TEACHING GUIDELINES

ENGLISH ACROSS THE CURRICULUM

SOCIAL SCIENCES

GRADE 8: ACTIVITY BOOK

MANUAL

1
 TABLE OF CONTENTS

TERM TOPIC PAGE NO.

HISTORY
1 Industrial Revolution in Britain and Southern Africa from 1860 03 – 16
2 Mineral Revolution in South Africa 17 – 26

3 The Scramble for Africa 27 – 32

4 World War 1 (1914 – 1918) 33 – 40

GEOGRAPHY

1 Map Skills Focus: (Global and local) 41 – 49

2 Climate Regions (Focus: South Africa and world) 50 – 52

3 Settlement (Africa with a focus on South Africa) 53 – 57

4 Transport and trade (Focus: South Africa and the world) 58 – 66

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 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 1
TOPIC : Industrial Revolution in Britain and Southern Africa from 1860 WEEK 2 - 3

CONTENT AND CONCEPTS

❖ Types of revolutions
❖ The economy before the Industrial Revolution
❖ Social changes during the Industrial Revolution
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. Mention any mine that you know of?

2. Which mineral is mined there?
3. Do you know the value of the minerals that you have mentioned in 2?
4. What can you make from those minerals?
TEACHER’S ACTIVITY RESOURCES
• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes

3
WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE
1. Revolution – The changes in agriculture. Britain was the first country to introduce
industrial revolution.
2. Mining – A process of obtaining coal or other Platinum mining is mainly found in Rustenburg.
minerals from the mine.

3. Discover - Find unexpectedly or during a Gold was discovered in Johannesburg.

search.

4. Labour – Work The magnitude to labour is taken for granted.

5. Control – The power to influence The British had all the power to control the
resources used in the industry.

5. Migrant – Moves from one region to another Most of the migrant labours in the gold mines
in order to find work or better living. are from Lesotho.

6. Compound – Where people reside. Mineworkers reside in compounds to be closer

to their work place.

7. Develop – Start to exist, experience or It takes time to develop a business website.

possess. There is a new way of manufacturing goods in
the agricultural industry.

8. Industry – Economic activity concerned with The mining industry is one of the emerging
the processing of raw material and industries that brought about a great change in
manufacturing of goods in factories. our lifestyle.

9. Manufacture – To make something from raw My uncle need more wood to manufacture his
material. stock of wooden furniture.

4
10. Capitalism – An economic system in which Earning much and spending less on salaries
trade and industry are controlled by private and wages is a form of capitalism than growing
owners for their profit other people’s wealth.

11. Urbanisation - Movement of people from Urbanisation mostly take place when students
rural areas to urban areas. complete their studies at Universities in the big
cities.

12. Emerge – To come out of. I love how my brother is emerging as a butterfly
does.

15. Labourer – People who are employed to do My father is a labourer who earns wages that is
the work. not enough for him to provide for the entire
family.

16. Monopoly – Exclusive control of the supply Entrepreneurs practice their monopolistic
of trade in commodity or service. principles when they set prices.

ASSESSMENT

Activity 1

VOCABULARY EXERCISE

1.1. Study the words on the vocabulary list above and:

1.1.1. Write a synonym for each word and Identify the parts of speech for each vocabulary
NB: Use a dictionary or the internet to discover synonyms and parts of speech.
(32)
Activity 2
Memorandum writing

2.1. Imagine you were a leader of a trade union in De Beer’s mine. Write a memorandum to your
member’s employer. The memorandum should be based on the wage increase for the
mineworkers.

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2.1.1. Follow the structure below to be able to write a memorandum. The memorandum should be
based on the subject in 2.1

To: (The name of employer/ CEO)

From: (The name of the Union/ Union chairperson)
CC: (Name of third party who is also affected)
Date: (of drafting)
Subject: (What the memorandum is about)

Content: (A clear purpose of the memo should be outlined given the background of the subject)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

_______________________
Signature (chairperson)

[15]
Activity 3
PLACARDS

3.1. Based on the subject of the memorandum above, the employer disputed what the employees
demanded (wage increment), but there is another matter that arouse at the union meetings
about the poor working conditions in the mines. The employees decided to protest to put
emphasis on the matter.

3.1.1. Design a placard that will send out a message while the protesters are still on with their
mission.
NB: Remember to use bold letters and clear captions that are linked with the call to ‘IMPROVED
BASIC CONDITIONS IN THE MINING INDUSTRY’ specifically the one you are working for.
[10]
The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

6
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 1
TOPIC : WEEK 4 - 5
Industrial Revolution in Britain and Southern Africa from 1860

CONTENT AND CONCEPTS

❖ Trade union movements and working class organisations.
❖ Labour resistance
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

Revision grade 6 (Division of social classes)

1. Can you recall how people were classified as in Mapungubwe
2. List the three social classes that people were divided/ classified into?
3. What are the reasons for people to move from one type of settlement to another?
4. Do you think workers (labourer) earned a fair salary in the olden days?
5. Are they earning better now than in the past?
6. Do you know of any trade union that your parents belong to?

TEACHER ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet

7
 QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school?

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Social Structure – Division of people into South Africans are divided into different social
classes. structures.

2. Middle Class – The individuals who fall The middle class people are the ones who are
between the working class and the rich. mostly affected by high petrol costs.

3. Industrial Cities – A city in which the Johannesburg is one of the industrial cities in
economy is centred on industries. South Africa.

4. Social changes – The way human Rural communities are mostly affected by social
interactions and relationships transform cultural changes.
and social institutions over time.

5. Cottage industries – A business or Cottage industries became the starting point of

manufacturing industry carried out in a home. industrial Revolution.

6. Workforce – The people engaged in a The mining workforce is well organised when
particular work. coming to production.

7. Mass Production – Manufacturing of large Mechanisation has resulted into mass

quantities of goods. production of consumer goods.

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8. Industrialization – Development of Industrialization led to youth employment in
industries in a country. South Africa.

9. Auxiliary – Providing supplementary or The auxiliary social services employee paid us a

additional help and support. visit.

10.Cost of living – The amount of money High interest rates resulted to a high cost of
needed to cover the basic expenses such as living.
food, housing and health
11. Child labour – Exploitation of children It is very unusual to practice child labour in
through any form of work. Angola.

12. Workers’ Rights – Rights to be treated with The introduction of workers’ rights has brought
dignity and respect. equality in the work place.

13. Violate – Break or fail to comply with. One of the learners violated the school rules.

14. Exploitation – The action or fact of treating Charging a high price for a loaf of bread is
someone unfairly in order to benefit from their customer exploitation.
work.

15. Labour Resistance - Protest by the The delay of salary increases caused labour
workers. resistance by nurses.

16. Riots – A violent disturbance of the peace The protests and looting caused a whole lot of
by a group of people. riots in our region.

17. Indentured labour – A form of labour in Slaves were regarded as indentured labour in
which a person is contracted to work without the 18th century.
salary for a specific number of years.

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ASSESSMENT
Activity 1

READING ALOUD (ORAL)

1.1. Read the article below with understanding and read it aloud to your teacher in front of the
classroom.
SOCIAL CHANGES DURING THE INDUSTRIAL REVOLUTION

Urbanisation is when people from the country move to the cities. There was a higher and
more pressing demand for food and the farmers could not produce satisfactory amounts
of food quickly.

Jethro Tull invented the boring machine and the steam plough delivered faster aliment/
food production. The invention could only be used on large crop fields or orchards and a
new system took hold wherein smaller fields producing crops were fenced by stonewalls.

The less successful farmer thus lost his income and out of desperation had to go work
on the larger farms while others again lost their jobs, since the machinery could do a lot
of the work faster.

To survive ‘The little guy’ or plebeians moved to the city with the hope of earning more
money to once again sustain a better lifestyle. The demand for lodging increased and
over populated slums developed. Insufficient running water and toilet amenities lead to
the dumping of waste and used water in the streets.

Cities were covered in soot, on account of the constant burning of coal for machinery.
Consequently diseases disseminated because of the unhygienic conditions.
Source unknown.

• The teacher will then assess the learners based on:

✓ fluency when reading
✓ The speed
✓ The pronunciation of words
✓ Reading with understanding (comprehension skill)
✓ The activity does not require any mark allocation

(0)

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Activity 2

ESSAY WRITING

Write an essay on how the labourers reacted (resisted) against the poor working conditions they
found themselves. In your essay, include:
✓ The introduction.
✓ Factors such as the “swing riots.”
✓ Threatening letters from the Luddites.
✓ Trade union involvement
(20)

Essay Outstanding Substantial Adequate Elementary Not Achieved

Achievement Achievement Achievement
/20 (5) (4) (3) (2) (1-0)

Very well done. Content relatively Content loosely No organization of Not Achieved
Appropriate Content correctly well organized organized content. No
content
ordered structure

Handling of topic Handling of topic Limited handling of Handling of topic Handling of the
Handling of shows creativeness acceptable. Some topic. Limited weak. topic not achieved
topic and
and originality creativeness creativeness Show no creativity None to limited
creativity
creativity used.
Very clear Acceptable Adequate Elementary Not achieved as no
Planning planning processes planning processes planning processes planning processes proper planning
processes used used used used was done.
adhered to

Order Ordering of the Ordering of the Good ordering of Limited

information story or information story or information the story or organisation of the This outcome was
logically
very well done well done information story line or not achieved
information in this
essay

Editing and Clear evidence of Satisfactory Adequate evidence Limited evidence of No editing or
proofreading extensive editing evidence of of editing and editing and proofreading done
and proofreading appropriate editing proofreading done proofreading done
done and proofreading
done

Vocabulary, Outstanding use of Satisfactory use of Adequate use of Limited use of Very bad
spelling and vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling
grammar
and grammar and grammar and grammar and grammar and grammar

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Activity 3

LANGUAGE/ VOCABULARY EXERCISE

“Children were cheaper to appoint, since they could be paid less. Being small, they could
also fit into tiny cramped spaces the adults had no hope of reaching”

3.1. From the above quotation, identify the adjectives that appear.

3.2. Which words have the same meaning?

3.3. What part of speech is ‘reaching’?

3.4. Provide a homophone for reach.

3.5. From the quotation above, write the antonym for adults.
(5)
The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

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 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 1
TOPIC : WEEK 6-8
Industrial Revolution in Britain and Southern Africa from 1860

CONTENT AND CONCEPTS

❖ India as a British colony
❖ Diamond mining and the development of monopoly
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. Can you mention any minerals that are mined in your province?
2. Which company is responsible for the mining of those minerals?
3. Which town is known for its production of diamond?
4. How did the Indians end up in South Africa?
5. Do you know of any land claim and if yes by whom is it claimed and why?

TEACHER’S ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school?

Where? Place Where do you live?
How? Manner How do you want your eggs made?

13
 What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Colony – A country that is under control of Both India and South Africa were colonies of
another. Britain.

2. Labour – Work, especially physical work. Mining industry is always labour intensive.
Indentured labourers were brought in from India
to work in Natal.
3. Indentured labour – People who signed a Companies that sign people in for indentured
fixed contract to work for low wages. labour are exploiting their employees.

4. Immigrants – A person who want to live European immigrants dominate South Africa.
permanently in a foreign country.

5. Diamonds – A precious stone consisting of His husband bought her a diamond ring for their
clear and colourless crystals. wedding.

6. Alluvial diamonds – Diamond that has been Most of the alluvial diamonds were found along
eroded from its primary source by erosion and the banks of the Vaal river.
mainly found in rivers.

7. Carats – A unit of weight for precious stone. He bought her an 18-carat diamond ring.

8. Diamond claimants – People who claimed The Griquas were one of the claimants to the
over diamond producing land. diamond areas.

9. Monopoly – A Company having exclusive Diamond mines are controlled by monopoly of

control over a commodity. European companies.
10. Regulation – A rule or directive made and Mining regulation prohibited the Africans from
maintained by an authority. owning the mines.

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ASSESSMENT
Activity 1
Read Source A below and answer the questions that follow:-
Source A: The Mineral Revolution as a turning point in South African history
The Mineral Revolution was a turning point in South African history. It caused important economic changes
and lead to an industrial revolution. Factories were built to make machinery and other equipment for the
mines, and to make building materials for new towns. Workshops and small factories made furniture,
clothes and household goods for the thousands of new people in the new towns. Railways and roads were
built to link the island towns with each other and to the coast. The economy was no longer based on
farming, but on mining and industry as well. The Mineral Revolution also caused important political
changes and a changing balance of power in southern Africa.

Source A: An extract from Oxford Successful Social Science Gr.8

1.1. Write a paragraph to explain why the Mineral Revolution has been called a turning point in South
African history. Focus on the following key aspects: (8)
• Economically authority.
• Political
• Shifting balance of power.
LEVELS LEVEL DESCRIPTORS MARKS
LEVEL 1• 0-2
Uses evidence in an elementary manner e.g. shows little or no understanding of the
terms of the Treaty of Versailles. Uses evidence partially to report on topic or cannot
report on topic.
LEVEL 2• 3- 5
•
Evidence is mostly relevant and relates largely to the topic. Uses evidence in a very
basic manner.
LEVEL 3• 6-8
Uses relevant evidence e.g. demonstrates a thorough understanding of the terms of the
Treaty of Versailles.
•
•
Uses evidence very effectively in an organised paragraph that shows an understanding
of the topic.
[8]
The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

15
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 2
TOPIC : WEEK 2 - 4
Mineral Revolution in South Africa
CONTENT AND CONCEPTS
❖ Discovery of diamond and the British takeover of diamond rich land in Griqualand west
❖ Increasing labour control over black workers; migrant labour and close compounds.
❖ Further land dispossession and defeat of African Kingdoms
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. Do you know of any diamond mining?

2. How valuable is diamond?
3. Have you ever heard of working conditions at the mines?
4. What is land dispossession?
TEACHER’S ACTIVITY RESOURCES
• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?

16
 Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Labour control – The ability of the employer Labour control was used as a measure to
to have power over workers. control immigrants along the mines.
2. Migrant labour – Workers who travel from Migrant workers mostly dominated diamond
their homes to live and work somewhere else for mining.
long period.
3. Pass System – A system imposed to control Only the pass system enabled the blacks to
the movement of blacks in urban areas. have access to towns.
4. Kimberly – A diamond-producing town in Kimberly is the capital city of Northern Cape.
Northern Cape.
5. Compounds – Living quarters where Mining owners used compounds as a measure
mineworkers are staying. to control diamonds theft.
6. Land dispossession – Taking once land Blacks lost interest in farming because of land
without any form of agreement. dispossession.
ASSESSMENT
Activity 1
WRITE AN EMAIL

Imagine you are a British Colonist who wants to take over the land and abolish the African kingdom
because of self-desires and greed.

1.1.1. Write an email to the Chief/King/Leader of Kimberly to instruct the community to evacuate
the land they had settled in, as there will be new developments in the town. Take note of the
important components of an email:
• Email address of the receiver (the person you are sending to).
• The subject of the email (the matter to which you are intending to communicate).
• The purpose, date of evacuation and the outcome of the action taken.

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RUBRIC
Components/ Criteria Mark
Recipient’s email address 1
Subject included on the subject line (A brief indication of what the email is about) 1
Greetings. The level of formality included 2
Body. The details should be in line with the content expected as per instruction 4
Inclusion of the closing statement indicating the end of the message being 2
communicated.

Activity 2: DIARY ENTRY

2.1. Suppose you are a diamond mine labourer who lives in the mine compound that had no
free
movement and access to anything beyond the compound. The working conditions are bad,
the living conditions of the compounds and the food prepared are so awful.

Write a diary entry for the day in which you became ill from the above conditions. You were
treated in the company clinic but have no surplus money to afford to pay private doctor as you
earn lesser
Dear Diary…
Date:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

(10)

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CRITERIA Inadequate (0-3) Adequate (4-6) Moderate (7) Excellent (8-10)
Recipient’s name
Sender’s name
Date of entry
Introduction Opening
statement not
adequately
stated.
Body The details are The details are Only a few The details have
not in line with the there but the lines that a good flow of
content expected. writer fails to includes the events of the
directly state the details of the situation or what
situation or what situation or has happened.
has happened. what The brief is
happened. concise
Conclusion
The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

19
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 2
TOPIC : WEEK 4 - 6
Mineral Revolution in South Africa
CONTENT AND CONCEPTS
❖ Mining of gold and the conditions underground.
❖ Skilled and unskilled white workers, anti-Indian legislation and force of labour resistance.
❖ The city of Johannesburg.

SKILLS AND VALUES

• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1.Which city in South Africa is known as the city of gold?

2.Why was it called the city of gold?
3. Can anyone tell us about underground mining conditions?
4. Mention the difference between skilled and unskilled white workers.
5. Do you think gold is valuable?

TEACHER’S ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?

20
 How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Mineral Revolution – Rapid industrialization Booming economy in South Africa was as a result
and economic changes which occurred in South of mining revolution.
Africa from the 1860s.
2. Mining – The process of obtaining minerals Mining is one of the biggest labour intensive
from the mines. industries.
3. Skilled labour – A worker who is trained or The bridge was developed by skilled labours from
educated to do a particular job. London.
4. Unskilled labour – A labour that doesn’t Most of the underground workers are unskilled
require any skill. labourers.
5. Legislation – Laws or rules governing the Mining legislation changed the hiring requirements
people. at the mines.
6. Immigration restriction act – Act that The immigration act controlled the entry of Indians
controlled the Indian entry into the Transvaal into Transvaal.
through special permit.
7. Workmen’s compensation act – Act that Asians and coloured’s were denied benefits when
denied Coloured’s and Asians benefits when injured during work because of the workmen’s
injured during work. compensation act.
8. Companies act – Act that restricted the Companies act restricted free Indian trading.
areas where Indians could trade.
9. Indian relief act – The act that abolished the The Indians felt free after the passing of Indian
3 pounds Indian tax. relief act.

21
ASSESSMENT
Activity 1
Read Source A and answer the questions:
SOURCE A: Living conditions of mine workers in the compounds
Four acres of land, next to the mines, housed the mine labourers. Enclosed by the walls of De
Beers’ Compound, there is plenty of space for the three thousand inmates, with an open central
ground for exercise and sports. The fences made from corrugated iron surround the buildings
and rise ten feet (three metres) above the ground.
Iron cabins fringe the inner sides of the enclosure, divided into rooms housing 20-50 workers.
The beds supplied are ordinary wooden bunks, built one above the other. Some workers slept on
the floors when the bunks were full. The bed clothing is usually composed of blankets, which the
workers bring with them. Most compounds floors were not laid with concrete so if it rained, they
would be a muddy mess.
Source: Social Sciences for grade 8; Viva textbook page 90
Activity 1
1. What image of the compound do you get after reading the passage? (3)
2. What does the word inmate suggest? (2)
3. Do you think that the mineworkers had comfortable beds? Support your answer. (2)
4. Imagine that you were a worker living in a closed compound. Write a sentence describing the
experience. (2)
[9]
Activity 2
Look for the words provided on the words grid. Some words are written upward,
downward, backward, and forward

[15]

The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

22
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 2
TOPIC : WEEK 7- 9
Mineral Revolution as a turning point in South African History
CONTENT AND CONCEPTS:
❖ The shifting balance of power, defeat of the Boer republics and the African political
organisations.
❖ Transvaal Indian Congress, Bambatha Rebellion, Union of South Africa and formation of
South African Native National Congress.
❖ Satyagraha campaign, land act of 1913, Map of Southern Africa in 1913 compared with
1860.
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. Can you mention any Boer republic that you know of?
2. Can anyone explain and give examples of the word segregation?
3. How did the coloureds, Indians and blacks fought against segregation in the past?

TEACHER’S ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?

23
 How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Republic – A government led by the South Africa was granted independence from
president. Britain and became a republic in 1948.

2. Franchise – The right to vote in public Nelson Mandela was granted the Franchise of
elections. the city of London.

3. African Political Organisation – The APO was the mouthpiece of the coloured
Organisation that provided political forum to people.
discuss political issues affecting the coloureds.

4. Transvaal Indian Congress – The The TIC fought for the rights of Indian
organisation for the advancement of Indian communities in South Africa.
rights in South Africa.

5. South African Native National Congress – The SANNC was formed in the year 1912.
The organisation that represent the rights of the
blacks.

6. Union of South Africa – Unification of all 4 Transvaal, OFS, Cape Colony and Natal
provinces in South Africa. merged together and became known as Union
of South Africa.

7. Bambatha Rebellion – Armed rebellion Bambatha rebellion was an armed African

against British authority organised by the Zulu Rebellion against colonisers.
Chief Bambatha.

8. Satyagraha – Non-violent campaign used to Mahatma Ghandi became known as the father
protest against the anti-Indian laws. of Satyagraha.

24
9. Native Land Act of 1913 – The act that The Native Land Act of 1913 was one of the
limited the African ownership of land to 7 % and harshest act of segregation of the black people.
restricted blacks from occupying or buying the
land.

ASSESSMENT
Activity 1
Abbreviation is the articulated form of the original word such as KFC/ MMC whereas an acronym
is a form of new word such as VOC/ UNESCO/ HEDCOM.
1.1. Write the following abbreviations in full.
1.1.1. SANNC (2)
1.1.2. APO (2)
1.1.3. ANC (2)
1.1.4. NIC (2)
1.1.5. USA (2)
[10]

1.2. Arrange the events below in the correct chronological order.

1.2.1. SANNC formed (2)
1.2.2. Union of South Africa formed (2)
1.2.3. Natives Land Act passed (2)
1.2.4. Satyagraha Campaign (2)
1.2.5. The discovery of diamonds (2)
1.2.6. The discovery of the gold on the Witwatersrand (2)
[12]

The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

25
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 3
TOPIC : The Scramble for Africa WEEK 2 - 4

CONTENT AND CONCEPTS

❖ European Colonisation of Africa in the early 19th century
❖ Map of Africa in the 1800
❖ Berlin conference in 1884
❖ Map of Africa showing different colonising countries
❖ Causes of Colonisation
SKILLS AND VALUES
• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. Define the concept colonisation.

2. Can anyone explain and give examples of the word segregation?
3. How did the coloureds, Indians and blacks fought against segregation in the past?
TEACHER’S ACTIVITY RESOURCES
• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet
QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?

26
 Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?
WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE
1. Pre Colonial Africa – Africa before The Africans ruled themselves during the pre-
colonisation. colonisation period.
2. Century – A period of 100 years. We are living in the 21st century.
3. Scramble for Africa – Competition for the Scramble of Africa brought about dire economic
control of Africa in order to get its resources. situation for the people of Africa.
4. Missionaries – People who attempt to Missionaries founded the schools in most of
convert others to a particular region. African countries.
5. Monopoly – Having complete control of trade. The government is determined to protect its
mining monopoly.03 December 2024
ASSESSMENT

Activity 1
1.1. Define the following terms:
1.1.1. Scramble (2)
1.1.2. Missionaries (2)
1.1.3. Monopoly (2)
1.1.4. Ethic (2)
[8]
Activity 2

ESSAY WRITING

2.1. Write an essay of not more than 3 paragraphs on the topic below:-
“The Scramble for Africa as a catalyst to European enrichment and world inequality.”
Requirements:
• Create a brainstorming sheet that have all the ideas then arrange the sequence of ideas in a
form of a mind map.
• Use the following headings for the essay:
✓ Introduce the topic and the main idea: The scramble for Africa (The nature of it and
how it occurred).
✓ The economic impact it had to the world at large (Inventions…)

27
 ✓ The result of it in Africa (Socio economic impacts such as poverty, Inequality and
manufacturing/ producing ability).
✓ Conclude by summing up the information gathered above.
[20]

Essay Outstanding Substantial

Achievement
Adequate
Achievement
Elementary
Achievement
Not Achieved

/20 (5) (4) (3) (2) (1-0)

Very well done. Content relatively Content loosely No organization of Not Achieved
Appropriate Content correctly well organized organized content. No
content
ordered structure

Handling of topic Handling of topic Limited handling of Handling of topic Handling of the
Handling of shows creativeness acceptable. Some topic. Limited weak. topic not achieved
topic and
and originality creativeness creativeness Show no creativity None to limited
creativity
creativity used.
Very clear Acceptable Adequate Elementary Not achieved as no
Planning planning processes planning processes planning processes planning processes proper planning
processes used used used used was done.
adhered to

Order Ordering of the Ordering of the Good ordering of Limited

information story or information story or information the story or organisation of the This outcome was
logically
very well done well done information story line or not achieved
information in this
essay

Editing and Clear evidence of Satisfactory Adequate evidence Limited evidence of No editing or
proofreading extensive editing evidence of of editing and editing and proofreading done
and proofreading appropriate editing proofreading done proofreading done
done and proofreading
done

Vocabulary, Outstanding use of Satisfactory use of Adequate use of Limited use of Very bad
spelling and vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling
grammar
and grammar and grammar and grammar and grammar and grammar

28
Activity 3

READING FOR FUN: INFORGRAPHIC

3.1. The following poster/ infographic outlines the causes and effects of colonisation. Read
through it in class and share ideas in a form of a classroom discussion.

• The teacher may go about asking learners of their views and opinions regarding the subject
matter.
• There is no mark allocation to the activity as it is a class discussion where there will be no
limits as to one’s opinion to it (but to mind their language) which will add VOOM to the lesson
topic.

29
Activity 4

SUMMARY WRITING

Read the extract below and answer questions that follow.

THE ASHANTI KINGDOM
The coast of West Africa before the arrival of Europeans

The people of West Africa had a rich history and culture long before the arrival of the Europeans.
The area consisted of kingdoms and city-states with different languages and cultures.
Technology, art and learning flourished in West Africa. The people were skilled in subjects such
as medicine, mathematics and astronomy. Artisans made decorative and ceremonial items in gold,
ivory and bronze.

The kingdoms of Ghana, Mali and Songhai were large and powerful with kings ruling over large
political structures and governing thousands of people. In the 11th century the kingdom of Ghana
was a vast empire, and advanced and wealthy state that spread across and area the size of
western Europe. Ghanaians traded in gold, salt and copper. It is believed that the Ghanaian army
consisted of 200 000 men.

In the 14th century the kingdom of Mali expanded across much of West and North Africa. Larger
than Europe, Mali was one of the richest and most powerful states. At its largest, the kingdom was
2 000 kilometres wide and there was an organised trading system, with gold being exported to the
North.

In the 15th century the Songhai kingdom grew very powerful and successful. It had a well-
structured system of government and a developed currency and it imported fabrics from Europe.

West Africans traded with Europeans through merchants in North Africa. The Portuguese were
the first traders to sail down the coast of West Africa in the 1400s. Later the Dutch, British and
French followed. The Europeans were mainly interested in items such as gold and ivory.

Source: Social Sciences for grade 8; Viva Textbook: Page 153.

4.1. Summarise in 7 points on ‘the coast of West Africa before the arrival of Europeans’ (7)

30
Activity 5

LANGUAGE STRUCTURE

5.1. “Now I see that some of you fear to go forward to fight for our king. If it was in the brave days of
Osei Tutu, chiefs would not sit down to see their king to be taken away without firing a shot. No
European could have dared speak to the chiefs of Ashanti in the way the governor spoke to you this
morning,” said the Queen Mother.
5.1.1. What do we call words that have the same sound but have different meaning and spelling?
(1)
5.1.2. Identify the homonym for ‘shot’ and ‘dared’ as in line three of the quotation above.
(1)
5.1.3. Provide an antonym of ’firing’. (2)
5.1.4. “Now I see that some of you fear to go forward to fight for our king.” What emotion can you
depict from the quoted words of the Queen mother? (1)

Activity 6

DEBATE

The spread of Christianity and European lifestyle

Source A
When the missionaries came to Africa, they had the Bible and we had the land. They said, “let us
pray”. We closed our eyes. When we opened them, we had the Bible and they had the land.

The context on Source A does not mean the events happened now. It signifies sarcasm and humour,
of which is not far from the truth.
6.1. Split the class into two groups. The groups must prepare a debate on the following topic:
Did what the Europeans sold to Africans worked for the good of Africanism (Africa ways of
doing things).
6.1.1. One group should be on the positive side and the other should be the opposition side.
6.1.2. Gather as much information as possible on the points below:
• Customs and beliefs
• Adoption of religion
• Change of lifestyle

31
 • Dress code
• Medicine aspects and changes (20)

Learner Name: ______________________________________. Date:

____________________________________
Debate topic: _________________________________________. Mark Allocation: _____________/
20 marks.
Criteria 4 3 2 1 Total
All the arguments are Most of the arguments are Some of the arguments The arguments are not
organised in a logical way organised in a logical way are not organised in a related with the main idea.
around a main idea. around a main idea. logical way around a Unorganized data, evidence
Organisation
Provides well organised Organised materials and main idea. Some and presentation.
materials and presentations presented. moments of
presentations. disorganization of
materials.
All the contrary arguments Most of the contrary Some of the contrary The contrary arguments are
are accurate, relevant and arguments are accurate, arguments are not accurate or relevant.
strong. relevant and strong. accurate, relevant and Debate lacked arguments
Debates 5 or more arguments 4 arguments clearly strong. Less than 4 that support proposition.
presented to support presented to support arguments raised
proposition, argument proposition. throughout debate to
complex and articulate. support proposition.
All arguments are Most arguments are All arguments are The arguments are not
supported effectively by adequately supported with supported by relevant supported by facts.
several relevant facts, relevant facts, statistics facts, statistics and/or Few or no relevant
Information/ statistics,/or examples, or and/or examples. examples, but some of supporting evidence.
Use of facts facts, throughout debate. Most of the information the facts are not The information has some
(Statistics & All the information presented throughout the relevant to debate topic mistakes, and it is not
factual presented in the debate is debate is clear and and are questionable. always clear.
clear and precise. precise. Most of the information
examples) presented throughout
the debate is not clear
and precise.
Directly addressed each Some effective Few effective No effectives counter-
argument raised by counterarguments made counterarguments arguments made. Did not
Rebuttal opponent offers extensive directly addressing most made directly directly address opponents’
evidence to counter of opponent’s arguments. addressing some of arguments.
opposing points. opponent’s arguments.
The debater used The debater frequently The debater sometimes The debater used
continuous gestures, eye used gestures, eye used gestures, eye presentation style and
contact, contact, tone of voice, contact, tone of voice, language which does not
Presentation tone of voice, level of level of enthusiasm and level of enthusiasm and catch the audience
enthusiasm and language language in a way that language in a way that attention.
and that he/ she catch the he/she catch the audience that he/she catch the No convincingly style
language audience attention. attention. audience attention. features used.
All styles features were Most styles were used Few styles features
used convincingly and effectively. were used convincingly.
persuasively.

TEACHER’S COMMENTS:

Teacher signs:___________________________
Date:__________________________________

The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

32
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 4
TOPIC : World War 1 (1914 – 1918) WEEK 2 - 4
CONTENT AND CONCEPTS
❖ Reasons why World War 1 broke out ,Nationalism ,Industrial economies ,Control of seas
,Colonisation and empire
❖ Assassination of Archduke of Austria ,Allied powers vs Central powers
❖ Conscription and propaganda in Britain ,Trench warfare on the western front, music and
poetry

SKILLS AND VALUES

• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. What comes to your mind when you see the word World War?
2. Was South Africa part of this war?
3. What do you think could have been the main reason for world war 1?
4. How were ordinary civilians affected by this war?

TEACHER’S ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet

33
 QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Nationalism – Love and loyalty of one to his The war was mainly caused by nationalism and
country. greed.

2. Industrial economies – Economic system Japan is booming because of its reliance on

which relies on the industries and trade. industries.

3. Kaiser – German word for the King. Kaiser William II was the former German
Emperor.

4. Supremacy – Power or authority over others. There was always a struggle for supremacy
among European nations.
5. Assassination – Murder of a public figure. The assassination of Chris Hani occurred in
1993.
6. Balkans – A large Peninsula in the Southern The Balkans state consist mainly of mountains.
Europe.

7. Central powers – The coalition that fought in World war I was fought by both the central
the World War 1 which was made of Austria, powers and the allied powers.
Germany and Turkey.

8. Allied powers – Nations that has joined in an Allied powers emerged as the victors during
alliance to fight against a particular group, WW1
Russia, France, Britain, Italy and USA.

34
9. Conscription – Compulsory military service. During WW 1, all the boys over 18 years were
conscripted into the army.

10. Propaganda – False spread of information The loss of war by Germany was blamed on the
to influence the action of others. British propaganda.

ASSESSMENT
Activity 1

Source: Social Ciences for grade 8; Viva: Page 201

The cartoon shows a chain of friendships which appeared in the American

newspaper. The caption reads: If Austria attacks Serbia, Russia will fall upon Austria,
Germany upon Russia and France and England upon Germany.

1.1. Provide a heading for the cartoon above. (1)

1.2. How has the word friendship being used on the caption below the cartoon? Give a figure of
speech. (1)

35
Activity 2

ESSAY WRITING
2.1. Study Source A and B to answer the questions that follow.
Source A Source B

A British propaganda cartoon showing alleged Lord Kitchener was the British Secretary of
German atrocities during World War I. War. He was responsible for recruiting soldiers.
At the start of the war a successful campaign
was started to encouraged men to join up.
Posters such as these were used to advertise
the army.
Source: Social Sciences for grade 8; Viva: Page 203

2.1.1. Write an essay explaining the attitudes the British government wanted its people to have
towards Germans and, tell how Source B support the information on Source A.
(20)

36
 Essay Outstanding Substantial
Achievement
Adequate
Achievement
Elementary
Achievement
Not Achieved

/20 (5) (4) (3) (2) (1-0)

Very well done. Content relatively Content loosely No organization of Not Achieved
Appropriate Content correctly well organized organized content. No
content
ordered structure

Handling of topic Handling of topic Limited handling of Handling of topic Handling of the
Handling of shows creativeness acceptable. Some topic. Limited weak. topic not achieved
topic and
and originality creativeness creativeness Show no creativity None to limited
creativity
creativity used.
Very clear Acceptable Adequate Elementary Not achieved as no
Planning planning processes planning processes planning processes planning processes proper planning
processes used used used used was done.
adhered to

Order Ordering of the Ordering of the Good ordering of Limited

information story or information story or information the story or organisation of the This outcome was
logically
very well done well done information story line or not achieved
information in this
essay

Editing and Clear evidence of Satisfactory Adequate evidence Limited evidence of No editing or
proofreading extensive editing evidence of of editing and editing and proofreading done
and proofreading appropriate editing proofreading done proofreading done
done and proofreading
done

Vocabulary, Outstanding use of Satisfactory use of Adequate use of Limited use of Very bad
spelling and vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling vocabulary, spelling
grammar
and grammar and grammar and grammar and grammar and grammar
The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

37
 SOCIAL SCIENCES (HISTORY)
GRADE: 8 TERM 4
TOPIC : World War 1 (1914 – 1918) WEEK 5 - 7
CONTENT AND CONCEPTS
❖ World War I and South Africa, Battle of Delvile Wood 1919, sinking of Mendi 1917.
❖ Women in Britain during WW I
❖ Emily Pankhurst and the campaign for the vote of women,
❖ The defeat of Germany and the treaty of Versailles

SKILLS AND VALUES

• Identifying
• Reading and viewing
• Creative writing
• Research and presenting skills
BASELINE ASSESSMENT

1. What comes into your mind when you see the word world war?
2. Was South Africa part of this war?
3. What do you think could have been the main reason
for world war 1?
4. How were ordinary civilians affected by this war?

TEACHER’S ACTIVITY RESOURCES

• Pose questions to learners (prior knowledge). • Pictures
• Introduce new words to learners. • Textbook
• Illustrate using pictures and maps • Dictionary
• Assess learners (class activity and homework) • Worksheets
• Internet

38
 QUESTION WORDS
INTEROGATIVE PRONOUNS

When? TIME When do you go to school

Where? Place Where do you live?
How? Manner How do you want your eggs made?
What? Object, idea or action What is your favourite song?
Who? Person Who is that man?
Why? Reason Why do you always throw your shoes?

WORD BANK (Vocabulary) SENTENCE CONTRUCTION/ LANGUAGE

1. Non-combatants – soldiers who did not Non-combatants were mostly blacks.
carry weapons.
2. Battle of Delvile Woods – Small forest on South African forces fought a fierce war at the
western front in France on which South African battle of Delvile Woods.
forces fought.
3. SS Mendi – Troop ship carrying South Black south African soldiers perished when SS
African Native Labour Corps (SANLC) during Mendi sank in 1917.
WWI. It took the British suffragette movement half a
4. Suffragette – Women who fought for the right century to win in 1920 the right to vote.
to vote. Civil disobedience resulted into the passing of
5. Civil disobedience – refusal to obey unjust civil rights act.
laws. Queen Elizabeth II is residing in no 1 Downing
6. Downing street – The street in London street.
where the home of Prime minister is situated. Terms of the treaty of Versailles were the
7. Treaty of Versailles – The treaty that ended harshest to the German people.
WWI. WWI brought an end of the German monarch.
8. Monarchy – The royal family of a country.

39
ASSESSMENT
Activity 1
ORAL DISCUSSION

Source: Social Sciences for grade 6; Viva: Page 212

A statue in Atteridgeville, which

commemorates the soldiers who died
on the SS Mendi in 1917.
The South African Natives played a major role during WWI and they haven’t been fully recognised
for their participation during the War, do you think the above statue is enough for their
commemoration or more could have been done to give them the right recognition. Discuss orally in
class.
ACTIVITY 2
Emily Pankhurst and the campaign for the votes for women in Britain.
The fight for women’s votes began as early as 1832.But by the early 20 th century many women
were disenchanted with the progress that had been made using their tactics of petitioning and letter
writing. Emily Pankhurst, leader of the Suffragette movement for the rights of women, adopted a
more radical approach. The Suffragette campaigned by using violence and civil disobedience to
get public attention. Suffragettes went to prison for their cause. In prison, they went on hunger
strike, and they were cruelly force-fed by the police.

Write a summary of the above text in relation to the campaign of women in their fight for the right
to vote.
Does not require any mark allocation

The teacher may use prescribed textbooks, other sources or formulate questions for
assessment

40
Grade 8 Term 1
Topic: Map Skills Focus: (Global and local)
Sub-topic Maps and atlases
Lesson – content Latitude and longitude, degrees and minutes, Using the atlas index
to find places on a map
Week 2
Word bank/ Vocabulary
Map: A map is a drawing of all, or part of earth’s surface. Most maps are drawn on a flat surface.
Globe: a ball-shaped model of the earth
Latitude: Horizontal (Anything parallel to the horizon is called horizontal) lines showing distance in
degrees from the equator to south and north pole
Longitude: Vertical (upright) lines showing distance in degrees from Greenwich line towards east or
west
Degrees: a unit of latitude or longitude, divided into 60 minutes, used to define points on the earth's
surface A degree, usually denoted by °
Teacher activity:
https://www.youtube.com/watch?v=mUo5iIZSWyE
Introduce topic to learners by asking learners to explain concepts in the box and showing a map of the
world.
• Explain latitude and longitude.
• Question: How do we differentiate between 30° above the equator and 30° below the equator?
Write on board 30°N and 30°S
• Question: How do we differentiate between 45° left and right of the prime meridian? Write 45°W
and 45°E on the board.
• Explain that it is necessary to divide degrees in smaller units.
• Explain degrees and minutes

Map of the world on a globe

https://www.bing.com/images

Globe with latituteds, longitudes, degrees

41
 https://miro.medium.com

Map of Durban

From 29°S to 30°S = 60’ minutes

42
Activity 1
1 Study the map that shows longitude and latitude and answer the following questions.

https://th.bing.com

1.1 What name is given to the lines that run horizontally across the map? (1)
1.2 Explain what the meaning of the bolded word above is (1)
1.3 State the latitude and longitude to the exact degree of the places A – F (6)
Homonyms are words having the same spelling or pronunciation but
different meanings and origins.
1.4 Use the words degree in TWO sentence to show totally different meanings
of the same word (2)
1.5 Give a synonym of the word globe (1)
1.6 Underline the correct answer
1.6.1 When giving location of an area, always name the (latitude/longitude) first and
the (latitude/longitude) last. (2)
1.6.2 The latitude of the North Pole is (180°N/ 90°N) (1)
1.6.3 1°(degree) is equal to (60 hours/ 60 minutes/ 60 seconds) (1)
[15]

43
Activity 2

Write a short paragraph beginning with the phrase: “Latitudes and longitudes are
important to us because… “

RUBRIC
LEVEL DESCRIPTION MARKS
Level 1 - Uses evidence in an elementary manner e.g.
shows little or no understanding. 0-2
- Uses evidence partially to report on topic or cannot
report on topic.

Level 2 - Evidence is mostly relevant and relates to a great 3-5

extent to the topic.
- Uses evidence in a very basic manner.

Level 3 - Uses relevant evidence e.g. demonstrates a 6-8

thorough understanding
- Uses evidence very effectively in an organised
paragraph that shows an understanding of the
topic.

(8)

44
Subject: Social Sciences Geography
Topic: Map Skills (Focus: Global and local)
Content and concepts The earth’s rotation on its axis – day and night
Grade 8 Term 1
Week 5
Word bank/Vocabulary
Rotation: The earth turns around like a The rotation of the earth round the sun takes
wheel on a fixed point or an axis/spin. one year.
Perpendicular: At right angle /or 90° angle The cross is made of two wooden boards with
to the surface one of them placed in a perpendicular position
over the other one.
Orbit: curved path The earth continues to orbit around the sun in
a circular pattern.
Teacher activity:
Conduct a baseline assessment to determine what knowledge the learner’s previous knowledge,
as well as their level of understanding of concepts. This activity can be done orally in class.
Key questions:
• What causes day and night?
• What causes our different seasons?
• Name the different season and which time of the year do we experience these seasons in
South Africa? (Show learner the position of SA on the globe/world map)
• How does the earth rotate?
• How many hours does it take the earth to rotate around its own axis?
• How long does it take the earth to evolve around the sun?
Model demonstration
• Use a globe to illustrate how the earth rotates around its own axis.

https://www.bing.com/images
• Illustrate to learners how the earth rotates form West to East.

45
 Activity 1

1. Match column A with column B

Column A Column B
1.1 Rotation Curved path (1)
1.2 Solstices The movement of the earth around the sun in 365 days. (1)
1.3 Revolution The earth turns around like a wheel on a fixed point or an (1)
axis/spin.
1.4 orbit The time when the sun crosses the plane of the earth's equator,(1)
making night and day of approximately equal length all over the
earth and occurring about March 21 (spring equinox) and
September 22 (autumnal equinox)
(4)

Activity 2
2.1 Briefly explain how rotation of the earth takes place. (4)
2.2 Write TWO sentences using the word revolution to show totally different
meanings of the same word. (4)
2.3 Give an antonym of revolution as used in the TWO sentences above. (2)
Total: (10)

46
Subject: Social Sciences Geography
Topic: Map Skills Focus: (Global and local)
Content and Concepts The earth’s revolution around the sun: The angle of axis, Equinox,
solstice and the change in angle of the midday sun
Grade 8 Term 1
Week 6
WORD BANK (vocabulary) SENTENCE CONSTRUCTION

Equinox: the time when the sun crosses the During an equinox, the hours of the night and
plane of the earth's equator, making night and day are practically matched in length.
day of approximately equal length all over the
earth and occurring about March 21 (spring
equinox) and September 22 (autumnal
equinox).

Solstice: solstice means "sun-standing" The summer solstice occurs in June and is
descends from a Latin – solstitium. A solstice the longest day of the year.
is an event in which a planet’s poles are most
extremely inclined toward or away from the
sun it orbits

.
Teaching activity:
• Teacher asks learner to explain what they notice during winter and summer in terms of the
length of days.
• Equinoxes are the times of the year when day and nights have the same number of hours for
all places in the world.
• There are two equinoxes each year on 21 March and 23 September
• On these days the sun is directly ahead at the equator.

Earths motion around the Sun, not as simple as I thought.mp4

47
Activity 1

JUST FOR FUN! Try to find all the words!

Words can go in any direction. Words can
share letters as they cross over each other.

Search for the words listed below and highlight or circle them. The words can be written
horizontal, vertical, backward, sideward, etc.

Antarctic Artic axis

Cancer Capricorn circle
Equator Equinox hemisphere
March orbit revolution
rotation September solstice

[15]

48
Activity 2

2.1 Write a paragraph to explain how the tilt of Earth’s axis and the revolution of Earth
around the sun cause the Earth to be heated differently at different times of the year
[8]
PRESENTATION Level 1 Level 2 Level 3 Level 4
Content Little Attempts to Writing is Very well planned
analysis structure the structured. and structured.
and answer. Some Synthesis of Good synthesis of
historical attempt or very information information is well
explanation. little attempt to constructed an balanced.
No support the original argument The conclusion is
structure. argument. to a great extent. clearly supported by
Evidence is used the argument
to support the throughout the
argument. essay.
Level 1
The content is
sparse or
inadequate. The
question is
inadequately
addressed
Level 2
Question
recognizable in
answer. Some
omissions or
irrelevant content
selection.
Level 3
Question
answered to a
great extent.
Content
adequately
covered and
relevant.
Level 4
Question has
been fully
answered.
Content selection
fully relevant to
the line of
argument

49
Subject: Social Sciences Geography
Grade 8 Term 2
Topic: Climate Regions (Focus: South Africa and world)
Content and South Africa’s climate
Concepts
Week 4-5
Word bank/ Vocabulary
Weather: refers to short-term atmospheric conditions including temperature, atmospheric pressure,
wind, humidity, precipitation, and cloud cover.
Climate: the long-term pattern of weather in a particular area, typically averaged over 30 years.
Physical feature: the natural characteristics and phenomena of the earth's surface, as landforms,
drainage features, climates, soils, and vegetation.

Coastal plain: a flat, low-lying piece of land next to the ocean.

KwaZulu-Natal

https://blog.goway.com/globetrotting/amazing-diverse-kwazulu-natal-south-africa/

Escarpment: an area of the Earth

where elevation changes suddenly
Plateau: a flat, elevated landform that
rises sharply above the surrounding
area on at least one side.

https://www.google.com

50
 Mountain ranges: a series or chain of mountains that are close together.
Drakensburg- the highest Mt range in southern Africa

https://www.mountainiq.com/africa/drakensberg/

Teacher activity:
• Revision of Grade 5, the physical features of South Africa.
Physical Map of South Africa

https://file.wikipediam.org/wikipedia/commons

51
 Activity 1
Use the clues to fill in the words above. Words can go across or down. Letters are shared when the
words intersect.
ACROSS
4. the natural characteristics and
phenomena of the earth's surface, as
landforms, drainage features, climates,
soils, and vegetation.
6. refers to short-term atmospheric
conditions including temperature,
atmospheric pressure, wind, humidity,
precipitation, and cloud cover.
7. a flat, elevated landform that rises
sharply above the surrounding area on at
least one side.
DOWN
1. the long-term pattern of weather in a Particular area, typically averaged over 30 years.
2. ranges a series or chain of mountains that are close together
3. plain a flat, low-lying piece of land next to the ocean.
5. an area of the Earth where elevation changes suddenly

Activity 2
2.1 Choose the correct word from brackets to complete the sentences:
2.1.1 If the team can (weather, wether, whether, wither) the adversity, it has faced this fall,
Denham should be among the teams to beat in Class 5A this season. (1)
2.1.2 When we make a (weather, wether, whether, wither) forecast, we have thousands of
observations of temperature, wind and moisture at different levels of the atmosphere that
feed into our models. (1)
2.1.3 There were a lot of happy (weather, wether, whether, wither) sellers at the Jamestown,
South Australia, sheep market last Thursday. (1)
2.1.4 Once the momentum is broken, the habit will soon (weather, wether, whether, wither) (1)
Total (4)

52
SUBJECT: GEOGRAPHY GRADE 8

Topic: Settlement (Africa with a focus on South Africa)

Content and Concepts Land use within urban settlements – including the central
business district, zones for light and heavy industry, residential
areas (high-, middle- and low-income), shopping centres,
services, and recreation (Focus only on the characteristics of
land use zones)
Term & Week 3&1
Teacher activity
- Assess learners’ prior knowledge about settlement. Ask learners what they remember and
know about the settlements.
- Ask learners which transitive verb that forms the (noun) settlement
- Allow learners to mention settlements they know and correct them
- Introduce two types of settlements: urban and rural settlement
- Differentiate between urban and rural settlement
- Ask learners to give examples of urban settlement and rural settlement
- Explain to learners that urban settlement has different land sections that are used for different
purposes, and it’s called land-use zone.
- Explain to learners what a land use zone is.
- Ask learners to name different parts of the urban area that is used for different purposes.
- Use pictures to show different land-use zones and settlements

WORD BANK (VOCABULARY) SENTENCE CONSTRUCTION

1. Settlement: - a place where people live People in the informal settlement do not have
water and electricity
The settlement amount for the car is R10 000
Urban settlements are more populated than
2. Urban settlement: - A densely populated rural settlements.
settlement, which can take the form of a
town, city, metropolis, conurbation,
megalopolis, or world city. This is the land use-zone where you find only
industries

53
3. Land use-zone: - areas in urban areas The Central Business District has the tallest
that have function buildings with highest density.
4. Central Business District: - Commercial I just came back from the golf course in the rural-
heart of the city. urban fringe.
There is a construction company that is
5. Rural-urban fringe: - urban functions renovating depilated building in the zone of
invade the surrounding rural area decay
Factories in the heavy industrial zone, make a
6. Zone of decay/transition zone: - an area
lot of noise and air pollution.
where urban functions are developed in
the surrounding rural area.

Sasko is in the light industrial zone and does

7. Heavy Industrial Zone: - area for big
not cause a lot of pollution
factories out of town; noisy and dirty;
needs to be close to transport routes

8. Light Industrial Zone: - a zone for small

factories that do not make a lot of pollution

54
ACTIVITY 1

1. Read the excerpt below to be able to answer the questions.

LAND USE WITHIN URBAN SETTLEMENTS

Rural-urban fringe
Urban functions invade the
surrounding rural area. Has
urban and rural functions
High income residential areas,
golf course, sewage work

Central Business District (CBD):

Commercial heart of the city
Tallest buildings with highest
density- land is expensive High
accessibility
Mixed zone but dominated by
commercial functions.

Zone of decay/transition zone

Found around CBD. Zone of
change
Zone of mixed functions
Many dilapidated buildings (low
owner occupation). Buildings are
taken over by other functions
and renovated

https://learn.mindset.africa/sites/default/files/resourcelib/emshare-show-note-
asset/LXL_Gr12Geography_16_Structure%20%26%20Patterns%20of%20Urban%20Settlements_29May2014.pdf [Date of access:
03/07/2022]

55
http://www.whenwecrosswords.com/crossword/urban_land_use_zones/1036333/crossword.jsp Date of access: 01/07/2022]
TOTAL 6

56
 Refer to the article below and answer the questions that follow.
Central Business Districts (CBD)
CBDs have declined due to loss of buying power to suburban developments. CBDs are no longer used
by all groups of the population and poorer groups dominate. This has resulted in lower investment
into CBDs. In most towns and secondary cities in KZN the centres require improvements. The role of a
CBD is to meet the needs of different markets in an accessible place that facilitates multi and single
purpose trips. Many city centres in South Africa have undergone processes of change over time,
progressing through a period of decline to (in some cases) later renewal.
Adapted from devplan.kzntl.gov.za
https://learn.mindset.africa/ [Date of access: 03/07/2022]

2.1 “The role of a CBD is to meet the needs of different markets in an accessible
place that facilitates multi and single purpose trips.”
2.1.1 Write a synonym for role and an antonym for accessible (2)
2.2 According to the article above, explain what accessible means (2)
2.3 State the problem that is experienced (encountered) by the CBD, in the article
above (2)
2.4 Elaborate (give details) on two other changes experienced (encountered) by the
CBD. (4)
2.5 “CBDs are no longer used by all groups of the population and poorer groups
dominate.” (2)
Use the underlined word to write a sentence to show that you understand the
antonym of the underlined word used.

57
SUBJECT: GEOGRAPHY GRADE 8

Topic: Transport and trade (Focus: South Africa and the

world)
Content and Concepts Different modes of transport and their uses: sea, air,
road, rail, and pipeline
Term 4 Week 2
Teacher activity
- Assess learners’ prior knowledge
- Ask learners to identify different modes of transport ad their examples
- Correct misconceptions about modes a of transport and their purposes

WORD BANK (Vocabulary) SENTENCE CONSTRUCTION

Mode: - a way in which something occurs or In North Africa, camels were once used as a
is experienced, expressed, or done. mode of transport.
Sea transport: - any movement of goods Sea transport is cheaper than air transport.
and/or passengers using seagoing vessels
on voyages which are undertaken wholly or
partly at sea. Most people do not afford air transport, as it
Air transport: - the movement of passengers is expensive.
and freight by any conveyance that can
sustain controlled flight. Road transport includes vehicles like trucks
Road transport: - transportation of goods and motor bikes.
and personnel from one place to the other on
roads. Rail transport is the cheapest mode of
Rail transport: - is a means of transport that transport.
transfers passengers and goods on wheeled
vehicles running on rails, which are located
on tracks

Pipeline transport: - is a method of Pipeline transport is used mainly for the

transportation which involves movement of transportation of fuel.
solid, liquid or gaseous products over long
distances through pipelines

58
 Activity 1
1. Read the extract below to answer questions that follow
Modes of transport.
Transportation concerns the movement of products from a source - such as a plant, factory, or
workshop - to a destination - such as a warehouse, customer, or retail store. Transportation
may take place by air, water, rail, road, or pipeline, using different modes of transport like
planes, boats, trains, trucks, or pipes. To get a product to its market may require only one mode
of transport. For example, a truck may collect the goods and deliver them right to the
customer’s door. Or it may require several modes of transport to deliver a product. An example
of this is oil transported to a port by tanker, followed by pipeline transport to a refinery. These
modes of transport have different speeds, capabilities and costs and thus carry different types
of cargo.
Air transportation offers the advantage of speed and can be used for long-distance transport.
However, air is also the most expensive means of transportation; it is generally used only for
smaller items of relatively high value - such as electronic equipment - and items for which the
speed of arrival is important - such as perishable goods.
https://gifs.africa/wp-content/uploads/2020/05/Grade-8-Geography-Term-4-Exam.pdf [Date of access: 16/08/2022]

1.1. “Transportation concerns the movement of products from a source”

Write the meaning of the word “source” according to the extract. (2)

1.1. Use the conjunction (transition) words in the table below to connect the (8)
sentences provided and write a coherent and comprehensive paragraph about
modes of transport. Your paragraph should have a topic sentence, the main
point/s and the concluding sentence.

lastly, in conclusion; secondly, such as, thirdly; firstly;

59
Sentences:
▪ air, road, water, railway, and pipeline.
▪ different modes of transport are used for different purposes around the world.
▪ road transport delivers goods door-to-door.
▪ There are different modes of transport around the world
▪ air transport is used for long-distances to transport goods because of its speed
▪ railway transport to move goods and passengers over long and short distances.
▪ sea transport used to move large, perishable, and heavy products across long
distances.
▪ These modes of transport are used for different purposes

TOTAL 8 (8)

60
SUBJECT: GEOGRAPHY GRADE 8

Topic: Transport and trade (Focus: South Africa and

the world)
Content and Concepts Advantages and disadvantages of road and rail
transport
Requirements for future transport networks
Term 4 Week 4
Teacher activity
- Assess learners’ prior knowledge
- Ask learners to identify different modes of transport ad their examples
- Correct misconceptions about modes a of transport and their purposes

Word bank/Vocabulary
WORD BANK (Vocabulary) SENTENCE CONSTRUCTION
Transport: It is the movement of humans, I was left without transport when the car
animals, and goods from one location to broke down.
another

Road transport: It is the transportation of The delivery of goods between cities, towns
goods and personnel from one place to the and small villages is made possible only
other on roads through road transport.

Trade: The exchange of goods and services Pule traded his car in for a new one.

Infrastructure: The South African road infrastructure is

The basic systems and services, such riddled with potholes.
as transport and power supplies, that
a country or organization uses
in order to work effectively

GPS: It stands f Global Positioning System. Is a The GPS is used to determine the location of
U.S.- owned utility that provides users with something on earth.
positioning, navigation, and timing (PNT)
services.

61
Activity 2
2. The purpose of this activity, is for learners to be able to identify, understand how
transition words connect ideas/sentences and to be able to write coherence and
coherent paragraph.

Road transport, advantages, and disadvantages

Like everything else, any type of transport offers its pros and cons. The advantages and disadvantages depend
largely on each company’s specific logistics and distribution needs. However, there are some general guidelines
that you should be aware of.
Main advantages of road transport
It is the most profitable. Road transport is the cheapest means of transport available. The main reason is that a
truck is not as expensive as a ship or a place, and it does not require a large specific infrastructure such as ports,
stations, or airports. It is the fastest and most agile. Although other means are faster, road transport is much
more agile. The preparation of the shipment and the start-up of the service is much more immediate, and it
makes it the most efficient option for short and medium distances of up to 2,500 km.
Flexibility of schedules and volumes
Planes, trains, or ships have a rigid pre-determined schedule and pre-fixed routes. Road transport, on the other
hand, offers greater flexibility to adapt to delivery times and to adapt to delivery times and quantity of packages,
with options such as groupage transport. Unlike air transport, which prohibits the transport of dangerous or
special goods, road transport has no limitations. By truck it is possible to ship flammable or toxic products, cold
products, heavy machinery, small packages, etc. (you name it!)
Maximum traceability
GPS and new fleet management software make it easy to always locate and track goods. In addition to real-time
information, this makes it possible to anticipate problems such as road closures or the arrival of storms.
Door-to-door service
The trailer loads the goods at the same dock of the company that carries out the shipment and unloads them
with maximum guarantees at the destination warehouse. IT is a direct service that does not require other means,
ideal for the transport of perishable goods.
Easy paperwork
Compared to sea or air transport, the paperwork involved in road transport is much simpler. The time spent at
customs or on delivery of the goods is much shorter, streamlining the business supply chain
Disadvantages of road transport
Accident rate. Road transport has the highest accident rate, but the sector is reducing it by investing heavily in
safety, renewing fleets and training drivers.
Less load capacity. Even modern mega-trucks, with a capacity of about 60 tons, are much more limited than a
ship, a train, or a plane. This makes it much more cost-effective to use another alternative for shipping large
quantities of goods.

62
Traffic restrictions. Traffic jams, especially on access to cities and industrial estates, can lead to delays in delivery.
However, professionals are increasingly relying on technological assistants to anticipate these incidents and
choose alternative routes.
https://www.noatumlogistics.com/road-transport-advantages-disadvantages/ [Date of access: 16/08/2022]

2.1. Transition words are words and even phrases that connect ideas (3)
From the above article, identify 3 transition words
2.2. Mention three transition words that are not mentioned in the article above (3)

2.3. In your own words, evaluate the advantages of road transport and use any (8)
three of the transition words you mentioned in question 2.1 and 2.2 to write a
paragraph of approximately eight lines
TOTAL 14

63
SUBJECT: GEOGRAPHY GRADE 8

Topic: Transport and trade (Focus: South Africa and the

world)
Content and Concepts Trade and transport around the world
Term 4 Week 6
Content Transport issues – such as cost for commuters,
traffic congestion and pollution - Public transit
strategies – such as rapid transport systems,
subsidised public transport, bus and cycle lanes,
park and ride, car-free zones
Teacher activity
- Assess learners’ prior knowledge pertaining the current state of transport in their local
communities and in South Africa in general
- Clear misconceptions regarding transport in the country
- Introduce the concept ‘transport issues’ and explain the meaning thereof.
- Encourage learners to underline words they find difficult to understand and look for their
meaning in the dictionary

WORD BANK (Vocabulary) SENTENCE CONSTRUCTION

Transport issues: - these are problems that Transport issues had a negative impact on
arises due to transportation the economy.
Commuters: - a person who travels some The number of commuters is high in
distance to work on a regular basis Johannesburg.
Rapid transport/transit systems: - a Gau-train in Gauteng is a good example of a
transport system in a city which allows rapid transport / transit system.
people to travel quickly, using trains that run
underground or above the streets
Park and ride: - a system for reducing urban Park and ride reduced transport issues
traffic congestion, in which drivers leave their during 2010 FIFA Soccer World Cup in South
cars in car parks on the outskirts of a city and Africa.
travel to the city centre on public transport.
Car free zones: - areas around the city Car free zones can be used as one of the
where vehicles are not allowed. measures to reduce emission.

64
 Subsidised public transport: - a It is high time that the government should
transportation service that is not fully market consider turning the taxi industry into a
based and receives financial support from the subsidised public transport.
public sector
Activity 3
Read the extract below before answering the questions that follow
The Effects of Traffic Congestion
Paragraph 1
If you live in a large city or any area where there are many commuters on the road, then you
are probably familiar with the effects of traffic congestion. What you may not realize is the
extent of the effects heavy traffic congestion can have. This gridlock can have a tremendous
impact on your personal life, career, your future and even your safety.

Paragraph 2
Delays
During the morning, commute there is additional stress because delays caused by traffic can
make people late for work. And at the end of the day, the afternoon rush hour is again a
frustrating time because the workday is done and people want to get home to relax, and
traffic is preventing it.
Paragraph 3
Fuel Consumption and Pollution
The stopping and starting in traffic jams burns fuel at a higher rate than the smooth rate of
travel on the open highway. This increase in fuel consumption costs commuters’ additional
money for fuel and it also contributes to the amount of emissions released by the vehicles.
These emissions create air pollution and are related to global warming.
Paragraph 4
Road Rage
Road rage is a senseless reaction to traffic that is common in congested traffic areas. If
someone is not driving as fast as the person behind him thinks he should, or someone cuts in
front of someone else it can lead to an incident that is dangerous to the of fender and those
around him on the road. Road rage often manifests itself as shouting matches on the road,
intentional tailgating, retaliatory traffic manoeuvres and mostly a lack of attention being paid

65
to the traffic around the people involved. It is basically a temper tantrum by frustrated drivers
in traffic.
https://traveltips.usatoday.com/effects-traffic-congestion-61043.html [Date of access: 16/08/2022]

3.1. Based on the extract above, which mode of transport is causing traffic congestion (1)
3.2. Identify the transport issue discussed above (1)
3.3. In paragraph 1 and 2 identify transition words (2)
3.4. According to paragraph 2, what do you think is the cause of the delays? (1)
3.5. Assess the effects of delays in paragraph 2 (2)
3.6. Which two words in paragraph 3 formed the word “highway”? (2)
3.7. Write another word for “highway” (1)
3.8. In your own words, explain what a road rage is, in paragraph 4. (2)
3.9. “Road rage often manifests itself as shouting matches on the road, intentional tailgating,
retaliatory traffic manoeuvres and mostly a lack of attention being paid to the traffic
around the people involved.”
Suggest two possible ways to avoid road rage. (4)
3.10. Unscramble the letters below to show the effects of traffic congestion
gera odra; tiluonpol; laydes; tionconsump elfu;
(4)
TOTAL 20

66