ▪ Infrastructure and Services ▪ Social and Human Development and Special Programmes Discuss how Namibia benefits as a member of the SADC ▪ Large regional market. ▪ Comparative advantage e.g. the advantage in the fishing industry. ▪ Commercialization (members can join private sector to create jobs). ▪ Protection of new industries. 9.4 COMMUNICATION NETWORK IN NAMIBIA Learning objective: to develop an understanding of Namibia’s major routes Identify on map the following major transport routes: roads, railways and airports ▪ Roads: Trans-Kalahari highway, the Trans-Caprivi highway ▪ Railways: ▪ Airports: Hosea Kutako International Airport (close to Windhoek) and it links Namibia to South Africa, Zimbabwe, Angola, Zambia, Botswana, Britain and Germany. There are 7 smaller airports: Eros, Walvis Bay, Luderitz, Keetmanshoop, Ondangwa, Rundu and Katima Mulilo. Explain the importance of these transport routes to Namibia’s economy and SADC in general ▪ Links main centers around the country ▪ Links Angola, Zambia, Zimbabwe Botswana and South Africa with the rest of Namibia ▪ It is easier to export products ▪ Expands trade in the region (SADC) ▪ Reduce damage of goods ▪ It saves money and time Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 22 10. POPULATION STUDIES Learning objective: Understand factors and the processes affecting population growth and change of a country 10.1 Population growth and change Define the following terms: (a) Fertility: refers to a woman’s ability to have children. (b) Mortality/death rate: is the number of death per 1000 people of a population in one year. (c) Birth rate: is the number of birth per 1000 people of a population in one year. (d) Infant mortality: this refers to the number of babies who die younger than 1 year old, per 1000 births per year. (e) Population growth: this is the increase in the number of people who live in a country. (It is usually shown as a percentage). (f) Life expectancy: this refers to the average number of years someone can expect to live. Identify factors and processes that affect population growth and change Factors responsible for population increase ▪ Birth rate: religion, poverty, education and culture ▪ Immigration ▪ Better medical technology: improved sanitation, inoculation and cures. ▪ Improvements in agriculture: farming techniques and food supplies. Factors responsible for population decrease ▪ Death rate: lack of medical facilities, malnutrition, natural disasters and war. ▪ Emigration ▪ Education Read and analyse the population growth, fertility and life expectancy on a population map/chart/graph and report on the findings Please ensure that materials such as maps, charts and graphs are available for learners to read and analyse. (You can plan a practical investigation for your learners). Describe what urbanisation is The process in which people from rural areas move to live in urban areas, this leads to an increase in the number of people living in urban areas. Explain the causes and problems of urbanisation Push factors ▪ Not enough jobs for rural people. ▪ Lack of good schools. ▪ Bad medical services ▪ Not enough housing, forcing people to live in shacks. ▪ Poor services for example, no clean water, poor sanitation or no electricity. ▪ Lack of entertainment ▪ Natural disasters such as droughts or infertile soil. Pull factors Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 23  ▪ More jobs or better paid jobs. ▪ Better education (secondary and universities) ▪ More doctors, medical services and hospitals. ▪ More and better housing ▪ Municipal services such as water, electricity, sanitation and street lights. ▪ More entertainment for young people. Problems of urbanisation ▪ Pollution ▪ Congestion ▪ Urban growth ▪ Squatter camps ▪ Social problems Suggest possible measures to improve life in poor densely populated areas ▪ Education ▪ Healthcare ▪ Water and sanitation ▪ Housing ▪ Food Identify possible solutions to control excessive population growth ▪ Women must be educated ▪ Job opportunities ▪ Family planning ▪ Better health care 10.2 COLLECTING POPULATION DATA Learning objective: know the different sources of population data Explain the main sources of population data ▪ Vital registrations ▪ Migration records ▪ Population census Discuss the importance of population data ▪ For the government to plan the development of the country. ▪ To determine how many people can read and write ▪ To know if death rate is high. ▪ To know how many schools to build in the future. ▪ To know the size of the population. ▪ For the government to know if natural resources such as water, fertile land and vegetation, can sustain the population. Carry out and analyse a census on how many boys and girls between the age group 6-12 are in school This competency is suitable for a practical investigation for your learners. Ensure that marking criteria/grind is set and is understood by all learners. Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 24 10.3 HIV and AIDS Learning objective: understand the impact of HIV and AIDS on population and the economy of our country. Explain how HIV and AIDS affects population growth AIDS is causing a very high increase in a population’s mortality rate and therefore a decrease in population growth. There is thus also a steep drop in life expectancy. Discuss the impact of HIV and AIDS pandemic on Namibia’s economy ▪ Impact on households ▪ Impact on businesses and agriculture ▪ Impact on education ………………………………………………..END…………………………..………………… Social Studies Grade 7 teacher’s notes Omusati Directorate of Education 2017 25