Social Sciences Grade 9 November EC 2013 Memo

Downloaded from hlayiso.com SENIOR PHASE GRADE 9 NOVEMBER 2013 SOCIAL SCIENCES MEMORANDUM MARKS: 100 This memorandum consists of 14 pages.

Downloaded from hlayiso.com 2 SOCIAL SCIENCES (NOVEMBER 2013) SECTION A: GEOGRAPHY QUESTION 1: MAP READING AND INTERPRETATION 1.1 B (1) 1.2 C (1) 1.3 B (1) 1.4 C (1) 1.5 D (1) 1.6 B (1) 1.7 A (1) 1.8 C (1) 1.9 A (1) 1.10 B (1) [10]

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 3 QUESTION 2: MAP WORK 2.1 Speed = Distance = = √1 = 3,7 km + 49 km √1 = 52,7 km √1 Speed = = 1,171 km/h → = = 70,3 km/h √1 (4) 2.2 Measured distance = 10,9 cm or 11 cm OR = OR = = 5,45 km = 5,5 km →√ 1 (2) 2.3 Buffalo River √1 (1) 2.4 Track and hiking trail OR foot path OR the other road (Any 1 of the 3) (1) 2.5 The bearing of the circled A (block D3) on the map from the circled B on the map (block C4) is 213°. (Award full marks within a range of 5° (i.e. between 210 – 215°). √√2 (2) [10]

Downloaded from hlayiso.com 4 SOCIAL SCIENCES (NOVEMBER 2013) QUESTION 3: DEVELOPMENT ISSUES 3.1 Development is an improvement in the factors affecting the quality of life. Development is also a process of change and improvement in the living conditions of the people. (√√2 Any 1 point above) (2) 3.2 The term “First World” refers to countries that are developed, highly developed, rich with high income, while the term “Third World” refers to countries that are generally underdeveloped, developing, poor with low income. √√2 (2) 3.3 APPROACHES TO POSITIVE NEGATIVE DEVELOPMENT CONTRIBUTION CONTRIBUTION 1. The Green 1. Increase in 1. Degradation of land due Revolution production/yield. to change in crop 2. Advantage to rotation every year. farmers – this 2. Degradation of land includes their partly due to heavy economic situation chemical fertiliser improving, getting inputs, so that land has better yields, become hard and control on many carbon material has insects and pests; gone down. mechanising 3. Pest infestations have improved working gone up: pests which conditions. we used to control by 3. Better land use by biodegradable methods employing two and have become resistant three crop to many pesticides and patterns/ crop now these chemical rotation. pesticides have become 4. Better scientific non-effective. methods applied 4. Due to heavy use of as per requirement chemical pesticides, of farms. insecticides and 5. New seeds have fertilisers we have lost been developed many birds and friendly with better yield insects and this is a big and disease loss in long term. fighting capability. 5. Chemicals in water: These chemicals which (Any 1 point above) we have been using in our farms go down and contaminate groundwater which affects our and our children’s health.

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 5 6. Loss of old seeds: We have started using new seeds and lost old ones since new ones give better yield but due to this we have lost many important greens in these seeds. (√1 Any 1 point above) 2. Promote industrial 1. Industrial growth 1. Economic competition growth has brought among countries has essential benefits to become stiffer than a nation’s economy. before. 2. Jobs are created. 2. Rivalry and conflicts 3. More infrastructures over resources occur are built. more. 4. More businessmen 3. This in turn, caused are attracted to wars in some countries. invest in an 4. It creates class industrialised distinctions, the rich and country. poor, employer and 5. The financial employee. resources of the 5. It creates skilled and nation rise unskilled labourers enormously. leading to huge wage gaps. (√1 Any 1 point above) (√1 Any 1 point above) 3. Appropriate 1. It improves the 1. It is expensive. technology quality of life. 2. It is unaffordable. 2. It makes things 3. People lose jobs due to easier. mechanisation. 3. It makes thing 4. People become lazier instant and faster. and this hampers their 4. It brings health. development. 5. It damages the 5. It brings environment. entertainment. (√1 Any 1 point above) (√1 Any 1 point above) (2 x 3) (6) [10]

Downloaded from hlayiso.com 6 SOCIAL SCIENCES (NOVEMBER 2013) QUESTION 4: SUSTAINABLE USE OF RESOURCES 4.1 4.1.1 Deforestation √1 (1) 4.1.2 Agenda 21 or Millennium Development Goals √1 (1) 4.1.3 Greenhouse effect/Global warming √1 (1) 4.1.4 Natural resources √1 (1) 4.2 Water is South Africa’s most precious natural resource and water is scarce. Our supplies of clean, usable water are limited, and we must learn to use it more wisely. Water conservation begins at home.  Always turn taps off tightly so they  Use only cleaning products that do not drip. will not harm the environment  Promptly repair any leaks in and when they are washed away after around your taps. (One leak can use. waste several thousand litres of  Look for ‘environmentally friendly’ water per year.) products when shopping.  When hand-washing dishes,  Lawns and gardens require never run water continuously. only 5 mm of water per day  Wash dishes in a partially filled during warm weather. sink.  Less is needed during spring, fall,  If you have an electric or cool weather. dishwasher, use it only to wash  Water lawns every three to five full loads, and use the shortest days, rather than for a short period cycle possible. every day.  Many dishwashers have a  In warm weather, apply 5 mm of conserver/water-miser cycle. water for each day since the last  When brushing your teeth, turn watering. the water off while you are  Water during the cool part of the actually brushing instead of day, in the morning or evening. running it continuously.  Do not water on windy days.  Then use the tap again for rinsing  Do not over-water in anticipation and use short bursts of water for of a shortage. cleaning your brush. (This saves  Soil cannot store extra water. about 80% of the water normally  Use shut-off timers or on-off used.) timers, if possible.  Wash only full loads in your  Do not turn on sprinklers and washing machine. leave on for the whole day.  Water must be left in dams/rivers for use by aquatic animals (√√√3 Any 3 points above) (1 x 3) (3)

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 7 4.3 The National Waste Management Strategy (NWMS) is a legislative requirement of the National Environmental Management: Waste Act, 2008 (Act No. 59 of 2008), the “Waste Act”. Waste management problem Waste management in South Africa faces numerous challenges and the NWMS provides a plan to address them. The main challenges are:  A growing population and economy, which means increased volumes of waste generated.  This puts pressure on waste management facilities, which are already in short supply.  The complexity of the waste stream is compounded by the mixing of hazardous wastes with general waste.  A historical backlog of waste services for, especially, urban informal areas, tribal areas and rural formal areas.  Waste services access remains highly skewed in favour of more affluent and urban communities.  Inadequate waste services lead to unpleasant living conditions and a contaminated, unhealthy environment.  Absence of a recycling infrastructure which will enable separation of waste and growing pressure on out-dated waste management infrastructure and maintenance. (√1 Any 3 x points above) Possible solutions to the problem Consumers and households play an important role in the generation of waste from the products they consume.  As end users they need to reduce, re-use and recycle waste wherever feasible, and dispose of this waste responsibly.  They should be aware of the environmental impact of the products that they buy, and pass on a sense of environmental responsibility to families and colleagues.  Local government must provide waste management services, which include waste removal, storage and disposal services.  Municipalities must work with industry and other stakeholders to extend recycling.  Municipalities must provide an additional bin for the separation of waste.  Municipalities are responsible for diverting organic waste from landfills and composting it.  Regulate waste management in the mining sector. (√1 Any 3 x points above) (1 +1 ) (3) [10]

Downloaded from hlayiso.com 8 SOCIAL SCIENCES (NOVEMBER 2013) QUESTION 5: SOCIAL AND ENVIRONMENTAL CONFLICTS IN SOUTH AFRICA 5.1 People want houses or people are complaining about housing. √1 (1) 5.2  The council has not provided decent housing.  The council has not fulfilled its promises.  There is not enough good land for a growing population. (√√2 Any 2 points above) (2) 5.3 The council or local government or national government. √1 (1) 5.4  All stakeholders should be involved in finding the solution – the community and the council or providers of housing.  All people, young and old, man and women, youth and nearby people who could be affected must be invited to discuss the problem.  There should be a platform for discussion in a democratic, transparent and fair manner where different points of view are included.  There must be dialogue and careful listening followed by a summary of the proposed resolutions to the problem. (√√2 Any 2 points above) (2) 5.5 THE EFFECTS OF THE LAND ACT OF 1913 ON THE PEOPLE OF SOUTH AFRICA ACROSS THE COUNTRY. The Natives Land Act created territorial segregation. The legislation created reserves for Blacks and prohibited the sale of white territory to blacks and vice versa. The Act stipulated that Black people could live outside the reserves only if they could prove that they were in white employment. The Act was passed in order to limit friction between White and Black, but Blacks maintained that its aim was to meet demands from white farmers for more agricultural land and forced Blacks to work as labourers. The Act created a system of land tenure that deprived the majority of South Africa's inhabitants of the right to own land. The 1913 Land Act deprived white farmers of arrangements that suited them far better than having to rely on reluctant employees. They lost the shared responsibility of their black partners for tending the crops, success when the crops were good and losses when they failed. The Act also deprived white farmers of a larger potential market for land they wished to let or sell. It hampered relations between blacks and whites. Today, it is poor and unemployed South Africans (most of whom are unskilled black people) who are the victims of the legislation. (√√√√4 Any 4 points above) (4) [10]

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 9 SECTION B: HISTORY QUESTION 6: HUMAN RIGHTS ISSUES DURING AND AFTER WORLD WAR 2 6.1 This incident took place in Germany. √1 (1) 6.2 Einsatzgruppen √1 (1) 6.3 “NAZI” stands for National Socialist German Workers’ Party √1 (1) 6.4 The Second World War/WW2 √1 (1) 6.5  The Nazis created racism – the false belief that certain groups of people are better than others because of the way they look, their belief and where they were born.  They used this to give privileges and rights to those who they deemed superior and oppressed those who they deemed as inferior. This was racism, xenophobia and segregation. √√2 (2) 6.6 The German people had many choices: 1. They could have chosen to participate and assist the Nazi’s ideas and lose nothing: Perpetrators OR 2. They could have chosen to challenge the regime and face being humiliated, jailed and segregated: Resistors OR 3. They could have chosen to look and do nothing, as long as they are not affected they would care less: Bystanders OR 4. They could have chosen to rescue, save and protect those who were persecuted by the Nazis: Rescuers. (√√2 Any 2 choices above) (2) 6.7 Lesson 1: The importance of the Holocaust remembrance; in memory of the defamed, demonised and dehumanised. Each person has an identity, we are each, wherever we are, the guarantors of each other’s destiny. Lesson 2: We have a responsibility to prevent the danger of state sanctioned incitement to hatred and genocide. The Holocaust did not begin in gas chambers but it began with words. Lesson 3: The danger of silence and indifference, and the responsibility to protect the victims. Indifference and inaction always mean coming down on the side of the victimiser, never on the side of the victim. Indifference in the face of evil is equal with evil itself. Lesson 4: The responsibility to bring war criminals to justice. Lesson 5: The responsibility to talk truth to those in power. Lesson 6: The responsibility to educate, to commemorate the victims of the Holocaust and to honour those who stood against it. Lesson 7: The protection of the vulnerable and powerless as the test of a just society. (√√2 Any 2 choices above) (2) [10]

Downloaded from hlayiso.com 10 SOCIAL SCIENCES (NOVEMBER 2013) QUESTION 7: APARTHEID IN SOUTH AFRICA  The chronological timeline should be like this: The South African Native National Congress was 08 January 1912 formed under Rev. John Langalibalele Dube √1 The National Party under Dr D.F Malan took 1913 control of South Africa √1 The National Party under Dr D.F Malan took 1948 control of South Africa √ Chief Albert Luthuli became the President- 1952 General of the ANC √ The Freedom Charter was adopted in 26 June 1955 Kliptown √1 Dr H.F. Verwoerd, the architect of apartheid was 06 September 1966 assassinated in Cape Town √1 Oliver Reginald Tambo became the acting 1967 president of the ANC √1 Steve Bantubonke Biko died in detention √1 12 September 1977 The Tricameral (3 chambers) parliament was 1983 introduced in South Africa √1 Nelson Rolihlahla Mandela was released from 11 February 1990 Robben Island prison √1 (10 x 1) [10]

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 11 QUESTION 8: THE NUCLEAR AGE AND COLD WAR 8.1 The USA (United States of America) and USSR (Union of Soviet Socialist Republics) or Russia. √√2 (2) 8.2 WAYS IN WHICH THESE SUPER-POWERS WERE IN CONFLICT.  Involvement in wars in various parts of the world.  Arms race  Space race  Propaganda  Sport  Espionage  Aid (√√2 Any 2 points above) (2) 8.3 Capitalism is an economic system in which people are free to own businesses and make profit; a political system in which people are free to elect a government to represent them, It encourages individual freedoms. Communism is an economic system in which the state owns the businesses and runs the economy to try and create equality amongst the people. It views the whole country as more important than individual people. √√2 (2) 8.4 The Iron Curtain symbolised the ideological conflict and physical boundary dividing Europe into two separate areas, the West and East. OR Physically – the Iron Curtain took the form of border/wall defence between the countries of Europe in the middle of the continent. The most notable border was marked by the Berlin Wall. (√1 Any 1 point above) (1) 8.5 Gorbachev √1 (1) 8.6 The USSR and its allies provided both material and military support to both countries and resistance movements which had a Communist ideology. In turn the USA provided the same for countries and movements that had a capitalistic ideology. In South Africa the USSR provided material and moral support to groups like the ANC and also SWAPO (who were fighting South African forces in Namibia). In turn the USA provided support to the government of South Africa to balance the Russian efforts. Upon the relaxing of hostilities (late 1980's) during the Cold War and its end in 1991 the US no longer needed to support South Africa and thus support was withdrawn. (√√2 Any 2 points above) (2) [10]

Downloaded from hlayiso.com 12 SOCIAL SCIENCES (NOVEMBER 2013) QUESTION 9: THE END OF WORLD WAR 2 AND THE STRUGGLE FOR HUMAN RIGHTS 9.1 Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion, language, or any other status. √1 (1) 9.2 The United Nations was formed to keep peace in the world after the failure of the League of Nations. √1 (1) 9.3 The Civil Rights Movement refers to the organised opposition to racial segregation and the abuse of black people’s human rights in the United States of America between 1954 and 1965. √1 (1) 9.4 The law in America was on the side of those who were campaigning in the civil rights movement while in South Africa civil rights were based on fundamental human rights, that a black person is a human being created in the image of God. √√2 (2) 9.5 Rosa Parks √1 (1) 9.6 Martin Luther King Jr., Harriet Tubman, Malcolm X, W.E.B. Du Bois and Sojourner Truth. (√√2 Any 2 people) (2) 9.7 EFFECTS OF COLONIALISM IN AFRICA  Africans lost their land and economic and political control of their countries.  Exploitation of the natural resources and land.  Racial oppression and segregation.  Widespread poverty and unequal distribution of wealth.  Any opportunity for developing the nation itself in preparation for industrialisation or improvement was ignored.  Tribal populations did manual labour for their colonial masters.  Native, ethnic tension and violence due to colonialism exists because of poorly drawn international boundaries.  Colonialism also resulted in ethnic violence and genocide.  Racism, poverty, and ethnic violence. (√√2 Any 2 points above) (2) [10]

Downloaded from hlayiso.com (NOVEMBER 2013) SOCIAL SCIENCES 13 QUESTION 10: ISSUES OF OUR TIME 10.1 10.1.1 Retributive Justice is a justice system used by the Allies of trial and punishment to German offenders for the Holocaust crimes during the Nuremberg Trials. √1 (1) 10.1.2 Restorative Justice is a justice system used by the South African government (TRC) to reconcile both the perpetrators and victims of the apartheid crimes. √1 (1) 10.1.3 NEPAD is the New Partnership for Africa’s Development. √1 (1) 10.1.4 Genocide is a selective mass murder intended to destroy in whole or in part a national, ethnic or racial group. √1 (1) 10.1.5 Globalisation is a process of interaction and integration among the people, companies, and governments of different nations; a process driven by international trade and investment and aided by information technology. √1 (1) 10.2 HOW POWER, CONTROL, RACISM AND DISCRIMINATION LED TO GENOCIDE IN RWANDA OR BOSNIA-HERZEGOVINA. BOSNIA-HERZEGOVINA. Although many different ethnic and religious groups had resided together for 40 years under Yugoslavia’s repressive communist government, this changed when the country began to collapse during the fall of communism in the early 1990s. The provinces of Slovenia and Croatia declared independence, and war quickly followed between Serbia and these breakaway republics. Ethnic tensions were brought to the forefront, and people who had lived peacefully for years as neighbours turned against each other and took up arms. When Bosnia attempted to secede, Serbia under Slobodan Miloševic’s leadership – invaded with the claim that it was there to “free” fellow Serbian Orthodox Christians living in Bosnia. Starting in April 1992, Serbia set out to “ethnically cleanse” Bosnian territory by systematically removing all Bosnian Muslims, known as Bosniaks. Serbia, together with ethnic Bosnian Serbs, attacked Bosniaks with former Yugoslavian military equipment and surrounded Sarajevo, the capital city. Many Bosniaks were driven into concentration camps, where women and girls were systematically gang-raped and other civilians were tortured, starved and murdered. In July 1995, the Serbs committed the largest massacre in Europe since World War II in one such area, Srebrenica. An estimated 23 000 women, children and elderly people were put on buses and driven to Muslim-controlled territory, while 8 000 “battle-age” men were detained and slaughtered. The so-called safe haven of Srebrenica came to a fall without a single shot being fired by the UN.

Downloaded from hlayiso.com 14 SOCIAL SCIENCES (NOVEMBER 2013) OR RWANDA Most of the Rwandan population belong to the Hutu ethnic group, traditionally crop-growers. For many centuries Rwanda attracted Tutsis – traditionally herdsmen from northern Africa. For 600 years the two groups shared the business of farming, essential for survival, between them. They have also shared their language, their culture, and their nationality. There have been many inter-marriages. A wedge was driven between them when the European colonists moved in. It was the practice of colonial administrators to select a group to be privileged and educated ‘intermediaries’ between the governors and governed. The Belgians chose the Tutsis – some Tutsis began to behave like aristocrats and the Hutu felt treated like peasants, saw themselves as oppressed, and so helped to inspire revolution. In 1956 their rebellion began (it would cost over 100,000 lives). By 1959 they had seized power and were stripping Tutsi communities of their lands. Many Tutsis retreated to exile in neighbouring countries, where they formed the Front Patriotique Rwandais, the Rwandan Patriotic Front (RPF), trained their soldiers and waited. After their first delight in gaining power – and, in 1962, independence for Rwanda – a politically inexperienced Hutu government began to face internal conflicts as well. Tensions grew between communities and provincial factions. Tutsi resistance was continually nurtured by repressive measures against them (in 1973, for example, they were excluded from secondary schools and the university). In 1990 RPF rebels seized the moment and attacked: civil war began. A ceasefire was achieved in 1993, followed by UN-backed efforts to negotiate a new multi-party constitution; but Hutu leaders and extremists fiercely opposed any Tutsi involvement in government. On April 6 1994 the plane carrying Rwanda’s president was shot down, almost certainly the work of an extremist. This was the trigger needed for the Hutus’ planned ‘Final Solution’ to go into operation. The Tutsis were accused of killing the president, and Hutu civilians were told, by radio and word of mouth, that it was their duty to wipe the Tutsis out. First, though, moderate Hutus who weren’t anti-Tutsi should be killed. So should Tutsi wives or husbands. Genocide began. (√√√√√5 Any 5 facts above) NB: The learner must write about ONE country and not both. (5) [10] TOTAL: 100