Social Sciences Grade 9 November EC 2010 Memo

Province of the EASTERN CAPE EDUCATION SENIOR PHASE GRADE 9 NOVEMBER 2010 SOCIAL SCIENCES MARKING GUIDELINE MARKS: 100 TIME: 2 hours This marking guideline consists of 6 pages.

2 SOCIAL SCIENCES (NOVEMBER 2010) QUESTION 1 1.1 1.1.1 3227CB (1) 1.1.2 3327AA (1) 1.2 1.2.1 50 000 (1) 1.2.2 10 000 (1) 1.3 One centimeter on the map is equal to fifty thousand centimeters on the ground. (2) 1.4 Buffalo river, railway line, stadium, power lines, row of trees (any2) (2) 1.5 50 000 11 11 x = = 5,5 km 100 000 2 (anything within the range of 5 to 6km) (4) 1.6 distance time = speed 2 km time = 5 km / h 0,4 x 60 = 24 minutes (anything within this range is acceptable as long as correct steps are followed) (4) 1.7 7:39 - 7:45 (anything within this range) (2) 1.8 LxB L = 32,5 cm x B = 31 cm (32,5 cm x 0,5) x (31 cm x 0,5 cm) 16,25 km x 15,5 km 251,875 km2 OR LxB L =32,5 cm x B = 31 cm 32,5 cm 31 cm x 2 2 16,25 km x 15,5 km 251,875 km2 (2) 1.9 32°51’45” S 27°25’10“ E (2) 1.10 Spot height, contours (2)

(NOVEMBER 2010) SOCIAL SCIENCES 3 1.11 1.11.1 20 m (1) 1.11.2 360 m (1) 1.11.3 Stepped/terraced (1) 1.11.4 East (1) 1.12 1.12.1 Southwest (1) 1.12.2 210° (1) [30] QUESTION 2 2.1 2.1.1 Ngqokweni river (1) 2.1.2 from north to south Joins main stream from upstream, Shape of contour lines through which it flows point to the highest point Any correct answer is acceptable (2) 2.2 Cultivation, forestry Any primary activity evident in the area is acceptable (2) [5] QUESTION 3 3.1 3.1.1 False 3.1.2 True 3.1.3 True 3.1.4 True 3.1.5 False (5x1) (5) 3.2 3.2.1 USA 3.2.6 Uranium-235 3.2.2 Manhattan Project 3.2.7 80-100 000 3.2.3 Hiroshima 3.2.8 Nagasaki 3.2.4 6th August 1945 3.2.9 Little Boy 3.2.5 Fat Man 3.2.10 74 000 (10) [15] QUESTION 4 4.1 Source 3 -Complete devastation by the atomic bomb -A cloud of smoke like a mushroom/a mushroom-like shape (Any other relevant answer) Source4 -Destruction of the city/no sign of buildings -Destroyed bridge (Any other appropriate answer) (4) 4.2 A. The only means to end the war since Japan refused to end the war. B. The Allies/USA wanted to be first in developing to beat the NAZIS/Germany (2)

4 SOCIAL SCIENCES (NOVEMBER 2010) 4.3 A: Japan was forced to surrender to the Allies and ended the war B: Caused complete destruction of two cities Hiroshima and Nagasaki C: Brought death, various diseases both during and after the bomb D: Japan was humiliated and paid war damages (Any2) (2) 4.4 Accept any well explained YES or NO answer A YES may include: a: a means of deterrent to nuclear war amongst Superpowers b: for strengthening national security. C: advancement of scientific knowledge OR A NO answer may include: a: It’s use can destroy the world/countries within minutes b: there should be total ban on production and use. C: it can bring deaths, diseases and untold misery (2) [10] QUESTION 5 DEVELOPMENT ISSUES: LO1:AS 2-4,6; LO2: AS1; LO3: AS4 5.1 5.1.1 A. R.D.P. (Reconstruction and development Plan) (1) 5.1.2 C: Does employ many workers and uses more expensive machines to gain more profit (1) 5.2 5.2.1 USA (1) 5.2.2 Mozambique (1) 5.2.3 SA a developing country. GNI below $6000 (2) 5.2.4 a: development brings change and growth b: a process that happens over time c: improves people’s lives (3) 5.2.5 Development is meant to provides people’s need or improve their standard of living (2) 5.2.6 Economic and Social Indicators for measuring development. (HDI Index) (1) 5.3 5.3.1 Developing/underdeveloped (1) 5.3.2 Developed (1) 5.3.3 Developing/underdeveloped (1) 5.3.4 Developed (1) 5.3.5 Developing/underdeveloped (1) 5.3.6 Developing/underdeveloped (1) [18]

(NOVEMBER 2010) SOCIAL SCIENCES 5 QUESTION 6 6.1 Conflict situations: School Lack of resources and infrastructure e.g.; classrooms, furniture, good sewerage system leads to strike; Lack of teachers and non-teaching leads to conflicts and strikes; Poor administration and poor financial managements and corruption by school authorities etc leads to strikes/boycotts and destructions (Any2) Conflict situations: Communities Lack of amenities like power, water, houses, streets or roads; Corruption by municipal/community leaders; Food shortage; Unemployment; All these could lead to protests, strikes, etc (Any2) (any other relevant answer on conflict will be accepted) (4) 6.2 6.2.1 Public servants/workers strike 1. Break down of negotiation between workers and government (employer) 2. Negotiation for salary improvement; housing allowance; medical aids equalization 3. Inequalities in benefits mentioned above (any other relevant answer on conflict will be accepted) (2) 6.2.2 Right or wrong: any well sustained argument by candidates is credited. Right: To a successful yearly salary negotiation; failure to satisfy their demands; Has constitutional rights to strike; governments attitude to workers not accepted Wrong: Did not think of the implications to the economy; intimidation during strike; destruction and deaths, effects on people/learners etc (2) 6.2.3 The strike was protected- no work no pay principle and Government will gain by deducting workers money; SA a democracy and so government respects their right to strike; government was not in a position to satisfy all their demands. (2)

6 SOCIAL SCIENCES (NOVEMBER 2010) 6.2.4 Effects: -Workers partially achieved their demands of 8.6% and R1000 housing allowance. Were promised -Only 7.5% and R800 housing allowance; will lose money through deductions on their salaries; -Some factories to close down and workers to lose jobs. -Government/people: chaos in all government department i.e. schools, hospitals; schools disrupted and closed and no teaching and learning, -Grade 12 matric examination to be affected; hospital closed and deaths; government so spend unbudgeted money; lost control over workers/unions; etc. (Any4) (4) [14] QUESTION 7 7.1 Education for blacks was not a priority. Blacks were meant to be educated for low level jobs such as manual labour. (4) 7.2 They were protesting against use of Afrikaans in schools as stipulated by law under the Bantu Education Act. (2) 7.3 The faces in the crowd look excited, jubilant, relaxed, happy. (2) [8] TOTAL: 100